>> So I'm gonna be talking to you today about building community with equity and care and it's something I've been working on this whole year, but I've also been working on it before this whole year. It's just that this year everybody started to listen to me which is interesting. And by the way, Ramadan Kareem to anyone else who's practicing. And this is the dog picture that I made just for you guys. It's the new dog picture that I added to my slides today. And I've got like a Ramadan theme slide deck for you, that my daughter helped create as well. Before I start, I just wanted to say Jasmine Roberts gave of OSU, gave a keynote at OER domains in April. And the way she did the land acknowledgement was so authentic, that I felt like even if I'm visiting, I would wanna do something like this. I know you've had a land acknowledgement this morning that was really good by Diane. So I will repeat Jasmine's territory acknowledgment, but I am gonna remind us that coloniality survives colonialism. And it's maintained alive in books, in the criteria for academic performance, in cultural patterns, commons sense, self-image of peoples, in aspirations of self, and so many other aspects of our modern experience. And we all breathe coloniality all the time and every day. So as we talk about care and equity, I think it's really important to recognize that this is not just a historical thing, but it still continues to this day and these systemic issues are not ones that we can solve immediately in our classrooms. But we can hopefully work collectively to address them in whatever ways we can. So my plan for today we've just checked in, I'm going to do a chatter file and there's over 200 people so hopefully it will participate as many of you as possible in that. And then I'm gonna talk about equity and care and show you something new which is roumy cheese analogy. You'll know what that is when we get there. And then I'll talk about some practical tips for building community online with intentional equitable hospitality. And if you have a piece of paper and pen or pencil nearby, we're gonna do a reflective activity where you take your eyes away from the screen for a minute and think about takeaways from this entire conference and not just this keynote. So the slides are open for commenting over here. Hey, Jim Stauffer from Canada. Hello, Jim. Sorry, I'm just reading the chat randomly at this point, but later I'll be more intentional about what I'm reading off the chat. All right, and I also always wanna acknowledge that the keynote appears like the work of one person, but it's really inspired by many people. And I try as much as possible to attribute different people as I go along with where I got ideas from. And so, chatterfall is just, I'm asking you a question. And I'm asking you all to respond in the chat, okay? So the first question is, what gives you energy these days? Walking outside, the sun, gardening. I've heard this thing about the outdoors and exercise being a huge thing. Fruit tree, dog, pets, for sure, a lot of people got pets. Opportunity to make the world better, encouraging others. Gardening is coming up a lot, meditation, swimming. To the nature, listening to singing, coffee, taking breaks, cats and the hopes of getting back together. I think hope helps give energy as well reflection. Thank you, sports, flowers. I love flowers too. Kids and grandkids. And cuddles for sure. The worst thing is when I had COVID and I couldn't cuddle with my child for 10 days, it was so hard and cuddling has never been the same, as it used to be before. Zoom goofiness with your grandparents, that's so cute and nothing. My God, I wish I could nap. I'm so bad at this I can't nap in the middle of the day. And long talks with people in your life. Yeah. Walking children to school, reading scripture for sure yeah. That's inspired me. There's a slide where reading scripture has helped something in a slide, I'll tell you what it is when we get there. Music, food and not being on Zoom sometimes, yeah, new recipes. Okay, they're not being on Zoom is really popular. Okay, I felt this semester has been one of the lowest energy starts to a semester even though we've had ups and downs. But what I've felt like in my classes I have to do like shorter activities and switch things up all the time to maintain my own energy and my students energy, especially when I had COVID and then the time of recovering from COVID coil. And so, the energy was something that was really difficult, but I think we're also kind of had to take by a year of pandemic and online learning, right? What's an important thing you learned or achieved in this past year? Parenting. Not the online school part. Patience, yes. Flexibility, being patient, resilience, awareness, gratitude. Yes. Had a baby my god that's a big deal. Perseverance, long distance running I think someone said. Of course of staying positive, self care, family and freedom, kindness, mindfulness. Okay, we've been good enough, yes. Don't sweat the small stuff, finding the boundaries between work and life. Shawn, let us know how you did that. That's the hardest thing. Food is medicine. Slowing down is okay for sure. Caring for learners online. That's one that was a big one for me as well. How to be alone and happy. I'm an only child so I'm generally okay with being alone but I'm also a big extrovert so that hard. Giving yourself and others some grace. I think that one is huge Alexis, thank you for mentioning that. Life is short. Yes. It's okay to not be okay. That's really important too. Just let yourself grieve sometimes, right? Completed your doctorate, Dawn, congratulations. That's a big deal. I finished my PhD in the middle of my country being in a revolution. And my daughter was a toddler at the time, so I felt like that's a big achievement. Finishing a PhD during a pandemic, that's huge, congratulations. Beauty of nature for sure. I think I appreciate nature much more than usual. I live in the city, so, nature is not like immediate in the way that some people have it. I don't know what it's like in Ohio actually. Learning to ask for help. That's really big too. I think that's important. Setting up a junior basement, that's awesome. That's feels like a huge achievement, and hopefully helpful beyond the pandemic as well. How much written correspondence can touch people? Yes, doing religious ritual online. Yes, Harberger. There's a lot of things I think we didn't imagine we could do online, but there are ways if we try hard enough. All right, so for me one of the biggest achievements I've had this semester, this year, and of course as a faculty developer myself, I did a lot of work this this year more than I've worked maybe in the past, I don't know 10 years of my life. But this, Sorry, I got disconnected for a minute. Can you guys see me and hear me now? Are we okay now? Yeah. >> We're good. >> Okay, great. So, I was saying as a faculty developer, I've done a lot in the past year but I think the biggest achievement was this one which, community building resources that I co created with some folks. Because I felt like a lot of people were teaching online for the first time and there weren't enough faculty developers to go around the world. Thanks for loving the chat. It's gonna keep going for a while. Today, hopefully thank you all for participating. Just make sure you're sending to everyone. You love the Chelsea you've seen it, awesome. That's great. So, I'll talk more about these community building resources because they've grown so much that they're kinda difficult to navigate now so I talked about them my keynotes to help people find stuff on them. A month long exploration. I should do that in my institution, I hadn't thought of doing that. I should do it. All right, what's an unexpected thing that brought you peace or joy recently or even today at the conference? Thank you card. Yeah, a lot of us are talking about like getting physical cards. Faith, getting vaccinated. Congratulations. Yes. Morning walks. Community of instructors. Yes, that's so important like caring for each other, right? Students doing well on things working from home, flowers, flowers and gardens or coming up in nature new books, warm weather, saving a bee. Wow. Take a moment to absorb all the sessions today something about children. Face, children again Yeah, realizing how much the education community is. Yeah, I think especially being connected is great. Working with colleagues are so passionate, never give up and getting vaccinated as well. Then, I'm sorry, I have to do that. That axe is nice. I'm sorry that you had to need to watch shooting as your favorite parent today, Jason. That's amazing. Getting grades in Yeah, don't remind me I still have a couple more weeks of classes to go. I hate grading. I wish I could just give everyone a pass and not have to worry about this. I wish institutions didn't have to put us through this. Your favorite wine from winery in person meeting a friend for a walk. New love interest is visiting All right, that's awesome. That's really exciting. Well, I hate grading to you I think everyone hates versus anyone like okay that's yeah I'm grading exactly on grading is there because we really don't like doing that. More than, more than anything, but we don't like it. That means there's something wrong with it probably. Anyway. Yeah, Josh either I know I've seen the slides. And I've actually watched it too. Talking about grief. Yes. That was a great question. You teach for free they pay me to grade. Yes, thank you. I kind of feel that way too. Yeah. >> This chat awesome. Thank you Bridget. Okay, so what was a big thing for me is my daughter and I started gratitude journaling this year. And it was just a way to go through the pandemic and when I was COVID positive and we had to stay away from each other, she still had three or four things to be positive about every day. Her gratitude journaling so that was really lovely that I think it helped ground her and give her something good to think about despite everything else that was going on. And I've been encouraging my students to do gratitude journaling, and at the beginning, they were a bit skeptical about it, and then they started to find benefit in it. So if anyone else is doing that, I'd love to hear about practice. So we have we actually have a conversation in the community building resources about gratitude journaling with all these different ways that different people do it and different resources. So if you're interested in trying that with your children or with your students or with yourself It's a lovely practice and it's not one of those toxic positivity things. It's not to say that don't take time to grieve and don't take time to feel like there's something wrong in the world, but also look for the little things that can make you happy and it really makes a difference to people's moods. I think. So I'm gonna start talking about equity inequality, and I just wanna keep time to make sure I don't go over time. I give you time to ask questions. In the end, you've probably seen an image similar to this one before with people looking at a baseball field, but because in Egypt we don't play baseball. So nobody really recognizes what the heck people are looking at, and why they're trying to look at it. So I like this one with a fruit analogy. Fruit metaphor is a little bit easier for people to relate to in different parts of the world. And What I've been doing with this apples, yeah, I like apples. And what I'm looking at it one of the things other than the equity equality thing which probably sounds very familiar to people. What I notice is that the person in the middle, Is jumping and still trying to reach the apple. So even though they're not easily reaching it, they can still try. But the yellow one is just sitting there not even trying. It's so far away that they can't even try and obviously Everyone who has children, everyone who really knows their students knows that it's not the same thing that's going to help everyone right? But this image isn't enough for me. So I've been editing it over the past few years. And the first thing is not everyone wants an apple, right? Maybe someone wants an orange. And of course oranges don't grow on apple juice, but just the concept of us as teachers or as institutions, deciding for students what their end goal should be. Only helping them achieve the goals that we find valuable is problematic. We need to recognize that some of them maybe wants something different than what we're offering. What do you mean Jim Carter latest made and how many people still don't think this is something to bother with? I don't know what you're talking about. Okay. And then the other thing is other than what they want, there may be Hidden types of needs and interest that students have. So this taller person who is maybe the most privileged appearing to be the most privileged, maybe they have a mental health challenge or maybe they just had something really emotionally devastating happen in their lives. And Maybe they need care. And when my daughter seen these slides so many times that she can read them out in her sleep. But the other day she said an apple won't satisfy their appetite for love. And so I really liked that and that she used the word appetite for love as well. So I thought that was important to keep in mind that marginality can be visible and invisible things like class background and sexuality and chronic or temporary disabilities. When you're communicating online, you may not be able to see them as easily as you would in a face to face situation. What else would you change about that diagrams? Is there anything else you'd change? Because I've been editing it and I'd be happy to keep editing it. I'll pause for a second and take a sip of my ginger cinnamon tea. Yeah Equity inequality and colorblindness. That's, yeah. It's I'm amazed that people still say things like that to be honest. Like even if they think they don't realize they can't, they shouldn't be saying that they should reflect a little bit more. treating everyone the same forces the person to conform to your ways, yes to the dominant ways, whatever they do. How about people don't have access to the tree. That's a great point. What if someone's completely outside and very far away? What do we do to bring the tree to them? Do we take the fruit out and give it to them? What do you think we should do? Blind to colorblind racism. I agree, Leo. Yes, I love that one. I don't know how to say your name, Deanna Palmer?Yes, the one about different animals and all being asked to climb a tree, whether they're a monkey or an elephant or a fish, right? Financial and technical limitation, speculative realism could be added not just seeing things from the human perspective. Michelle, I'd love to hear more about that. I've no idea what that means. I know it's speculative and I know it relies on this but I don't know what you're trying to say. Clara of apple picking I love that some of them some of my students say why don't they collaborate and help each other. I like that giving them the chance to do that. All these people are able bodied yeah and they look probably male I agree they're all able bodied. How do you know you want? How do you know you want the apple if you've never seen an apple before for sure. And Chimamanda Ngozi Adichie says like in Nigeria where she grew up, they had mangoes didn't have apples for the most part. And so that's an important thing. If you've never seen it, how do you know you wanted housing, you should know you should reach for it right? A lot of, I guess, first generation college students may not realize what the important things to do in college are like, making relationships and building your social capital versus just going to class. Ground is uneven set of people's heights. It's not a problem with the people. >> Yeah, that's true. That's true. You're right. Reminds us of the power of qualitative studies. Okay, all right, thank you all so much for engaging with this idea. And I still think that image is kind of static. And Jasmine, I did not mean to put you on my slides so often. This one's been on a lot of my slides recently. And she was saying if ypu care about equity realize there are no shortcuts. It's a lifelong commitment, right? And Sun, who is a student at Kane University, talks about how if you care about equity, this is a marathon and not a sprint. And that's a huge thing to realize. It's not that you're gonna fix the problem and then you're gonna turn your back and go away and it's gonna be fine. It's not. You need to keep looking. There will be new students will have different needs, right? I also like this response from Rebecca Sellers, and this was a tweet about if you care about equity, what do you do right? And she was saying if there's systemic inequality, you need to not only open the doors but just throw them off their hinges because when you open a door, someone else might close it. So you want to just unhinge it completely, remove it completely. And someone told me recently, even then some doors don't fit, right? Not everyone fits through a door. You didn't think about people in wheelchairs. Or my dad was very overweight that some doors were tighter for him. And thinking about all these different ways that just removing a door might not even be enough. So that was a eye opener for me just thinking about that. Okay, and then this Roumy cheese analogy is one that I'm still in the process of developing, and I wanted to share it with you guys. And I will ask you to contribute your own ideas for it, cuz I think it's a flexible model. Okay, so has anyone heard about this Ian McKay Swiss cheese analogy about preventing spread of infection? So here's what it looks like. I'm gonna describe it in case it's not easy for everyone to see. Basically what he says is Swiss cheese has holes in it. And so if you slice it up, different slices will have holes in different places. So if you think about the COVID virus or any virus really. And each of these slices is like one of the measures of protection, but it's not foolproof, it's not a 100%. And every hole is a hole through which the virus can come through. So vaccines, maybe some of them are 90% effective, 60% effective, whatever. So some virus might still come through. But there are other things like quarantine and things like masks and avoiding touching your face, and hygiene, right? So these are all different ways and some of them are personal responsibilities and some of them are shared responsibilities. The more layers you apply, the more likely you are to protect yourself and it's still not 100% foolproof, right? We know this, right? A lot of people who wear masks all the time and do distancing and everything have still gotten COVID but obviously you're more likely to get it if you don't, right? So my idea was to use an Egyptian cheese called Roumy cheese, which looks a lot like Swiss cheese but smaller holes. And it also has black peppercorns. And I'm gonna tell you what the peppercorns are for in a minute. And instead of a virus I'm looking at diverse causes of inequity and need for care. And what are some of the things that your students face that are barriers or oppressions? Thanks. All right, so what are some of the barriers and oppressions that your students face, especially at OSU? I think a lot of you are from Ohio. All right, lack of access to Internet. Definitely, that one comes up. Hearing impairments for sure. Technology gap, access to devices, not just Internet, right? Learning differences. Yes, ADHD, for sure. Mental health, multiple jobs, anxiety. Yes, lack of quiet spaces to learn. Differences in preparation, neurodivergence, for sure. Caring for family and caregiving responsibilities, yep. Having to take care of kids. So lots of these are coming like similar ones in a row. Hunger, that's huge, right? Student parents, contact multiple services. Campus culture, intimate partner violence, that's huge for the security first generation. All right, transportation, limited life experiences, bias police violence, yes, yes. And so you can see that these are different people facing different oppressions and different barriers to learning. Some of them are really huge and some of them are probably easier to deal with. Missing contacts people, for sure. All right, so we have these. And so once we know what kind of inequalities our students are facing, we can start trying to address them, right? So for example, culturally relevant pedagogy. If you can see I'm not getting a little bit crowded over here. Culturally relevant pedagogy as a strategy would work a little bit to address something like racism right, and xenophobia. But there are other things like classism, heteropatriarchy, ableism, neuro normativity, whatever and all of the ones that you said like we can work out whatever level of brand new land, right? Because I don't know if culturally relevant pedagogy is gonna solve the problem of police violence. It's too systemic for that, right? But it might help a little bit at least. Help people feel seen and that their culture is appreciated. Now think about what are some pedagogical strategies that help promote equity but they won't promote equity for everyone. So culturally relevant pedagogy is probably gonna work well for race and xenophobia and things like that. But they don't necessarily address neuro divergence and they don't necessarily address people who are blind or are deaf, right? And keep in mind, by the way, the black peppercorns in this Roumy cheese, my daughter doesn't like them when they come up to her because they're a bit spicy, right? So sometimes something that's a solution for some people might actually be a little bit harmful or disturbing for other people. And that's just something that we need to realize, is that not every solution that works for one group will work for everyone. So, what other practices or strategies would enable us to have better equity? So, think about the things that you mentioned all ready that were barriers for your students to learn as comfortably as you'd like, and what strategies help. So multiple formats for different abilities and styles. Yes, so that's kind of like universal design for learning. You've heard of that term. Some solution costs yeah. Really effective personal shooting for sure. That can work for a lot of cases. Flexible deadlines and assignments. That's one that works I think for a lot of people as well. Although I have a class this semester where students want more structure than flexibility which is very shocking to me but apparently that works for some people. So I give them a soft deadline and I say if you want a deadline, use it. If the deadline makes you anxious, don't use it. Yes, check access for all. Asking students what they need. Thank you, Chelsea. Yes, ask them. Ask them. They could tell you what they need explicitly. Yes, multiple ways and formats for sure. Yes yeah okay, that's a good one, Allison. Yeah, the black pepper for instructors and TA's. This flexible deadline's more work for us, that's for sure. Yeah, considering UDL for learning space design. Too much choice gives you a lot of cognitive load, yes that's true. That is true, you have a point. All right, so I've just come up with a list of these things. But I have universal design for learning and then things like learner agency and trauma informed pedagogy and just building community online. And I want to note the one about institutional policies. Because there's a lot of things we can do in our classes but if the institutional policies aren't supporting us, it becomes really difficult to care and be equitable. Sometimes the institutional policies work against us. And I think I have a quote from Bell Hooks about this in a minute. But yeah, so the thing is that care and equity need to work together most of the time. And now Noddings says in the caring approach you want to advise do unto others as they would have done unto them, not as you'd have done unto you, but as they would have done unto them. And this goes to what I think it was Chelsea was saying, listen to students. Teaches students what they want to be done. Ask them what they want. And this is why this thing of my students who didn't want this too much flexibility thing, I gave them a soft deadline but then there was a few others who didn't want the deadline. So I was like, it's a soft deadline. It's okay if you miss it. No, but give them, listen to them and understand why something's bothering them or what they want, like things like cameras and wanting to have their cameras off. Listen to them about why before you start complaining. Thinking about I want to see their face right? My students always have good reasons for why they're doing things in certain ways. And we can have a conversation about it and most of the time I'll do what they've asked in the first place. Ha Platinum rule. I did not know that Primrose Is this something that's called or you just call it that right now. I like the Platinum rule. All right, and then Nancy Fraser, who writes about social justice talks about the importance of parody of participation. Can we bring students to the table as equal partners to influence decision making? Do the students who are farthest from justice the most marginalized have an equal voice? And in setting the rules and not just coming to a place that's already been decided and just making small tweaks. And so there's a notion called Intentionally Equitable Hospitality. Primrose. I know you can't speak but is it your term Platinum rule or is it something that someone else has but I just want to know if they can make you participate panelists to be able to speak later. Some of my colleagues and I came up with this notion of intentionally equitable trouble hospitality. You never heard about it before. It's because we just made it up a couple years ago. And the notion when applied to the teaching environment is thinking about yourself as a teacher, as a host building a space and that hospitality is your responsibility. And you have the power Someone is talking >> Yes, they unmuted me Maha this is primeros. >> I came across that Platinum rule in one of my numerous readings, but it's basically what you said the golden rule is do unto others as they would have done to you, but the Platinum rule is focusing on them and not on you. >> Hello. Thank you. I just clicked the link in the chat. Thank you. I like that. No, I know that it's not just nel noddings just said that. Great, thank you. Whoops. All right. So Intentionally Equitable Hospitality though is like that as well. Who do you involve and listen to as you create the space? So don't just imagine and empathize with what you imagine your students would be. But you give your students space to actually reorder a thing. That's why I have these images of blocks. Because you can give building blocks >> Let them bring their own building blocks and, and put them in whatever order they want, right? How do you make each person feel welcome? It's not an easy thing to just say everyone's welcome. It's much harder to actually make it in practice. And setting the intention and walking the talk is not easy and you need to keep checking that what you've done works because it may not even be on your role intention. And then of course the equity one is one we talked about and it's not enough to say I care about all my students, but you want to be able to care about each student. Obviously, we have a huge number of students. This needs to be distributed somehow so that you're not the only person caring for like a thousand people, right? Mia Zamora and I built something called equity care matrix which again talks about equity and care and how they work together. We started by asking on Twitter. To people, what is equity without care, and what's care without equity? And I'm gonna talk about that in a second. We're talking, again, about different levels of showing care and equity, and where we can do it on our personal practice, like in the way we design our classes, and plan them, and the course philosophy. But also what kinda habitual practices in class and how much agency we give students to say what they wanna do next and how they feel about what we're doing. And the way we respond to situations which is something I guess nobody can teach you how to do, but you learn to do it and of course in our one on one interview Interactions with some students. And then on a systemic level, how much can we advocate for caring and equitable policies institutionally, this something that we do on a regular basis as a faculty developer, I have a lot of openings to do that, but other faculty can do it too. And then other than that, we can still support others and form ally ships within our institutions. People who have similar values and then sometimes it's a random situation but you have an opportunity to speak up against a practice that's oppressive. And sometimes you know, you don't have you have a precarious job and you can't speak up in public but you can support someone in private which happens to me a lot. Like I'll speak up against something and senate and a few people will support me publicly and then a lot of people will send me private messages thanking me but they couldn't speak up on it. Just recognizing that a lot of us who care might be at odds with environments when we teach. Whether it's our department, our institution or the country or whatever. And trying to talk about how, we can organize societies so that we're not always in competition with one another. And I think we think about ways of doing this in universities as well, so that students are not in competition with each other or with faculty and the faculty are not in competition with each other. And I have a quick story to share. You see this power hub over here. I take my daughter to school in the mornings on days when they don't have COVID cases at school. And I go somewhere to sit where near her school where there aren't a lot of power outlets. And I usually get there very early in the morning and so I always get the best place And I realize a lot of people come after me and they can't find the power outlet. So I started to take this power hub with me. And what it's done is like, even though there's only this scarcity of power outlets I'm able to share with others and I don't lose anything cuz I still get to put my stuff in there. But there's also room for other people to have electricity now. And it was also a way for me to get to know people and for the most part, it's been like people now know me and so they just come and they plug them in and just say hi. I don't have to ask permission every time. And for the most part, it's really good except occasionally someone will sit too close by and then I have to put my mask on and then it's not very comfortable but for the most part, sharing power that we have Is thinking about how you can share resources instead of being in competition for resources when you have the privilege of being there first. So I feel like this was a way of using my privilege. I wasn't gonna give up my privilege, honestly because I need to be electricity to work. But I was still able to make sure that other people weren't losing because of my privilege as much as I could do. So I'm curious how might institutions promote equity and care? Do you think to reduce competition? What are some of the things whether OSU or your institution does it or things that you imagine could be done to help produce less competition whether between faculty or between students or faculty and students Upgrading for sure I know that was an autocorrect upgrading instead of upgrading. You're on three textbooks. Dropping, upgrading. It looks like someone was talking about upgrading today, because that's something like a lot of people are on a lot of people's minds. I think I agree with that. Grant RFPs for collaboration. Reimagining what constitutes tenure and promotion. For sure. And recognizing that those criteria are quite colonial I think and the way they were set up and to exclude particular people give benefits to employees. Yes, for sure, whether full time or adjunct. Free technology WiFi. Moving away from enrollment based budgets. Flatten hierarchies between faculty Stuff for sure. Put yourself in the learners shoes. I don't know if you can put yourself in learners shoes as an institution, but definitely people in institutions as they make decisions need to do that and listen to students again like we're saying Increase student worker minimum wage. Yes, because student workers are so exploited, right? So yes, so some of these things that I have here and more. You guys have said a lot more as well. And speaking of which I also thin, the no grading or thing like pass no pass. And for me also proctoring I know that there's been worked on at OSU to help you imagine ways of doing assessment that do not require proctoring. And I don't know if you know or not, but one of the software's that does proctoring, proctorio is suing an instructional technologist, for tesourceful designer, and Linkletter for speaking up against them by showing videos that they made themselves videos from the company itself. So if you'd like to support him in his lawsuit, this is a link to that. It's a really ugly story about how corporates, and tech companies can be really vicious and violent to people who care about students, right? So what is EQUITY without CARE and what's CARE without EQUITY? I want to listen to some of your thoughts before I show you the model and then I'm gonna show you some practices. Jenna was writing earlier about strength and just simply saying and repeating that you mean to build a collaborative versus competitive environment, right? That's true except if you're saying it but there's something you're doing that's not promoting that, so you need to be careful. But I assume that the people who are repeating it are probably being very careful about what they're doing. So Lindsay saying equity without care I think needs to be the attitude of treating everyone the same All right, that's a great point cuz you're not careful about what the differences are, so it's like equality but not equity. Equity without care plus care without equity, they're both ineffective. That's true, I feel that care leads to inequity. Care without equity is noticing but not acting, I love that one. So you're maybe or maybe acting on a small scale not on a larger scale, I like that Lin. Equity without care is impossible meaning it's not really equity, yeah, it's almost gas lighting. Well, I have not thought of that, does not I'm gonna follow up with you on this one. Heidi i think is how I pronounce your name, I'm sorry if I'm pronouncing it wrong, not paying attention to what is actually needed by your specific students, I agree. White savior complex Melissa, I'm not sure which one is the white savior complex, you wanna tell me in the chat. And Nick is saying blaming the victim for having inequities yes versus emphasizing not following up with action, yes. I like this aspect of blaming the victim or having an equities when I first did the roomie cheese analogy initially I had the person and then I changed it into the oppression is the thing that we're trying to fight. Not the person, not the issue that the person is having but the racism that causes the oppression, right? Everybody seems to understand what you mean, Melissa, by white savior complex, but I don't. Like not listening to what people tell you they need to be cared for and imposing your beliefs, yeah, definitely. That is a huge one, I like colonialism, for sure. Yes, I agree, I've taught my daughter, obviously not a colonialist or someone with power, but I've always taught her to ask, can I help or how can I help versus assuming that she knows how to help. Because of cause children a lot of times, they mean to help but then mess up things sometimes. You don't wanna make them feel bad by messing things up cuz they are trying to help. But you wanna teach them when your intention is to help, you need to ask the person in front of you how they wanna be helped first, right? And so here's the matrix that Mia and I came up with. So, from people on Twitter, we came up with these ideas of equity without care could be tokenism diversity theater lip service. It could be performance, could be systemic, so it could be systemic in the sense. At least you have a policy that means everyone should follow it but then if nobody's enacting it with care, then it's problematic, right? And then I put in an Arabic word there because someone mentioned scripture here and this came up from, it's an Arabic word, meaning when you do something to look good, but you don't do it with your hearts. So I think sometimes that's what it is, you're doing the behavior that appears equitable. So it's a theatre performance, but it deep down inside you don't understand why you're doing it. You haven't really internalize those values and then on the other hand care without equity and some of you have mentioned this as well, so it could be like selected, right? You're caring about the ones that you see, that you notice, that are visible to you. Could be effective labor, which a lot of us have to do when there isn't enough equity in our institutions. We have to make up or it could be ameliorative or a band aid or it fixes a problem but doesn't fix it long term, right? And hopefully when we have equity with care, hopefully we do with parity of participation and that leads to more social justice. All right, so now I'm gonna move to the most practical portion of the day. Hopefully we'll have time to go through these and give you time to reflect on the whole day today. So, dimensions of community building centered on care and equity is sort of what we were trying to do with these community building resources on the one the site that we did with equity inbound. And the idea was so many people are gonna be teaching online, they don't know how to do this. There's inequitable faculty and support development support worldwide and so we wanted to care for teachers so that they can care for students. And we know that not everyone is able to give and receive care the same way. And online it's harder if you weren't already very active online, you probably are struggling to give and receive care online or you were at some point, maybe everyone's getting better at it now, right? And so the values underpinning the design is thinking about intentionally equitable hospitality, thinking about who has access to what whose culture is dominating last power and trying to give these activities with adaptations in the design and helping you think about how to adapt in the moment for care and equity. And so for example, we have ways of doing introductions in class, safety considerations warm ups, setting the tone and ongoing community building and attraction, right? So I'm curious how you do introductions in your classes, do you do synchronous ones, do you do asynchronous ones? We have a lot of examples of synchronous ones but I think that asynchronous has the value of giving students time to decide what they wanna say about themselves and how they want to represent themselves and then thing easier is that you can go back and read what your students have written. Again, remember who they are cuz sometimes it's kinda difficult to remember everything about a student, right? If it's asynchronous you can go back, for me, I go back to our blog and I read what they wrote about themselves. Liv, you're asking about the Arabic word so I'll write it in English, it would be like, yeah, it's called Is he doing the thing to look good but not meaning it? All right Donna's saying you're doing introductions using a discussion board, right and some people do things like flipgrid with a video, right? But then there are a lot of activities that are so interesting like asking people to share a story of their name but then their safety considerations. What if someone is trans and they're not comfortable sharing how they reach their name or someone has changed their name for some safety reason, so it's important to ask these questions to students and give them an out or give them an alternative. Like they can share a story of someone else in their family and then there's one shared by a Kenyan educator, which is what kind of animal would you be, but apparently in South Africa, post apartheid South Africa, this is really offensive to do with people. So we need to be careful of the culture When you're working with. And then there was one about give me a tour of where you are, and then what if people aren't willing to share their home or open their cameras? Or they have other people with them in the room or their house is not tidy right now, right? So keeping all these things in mind as we do this. And then there's one called surrealist drawing which has deeper connotations where we ask people to draw with their non-dominant hand and then analyze that. So the introductory activity can be an inroads into something deeper rather than just getting to know something about a person. And then, we think introduction, a lot of people talking about asynchronous introduction so. Warming up is really cool and really important. Not, is not cool because it's warming up. But I mean, it really helps the energy of a class, and because a lot of people are teaching synchronously. And I don't know what your situation is, but it seems like during this pandemic, it's just less of a cognitive load on everyone. Even though that's not what online learning used to be, but it seems to be what pandemic online learning is, for a lot of people have enough access to be able to do that. So the checking in of just asking how they're feeling is really important and showing them that you mean more than you wanting them to say they're fine. So there's a lot of creative ideas of how to do this in this, In this website, and then giving text-based and visual and oral ways of doing warm-ups. So, writing on paper like spiral journal, which I'm gonna do as a cooldown at the end of today. And then some things are kinesthetic, like some theater of the oppressed techniques like opposites, just getting them moving a little bit can be really energizing. And there are other ideas like doing improv things which can be text-based or oral. And if you've never seen PowerPoint Karaoke, you really need to check it out, it's so much fun. But always think about who you might exclude by making some of these choices, and some things are really, really cool. So I wouldn't want to stop doing a cool thing because some will be excluded, but I just want to make sure that I'm not always doing the thing that will always exclude that person, right? And always trying to find an alternative, and we've tried to give adaptations for every single thing that's here to imagine different ways of doing it. Like if you don't have breakout rooms you can do this way. If you're meeting your students asynchronously, there's another way of doing it, things like that. It's also really important I think to set the tone. I don't know if you guys have ever heard of, You did PowerPoint Karaoke with your student, that's so cool! Sara, thank you for sharing that. I'm glad, you have enjoyed it. My students liked it a lot, too. I made them bring their own images as well as teaching them about copyrighting creative comments. So, they had to bring in images and then you did the PowerPoint Karaoke on top of that, so it's just a fun thing on top of a more academic pursuit. All right, so annotating the syllabus, has anyone ever heard of anything the syllabus? I learned about this one from Ray McAleer of Colorado. This is, we know students don't usually read the syllabus or don't read it closely. And this is not about quizzing them to make sure they've read it, but more about inviting them to say what's interesting for them in the syllabus, what's confusing. What would they like to know more about, things like that. I think it's also important to let students know that we're aware that they're going through a trauma. This helps my students a lot, I showed them a video by my son about this. And I try as much as possible to follow trauma-informed pedagogy in my teaching, and you can get a checklist of that on the website. Gratitude journaling, which I talked about. Third places, for me are like semi synchronous, informal places for students to chat with you and with each other, because they're not gonna bump into each other in the hallway at school, right? So you need some other space like WhatsApp or Slack or Discord, or just a space on the LMS even, to just talk to each other, ask questions. Maybe share memes and jokes and things like that. And maybe you wanna co-create your community guidelines with students, if they've never learned online before, maybe you show them ideas and they work together. Dani, I know you, Dani, from Twitter, I think. And then the other thing is surveying students. It's one way of listening to them and making sure you listen to all of them, not just the ones who speak up in class. It's like a pre-survey getting to know more about them, asking for feedback throughout the semester, maybe going back to the syllabus and annotating and again in the middle of the semester and the end of it, right? And things like alternative grading I think set the tone as well, letting your students know you're not judging them on a curve in competition with each other, things like that. And then the next one, and so almost the last thing is liberating structures. Have you ever used liberating structures? Do you know what they are? So I'm gonna put a link in the chat, liberatingstructures.com. If you've never seen these or used them before, they're originally meant for face to face, but they also work really well online. But when you read the structure and how it works, these are ways of structuring conversations in ways that are equitable, meant to be equitable, but also unleash creativity and productivity in a very short amount of time. So if you've never done one of these, it's really difficult to imagine how it's gonna work, and so that's why we have demo videos of us trying them out in the site. So Conversation Cafe is one that makes sure everyone's voice is heard. I actually just blogged about how these are equitable, so if you check out my blog, you'll read something about me explaining how each one of them does that. Troika Consulting is about three people advising each other, and I think it's really nice because it's reciprocal. So each person gets to help the others and also to seek help. And the last one that I really like it's called TRIZ. There's a lot more but I mean, the last one I'm mentioning today is TRIZ, which helps students solve a problem by trying to go the opposite way and trying to create the worst possible scenario in order to help them reach the best possible scenario. So if you do something really cool in your classes that you'd like to share with the world, no, for a moment, I thought, my God, I'm going to share all this and then everyone's gonna be as good a teacher as I am. But then I'm a faculty developer, that's what I do, that's my job, then that way more students will enjoy more classes, right? So I'm always happy to share ideas, and some of them might not work out for you, but it's good to have a lot of resources from different cultures and contexts so that people can benefit from them. Jasmine, this is the last time I'm gonna mention you, I promise. I think with this pandemic, there was a lot of love, but there's also a lot of anger. A lot of anger at what's happening to all of us in the world, a lot of anger about what's happening in terms of injustice against particular groups of people like Asian-Americans, and African Americans. I'm not even in America. But just seeing all of that happening, and there was discrimination against Asians here in Egypt as well. Thinking about that anger is something that can spark social justice labor, but it's love that sustains it. And I actually like Jasmine's quote more than I like the Bell Hooks' quote, and this is a slide from Jasmine's keynote actually. And so it's time for the debrief, and I hope I can give you a minute to ask me a question after we do the debrief. So if you have a piece of paper and a pen, or a pencil, I actually need to get one, so just give me a second, and we'll give you a second to get one, too. All right, are you with me? All right. You have a piece of paper, could be a bit bigger than this cuz it's really small. All right. You just fold it in half, and then another half, and I second that Jasmine Roberts' keynote. All right. So now you've got this, and it's got a little thing in the middle over here, right? So I'm gonna give you a minute and just draw a spiral in the middle. Just a tight spiral, just go very slowly. It's a Zen situation here, just Draw the spiral slowly and continuously. This is a quote by Linda Barry, by the way, just click away from the screen and I'm going to mute myself and be quiet for a minute as you do that Okay, so I'm just truncating the activity, usually I'd give you two minutes, but just for the interest of time. So I'm gonna ask you to write things in the different quadrants, so the most important thing I learned today is, so we can start with that one. Could be anything you learned today, whether it was throughout the event or in some other part of your life. And you don't have to share these by the way with anyone, this is just reflection for you, Okay, and then an action step I can take in the short term is, I think a lot of times we go to conferences and there's a lot of great ideas. But we might forget to take an action step after we've learned a great idea, so I want us to think about that. Oops, all right, one more a challenge or question that remains for me is, All right and last one, after this conference, I'm hopeful about. Okay, hopefully you've all had time to answer all the questions or at least those that came to your mind. If you're willing to share just one of the quadrants like what came out for you, I'd love to read a most important things you've learned or an action step or something you're hopeful about. Question or challenge that still remains for you and I'll just read some of these out and then we'll stop. Actually stop annotated silver, Felicia great, enjoy it, my students love it this semester. We're social atrophy, awful by collaborating on our common challenges great, much more to learn from others, yes, you can hear a keynote of Jasmine. Yes, you can, lots of keynotes of Jasmine. >> Setting through resources, great, that's an action step. Ask how you can help others and show that you care, how you help students who don't ask for help when they need it. Yes, that's a great point, that is one thing we don't want people to disclose if they don't want to, right? Because that was left out institutional barriers for sure challenge. Quiney saying question or challenge that remains, how will innovate 2020 to look, right? You don't know uncertainty the big thing here, awesome, thank you, Mike, bring these activities into design tutorials. Grateful there's an increasing community wants transform, annotated syllabus as well. Yeah, that's awesome because it also teaches them to question the teacher, right a little bit like subverts sort of the power a little bit. Finding time communications with self, yes, ongoing will join us to talk, carrying educators here, yes, structure focus leverage both online and in person. From the purposeful sessions and zoom, You can, I love this, a lot of people are mentioning the community of educators here. Pulling learners anonymously in the car, psychological safety, yes, I like that Larry, very much. Sharing what you've learned today, that's awesome, yes, all right, I am going and about to stop, but keep sharing if you'd like and I am done. Thank you all so much, I'm just going to put a link in the chat, I asked people to give me feedback on my keynotes, very few people actually do, but if you want to, you can do that. I try to keep in mind what people tell me and try to improve on some, thank you very much. And of course, stay in touch via Twitter, email, whatever you like, I hope I get to see you all again, sometime. >> Thank you so much Maha, I hope that everybody really enjoyed this wrap up for our day in our keynote session. I'm just gonna do some quick closing remarks, I promised them, will keep you guys, For more than a few minutes. I just wanna thank all of you again for attending, our peak attendance today was 521 attendees, which is fantastic for our first ever innovate conference. I could not be more thrilled, so thank you all again for coming. As the chair for the first ever online innovate conference, I was not Given an easy task. There was months of planning virtual meetings, plenty of times where I was stressed eating candy and ice cream at my desk, among other things, But I did not do all of this hard work alone. There's an entire committee behind me, who helps do all of this and I just want to take a minute to thank each of them individually. To Queenie Chow, my co-chair, Amber Sherman, our programming chair, Joel Nelson logistics chair, Justin Troyer, media services chair, Lita King, our weapon design chair. Kylie Pawn, our communications chair and Hillary Lorton, our communications co-chair, thank you all so, so much. And I've said it to you a million times This week and, I'm not gonna stop saying it, you guys have all been so wonderful. Thank you also to our partners at the Academy of teaching, especially Ben McCorkle and Laura Cotton, for helping plan some of our breakout sessions today. We also could not have done all of this without the two of you, so thank you again. I could probably make an entire session Just thanking people, so I will try to stop there Excuse me. I hope that everyone is able to leave here today, with some tangible ways that you can innovate your teaching and learning throughout the rest of this year. I hope that it was a chance for you to step away from what's been a very hectic and busy year for everybody, no matter what you've been through. All of today's sessions have been recorded, thank you again to all of our presenters and panelists as well. We'll be posting those recordings up soon and we will share them out with everybody who was registered. Just one final thank you again to everybody for being here today. I hope that you all enjoyed the first ever virtual innovate conference and we hope to see you next year for the 2022 event. Have a great day, everyone, thank you.