 this meeting is being recorded. All right, we'll welcome everybody to the community college consortium for open educational resources spring 2023 webinar on open education and community impact. I'm really excited to have a couple of a couple of presenters today who are going to be talking about some projects and experiences related to the ways in which open education can be understood to have an impact on the community communities outside of the traditional classroom. I would like to encourage everybody to introduce yourselves in the chat maybe just say your name and what college you're from or what institutional organization you're affiliated with. That'll give us a sense of who else here. So I have a couple of so if you want to go to the next slide we have the agenda. We are going to be first kind of talking just very briefly about what CCC OER is just to if you're not familiar if you happen to not be a member and then like I said we have a couple of presentations and then there are a few other items towards the very end after a Q&A session that all address as well and give you the opportunity to understand kind of what's going on with CCC OER and OE Global. So okay can go to the next slide. So first of all the community college consortium for open educational resources is a network of institutions primarily all community college institutions across North America who are dedicated to supporting faculty and supporting institutional initiatives with respect to open education. The network provides an opportunity for practitioners of open education to engage in discussions and share projects and resources and also kind of ask questions and learn from each other because that's what this community is kind of all about is sharing and learning from each other and building off of what each other is capable of doing. So we're really happy to have been doing this work for a long time. One of the things that we do is we do these about eight webinars a year or so but there are other kinds of projects that CCC OER is involved in such as you know the regional leaders for open education and other kinds of kind of focused projects that we've been doing over the years as well and of course all of that comes down to the main goal for all of us is to improve student success and equity. So now next slide. So yeah this just gives you a visual sense of kind of where we're located it's a pretty good spread across the United States and even up north in Canada there. I'm Matthew Bloom maybe I should have introduced myself first I'm Matthew Bloom I'm English faculty at Scottsdale Community College and I'm on the Executive Council of CCC OER focusing on professional development and I'm based in Scottsdale Arizona which is in the Phoenix area. So that's pretty much all you need to know about me and if you want to go to the next slide I think we can go ahead and introduce our speakers. Now unfortunately one of our speakers had to had a conflict at the last moment was not able to make it so we're only going to have two speakers today but I believe that we will have a great opportunity for discussion. As we're kind of going through these presentations if you have questions feel free to use the chat to express those and you know I'll make note of them and then we can do a follow-up Q&A afterwards. So I'm happy to introduce Dr. Rebecca Vasquez Ortiz who was a regional leader of open education advisor. She's on the ALSA board member and she's a psychology professor at Santa Ana College and then we also have Dr. Jamie A. Thomas who is a linguistics professor at Santa Monica College at Cal State University of Dominguez Hills and an open for anti-racism coach and I think that without further ado I would love to just go ahead and pass this on first to Dr. Ortiz to have to take some time to present to us some of her experiences and thoughts about how open education impacts community beyond the classroom. Thank you Matthew and I hope everybody can hear me. First thank you for inviting me to speak here today. I'm always interested in the work that we're doing in higher education around OER and open pedagogy so again thank you and as Matthew said I'm trained as a developmental psychologist and what that means for me aside from my interest in social justice is that I'm kind of at the interface between quantitative and qualitative analysis and I do a lot of other interesting work around methodology so super excited about that type of involvement and I also want to give a quick shout out to the regional leaders of open education and some of my colleagues who are here today so thank you for coming and I hope to shed some more light on what it means to be based around community building and I wanted to honor that connection because I've done a lot of work both in presentations and other spaces with the RLO team. Let's see if I wanted to share anything else about what I've been up to as of late and I think that I wanted to start off by saying happy birthday to Dolores Huerta who just turned 93 a couple of days ago and I wasn't speaking that day so I just promised myself that the next time I had an audience and was holding a microphone I would send a happy birthday shout out to Dolores Huerta who has been so inspirational to many women of color and people of color and with that I wanted to share a quick quote that I found recently about from Dolores Huerta and we have centered some of this in our work with RLO in terms of understanding what leadership is but today I wanted to give you a slightly longer quote because for me it really connects to what it means to be centering community practices so Dolores says we just have to convince other people that they have power this is what they can do by participating to make change not only in their community but many times in their own lives once they participate they get their sense of power and so for me the work that Dolores Huerta has done around community activism and grassroots empowerment really helps us as we enter these spaces around open pedagogy and take our leap from just examining what it means to be using open resources and actually creating power and movement in marginalized communities where we haven't seen that as we've seen historical oppression around power and resource hoarding so I wanted to start with that and I hope that if anybody has any comments or questions about that I think Matthew said that you could put those in the chat and then we will also come back to that towards the end today so first I wanted to start with that and then I wanted to lead into the idea of about leading from the middle and leading from the middle really allows us to interrogate power the way that Dolores Huerta brings it up in her work around empowerment and so if we consider traditional hierarchy we're looking at a top-down approach and most of us are very familiar with this top-down approach because we've navigated higher education and we know what it means to either be a leader or a follower and how we have to assume these different perspectives in the different spaces that higher education has created right so for example while we're still working on our tenure we have to be more followers than leaders right because if we take a position that is more leadership oriented and it doesn't necessarily jive with let's say our tenure committee it could cause us problems right and then the day comes that we receive our tenure and now we realize okay well we now are leaders because we have our tenure so we can potentially move into this space of saying i'm ready to be a leader and some of those transitions are particularly difficult for people like me who come from marginalized communities because it's not easy to shed that necessarily once we feel that it's our time to develop our leadership because of all of the historic experiences we've had and then learning to navigate that tenure process so that's a quick example of saying okay this hierarchical structure is what we really have been indoctrinated into and trained as as as those of us who have navigated both our own education and now have become educators and you know in open pedagogy we're asking you to challenge that and we're asking you which is not easy right because we say well now we're you know now i am the professor right now i should yield or wield the power and so there the idea becomes a leader leading from the middle allows us to take steps both as leaders and followers throughout the different educational spaces that we occupy and never traditionally give up full leadership or full following so that it's easier to navigate that as we come into spaces like this where we see oh others have more or less resources or knowledge let's say than a particular person might have so i wanted to center that first because when we look at community empowerment models it's difficult to say let's empower the community if we don't understand the way we're socialized to really follow a hierarchical model model and i also believe that the Lotus Web then her work centering grassroots movements looks at leading from the middle so that's the first point i wanted to bring up the leading from the middle and then i also wanted to transition into cultural wealth models right and so i think the last time i spoke with ccc oer i started this discussion around looking at multiple outcomes and empowerment that didn't just center on the idea of affordable and accessible material and this is based off of my interest in cultural wealth models because what we find is that in particular communities there's already a built in kind of protective mechanism that is community based and that's in in in reference to communities of color who tend to hold at their core value and cultural value systems this idea of interconnectedness or kind of building the group and in some cases we even have situations where that sense of real individuality is is considered shameful right or is considered too ego based and so it makes sense that we would be able to embrace a theory like the cultural wealth model that Yasopos puts out and say hey this model could be really effective in helping to create content at higher education levels and also for dual enrollment students and k-12 students that centers this idea of saying hey let's look within the community and let's look at all of the valuable resources that the community contains or the community capital if we want to think about an economics perspective and we could say we can build up additional pedagogy and other types of engagement strategies that center the idea of building trust right and so building trust says we value your commitment to critical thinking we value your commitment to higher education and in valuing that you bring in these assets whether they're linguistic assets because many times people of color are navigating multiple linguistic systems maybe social right social assets again we see through these extended networks of support that communities of color develop and then of course the idea of resistance so what is it that we see students of color and other marginalized groups who come to an educational setting and faculty and administrators and our staff of color what do they bring to that setting that centers social justice through their experiences right and so many of these people who can potentially be brought in to lead from the middle whether they're community members students right family members I may I was alluding to that last time can can quickly help us build a wider more diverse understanding of what it means to be an intellectual by bringing in these types of resources that really already exist and then like I said the building of trust means that once you pull these assets in then the idea of creating pedagogy and engaging students to create pedagogy is so much easier right and so I wanted to finish off right what I was speaking about today by saying that it's not easy and it's not easy for me when I get challenged by my students right or my community but the idea that we could bring those who have already built a real set of skills that could be transferred and used within our curriculum and within our assessments from the communities that we live in and that we work in really I think is a great model for saying how can we not just create these spaces but how can we evaluate them in terms of the disproportionate impact that we see and in particular specific areas of study that tend to be the gatekeeping courses for advancing in higher education so I look forward to questions and and other dialogue and I think I'll pass the microphone now back to Matthew thank you Rebecca Rebecca so much for for sharing all those thoughts with us and kind of centering this conversation on the the way in which we see ourselves as you know having some agency but not necessarily you know going into the community as you know in a leadership role so much as as you said leading from the middle and I think that that might in some ways help us address a question that I'll have later that I think I'll be asking has to do with the history of the appropriation of knowledge and culture by like the dominant society and how there may be concerns in certain communities when they're approached by people coming from the academy and you know with with respect to you know asking them to participate in ways that are maybe we would have to understand really how to package our communications and and really make it clear that that you know it's understood to be a collaborative generation of knowledge and a collaborative growth experience but I don't want to go into that in too much detail right now because I'm not the expert and that's just what some of the thoughts I had based on what you said so thank you so much on what I'd love to do now is is transition to Dr. Jamie Thomas so Dr. Thomas if you would I believe you have some slides and and so go ahead and take it away great thank you so much to Dr. Rebecca and to also Matthew really appreciate the thoughts here and what I'm going to try to do is build upon what Dr. Rebecca Ortiz just shared with us about community engagement trust building and I'm going to add a third thing which is democratizing knowledge so I start from this premise through my involvement with the OFAR or the open for anti-racism program and I want to acknowledge that some of the participants in the program and leaders of the program are on the call today so thank you all for everything you're doing sharing this slide from one of our previous conversations on anti-racist pedagogy to talk about why this matters right to be race conscious to be bold and braids through our content and our leadership in the classroom using these opportunities to not only to inform ourselves as instructors but to also encourage our students to see the implicit bias that frames their experiences in education and also their experiences beyond the classroom to think systemically and structurally about how to expose and critique the ways that perceived differences and our responses to those our social responses to those structure our relationships and to also understand the foundations and history that guide what we do right now in the present moment through our fields and disciplines understanding that previous ideas about who gets to ask the questions who gets to develop guidelines for legitimate knowledge and who gets to have a voice all govern what we consider to be say psychology or linguistics or even psycho linguistics today and using teaching opportunities to include voices and perspectives from many different peoples and groups particularly marginalized perspectives particularly perspectives that have been left out of our disciplines and to then invite students to contribute their own perspectives and experiences this is all of what we're trying to do in framing and building out an anti-racist pedagogy so let's go ahead and go to the next slide there and in this slide I just wanted to sort of share that as a result of our previous run of the OFAR program the open for anti-racism program we found that and this was through some of the data gathering by the leaders of the program that overwhelmingly college administrators and faculty were finding this to be a very meaningful experience and that the school that I worked with on this last run of the program Imperial Valley College which is close to to the California Arizona border that the partnership between the faculty and this was an interdisciplinary partnership so we had psychology history English faculty math faculty working together together with their dean that as the dean in the school responded to what they were learning and provided the faculty with time to share out through on in-service professional development on campus that more of the campus was able to benefit from our learnings so let's go to the next slide because I'd like to share with you just some of what students were learning from this process and then also what some of the faculty were saying themselves and so students were saying that they appreciated being able to examine the history of the discipline that they were able to use classroom content to identify and challenge biases and that they were able to personally identify with the content by seeing connections with their cultural and racial backgrounds and all of this helped to make the learning experience more meaningful so what are we talking about let's go to the next slide and here I want to in just a moment play just a short video about a minute of one of the professors in our cohort talking about why she chose to use an open stacks history oer textbook what her experience was in working with students to examine that textbook and tailor parts of it so that it spoke more to southwest history and community engaged leaders so let's go ahead and hear from this professor and we may go ahead and open the full screen for just a moment but I was noticing gaps I just wasn't sure if what I was seeing is what mattered to students and so my project I took one of my sections of history 121 which is basically late 1870s to current and for the students first of all a survey what areas were they interested in and that's when they came down to the women's movement jacana movement the black movement um and so within that those who had those similar areas of interest worked together and reviewed each of the chapters that pertain to those areas and said okay who is missing what voices are we not hearing what who are we not reading about when we include the voices of different groups students have more of a relationship to the information as Cynthia noted with her students they see more of that connection they see themselves it makes it more relevant to them it gives them more of a connection to their community as to where they're from and what they can do to make it better and they see themselves as being able to change the narrative part of it was I had to stand back and let them go because they started looking at things and there was a tendency at one point for me to kind of want to rain them back in a little bit and I had to say to myself you know this is their area of interest this is what they want to know trust their instincts trust the library staff and and see what they come up with and that was that was a hard part for me but it was definitely worth the experience to do that and some of what they came up with was extremely powerful and I think sometimes we need to let the students tell us or show us what motivates them so we can make this a very much more interactive process in their education okay so what you saw there was a history professor talking about her own journey alongside her students in opening up to open pedagogy and opening up to co-collaboration with her students such that she was centering student concerns and being able to be responsive to their particular interest so let's go ahead and go to the next slide because here I want to share with you a project that I did with my students and this was prior to me coming to Santa Monica College I was teaching at Swarthmore College in the greater Philadelphia area for a number of years and through this I taught a seminar on language and identity and the African experience and used that as an opportunity to talk about diasporic experiences so we talked about Latin America we talked about the Caribbean we talked about Mexico and then we brought our learning locally and so we looked into a Philadelphia based Latinx community and I found a Puerto Rican community center and we went to that community center we listened in we learned and then the students said you know what we want to come back for their conference they were having a conference based or themed around Arturo Schomburg a historical figure and historian librarian of great renown and used that as an opportunity we did to gather interview tape and community thoughts and walk the neighborhood with folks and then we incorporated that into a podcast which and website which is available and I'm going to go ahead and we can go to the next slide I'm going to put into the chat a link to the project it's a bilingual project and so it features English and Spanish and I'm also going to put a link to my website because there's more on the website with some of the other kind of co-constructed community-engaged projects that I've done with students and one of the things that I loved about this project though was that it brought out in personal words and experiences what identity is and what language is and and it about how to build trust with communities it was the act of listening that did this for us and I use this to teach a methodology not only as a as a critical pedagogy but as a research methodology and put students in the driver's seat so you see there that one of the students said that in learning about Afro Latinx people I've come to see identity categories as socio-racial constructs not as indelible kind of givens right if the community participant said about their experience that they were battling it until at some point they realized I could be both black and Dominican so talking about all of these imposed identities or marginalizations and how that surfaces through language that's part of what I'm interested in as a linguist too so let's go to the next slide so in developing this I ended up developing a community-engaged pedagogy of applied linguistics which is what I'm so interested in and thinking about how do we get students to make the questions how do we get students and participants and community participants to do the creative self-reflection in a way that pushes back against epistemological racism or this idea that even the sources we use to base our understanding on within our discipline can be framed by racist ideals the idea that I wouldn't use say oral histories as a source because I don't value that source material or I wouldn't include in my bibliography black and Latinx authors we dispense with all of those things and centered these concerns as part of our endeavor to understand ourselves through our interaction with others so let's go to the next slide and you know what I chose to do was to include this podcast project as part of the way the seminar or the course was structured so I included it in my syllabus even though I wasn't sure how it would turn out or fully be structured but I came up with a plan so let's go to the next slide and you can sort of see how I attempted to do that I listed it as part of the syllabus I gave it some sort of percentage of the grade and I encourage students from the very beginning of the course to think about how they would pull together work together to create an audio story and I told them at the beginning that okay we don't know what this is going to come out like but we're going to figure it out together and that automatically put them in the position of having to think creatively and excitedly I think about what their contribution could be okay so let's go to the next one and so here is a view of the cultural center in Philadelphia and if you're located near Philadelphia I encourage you to visit Taier Puerto Ricanio because it's a beautiful location towards the north side and also includes an art gallery which is fantastic let's go to the next slide and so we had a class field trip and then students returned on their own time to visit the conference and audio record interviews and so a couple of the questions though that I'm thinking about now is how do I scale this type of project for larger class sizes and how do I provide greater student agency with data gathering and storytelling I'm enacting a new podcast project sort of based off of the guidelines I came up with in this previous project and this one has students going to different locations based upon where they are located their neighborhoods or their local mall and investigating in those ways and that way since I'm not at a residential campus I can have students sort of do data gathering at the times in which that fit their own schedule so let's go to the next slide and so part of the work that went into this project was collaborating with digital humanities librarians and to do some of the website design and also have conversations in class about what it means to democratize access to scholarly knowledge access to community knowledge and that was a really fascinating conversation for me too we learned about how to use some web tools so that students could gather the audio and put in a format where it could be on the website and played so students were really in the driver's seat for much of this there's a question from Theodore in the chat how do you make sure that disabled students can participate in collaborative experiences like the podcast this is a great question and it's one that I'm continuing to think about I'm about to have a conversation with my students later today actually because I teach in the evenings and we're going to talk about what role they each want to play in seeing this project through and I want to allow them to decide where they think they can be most valuable to the team and I think a conversation like that would be really helpful because it can play to the students strengths they can choose the role they want to play and how they can use their strengths and talents to support others on the team and that's also why I think it's good to embark on this project a little bit after you've already started the semester you're more than halfway through because students will have had a chance to build community in and among themselves get to see what their strengths are and build upon that as part of the team so I've done a lot of team building a lot of community building inside the class all along the way in order to try to enable some of this okay let's go to the next slide and so here's a view of us walking the neighborhood with some of the local murals and you can see that this one is kind of dedicated to Taier Puerto Ricanio there's something on on the mural there in the center that says centro dedicación or central center of education boricua which is a word that refers to Puerto Rican identity and I think it was really special for these students to connect with this location and this community particularly because in this group I didn't have any students that identified as Latinx or Spanish speaking and so they were connecting with a neighborhood that's there that's been there for decades and that they didn't know about so it was kind of like a hidden gem in a way and what we wanted to do was make sure that we came in with a posture that was very much about learning from rather than dictating to and I think that had a lot to do with folks being interested in talking with us and opening up with us for this project and we also let them know in advance that this project was about sharing what we learned not holding on to it and publishing it in an obscure location that was the purpose of putting this all online let's go to the next one and so here's a view of how the website turned out I really encourage you to check it out the end point was a repository of three podcast episodes where the students are narrating or talking and I let them decide if they were going to do a sort of a scripted audio story or if they were going to do a discussion they decided on that as we went along in the semester what I put on the syllabus were different kinds of podcasts that we could listen to and decide how we felt about the storytelling and so the students came up with this format and I'm really amazed at what they created sometimes just like the history professor is telling us in that clip when you put students in the driver's seat and you try to equip them with tools and experience and secondary sources there's a lot that they can do let's go to the next slide here's another view of part of the website and so what we have is the podcast episode and what we did was we uploaded it to SoundCloud and then SoundCloud is like a website that is kind of like a YouTube but for audio and so then we were able to just embed our audio from SoundCloud onto this web page and we produced a little summary we added some guiding questions we added some sort of places and to see that go along with the audio story and then we added key terms and so let's go to that next page there a little bit of context that derived from the things that we read in the course and then the next page and here's a view of where we're having sections of the the page kind of talking about a certain issue or a key term and then playing some audio that or taking an audio clip that talks about that key term or that concept and having that accessible as you reach the read the key term as well so this was a format that we learned that we could do in collaboration with the digital humanities librarians and so shout out to all the librarians because y'all know your stuff okay but this is just an example of what can happen when we open up two different possibilities and the way that I structured that last month of the course was to make my class time collaboration time so we had our in class time with the librarians we used campus resources like the computer lab and we were actually in the computer lab during the last few class meetings so that means that I had to kind of turn my class upside down and make it into applied time for the project. Theodore is asking if there's transcripts of the the podcasts available in so far as we have kind of transcribed certain quotes and things on the website I don't think we have full transcripts available but that that should I'm actually going to write that down because that should be our next step the next iteration the project that I'm trying to complete this semester with students and so I'm not going to tell you it's not a lot of work that would be a lie but it is very enjoyable work and to see students really come into their own and make project decisions I think is very exciting because it gives you the sense that if they go off on their own later after your course they have an idea of how they can meaningfully engage with communities and create something let's go to the next one because I think that just about does it for me. Yep so that's it thank you so much. Thank you Dr. Thomas that's very inspiring there's quite a bit of activity in the chat I think that if you've probably been reading some of the comments there so I do appreciate you coming and sharing that project really getting students out there and giving them the opportunity to explore their their local areas and see how you know they how they fit into the things around them you know so that's really great well for everyone here I'm actually like super excited to say that our third presenter is here and is was able to make it so I would like to introduce Dr. Keith Anderson who is faculty in English humanities creative writing and game studies at Mesa Community College and that's here in the Phoenix area he's one of the he's faculty in the Maricopa Community College College District just like I am and so without further ado I'd like to pass it over to Keith so he can discuss a little bit about his project and experiences. Okay thanks Matthew um see I'm getting rid of the chat is right in the middle of my screen so I apologize for my late arrival I was getting all these notifications about new zoom logins because Mesa has decided to become a zoom centric campus and I got them confused with the notifications for for this meeting and so when I figured it out and I'm glad to be here and I'm pretty excited to tell you about some of the stuff I'm working on here now so I'm in Mesa Community College which is part of the larger Maricopa Community College's district and um a OER project that I worked on related to disability studies which is a humanities class that I teach and the the class focuses on representation in across media and the idea of who's doing the representing why how and so on and then we overlay that with a study of various models and approaches to the study of disability so we go from a moral model which though it originated in ancient times as an explanation for disability based on metaphysical forces such as curses and blessings and and so forth um it's even though it's a very ancient model it's still very much alive and well with us uh anytime someone says you deserve that person deserve to be um hurt in some way then they're using they're they're invoking the moral model to this this point through their language um the second thing we look at is the um uh then the medical model which is basically uh finding the disability in the individual and then fixing that individual uh through prosthetics or through whatever means the medical community offers. The problem there oftentimes is the medical community presumes what is best for the patient and it met its worst expression in the proliferation of eugenics around the turn of the century and ultimately the disability played a role in the final solution because it was the people with disabilities who were first targeted and then the social model which is basically a person is disabled by his or her or their environment and and not in their body so it's our failures of society to provide means of access that that causes disability it's not a person is using a wheelchair it's the fact that we haven't built a ramp with that person and so that's the social model the activist model beyond that is uh just when uh people disability begin to speak for themselves and represent themselves and and are truly empowered and don't rely so much on allies to speak on their behalf and and you know support their cause but they are able to forcefully and righteously um you know pursue their their own rights um so that's kind of the background of of what this project is a part of so that the students you know I have them look at a variety films and I'm not sure if I can play a film at this point but um we we start with an article about basically there's an argument made that that exceptions should be made even by people opposed to abortion exceptions should be made for children who are uh severely quote deformed in some way or another and um and you know the argument is made that parents should be able to choose to have abortion in those cases but not with a baby that exhibits no disabilities and so then that gets us into thinking you know asking what is what is how do we value life how do we determine who has the right to live um you know who quality of life uh those kind of things who has choices over someone else and ultimately we try to work towards um uh a disability advocacy um you know where where rights are are maximized um so I I start with a um and another thing I start them with is I don't know if any of you've seen this yet and I don't know if I can play um this is a brilliant um video oh I need to share screens now okay yeah you should share screen and make sure you click the share sound button okay and would I be able to play a video with that or not yeah if you're gonna play a video you just need to make sure you click the sound button otherwise we won't be able to hear it okay so moving to share screen then and then the sound button yes down there share sound uh do I need to optimize I didn't when I played the video earlier so okay so um let's see that got to full screen that's not the one I wanted to open to right now uh let's see new share when white shows that particular screen to share let me go back to my because this is where I'm trying to be so now let's can you see that screen now or is it just the the presentation we're seeing a youtube window okay all right that's that's what I wanted to do so I don't know if any of you've seen this it's just a short 22 minute flip um but it it touches on a lot of things that um um you know such as caretaking um you know I'll just I'll just show you that the first couple of minutes of it or maybe just um brilliant work by this screenwriter um so Stuart's caretaker regular caretakers quit he found this person to um off of um a social website you know just recruited him turns out he's a pretty good bot and good guy but it kind of opens the students up to the idea of how vulnerable and exposed um people with disabilities can be and and you know how how often there how much abuse goes on in our society in disrespect um and so he's in a situation there um and I wanted to take it though hey good morning farther ahead to um this point here where it's it's very ironic because uh the um Stuart is using um he's listening to a sort of motivational speaker and then juxtaposed to the reality of of how he's navigating the world and what that world was like um is very ironic welcome to spirituality for aspiring CEOs and entrepreneurs episode 43 meditation for ultimate self-sufficiency begin in a comfortable position allow yourself to feel gratitude for the fact that you are a seeker you have chosen to pursue enlightenment and absolute liberation the external world cannot affect or disturb you you alone manifest your reality the external world cannot affect or disturb you no matter what you are experiencing you can always will tranquility into being as we begin the first exercise of the day visualize what you desire with absolute clarity so as you can see uh it's it's meant to be funny and suits are uncomfortable um with that but the director is intending you to laugh because this is the director and he's situation and um and life can be kind of funny and life can be cruel and so there's elements of both of these things running throughout the film so I use that as a kind of um I I ask students to analyze situations and try to put themselves in the the shoes of of someone else and um who's living and perceiving and experiencing life very differently from you and this you know of course expands just beyond disability but it you know to different language families uh linguistic backgrounds cultural backgrounds class all of these things are are facets of the way we see and experience the world and disability is is um one and it is the minority to which we may all one day which we all will one day or another join so after kind of taking students through a variety of texts and so forth then I um have them do a field research where they go out and armed with um some material about ADA policies and practices and and ways to assess the accessibility of buildings I have them go out and and reconsider the places that they go so I want to go to the uh let's see where is it now that's not it there's a see this thing at the top is in my way how do I move that make that disappear you should just be able to drag it somewhere else oh okay so the the ah there we go so we want to get to the activity itself which is this is there's a pursuit oh okay so this is um so I I have them do um an assessment obviously that the first image here is is showing that clearly places that um brand themselves as accessible um are clueless as to what that actually means and um get them to thinking about I'm going to scroll through this uh how that we we grew up assuming that the ADA has covered things and and actually many laws um need to need further reform and including civil rights legislation Native Americans are are um I assumed growing up as a child that they'd all been given land you know in the south there were no reservations to reference and when I was growing up there's no internet and so relying on local resources I had no idea that you know they they actually many times weren't granted the land but was held in trust by the United States and they weren't receiving that paycheck every month to compensate them for all the land that was stolen so um similar thing we assume that the ADA is working it's in place and that there's no other issues but then and notice how just a disability was left out of this um one of the groups is left out of the um a a sign that was meant to show solidarity and sensitivity still inadvertently excluded people disabilities um and then a lot of my students who take the disability studies class because it's recommended as a humanities class for anyone in allied health and it's on the the pathways to guided pathways to success it's one of the recommended courses so a lot of my students end up being in in one of those fields like nursing or um you know diet or doing the allied health there's massage school certifications so and and to be because they'll be encountering people disabilities more often than not then they should be especially mindful of the disability etiquette and um you know just awareness and and observation the caretaker who was just hired in the video by the way turns out to be the absolute best person even though he didn't have any training he's intuitive and asks the right questions he listens and does all the things that I I hope uh caretakers after this class are are more mindful of that so um I basically have them go through and um think about you know what accommodations are needed and then remind them that there are exemptions and exceptions and so a lot of the places that they frequent are not actually handicapped accessible and that goes back to there was a the ugly laws the United States uh the last one was a repealed in 1974 I think in Chicago Illinois um whereby people with disabilities who were disfigured in any way were were not allowed to circulate in public and we still have holdoverist that there's a home rule with insurance for instance the the wheelchair or the electric power chair let's say that your insurance will pay for uh is not made except for in-home use and so even the tool that's supposed to give um people disabilities access to the outside world is not really designed to give them that kind of access this is kind of a holdover of the the ugly laws and uh um my point is in that is is that um you know the world is not as accessible as it's counted to be um by people who you know invoke the 88 talk about um unintentional discrimination yes Dr Anderson I kind of have to jump in because we're right here at the end and I just wanted to yeah I just wanted to say thank you because this this project where you have students going out into the community and and you know identifying uh places where um you know where persons with disabilities are you know are are seeing the world and are experiencing the world in a very different way and and trying to make them uh make the students kind of like giving them the opportunity to be agents to change that um I think is a really great example of this kind of like an open pedagogical approach I appreciate your um sharing this project with us today um and I did want to go ahead and if you could unshare your screen we've got a couple of like final like last little slides that I kind of got to run through um because I know that a lot of folks have to log off right here in about a minute but I just wanted to remind everybody that we do have an upcoming webinar it is May 12th or actually which which is can we get that slide up maybe yes oh yeah first of all so yes please if you're interested in joining the Executive Council of CCC OER you have the opportunity as long as you're you know an institutional member um it's a great it's a great chance to uh take part in like a professional development opportunities like this like and putting them together but then also with strategic planning and with other kinds of projects that we do so um if you're interested in that there's information about the different roles in that link there and then you can nominate yourself or hey you might might even like volunteer somebody else to do it right um and then next slide please um yes and then here we have a um uh this right here is May 10th sorry I said May 12th May 10th is our last spring 2023 webinar um and as you can see it's about the transformative power of OER and ZTC pathways and you can register there and then I think the final thing that I got to tell everybody about is get excited because OE Global 2023 the kind of the global open education conference is going to be in Edmonton here in North America up there in Canada so please consider sending up sending a proposal because the call for proposals closes on May 15th all right well I got at 1 pm we're right at the hour thank you all for participating I am honored to have been serving on this uh professional development committee with CCCOER for five years and this is actually my last webinar with CCCOER so maybe I'll see you as a participant one of these days but it's been a great experience so thank you all for being here thank you to the presenters and uh thanks to CCCOER for all the work that that you do and bye have a great day