 Thank you Liz. And as Eunice said, welcome and feel free to introduce yourself in the chat, I do have it up and I'll try to pay attention to it as well. Today we're going to be talking a little bit about open education as an enabler for anti racism and social justice. And as Santa way and I are teachers at community colleges. And I will introduce myself. First, our agenda today is to do a little bit of a CCC or we are overview. And we'll talk about anti racism and social justice and some examples of what a Santa way and I have done in the in our classrooms. We have a couple breakout rooms and resources for you to look at. And then we'll come back and I have a mentor for you to just get some ideas maybe just one little idea that you could implement in your own classrooms. So if you're in your own organizations, and we'll talk a little bit about upcoming events and how to stay in the loop and that will be our, our time together. OER's mission is to expand awareness and access to high quality OER to support faculty choice and development to foster regional OER leadership and to improve student equity and success and we're focusing a little bit on the last one today. As you can see we have 111 members in 37 states, including Canada. And a Santa way is running from a classroom to our webinar so let me introduce myself first. My name is, she is. Hi, Santa where would you like to introduce yourself first or do you want to catch breath. It's okay. I was kicking the students out of the classroom sorry. Hi, I'm a son to a Dawson. I am a professor of mathematics I was a ton of community college, and where I also serve on educational resources committee as the chair, where this is where we handle all of our OER stuff. And I'm also a member of the CCC OER EDI committee. I'm Laurie Beth Larson. I am at Central Lakes Community College in the middle of Brainerd in the middle of Minnesota Brainerd Minnesota. And I primarily teach English and reading and global studies. And I've been the OER lead faculty running our learning circles for a number of years. Next slide. So, today we wanted to think about the spell hooks quote that it takes fierce commitments to let our work as teachers reflect on progressive pedagogies. We would like to acknowledge the traditional ancestral unceded territory of the Wapinger, Pagaset, Dakota, and Anishinaabe, sorry, First Nations on which we are learning, working and organizing today. We pay respect to their elders, both past and present, who have been stewards of this land throughout many generations. And if you wanted to find your, the land that you are on, we included the website where you can locate that whose land you're on, I should say. So, as we said, we're talking about open ed as an enabler for anti racism and social justice and so Laurie Beth and I were talking about some of the changes that we've made to our courses to, you know, to our materials for the way we assess grade, our students. And I first want to acknowledge all of my colleagues at Hustatana Community College in our first year studies math program because this is not my work alone. This is a work of many, many people who contributed so I want to make sure I say that. I'm just summarizing the things that we, the collective we have done to be more equitable in our work. So, I teach math. And so, oftentimes, math, we assess, you know, by giving tests and quizzes and homework, and that has been our typical way do you know how to do the math by sort of doing these We've made a lot of changes. It started off with the introduction to portfolios students, you know when they take assessments, especially in math, you tend to be nervous and have a lot of anxiety. It's a common theme and so our portfolio started off with, let's give them something that they can grow from it started off with test corrections that you had to sort of write about so you had to talk about what you got wrong and then you know how you would correct it sometimes with test corrections would have them write a new problem and solve it. So that was the first parts of the portfolio as as the portfolios developed, then certain writing assignments were added. We did an assignment about tips to make you successful in this course. And we had these six things that you would you should do as students and we had students write about the thing that they had most challenging. And then we asked them to commit to this thing for the next two weeks and make this two week commitment. In the other assignment we did or were mistakes. So, we give them an exam that had a mistake in each question and they had to explain what the mistake was so you know, instead of testing them on, you know, the material itself we're asking them now to correct other people so that can also show understanding of the work, being able to make corrections. We had them summarize sections, so they would have to go in advance read the book, and then write a summary of the section but just trying to teach them how to learn math as well so that was the portfolio so with covert some of these things were formed. We created more writing assignments in each each week, just to have students engage some of them were in the form of discussion boards. And some of them are similar activities that we had like the corrections and the tips for success. We also added. At the end, sort of a note to students in in the next course, you know things that you wish you had done or what we would like to communicate to the student in the next course and it's funny we did this for a couple of years and I hadn't used them and finally I compiled them and then I you know I put them all in and it was such a powerful thing to read the students later on. You know, what the past students had actually said. And so that's part of their grading we included mindset activities also part of the portfolio. My favorite one is the power of yet. You get a lot of negativity where people like oh I can't do that and I would say yet, you know you throw in the word yet to them and it's amazing how things can change. We had added reflective writing at the end of each section. So summarize, you know what are the topics we covered in the section. What are what is something that you found easy to do. What are some things you found challenging. And it just gets them to start communicating, you know, the things that they know as well as the things that they have trouble with sometimes. Students won't say out loud what they have trouble with but they will write this in this personal reflection. They will work online homework the use of it and allowing students to, you know attempt as many times as they want before the due date. It's not forever but before the due date, and then also recently just trying to modify our syllabus language. We made a push towards making it, you know, accessible that was a big thing first but then also now the language welcoming and letting students know that, you know, although we have all these assessments. These are all things that we believe will make you successful and completing this course. But again this is my journey and it is still a journey. I am on always room for improvements. I have a similar journey. And I wanted to just just talk about three things that I've done in my classes so typically I teach a humanities course. And I created an OER that focuses on global humanity. I took out Plato, I took out Socrates, I took out Beethoven. And it's focused on more of a global perspective of what we do and what makes us human in our humanity, humanness. Another thing I did in our reading course is I shortened the time. So we now have a developmental education reading course that is called critical literacy. And in this critical literacy course, I focused on why are you here, what are you learning, why are you learning this what's expected of you and why. And students integrate those ideas with the other courses that they take. So I'm not just simply teaching vocabulary and phonics but I'm teaching how they can critically think about their, their activities and what they're learning in your courses. And the third thing that I did in the composition class is to take a bunch of articles from a variety of pay perspectives and require students to do summary reflections. And then they met with me to develop their own topic something that they were passionate about something that they cared about. And then they wrote a paper and they invited peer review. They asked another student to review their paper but they asked what do you what do they want somebody to look at. And so they had to write questions and then as they rewrote it then they met with me I said just changes and revisions. And they wrote it with me and then they met with me again. And we graded it together. And this was, this was not too bad because we did this all by zoom. I think I would continue to do it in a face to face as well students meet with me and in the office. And we graded it together. Then once they finished, then they wrote up a self evaluation of the entire process. What did they think they could do better. And what could they, what grade would they give themselves. And so it was a really, a really interesting really interactive process here. So those are a few of the ways where I incorporated anti racism learning, and I also incorporated critical critical thinking and not just focusing on. What do we call them old dead white guys in the content. So we wanted to offer a variety of resources now I know this is a little difficult to look at and you can't you can't go to the site but we will share a Google document with you. So we have a lot of things put together with these on it and there are toolkits on assessment. Here's how to decolonize your syllabus, there's an equity rubric. We've made sure to include the land acknowledgement website that you can take a look at so there's a variety of resources here. So what we'd like you to do in a breakout room is to think about these possibilities. This has posted the Google slide in the chat there so you can take a look at it in a minute. There are a variety of things there's small things and we thought everybody could come up with just one small thing that you could do. And you could talk about how you might think about doing this of course there's ideas on a self reflective type journey, where students can watch a video read a book, there's curriculum change ideas. There's also a syllabus change ideas we do have a link to a liquid syllabus which I think both, both of us intend to do in the future. Hopefully sooner than later. And then there's also pedagogical changes that we can make just implementing a small pedagogical change in what we do. So assessment is such a teacher centric ideas so we talked about what are some things that you could do to incorporate some different ideas. And so we'll have a mentee meter. Once you finish talking in your small groups with a takeaway, and that takeaway would be what will you do. I'm going to stop sharing now and see if there's any questions and lives will put us into groups. We decided that groups of five might be the best way to go and if you click on the link that Liz has put in the chat, you'll find access to the resources and the question that you'll be discussing in your group with hopefully one takeaway that you might incorporate in your classes. Welcome back as you come back as you can see I'm sharing the mentor meter. If you had a chance to put something on there. I noticed that a lot of people have been typing them in the chat as well. I like the idea of student stories one thing I didn't mention as we started a blog and students would add to a blog, their own stories. That was really fun and then they could share it with each other if they wanted to. So, they didn't have to take a share with each other, reflective writing. I like the idea of students building students helping to build rubrics discussion topics to engage them. I really found the idea of student creating valuable, and they created their own work. Did anybody like to share with voice beyond mentor meter. I'm trying to monitor the chat here. Go. Do you want to add something. Lori Beth. Are we supposed to be seeing the mentor meter right now or are you not seeing the mentor meter. I'm not, but I might be clueless is everybody else seen it. Oh, they are. Yeah. Okay. Just share one more time just to make sure. Oh, now I'm seeing it. Thank you. Okay. Thanks. Yeah, so, so there's a couple of questions about the liquid syllabus. So from my understanding, and I haven't created one yet. There is something right. We have at least one expert in the room. I have not completely created when I started creating one that was the share earlier that I just googled it. You know how to how to create a little syllabus. And there were a couple of different videos. And it was just creating a Google site. And building it. It's, it's very, very at the very beginning of stages. Who is our, who is our resident expert. Said we had one right now. Well, I happen to be in the room with menica Olson and she's created, I think to now, right. I, I'm, yeah, I'm sorry, I didn't know you were calling on me. I guess I mean, I redo them a little bit every semester. So I, I have three, I have three basic three or four basic ones. Yeah, for us one one for a summer course that I, you know, I kind of organize it a little differently. Yeah, no, it's really great. And I, and actually one of the things that I didn't realize was a benefit is I get the feedback. Because I see that students have actually clicked on it right you when you have a website right, which is what a liquid syllabus in essence is it's your own website is you can see the, the viewing details, right. I do get worried about my old liquid syllabus is being out there because I make them specific for the semester so I always like, I pulled them off. So, but it is like creating a website and have experience doing that. I use being communications director at number agency so in, I think that that skill lent itself to creating a liquid syllabus but yeah. Oh, I guess I don't, I don't, I don't mind sharing liquid syllabus. I don't use Google sites and actually I've been curious about Google sites. But yeah, hang on a second. So, I wish I could have joined every breakout room to hear everybody's good examples. Well, let's set back to, there's another. Thank you. Thank you for those examples. I believe this mentor meter will stay up but you will always have access to the Google doc back here. Does anybody have any questions or other comments. Before we continue on. If you have any questions, anything you want to add Sunday. No. It was interesting going through the rooms and hearing that people are doing some of the same things in their own work. Questions. Never wait long enough. So as we continue, we did want to mention that on December 7. There was another CCC OER webinar. The link to register is there. And we'll be talking about measuring the impact of open education. If you'd like to stay in the loop. You can see our upcoming webinars under the website at get involved. The community email is link is there as well. And we also have a fairly new EDI website with blog posts and student impact stories. If you wouldn't mind, because especially because this is sort of a new format. With a workshop type style. If you wouldn't mind to take the short survey. There's has put that in the chat as well and give us some feedback would be wonderful. And from all of us at CCC OER. Here's contact information. And we'll be available for a few minutes. After the recording stops to ask, ask, answer any questions or. Further chat. Thank you everybody for joining us. Thank you so much. Thank you. The link to this is okay. You wanted the link to the. The, the webinar that you share for registration. Sometimes. Oh, thank you. Sometimes when I go back to the site. I forget. So right now I can just go ahead and register. So thank you. Okay. Sure. Thanks. Yeah. Thanks, Wade. Let's see Melanie, did you have a question? Oh, are you clapping? It's hard for me to tell. I think.