 Hi everyone. Welcome to our session today. My name is Maryam Navabi and I use the pronouns she, her, hers. I'm with the Equity and Inclusion Office. For those who may benefit from additional description, I'm a West Asian woman with chin-length curly hair. I'm wearing a dark top and I have a white background. For everyone's information, the session today will be recorded. As we begin, I'd like to acknowledge and give thanks to the Hankamunam-speaking Musqueam people and the Silk Okanagan people on whose traditional ancestral and unceded lands UBC is located on. I'm joining you today from the traditional ancestral and unceded lands of the Musqueam peoples. So much of the discussion surrounding the topic of today's session is about belonging and the politics of recognition in spaces of teaching and learning, which for many of us are deeply complicated in relationship to land which has been occupied and which many of us are uninvited guests. In this tension, there's opportunity to be a good guest, which for me begins with acknowledging that Indigenous peoples who have lived in reciprocal responsibility to the lands that we occupy for millennia and it's because of their generosity that we're able to have conversations about the complexities of inclusion and belonging for the students that we serve at UBC. I will provide a brief overview of our program before turning it over to our presenters from the six funded projects to present. Our time will close with some final reflections from my colleague at the Equity and Inclusion Office, Greg Lockwood. The Equity and Inclusion Scholars Program is an initiative of the Equity and Inclusion Office and which aim to cultivate opportunities for building capacity for transformative teaching and learning through the integration of equity, diversity and inclusion in teaching related practice and scholarship. This broad objective of the program was actualized through providing funding and supports to those working in formal teaching and learning spaces to enhance through various interventions which will shortly hear about inclusive teaching practices. As you can see, inclusive teaching involves deliberately cultivating a learning environment where all students are treated equitably, have equal access to learning and feel valued and supported in their learning. Unique to the Equity and Inclusion Scholars Program was that beyond providing funding for diverse teaching and learning interventions, the program sought to build a network of scholars across ranks and disciplines to expand conversations related to equity, diversity and inclusion in teaching and learning. Additionally, the model was centered around a faculty learning community where scholars convene to share, learn and discuss their projects. Lastly, projects were selected based on their potential for transferability to other disciplines and potential to be scaled up. Six projects were funded and all 24 researchers connected to the projects were part of the broad network that convened around the faculty learning community. Funding was provided for a two-year period and projects were extended for an additional year without additional funding to account for pandemic-related disruptions. As you will shortly hear, there was a diversity across not only the types of projects, but the cohort of scholars who held diversity across ranks, disciplines, outputs and facets of equity and inclusion. I'd like to thank the project teams for their scholarship as part of the ENI Scholars Project. They're willingness to engage in the experiment of the faculty learning community and work with us on evaluating the developmental model of the ENI Scholars Program. The six projects are listed here and they will present in the order that they are listed. I'll just give a moment of pause for you to look at the titles and the individuals connected to those projects. And with that, I will turn it over to our first presenter, Neil, to start us off. Good morning and welcome everyone. Obviously, my title of the project was community building through and in the disciplines. It was originally sociology and anthropology, but with the pandemic and with the application of that, it's now sociology and the arts and thinking how many experiences in sociology can be applied across more courses and more teaching environments within the arts. So for many of you, when I talk about community building, what I'm referring to here is community building education, which I'll get to in a second. In the first year of the project, I had a research system who unfortunately can't make it today. But in the last year, the work had been conducted primarily by myself. So community building education, what is this? Initially, prior to my full-time position as a lecturer in sociology, I was working in student services and facilitated orientation events and training of orientation leaders for programs such as Jumpstart and Imagine Day. And in that role, I used to facilitate from the Equity and Inclusion Office community building education to student leaders. And student leaders responded very positively to this, and I always wondered why is it only student leaders that are actually attaining this education? So I had the idea to adapt and embed existing education resources from the Equity and Inclusion Office community building education within the first year arts courses and actually make it instead of co-curricular something within the curriculum and improve its inclusivity to a broader range of students. So that was the main kind of aim and rationale to start off with, and then be evaluated and disseminate the impact of this on community building student learning in first year arts courses. So in the first year, it was really kind of workshopping with teaching assistants and students. I took the existing three-hour kind of workshop, which is often done with student leaders, and adapted it to kind of discussion group format kind of sessions. So instead of one three-hour session, I adapted to three times 15-minute sessions and took and developed CBA instead of a one day event for over three weeks, and then tried to integrate that with class content and concepts and really try to intertwine and do community building education through the discipline of sociology. So these have become kind of canvas modules, which are both suitable for either in-person or online delivery. And obviously, there's assignments attached to these, which can be used informatively or summatively. In the kind of, there's a bit of a pause for the pandemic, but prior to the pandemic and then post-pandemic or coming out of the pandemic, we're not post-pandemic. I've kind of delivered CBA in its current format, in-person and online through roughly 151st year students within my sociology courses. Now, at the end of each course, I've been able to evaluate through a student survey that students complete, and the kind of strong kind of positive feedback in terms of 68% strongly agree that the education really helped build community in the course, make friends, get to know each other, and have an inclusive environment. Also that it kind of strongly kind of correlated with their learning of course material. And also really, which is really kind of significant, which is a significant part of CBA is really unpacking and thinking through their understanding and significance of the land of management at UBC. And that really takes me to kind of the benefit of spending time and giving space to developing and evolving community building education into and through the curriculum and within the courses. So because I had more time and more space, I decided that instead of just kind of unpacking the kind of land acknowledgement within the classroom, that I would try to attempt to do for the first time a land acknowledgement walk using CBA and using the Belkin Argyllitis Muscovian House Post Hall by Jordan Wilson. And this really broke kind of the land acknowledgement and the history of UBC's kind of relationship with Muscovian more to the fore and something that students were talking about outside of the classroom. It came out of the classroom and became more kind of place-based. And here are some couple of kind of quotes that I received from some students having done this walk at the end of the course and thinking through and reflecting back on doing the land acknowledgement walk. The biggest change was that prior to this class I stopped paying attention to the land acknowledgement and didn't really understand its importance. Discussion and exploration in class completely changed my perspective. I felt I came to understand the Muscovian community better through the CBA. I was able to reflect on the material representations of their culture on campus and what that meant to the UBC community. So that was one of the key highlights and that also stimulated excellent conversation and having that kind of openness at the beginning of the course also set a tone for the remainder of the course that everyone felt they could share and have their voice heard. By creating that space and by people unpacking their position and thinking through their frames of reference which Communicable in Education is really kind of designated and designed to do and giving that time and then also discussing concepts in class for lectures that related to it and linking the two really allowed me to go a lot further than whatever been before when I used to facilitate CBE with student leaders in one day workshops and therefore I could really start to get deeper and get also to know my students a lot better. So one of the key highlights is that Community Building of Education also was elevating historically marginalized voices. I have a lot of students within my courses that do come from traditionally kind of historically marginalized groups and they were kind of clearly that their voices were being present and heard by other students really set a tone and a strength for the class and therefore there's some reflections here from students that although UBC has done a lot to ensure that everyone feels included in the community there's still much more to be done. So also thinking that it's a process that's something that's not just there but also things that needs to be worked on and here's an example of someone who felt like that they felt that they found themselves within the course. It was really nice to have ideas validated as a non binary person this obviously wouldn't happen for everyone and in every situation but I was blessed with roommates who were considerate and kind in regards to the ideas I had or personal experiences I could share and they brought good ideas to the table themselves about gender inclusive to campus. So a lot of the ideas from CBE developed and were kind of also evolved into other aspects of the course so while CBE was one part of the course at the start of the course it also evolved into and could be built on throughout the course into different assignments and different activities. So it lay a great foundation for building community to go deeper into other aspects that I was looking at in terms of social inequality which is the course that I teach at the first year. So really just to sum up and some eyes of the experiences of integrating or kind of teaching CBE or doing CBE as kind of practice within kind of sociology. There's really three implications that it opens up space. I think what we've seen is the greater demand for students now to talk and think around their own positions in relationship to UBC and the others themselves. So it really gives space for students to unpack and discuss their frames of reference how they see the world in terms of position and safely it's a safe space for them and by placing CBE at the start of the course and prioritizing it and making it front and center and giving sufficient time to it over three weeks centers inclusivity and enhances community and the learning of course material and by integrating it with course material it elevates the impact of CBE and their student learning. So CBE's impact is elevated when it measures with course content and concepts through and in a discipline and I will continue to do this and I will continue to hopefully kind of persuade others. My only concern obviously here is that I've designed it for my course and would others want to do it another course then maybe there's an issue of duplication is that students would do it but I think giving space in any course to students to unpack and discuss their frames of reference at the start of the course really kind of sets its own for inclusive teaching. So finally I'll just have some eyes to say that it is scalable it is doable it does not the work and the resources are there if anyone would like to see them and maybe kind of implement them in their own courses and thinking about doing this type of work and I would only say that just that you actually dedicate the space the time and you think how you can translate it or interpret and use your own discipline to approach the content and materials. Hello everybody I'm Mario Brunderni I'm calling from our beautiful point grade campus here land of the Muslim folks I'm very blessed to be working here for the past 20 years. I'm a Latino male with short hair wearing glasses I'm wearing like a dirt white sweater and on my background is part of my office which is a mass so sorry about that and I have here my friend and also presenter Leanne Donnelly in case I mess up and I say something that I should not have said. So the type of work is really bringing the community as a teacher so a good segue from what Neil was just mentioning and we are focusing on two issues in particular with this grant how to talk with dental students and dental hygiene students about sexual diversity but also substance use and addiction so that's what basically what we plan with with the grant we had a number of community members that were part of this development of this teaching courses if you will or sessions and they are all involved from the planning part of the sessions to the evaluation part of the sessions and we are really pleased because we do like to involve the community in all aspects of our teaching here and we think this idea we brought the community to UBC campus where they could interact with the students and share their stories and we end up actually developing three sessions as I will explain in a little bit really the reason that we did this was to teach cultural diversity within all the disciplines including hygiene and dentistry that is always a question how diverse are we but I think perhaps we don't talk much about diversity in the community and how they are represented by the patients in this case the healthcare providers see in their practice so I like that idea as well so what we did we we did develop a community collaborative teaching modules if you will or sessions to address mostly sexual diversity and substance use but also we realize that we also have to talk about social responsibility what does it mean to be a social responsible provider which is the third session that we end up adding which you can see on this next slide so we did a number of community consultations before this sessions started so as was mentioned at the beginning we received this grant around April or May 2019 I believe or might be off a little bit in terms of the dates here and these sessions happened for us in January off the following term January and April so this was 2019 as we all know 2020 came with a pandemic but we managed as you will see to do a few things there but during summer we consult of a community we hire students both undergrad and grad students to take part of this and to develop these three sessions they are each two hours and a half long one to address sexual diversity or queer health as I pose there I'm not at to talk about substance use and the third one to talk about social responsibility so we added one session that we haven't planned initially which I think is great we evaluate using multiple means community feedback focus group discussion students feedback through course evaluation and reflections throughout the three sessions so in 2020 or 2019-20 which was the first year that we were introducing the session if you remember this course happens in Wednesday on a Wednesday so if you remember in January 2020 I know it's been like two three years ago we had a snow day that Wednesday so we could not deliver the session on that Wednesday little we nailed that online learning will become a norm in the faculty or in the globe really but we end up not delivering the session on that Wednesday but we deliver the upcoming Wednesday session and then the social responsibility one but then we managed with the pandemic happening and online learning we develop all three sessions 2020-21 and we also develop we also deliver the session this year so we have been delivering this over the past three years at least which I think is important for a sustainability then so that's that that that that that's what was there so for us as I said at the beginning involving the community as the teacher in the classroom is quite important our students do go to certain communities to provide care but what we did we brought the community in in the classroom in Point Gray here to actually share their stories and their experience with healthcare providers in their lives so I think that's very empowering we use a modified flipped classroom approach meaning that is a little bit of pre-work done by the students then they come to class and we deliver the or build on the content the number of students here are about 60 55 to 60 dental students and between 20 and 24 26 dental hygiene students so we have both programs but very few sessions they collaborate and this was a great opportunity to have them both together within the same session having small group discussions with both both undergrads discussing the issues that we had for the day in one session for example the substance use we brought in the megaphone the speaker's bureau if you if you if you go to downtown or the east side of of Vancouver you see those folks selling magazines such as this one that I'm just showing I'm just showing a magazine of the megaphone folks they are folks that experience homelessness so it's quite empowering for the students to hear the stories from folks in the community the session on gender diverse we have usually a panel that I invite members of the community including I try to bring a lot of members of the alphabet LGBT plus some years we are more successful than successful than others but the experience is quite impactful for the students this next slide is just a screenshot of one of the the tools that we use is called Mentimeter is a website where you can ask students to provide questions or input is anonymous so this is a screenshot of a session that we had on substance use and the question there for them was why do you like to learn from that session so January 8th the date says that on that particular year was a Monday and the session runs on Wednesday so by Wednesday we try to see if we can address most or some of the questions that students post the Monday before of course we cannot address all of them because you imagine you have 60 plus 20 plus students there so 80 questions of course not everybody contributes to the questions there but it's quite a lot of questions very important questions and we try to address as many as we can so that's what we do pre-session and for us it's important to have this kind of collaboration not only for the community but with the students themselves because we think that making this teaching more inclusive we believe that the students that belong to certain minority communities they might lower their their anxiety of being on campus for example and feel less stressed if they know that there are others like them that are around them so I think that decreases anxiety and stress as we heard from the students and for me in terms of making this like inclusive teaching is if you put a face on for example on substance use or if you put a face on homelessness or if you put a face on somebody that experienced social injustice it's much more powerful than me as a instructor just telling the students that these things happen so if we bring folks that are impacted both positive but also and mostly negative I think it is more transformative for students to learn I have here a screenshot of just one of the many reflects that we got from one of the students this one is on the Session of Substance Use this student mentioning how privileged they were and they are as dental and dental hygienists how that impacted their view on substance use and this student is also reflecting on one of the testimonials that we had in class by a homeless fellow giving his experience on the street so was quite empowering we also did and I think that's in terms of dissemination there we wrote a manuscript so on this slide on the bottom you see a screenshot of the publication that we managed to publish through plus one journal and on that publication authorship you see all those names they are both the students and the community members so I both myself and Leanne there but also students and community members from all those two communities homelessness experienced homelessness and those with substance use and also folks that talk about social responsibility so for me that's as an academic that's a good cherry on the cake there to have a publication but more importantly was to involve the community in classroom so as I said in summary we had three sessions this session continues even after the grant and I'm quite happy to say that this session will remain in the curriculum now that we are introducing a new dental health course that will incorporate these three sessions so for me that speaks volumes in terms of sustainability of this initiative so thank you very much we did were able to hire students as I said but also community members as assistants for the the sessions we present the pedagogy of this session on the cbrc summit that happens in Vancouver every year we also present part of this in the 2020 research day that we had here in dentistry and for me the important thing in terms of academia also is the the the publication there but of course as an instructor I have to always question are we making an impact so are we making a difference by bringing folks that experience certain diversities to the classroom are we changing students views on those communities and the answer is I don't know I hope we are but because we we didn't follow up with students after the graduation or how they are in uh interactive those communities now it's tough to uh to say that we had made an impact as an instructor I hope we have made and I believe we did but I cannot quantify that impact and another thing that happened probably related with the equity scholars program was we create our own diverse equity inclusion office and that I happen to be one of the co-directors so I'm quite happy with again another sustainability in terms of addressing diverse acting inclusion now we're teaching here so that was that was from me thank you very much our emails is on the screen but we can share that with you and now we'd like to invite Janice to present her piece thank you very much okay um thank you everyone sorry for the confusion um I believe I'm pinned in the zoom view um however I am a white female and I have blonde hair with black glasses and um and kind of a background from a height at a spiritual place that I took um back in March and so we're really excited to um present our project from the faculty of science I'm joined today by Jackie Stewart um from the department of chemistry and also the faculty science dean's office and Jackie will speak to in a bit and also um Christine Goodheart who's our fabulous science education specialist and um also in the biology program so um thank you for uh being here today and listening to us um we our project is called enhancing equity across active learning introductory swimming courses and I'll just test out my slides and here is our project team so it's actually quite a large team you could see that there's a number of undergraduate students graduate students faculty member science education specialists um we were really fortunate to receive also work learn funding so thank you to work learn for help supporting all these different students and their contribution to the project which has been a wonderful interaction and I think Jackie and I um positively say that our weekly meetings are the highlight of our week um and so we in addition to faculty science and our center for teaching learning technology we really had great interest in the project and support so overall what is our project um in the faculty of science there was really a need for a science technology um engineering math educators kind of understand what the student populations work with respect to their academic identities even their social identities and also how these EDI practices um that we take from the literature that we know of how they translate into inclusive practices in our own classrooms and so we wanted to have a better understanding about how these tools and practices um for these learning activities that we do in spirit to your science classrooms um how do they translate into our classrooms and how can we improve and better understand the diverse needs of our students and just to give you context of our classrooms we have most first year's learning classrooms are large lectures you know with 200 to 300 students and so we may not have the kind of individualistic approaches and interactions that you can get with larger classrooms and this was part of our lack of understanding that maybe who is who are the types of students and in our classrooms in front of us um so overall the project our um our project included um three at the construct that we were looking at so in particular we were looking at learning activities because uh the science classrooms often use active learning approaches and so we wanted to know how do different students participate in the learning we also wanted to explore self-efficacy and belonging in the class so how do students feel um as part of belonging in the discipline belonging in the course and lastly how do students perceive our classrooms in general so how does the classroom climate um interact with the student and help um support or um you know uh help support students identities and so we were looking at the demographic inequities across all these three topics so it's quite a diverse project in that way um so what did we do um so this is kind of what we started with we had these psychological constructs that we had seen in the literature that applied to different STEM classrooms and then we developed questionnaires from that and we deployed those questionnaires and surveys to the students and then we collected that data so as we all have been in this since you know the the initial 2019 uh project like pre-covid and throughout COVID um we did um deploy different time surveys with students and we used two different approaches depending on the surveys um we had the factor analysis which is more of a quantitative um analysis or quant crit analysis and then we also had open coded questions that we had coded and then we looked at we have students for uh demographic questions and we looked at demographic inequities from that and what I'd like to do now is that I'd pass you on to Jacqueline Stewart and Jacqueline can highlight um some of our accomplishments over the past three years so thank you very much thanks Karen hi everybody um so also to describe me I am a white woman sitting in my office on campus and um that is relevant also to this work so um while I come from a science background where certainly women have have faced sexism I also come to this work with a great deal of privilege and um I found that the last three years of being involved in this project have really transformed me so thank you for that um both for what we've learned and I think the path we're on in terms of our teaching and learning and uh research into how our students are experiencing our classes um and to kind of follow on from what Karen was sharing we have developed or revised some instruments that we've done with our classes and we're looking both at our all of biology chemistry and physics specifically first year and our goal is to identify whether inequities exist by looking at that disaggregated data in a really careful hopefully as thoughtful as possible way and help um help uh decide on what kinds of interventions we can do to help make our courses be more equitable so that's kind of the path we're on and we're certainly not finished we haven't solved all the problems that we've uncovered um but we're learning a lot and hoping to make an impact so you can see from the list that we have developed nine different and revised surveys depending on what type of thing we're measuring we have collected data in five different courses we have worked in 40 different sections and we have over 9 000 student responses which is a pretty huge data set um and that's great we have this team who can help us analyze all these data and we're also um collecting really detailed demographic data that we've tried to collect in a responsible way and part of the reason why we need to collect this data ourselves is because as of right now the institution does not have um institutionally kind of collected and vetted student demographic data we're hoping that changes in the future with the student demographic data project which we think is really important because it's certainly not ideal to have to you know collect this as part of a survey in our classes um we have uh worked with several team members like Karen mentioned and learned from them and also provided mentoring so it's kind of a two-way street and we have some traditional deliverables we presented our work at several conferences um we have one publication hopefully more coming out and internally we have discussed our results with our departments which is I think a really important part of leading to change right we need to bring all of these results into the classroom where people who are teaching can actually make changes based on them so that's a little bit of our highlights um of course the pandemic changed a lot for us we are looking at uh for example classroom climate and then the pandemic led to what's a classroom really different um sense of belonging I think when we've separated people looking at social belonging just became a big challenge and very different and so certainly we've had to adjust our plans a little bit and our research is done in this context and it is very contextualized what we're noticing is that um our work is a bit different than some of the similar studies in the US that we don't have a great baseline of students incoming knowledge in these disciplines which we would love to include in our quantitative analysis um and that's something that we hope to be able to develop um and measure ourselves with some existing tools um but it certainly makes it challenging because um we want to um say however students come into our courses whatever kind of background knowledge they have we want them to um maybe leave the course in a similar state as each other so they could go on and have similar access to degree programs and careers and so on um yeah I'll say also the demographic data having to collect it ourselves um means that we don't have a perfect response rate students might um wonder why we're collecting it um maybe not be so trustworthy about their instructors having not having access to that and then um there's a risk of stereotype threat if people see um those demographic questions they might say oh are they asking me this because you know I'm not supposed to be in this class for example and we don't want that I'll try to wrap up soon here I know we're reaching the end of our 10 minutes soon so what I'll say for the implications is certainly everybody involved in the team I can say we've all learned a lot from how to do work in this equity space right some of us came in with more experience than others um we have been really I guess convinced by or moved by the idea that we're not trying to pinpoint student deficiencies and say oh you know this group is weaker we need to help them but really try to look at the system and the structure of our educational system and see what kinds of changes we can make um to help make um you know progression through our degree programs more equitable and so I think that's great as a conversation starter and then the tools we've developed we think are really hopefully going to be useful to others to get to know their students better and to think about their own teaching practice in a more detailed way beyond just grades for example what are the other things we can look at and I am really excited to say that we've received some external funding to continue this project so because one of our team members went to the University of Calgary we started kind of working across campus and we have this idea that really doing this work at one institution is great but if we can combine our efforts across a greater number of institutions and contexts that will be better and so we're partnering with Calgary University of Toronto Scarborough and York University to collect more data and also really link the research side to the classroom practice side and make sure that those two groups are coming together to implement more inclusive teaching practices and then assess the extent to which that does make our courses more equitable which is what we're trying to do so that's exciting and you can follow up with Christine who is here today if you have any questions because she can kind of funnel the questions to other people and you might be wondering you know we didn't present any data directly and that's just because of lack of time but we're happy to chat with people if you really want to know what we found about some of our quantitative and qualitative analysis we're happy to share that at another time thanks everyone hello everyone my name is Shabano I'm a South Asian Pakistani dark-haired female I go by the pronouns of she and her and I'll be co-presenting today with Tal Yaroos who is the lead researcher for this study I'm joining from my home in Mount Pleasant in Vancouver which is on the lands of the Coast Salish people I'm grateful to be here and happy to be learning from everyone here so our study was focusing on increasing accessibility and equity particularly in clinical education in health and human service educational programs this is our project team our team members came sort of span both UBC campuses and across a number of health and human service education programs all of which are both of which are focused on in our study so just as a bit of background prior research revealed that there that students that require accommodations in their education programs face a number of barriers and they tend to be a lack they tend to be a lack of clear procedures policies and processes for them to follow specifically with with healthcare education there tends to be a practical component the fieldwork component of their education program and we found that the barriers that students face particularly in a fieldwork context tend to be tend to be specific and that tends to be an area of a specific area of a specific gap that fieldwork education tends to be that tends to face and so additionally there is of course ongoing systemic ableism and biases that persist within institutions and healthcare organizations and below and beyond and so students face these biases and these challenges within their you know their educational journeys and then onward if once they make it to healthcare professions and so keeping that in mind our study had two phases in phase one of our study we were the the research question that we were that we were addressing is what are the strengths and limitations of current practices and so we had three participant groups these are sort of core participants and sort of all of the key individuals involved in this process are the first being students that require accommodations in fieldwork contexts next is academic fieldwork coordinators they are members of the program often faculty members who are responsible for matching students to certain fieldwork sites and so they're they are integral to the process of fieldwork accommodations and thirdly we had preceptors of fieldwork educators these are individuals that supervise students directly within education within fieldwork contexts and so in order and so in order to understand you know how things work and what works well and what doesn't work well what are the strengths and limitations we had online service we have three separate service for our three groups and then we had follow-up interviews and focus groups just to get a deeper understanding about the issues that each of these individuals face and so at the end of phase one we identified six key problems the first being much of which is consistent with our previous research and so that we found that there tends to be a lack of clear process for seeking for fieldwork accommodations this is consistent across students academic coordinators and fieldwork educators additionally we found that there tends to be a delay when it comes to requesting fieldwork accommodations additionally often students are not even aware that fieldwork accommodations are available to them and that they that they are an option and relatedly key stakeholders who are that are part of this process are often not involved in the in the process of seeking and implementing fieldwork accommodations and then again consistent with prior research there is a tremendous amount of stigma that holds students back and complicates the process as well as there tends to be no formal evaluation of the accommodations themselves and so that often leads to sort of points towards a lack of accountability if no one is following up on any accommodations that might be implemented and so in phase two of our study which is ongoing we aim to address those problems that were pointed out in the first phase and so our aim was to develop best practices for the process of implementation implementing fieldwork accommodations and this is all informed by findings from phase one and so our proposed solution was to so we created a flow chart which is in essence recommended a procedure given that there was a lack there seemed to be a lack of clear procedures we'll be looking at the flow chart shortly the flow chart has sort of steps and detailed steps about what should be done when should be when should certain conversations and points of communication happen who should be involved relatedly we had check we have checklists that accompany the flow charts these checklist detail key points that should be discussed at each point of the fieldwork accommodation process and finally to see if indeed these whether these recommended best practices are useful we have an evaluation process to let us know whether in practice these best practices are as effective as we would like to but whether or not they're effective my name is Tal I go by she here and I'm a faculty at the OT department I'm a white settler and I'm zoning in from the unceded territories of the mass premiums formation slightly to people so I just following up on Shabana's introduction so this is a this is the flow chart and obviously it's way too a tiny for you to follow but it's just the idea is to show you how we created a system or a method for everyone who is involved in the process to know exactly what needs to be done when and by whom and I'll will next slide we'll show you a little bit more of a close up so and the way the flow chart was created and it was created in collaboration with the accessibility offices both here at UBC and in in the UBC O and Laura is here on the call so thank you Laura for all your contribution and so we identified the problem and then for each of those problems we created a solution that is depicted in the flow chart and the flow chart includes few steps for each of the steps there is an indication of who needs to be involved in that step when this step should should take place and what needs to be done in in this step and and as a as Shabana indicated we've also created a checklist that literally it's checkbox for everyone to know exactly what needs to be covered in each of those steps so we've we've tested this process with all health and human service programs at UBC and just for those who might not be familiar so health and human service programs might include medicine, nursing, OT, social work, teacher education, those those programs that that are including also a placement or a fieldwork education in their in the program so we we've test we've tested those we're currently analyzing the data as everyone mentioned before a COVID sort of a delayed a bit our our project and we just finished evaluating this this second phase so we're in the process of evaluating the results but it's based on the conversation that we had with all stakeholders with the faculty with the students with the accessibility advisors here at UBC it looks like a the flow chart and the process that it created increased the clarity and knowledge among all stakeholders therefore it includes accessibility and for students and it's also most important increase the sense of belonging for the students themselves will require accommodation and similar to the project before us we were also able to get a external funding for a similar study which is a national study so we are now and this this funding was by shirk so we are now running a similar study on the national level with collaborators for 10 professions across Canada which is one of the biggest study looking at students requiring accommodation in the health programs in Canada so I'll be happy to respond to questions if there are any and if we have time at the end and I'll pass it on to the next presenter thank you very much so I'm Chris Lee I'm director of Asian Canadian migration studies I'm East Asian male I'm calling in right now with a fairly funky zoom background from East Vancouver which is located on the traditional unceded ancestral territories of the Squamish Musqueam and Slowa Tooth Peoples. Let me just start by thanking actually the EIO equity scholars team particularly Maryam Dababi who I know has been really shepherding and holding us for these past two three years although it's probably felt like forever but and also to Greg and Hanai when Hanai was on staff team during what's a really difficult time I think for all of us you guys really kept this project together kept us on track and we're flexible enough as well to give us space to do the work that we needed to do and so I certainly hope that the work of equity scholars continues on in whatever form after our first this iteration because I think this is really a time where we're seeing as we're seeing from the other projects the fruits of this kind of work I'll just mention really briefly the context of our project which is the Asian Canadian Asian migration studies program we are a fairly new academic program in the Faculty of Arts we're about eight years old and we were founded really on the on the kind of twin pillars of community engagement and anti-racism we were actually founded as a tribute to 76 Japanese Canadian elders now elders but at that time we're students in 1942 who were expelled from UBC unjustly at the beginning of the Japanese Canadian tournament and so we really carry that story into our courses across different Asian Canadian communities and one of the larger challenges that we've had as a as a as an academic program is how do we integrate anti-racism and community engagement structurally into the building program capacity and in all our kind of normal our regular operation and so what we've learned again and again is that UBC like probably many universities don't necessarily prioritize these two issues in their structures and that we're often having to do workarounds and trying to figure out ways to integrate community in ways that are respectful to community members but also useful for students and so for us this is what these questions of capacity and structure would include curriculum how we work with faculty we draw faculty from across the Faculty of Arts how do we negotiate with faculty for their teaching needs how do we plan teaching curriculum both in the classroom but also in the broader curriculum planning side of things how do we develop student community both in the classroom as well outside the classroom and that outside the classroom piece is absolutely crucial so that students connect with each other outside their particular courses as well as connect community and then finally questions about community engagement and accountability or how do we have to build an accountability with our community partners when we're working with such a variety of community organizations and elders and partners so these are really broad questions that we kind of struggle with but just for the purposes of our project there we go we wanted to enable ACAM to build an interdisciplinary undergraduate curriculum that embeds and integrates equity and inclusion community engagement in all levels and I really want to emphasize this in all levels in a holistic manner let me talk a little bit about some of the deliverables and don't give you a sense of things that we're thinking about so we began you know pre-covid we began with a consultation with all the ACAM faculty we have about 15 faculty on a roster about curriculum design strategic development and also how to help them contribute more to the program because again our faculty are drawn from different departments one thing I learned was really amazing for example was we were talking about how to deliver a first year capstone course and one of my colleagues said we really need to team teach it and I said why do you want to team teach it and she said the reason why is because faculty need extra mutual support for the emotional labor that is done in these kind of courses and that really really just brought home to me these are insights from my colleagues how do we actually make teaching questions the race and equity sustainable the long term well team teaching is one way team teaching is not always possible but how do we then create the capacity and the structures to do that kind of thing so the other thing that we've been working on is building student communities through an initiative called ACAM Dialog which began as a series of student-led dialogues on kind of pressing issues around Asian-Canadian communities on campus so for example sexual violence mental health race in the university and it's really now grown substantially in the last two years into a leadership development program so that the students who work as by the lead student leadership that works with us are trained in how to facilitate difficult conversations and how to plan conversations that bring different perspectives together to kind of foster community on the ground and they've been sort of doing work now just even beyond ACAM been working with the vice president students office and other kind of groups on campus to share some of these experiences to support for community engaged courses I just want to mention two that we really focused on for this project one is a course on Asian-Canadian histories for our time which collaborates with the Paul Street Festival Society which is a prominent Japanese Canadian community organization and the other is a course on health and Asian-Canadian communities which focuses on mental health health outcomes and that is in collaboration with practitioners and is sort of drawing students from different disciplines to think about health both at a very practical level but also in a broad kind of sense or is relationship to race so these two are the classes that really were our focus classes how do we bring community speakers how do we have community members mentor our students how do we plan classes at the very beginning with community in mind as opposed to slotting community into courses that already exist and I'll just finally mention everything changed during COVID as I think many folks know during COVID there was a huge escalation in anti-race Asian racism across North America Vancouver was declared the anti-Asian racism capital of North America by Bloomberg News rather unfortunately and overnight things changed because in our classrooms we're dealing with students who were traumatized by their own experiences by the fear of being on buses and by the news that was coming around them and of course faculty were doing extra work in their teaching we're having a lot of the demands of our times are off campus and I think that really changed what we thought ACAM should do for one thing the classes that I mentioned filled up right away students were looking for places to work out what it meant to do Asian-Canadian studies during this time and there's two things I was quickly mentioned that came out of this that again we did not expect at all but really drew on the capacity that we're building through this project and one was a national forum on anti-Asian racism that was held June last year this was shepherded by the president's office and sort of in response to the urgency of racist attacks we had about less than four months to essentially convene a national conversation online about anti-Asian racism and that ended up being 100 130 speakers, 2,000 people across Canada participated over two days across 10 sectors in education healthcare, business and across different sectors and I wanted to say like that drew extensively on faculty support but the part I wanted to really want to mention for this project is that one of the students that we work with through ACAM Dialogs chaired the national student advisory council for this and so she was one who was taking the lead in courting students from universities across Canada to think about how to organize in relationship to anti-Asian racism and that's what building capacity does it allows us to step in during a time of crisis and respond in very concrete ways to take the conversation further and I'll just mention one of the things that was promised at the national forum by the faculty of arts is a new center for Asian Canadian research engagement that was approved a couple of months ago and this is going to be a new academic unit on campus that will take up some of this kind of work supporting ACAM's course delivery but also really in enhancing the community engagement side of things and enable to disseminate research on Asian Canadians further and so we're working on kind of getting that started again drawing on these community networks for accountability but again all this will not be possible without these kind of capacity and and and structures that were built through this project so I'm going to stop there I've gone too long but I'm going to pass this over to Susan Grossman who's my colleague from the center for community engaged learning Susan are you there? Thanks Chris you're a hard act to follow so Chris spoke a lot about embedding systems into the ACAM program so that they could be sustained so one of the roles that my office took on was to support embedding community engaged learning pedagogy into ACAM courses the two courses specifically that Chris was talking about I'm using that kind of pedagogy to highlight for students inequities and there's an intersecting social problems and root causes in society so they could identify some pathways to challenge those systems and look at community-led solutions so building capacity through the curriculum itself as well and giving students the tools to understand how they can make change in society I will say for those not familiar with community engaged learning there's a couple key features to know one is it's um aspires to give students to achieve real social change another is it's a counter normative pedagogy so it interrogates whose knowledge counts and who who is the teacher who is the learner I would also say it's also about relationships and focusing on the quality of relationship moving from transactional to actually a really intentional relationship with community and with each other and then finally critical reflection so looking at values and positionality one's own values and positionalities relative to structural inequalities so really building on an already strong foundation within ACAM and building in this these supports enable kind of the student work and the other work that happens to have some of this rounded out in the academic context as well um so our role really was to help uh Chris and the team build in systems and supports to enable communication to persist beyond um year year from year to year to year and um really we already there were already strong relationships with community from ACAM so our role was actually quite easy often we're helping build the relationship those already existed so uh that's all I really have to say and I'll pass it back to Chris Hi everybody um my name is Jenna Stewart and I'm the associate dean faculty in the faculty of arts I'm use the pronouns they and them I'm white non-binary person with short hair and a gray sweater and I'm here with my colleague Dr. Nat Henry who I will pass this to in a few seconds I just wanted to say uh we created this project learning from strangers to begin to deal with the challenges of teaching about uh race uh racism um in different kinds of classrooms and we're hoping that this really speaks to specifically faculty and graduate uh students who are teaching to help them give them a few tools to begin to think very complexly I guess is that a word that's not even a word to think in a complex way about you know the challenges that are arising in classrooms to uh and what is deeply embedded in inclusive learning and what that might mean and I'll turn to Dr. Henry to uh say a few words too and then we'll progress through our slides yes um thank you very much uh Dennis and we wanted to um oh I suppose I should uh introduce myself and then Henry she her uh I'm on the unceded today traditional ancestral territories of the Musqueam people here at UBC um so I've yeah it's been a pleasure to work with Dennis and um try to eradicate racism in the world which is rather impossible but uh we're just you know trying to make a dent in in what we're doing in terms of um uh helping faculty um think about their teaching uh we want to you know from other day to the that um other studies I've done I just finished a black graduate student study um and another one with high school students and really some of the issues are the same um the students uh don't see themselves in a curriculum uh they feel misunderstood often by faculty and teachers um it's also uh mean something when you don't see yourself reflected and obviously we we can't necessarily do that but what we can do is um think of ways that we can help empower students and help give students voices and I mean some of the things that have been said earlier today really also um emphasize this so we want to um as as we we uh made some videos of of um uh people talking about their experiences and how we can learn from these experiences I think we want to show you um a video at this point um and uh no thanks Dennis so you're showing the slides there yeah how do we collaborate on producing a classroom environment where learning and being together feels good where we're excited to come where we feel safe but challenged where we feel hurt where we feel we can be open and vulnerable without being exposed or harmed and where we are able to allow ourselves to be open to being surprised it's a fantasy to imagine that what's happening in the classroom in both form and content is not related to what's happening in the world this idea that the classroom is this can be this kind of separated space that is not connected to the world that we live in um it's not only a fantasy uh but it's really dangerous um and I think we do our students an immense disservice if not a great harm by perpetuating ideas that one social justice is not inherently rigorous and intellectual and has always been to imagine that it's possible to artificially separate any knowledge project from questions of justice or injustice is also a fantasy right which is to say any knowledge project which is presumably what we're involved in in the university is always already a project about power so you can either teach students equip students to like be critical about that or you can actually obscure those power relations for them right so they start believing in things like objectivity or neutrality which don't exist I see social justice teaching as a critical tool something that performs action um and that also is enabling an agency producing for example that I was having a conversation with my students about this idea of creativity and one of them said to me we can be creative um in our writing practices um and I mean in this case the student was talking about their essay but I think that extends to their relationship with particular um power structures with particular um ways that that others treat them or they see others being treated right that they have the agency to create to rework to see things as moldable and changeable right whether it be the clean literature canon whether it's Canadian history whether it's their own relationship to power and authority whether it's the certain systemic structures that they've taken for granted in relation to other other groups of individuals that they may not necessarily identify with for me that's what social justice is within this in the framework of pedagogy defining social justice teaching has become an interesting um task for us to do at this point because of the way in which the term has been used and co-opted in some sense in reference to how different groups of people whether it be from corporations to institutions are really taking up this need for social justice within our society so we've recognized that there's groups of people marginalized people within our society that are facing injustices on a day-to-day basis and social justice becomes that vehicle that pushes us towards addressing some of those wrongs now because it's being used across the board by institutions and corporations it gets a little bit muffled in terms of what it means and so when I think about social justice teaching I'm not necessarily thinking about a subject that is on its own I'm thinking about the way that we as people living in a world in a society and socially gathering how do we then engage and interact with each other compassionately how do we then emphasize inclusion how do we make sure that people's voices are heard and validated how do we ensure that they have the basic human rights that all of us deserve and so it becomes less about social justice as a subject and more so about a lifestyle that really includes that is the only way we're going to actually get to a point where all people are seen as human and are treated in humane ways based on a set of standard rights and responsibilities that we all have for ourselves and to each other to me social justice teaching and it is education for critical consciousness it has to do with creating conditions where people can have a rich experience of self where they bring their full self to the classroom and and their kind of perspectives are validated and guide whatever kind of approach to education that they have so in other words I mean that there is a kind of political import or purpose to a social justice education where the purpose has to do with more than getting the credits or proving that that you have satisfied certain criteria or proving that you know you've jumped through the right hoops it does relate to how people's individual experiences allow them to approach the classroom space and and to have their mind maybe changed and and that's not to say that they're getting sort of filled up with all the information and knowledge people arrive with a full and rich sense of self and knowledge and I think you know when social justice education works when people when that can be nurtured within the class and I think that's the kind of through line the cuts across and then the individual disciplines or topics can all be sort of oriented around that because I think critical consciousness doesn't mean developing a certain politics it doesn't mean aligning yourself with one movement or another although it can mean those things but it's to really have as the object you know have the objective of education be to think critically and creatively and to question you know that is something that I think is aligned with a social justice education and doesn't easily map on to the goal of an education being the degree itself so we were a little bit impacted by COVID we didn't get quite as many interviews but we've made several of these videos and we're working currently on a website that'll be accessible to everyone and I know that time now is of the essence so I'll just give the final word to Dr Henry if you have anything that you would like to say at the end here thank you very much yes I would like to say that this is such a critical time you know we talk about this post George Floyd moment and universities across the board and as Dennis talked about institutions across the board I think it was a previous speaker you know working for social justice but I think we have to I think it's a beautiful time for us to really think about what that means for each of us in our own work how we look at our curriculum how we restructure our teaching how we you know and not have fear to really make up and make our curriculum as relevant as possible and you know as we we just heard about anti-Asian racism as well and so I think this is really such an important time for us to really think very deeply about what we're doing in our classrooms and who we serve and the effect that our teaching has on students I think I'm repeating myself a bit but I just think this is just such a lovely moment to think about it and hopefully that it will continue and that UBC will really be a place where every student feels comfortable and faculty members feel supported in trying to be the best pedagogue that they can be. Thanks everyone thanks to all the scholars for your presentations today and hi everyone my name is Greg Rockwood I'm joining today from unceded stolen uh Coast Salish territories lands of the Squamish, Muscoo and Salitude Peoples here in downtown Vancouver I'm in a shared space today I use the pronouns he and him and I'm a white man with short hair a dark blue shirt a plant in the background and I'm just going to speak very briefly to a few of the learnings from the evaluation that happened at the midterm or what was meant to be the midterm arc of the program after one year and then a whole space for questions for the scholars I was lucky enough to be involved with supporting the evaluation of this work and I have to say when I had the chance to read through the presentations after being removed from the project for some time I was really struck by the diversity the comprehensiveness of the work and really the ability to carry on these projects with such care and adaptability through a pandemic and snow days it was such a joy to read through and to be here today to listen to all the work that's been done so at the one-year mark we conducted an evaluation with which was in you know with great credit to all of the scholars a lot of the labor and the evaluation was completed by the scholars themselves to arrive at some of these key findings and really we did this evaluation with the goal of streamlining a process for the program participants to assess the impact of their respective projects and also to facilitate learning from the overall program and at this point we uncovered findings in a couple of key areas with respect to the faculty learning community which facilitated and it was meant to facilitate effective collaboration amongst the project teams we learned that with the design of it being as a vehicle to engage project teams in a community of practice it was a space for providing those that might not traditionally have access to such network to support each other so there was three half days of get-togethers with other pop-in opportunities to meet amongst the six teams and that it provided a springboard for learning about commonalities across disciplines by stepping out of one's disciplinary bubble which can be quite isolating as we heard from them structural scheduling challenges were unavoidable six project teams and 24 team members made it somewhat challenging but ultimately you know all the teams showed great resilience in being able to navigate an incredible change in the teaching environment in March of 2020 and then the second key area around resourcing and support that we heard from the scholars backbone support for the program was key and that fortunately staff from the equity and inclusion office were able to provide that in some ways by making themselves available and reaching out to the teams individually to provide ad need to support but ultimately although some needs such as curriculum development expertise were able were met through the connections with the EIO there were other external supports that the teams needed to go outside to seek such as for example statistical expertise we also heard that the provision of easy access to funds for scholars that required small amounts of funding to meet their project needs was key and we heard that from each of the teams that their projects would not have moved forward without the funding provided by this program so that was nice to hear and then in addition to project funding the program brought together of course an incredible cross disciplinary network of scholars that would not have otherwise formed and then just to kind of summarize a narrative from one of the project team members you know this notion of providing support in a safe space to meet with like-minded faculty in order to plan to deliver and evaluate the project was key. So I'm just doing a time check here I know we only have a few minutes and so I've received a couple of specific questions for a couple of the teams and I'm sorry to ask this because there's so much that we could talk about I think after hearing from all of you but if you could limit your your responses to about 60 seconds I know that's not nearly enough time I have a couple of questions for for some specific teams then I have a general question for the rest of the teams so we'll start with the presentation on enhancing equity cross active learning introductory science courses with Karen and Jacqueline and the question is could you share examples perhaps one example of changes in your teaching practice that was informed by this project you want to go Karen go ahead Jackie well I think I have personal I guess changes but the goal of our project is we're still at the stage where we're trying to figure out what's going on which I know is you know a kind of a cop out in terms of research or like we don't know enough to really make change but I think personally things like adopting general inclusive teaching practices so in my syllabus I you know talk about myself and my own journey which might seem self-serving but it's really to open the door for students to bring themselves to the classroom so it's kind of modeling that when I was teaching online I did things like persistent groups so when students were working together I kind of kept those same groups for a while so that students who might feel less comfortable changing groups all the time could develop some relationships and some security you know there's no perfect way to do that but I think those are some small things and I'll say kind of more generally one finding where we're just kind of detecting now is since we're measuring both disciplinary belonging to what extent somebody feels like they belong to chemistry or biology or physics versus social belonging those social supports and connections in a classroom we are seeing differences when we look at the data so knowing both of those I think will help guide us okay if the students are suggesting that they have a lower sense of social belonging we can do some interventions about that if it's disciplinary belonging those would be different interventions so I'm excited about what's coming next that was long sorry Karen do you want to say anything else just really quickly Greg if I can and I do apologize my audio earlier just had audio problems but anyway so I just wanted to add that one of the questions because I was sort of head leading the learning activities questionnaire and we asked what are the barriers to working in groups and in class activities and it was really eye-opening and just to let you know that a predominantly students reported psychological barriers to learning in groups and in the classroom and that varied from you know interactions with other students feeling the fear of you know not knowing enough etc and I think that really opened my eyes because I think that we can structure a classroom like do we give them random groups do we set up groups but if students have these internal psychological barriers we need to think more deeply about how to overcome that so students could be focused on learning and not focused on their own psychology which prevents them from moving forward in that learning so if there's anything I have to add about that maybe that's helpful thanks thanks Karen and Jacqueline the next question is for Mario and Leanne's team on the community as a teacher could you say a word about the experience of involving community partners in academic writing I think it was a great experience as an academic writer we we tend to focus on how we've been taught to to write but having community members who don't have that framework that always guides them really allowed us to have some creativity in in how we actually developed the manuscript and I believe Mario correct me if I'm wrong there was a few edits that we needed and a few revisions that were needed I think it it really brought a sense of bringing the project together because the community partner was involved from the development to the implementation to the evaluation and then the dissemination and I think it gave them a sense of inclusion in in academia and and being a part of educating that future healthcare profession it was it was good I I appreciated it thank you Leanne and with our last few minutes here I'm going to open it up it up to the to the entire six teams with a question which was hard to come up with because of the diversity of the projects but I'm going to ask ask you all about and I'm just entering it into the chat here with regards to the sustainability and scaling of your projects what are you most excited about so in our last couple of minutes here for any of the remaining teams that that feels compelled to to chime in on this one please go ahead hi folks so for us the dentistry folks here is the possibility of now having having these three sessions and one I was just listening to the last presentation it is about social justice and social responsibility in providing oral and dental care so quite timely there I'm very happy because now those three sessions are part of the existing curricula so they will not go away so I like that moving forward that will be is part of our curriculum from now on I can add that for our project a project was able to provide an easy solution for all health programs so and it is so it creates a sustainable process going forward we share it with other programs across Canada by the way other universities which the accessibility advisors in other universities loved it and want to borrow it also so obviously you know things change in life and programs are different so you need to adapt the process that people posed for different programs but it's it's adaptable and it's it's usable and it's definitely sustainable so that's really exciting for the take by in from other programs thank you tal and mario we're going to wrap things up there and I'm going to just thank say a note of gratitude and thanks to all the scholars once again and turn it over to my colleague Miriam Nababi for the closing remarks thanks Greg um just wanted to wrap up and say thank you to all the scholars for all the work and effort over the past three years on these um projects it's been such a pleasure to um get a better sense of where they've gone and how they've evolved and with each one I feel there's so much reach and potential and scalability and transferability across academic disciplines and as we navigate you know these post pandemic times and return to campus for students I think we're going to be grappling with a whole new set of equity issues around and inclusive issues as well so I'm really looking forward to finding opportunities to elevate all of your good work as we move forward so once again deep thanks um and we look forward to following your work and thanks everyone for joining us today as well