WEBVTT 00:00:00.000 --> 00:00:05.000 music 00:00:05.000 --> 00:00:08.000 Thank you everyone. Thank you online as well. 00:00:08.000 --> 00:00:12.000 Welcome to the employee panel opportunity this afternoon. 00:00:12.000 --> 00:00:15.000 My name is Melissa Larson pronouns she, her, 00:00:15.000 --> 00:00:20.000 hers I already said this afternoon it's 10:45 in the morning. No, don't look at your watch. 00:00:20.000 --> 00:00:22.000 It's the right time. It's morning time. 00:00:22.000 --> 00:00:24.000 If the people in the room would be 00:00:24.000 --> 00:00:26.000 willing because our speaker is still here, 00:00:26.000 --> 00:00:28.000 can you just help me do another round of applause for 00:00:28.000 --> 00:00:30.000 contribution to being here today 00:00:30.000 --> 00:00:32.000 and thank you so much for your energy. 00:00:32.000 --> 00:00:38.000 my great pleasure 00:00:38.000 --> 00:00:42.000 to lead this and facilitate this panel opportunity, 00:00:42.000 --> 00:00:45.000 and what I would like to do first is start off with our panel introductions. 00:00:45.000 --> 00:00:49.000 I'm going to ask our panelists to do a brief introduction about themselves, their name, 00:00:49.000 --> 00:00:52.000 their pronouns, their connection to the institution, 00:00:52.000 --> 00:00:54.000 and we'll go from there. 00:00:54.000 --> 00:00:56.000 Adrian, go ahead and have you start us off. 00:00:56.000 --> 00:00:59.000 Yes. Thank you. My name is Adry [inaudible] Clark 00:00:59.000 --> 00:00:61.000 and I serve as 00:01:01.000 --> 00:01:04.000 the Director of the Center for Professional Pathways, 00:01:04.000 --> 00:01:08.000 and my pronouns are she, her. 00:01:08.000 --> 00:01:11.000 Hi, everyone. My name is Sayid [inaudible], 00:01:11.000 --> 00:01:14.000 I use he, him pronouns. 00:01:14.000 --> 00:01:17.000 I'm an instructional technology specialist 00:01:17.000 --> 00:01:19.000 with a Center for Academic Innovation, 00:01:19.000 --> 00:01:22.000 recently rebranded as Center for Teaching and Learning. 00:01:22.000 --> 00:01:24.000 Thanks for having me. 00:01:24.000 --> 00:01:27.000 Good morning, everyone. My name is Dr. Dani Lane, 00:01:27.000 --> 00:01:29.000 I'm an assistant professor in 00:01:29.000 --> 00:01:31.000 the Division of Education and Leadership, 00:01:31.000 --> 00:01:33.000 specifically in our graduate program 00:01:33.000 --> 00:01:35.000 in Special Education. 00:01:35.000 --> 00:01:39.000 I'm Jennifer Taylor Winnie she, 00:01:39.000 --> 00:01:41.000 her pronouns and I'm in 00:01:41.000 --> 00:01:43.000 the division of health and exercise science, 00:01:43.000 --> 00:01:46.000 specifically the exercise science side. 00:01:46.000 --> 00:01:48.000 Great, thank you so much. 00:01:48.000 --> 00:01:50.000 We have some planned questions 00:01:50.000 --> 00:01:53.000 that we'll go ahead and start with. We're going to let the panelists 00:01:53.000 --> 00:01:56.000 answer them as they see fit, so we're not going to make each one answer it, 00:01:56.000 --> 00:01:60.000 then come back and so we'll go ahead and start with that. 00:02:00.000 --> 00:02:02.000 At some point later on, 00:02:02.000 --> 00:02:04.000 we'll also open the opportunity 00:02:04.000 --> 00:02:09.000 for folks in the room to ask questions, as well as those who are participating remotely, 00:02:09.000 --> 00:02:13.000 and we'll make sure that everybody's using their microphone and waiting for 00:02:13.000 --> 00:02:17.000 great access and really demonstrating the good stuff. 00:02:17.000 --> 00:02:19.000 To start us off, how would you 00:02:19.000 --> 00:02:22.000 describe the university culture regarding the inclusion of individuals with 00:02:22.000 --> 00:02:25.000 disabilities and folks with disability identity? 00:02:25.000 --> 00:02:27.000 What is something you think we are doing 00:02:27.000 --> 00:02:29.000 well and what is an area where you 00:02:29.000 --> 00:02:33.000 feel like there's more room for improvement or do you have a recommendation for improvement? 00:02:33.000 --> 00:02:37.000 It's a lot of questions. It's a multi-parter basically, 00:02:37.000 --> 00:02:39.000 kind of how do you think we're doing, 00:02:39.000 --> 00:02:42.000 what do you think we're doing well, and where do you think we need to be better? 00:02:42.000 --> 00:02:44.000 Who would like to start us off? 00:02:45.000 --> 00:02:47.000 I'm feeling a little bit like 00:02:47.000 --> 00:02:52.000 a SNLNPR [LAUGHTER] Say. Sayid please do. 00:02:52.000 --> 00:02:56.000 Sure. What are we doing best? 00:02:56.000 --> 00:02:61.000 I think we have very passionate faculty. 00:03:01.000 --> 00:03:05.000 I get to work with faculty every day, one on one, 00:03:05.000 --> 00:03:07.000 as part of group meetings, 00:03:07.000 --> 00:03:10.000 as part of the professional development opportunities 00:03:10.000 --> 00:03:14.000 that Center for Teaching and Learning offers, and I've witnessed how caring our faculty 00:03:14.000 --> 00:03:19.000 are and how hard 00:03:19.000 --> 00:03:23.000 everyone is trying to catch up on new developments in the field 00:03:23.000 --> 00:03:25.000 of teaching and learning 00:03:25.000 --> 00:03:28.000 and universal design for learning, 00:03:28.000 --> 00:03:31.000 providing accommodations to our faculty so 00:03:31.000 --> 00:03:35.000 that's I think in terms of culture, 00:03:35.000 --> 00:03:38.000 we're really in a good place 00:03:38.000 --> 00:03:40.000 and we have really caring faculty. 00:03:40.000 --> 00:03:43.000 I think going off of that, we have 00:03:43.000 --> 00:03:46.000 some really solid systems in place to help our individuals with disabilities. 00:03:46.000 --> 00:03:49.000 I'm specifically thinking about those coming in, 00:03:49.000 --> 00:03:54.000 looking for accommodations, and working with disability services as a faculty member, 00:03:54.000 --> 00:03:56.000 I know that if I send a student there, 00:03:56.000 --> 00:03:58.000 the problem is going to be fixed 00:03:58.000 --> 00:03:60.000 almost immediately, within a few days. 00:04:00.000 --> 00:04:03.000 I feel like, especially as a new faculty member, 00:04:03.000 --> 00:04:05.000 being able to rely on those systems 00:04:05.000 --> 00:04:07.000 and know that they're going to work for our students 00:04:07.000 --> 00:04:09.000 is something we're also doing really well 00:04:09.000 --> 00:04:12.000 and demonstrates our aim at inclusivity. 00:04:13.000 --> 00:04:16.000 I would agree with that. I think 00:04:16.000 --> 00:04:18.000 from a culture standpoint, 00:04:18.000 --> 00:04:20.000 I think a lot of efforts have been made in 00:04:20.000 --> 00:04:23.000 the last year too to increase that piece, 00:04:23.000 --> 00:04:26.000 and having panels like this, 00:04:26.000 --> 00:04:30.000 having speakers that are focused on DEI. 00:04:30.000 --> 00:04:35.000 I think that says a lot about the desire to be more inclusive. 00:04:35.000 --> 00:04:40.000 I think the resources that are available are there. 00:04:40.000 --> 00:04:44.000 It's just a case from a faculty standpoint taking advantage of 00:04:44.000 --> 00:04:46.000 those opportunities and really 00:04:46.000 --> 00:04:51.000 making a conscious decision to make that a priority. 00:04:51.000 --> 00:04:56.000 I agree. I think we have really good services 00:04:56.000 --> 00:04:58.000 and systems for helping with accommodations. 00:04:58.000 --> 00:04:60.000 I think when it comes to 00:05:00.000 --> 00:05:03.000 some aspects of student success, specifically, 00:05:03.000 --> 00:05:05.000 I'm of course referring to 00:05:05.000 --> 00:05:07.000 career readiness and life design, 00:05:07.000 --> 00:05:10.000 and those types of things. I think since we have a system 00:05:10.000 --> 00:05:13.000 where students have to navigate on their 00:05:13.000 --> 00:05:15.000 own a lot of times and we don't 00:05:15.000 --> 00:05:17.000 have these kinds of activities 00:05:17.000 --> 00:05:22.000 integrated into curriculum universally. 00:05:22.000 --> 00:05:24.000 I think we put students 00:05:24.000 --> 00:05:26.000 with disability at a disadvantage because 00:05:26.000 --> 00:05:30.000 oftentimes they don't necessarily feel empowered to come 00:05:30.000 --> 00:05:36.000 find our office on the margins of the university. 00:05:36.000 --> 00:05:41.000 I feel like there's a disadvantage there that we give, 00:05:41.000 --> 00:05:43.000 and put barriers in 00:05:43.000 --> 00:05:46.000 front of students who don't necessarily 00:05:50.000 --> 00:05:54.000 for whatever reason tools 00:05:54.000 --> 00:05:57.000 to navigate and oftentimes have been 00:05:57.000 --> 00:05:61.000 disempowered in terms of advocating for 00:06:01.000 --> 00:06:07.000 themselves or accessing or having agency in that sense. 00:06:07.000 --> 00:06:09.000 I appreciate you adding that piece 00:06:09.000 --> 00:06:14.000 because one thing I was underlining is, where's our room for improvement? Everybody started with like, here's where we're going well, 00:06:14.000 --> 00:06:16.000 but I think part of how we move 00:06:16.000 --> 00:06:19.000 forward and continue to improve is focusing on areas that 00:06:19.000 --> 00:06:21.000 maybe we can put more energy into, 00:06:21.000 --> 00:06:23.000 or we can acknowledge 00:06:23.000 --> 00:06:26.000 what we've done and how far we've come. But what things do you feel like we could still focus on? 00:06:26.000 --> 00:06:29.000 Is there anything that folks would like to mention around 00:06:29.000 --> 00:06:33.000 what to add onto the components of improvement or changes? 00:06:33.000 --> 00:06:35.000 Adry touched on it a little bit. 00:06:35.000 --> 00:06:37.000 I think something that I can add is 00:06:37.000 --> 00:06:39.000 that while the systems are in place, 00:06:39.000 --> 00:06:41.000 there are components of the communication as 00:06:41.000 --> 00:06:44.000 a faculty member that aren't always clear. 00:06:44.000 --> 00:06:47.000 For example, my absolute favorite to work with students 00:06:47.000 --> 00:06:49.000 is what does double time mean 00:06:49.000 --> 00:06:51.000 when you're in a class and you don't have a test? 00:06:51.000 --> 00:06:54.000 Or what does extended time mean? 00:06:54.000 --> 00:06:56.000 What does it mean to have a note taker in 00:06:56.000 --> 00:06:59.000 a graduate class where there aren't exams and you're doing 00:06:59.000 --> 00:06:61.000 more practical activities and 00:07:01.000 --> 00:07:05.000 I think that part of it can be really challenging, 00:07:05.000 --> 00:07:08.000 especially because policies that go well beyond Western 00:07:08.000 --> 00:07:11.000 are not always clear on what those accommodations are, 00:07:11.000 --> 00:07:13.000 and I think more communication 00:07:13.000 --> 00:07:15.000 and problem solving is faculty. 00:07:15.000 --> 00:07:18.000 What does that mean? What does that mean in those non-traditional, 00:07:18.000 --> 00:07:21.000 more UDL spaces and if you take 00:07:21.000 --> 00:07:24.000 another level and think of informal assessments that we're doing on a weekly basis, 00:07:24.000 --> 00:07:26.000 am I giving double time for that? 00:07:26.000 --> 00:07:29.000 How are all those accommodations applied in that space? 00:07:29.000 --> 00:07:31.000 I think is an area that could be worked 00:07:31.000 --> 00:07:35.000 on and improved testing. 00:07:35.000 --> 00:07:41.000 Any other. Sayid please do. 00:07:41.000 --> 00:07:44.000 In terms of instruction 00:07:44.000 --> 00:07:46.000 and professional development opportunities, 00:07:46.000 --> 00:07:50.000 I think we always need these opportunities. 00:07:50.000 --> 00:07:55.000 I know from experience that we're now 00:07:55.000 --> 00:07:60.000 investing more in our faculty professional development. 00:08:00.000 --> 00:08:02.000 Our unit, for instance, 00:08:02.000 --> 00:08:05.000 recently secured one time funding to 00:08:05.000 --> 00:08:07.000 create more professional development 00:08:07.000 --> 00:08:09.000 courses and also provide 00:08:09.000 --> 00:08:12.000 more stipends to faculty who could just attend 00:08:12.000 --> 00:08:16.000 professional development opportunities in 00:08:16.000 --> 00:08:18.000 and out of Western. 00:08:18.000 --> 00:08:22.000 These are all important work 00:08:22.000 --> 00:08:25.000 we definitely need to continue this work we're doing. 00:08:25.000 --> 00:08:27.000 Absolutely. Some of the ways of doing 00:08:27.000 --> 00:08:29.000 those improvements is prioritizing and giving 00:08:29.000 --> 00:08:31.000 resources to people to carve out time 00:08:31.000 --> 00:08:34.000 or opportunity for those resources to learn those skills. 00:08:34.000 --> 00:08:38.000 Course releases for faculty for instance or stipend. 00:08:38.000 --> 00:08:41.000 Any way that faculty could feel 00:08:41.000 --> 00:08:45.000 encouraged and take the time 00:08:45.000 --> 00:08:48.000 to explore the possibilities that they 00:08:48.000 --> 00:08:52.000 need to continue the work that they're already doing. 00:08:52.000 --> 00:08:57.000 But they need the support, either financial support or 00:08:57.000 --> 00:08:60.000 time, which is very important. 00:09:00.000 --> 00:09:02.000 Faculty get to be very busy based on 00:09:02.000 --> 00:09:05.000 my understanding of the work that we're doing together. 00:09:05.000 --> 00:09:09.000 Institutional support is absolutely needed, 00:09:09.000 --> 00:09:12.000 and I believe our administration 00:09:12.000 --> 00:09:15.000 is working towards that goal as well. 00:09:15.000 --> 00:09:19.000 Great, thank you. What are 00:09:19.000 --> 00:09:21.000 some of the examples of things that you have done or 00:09:21.000 --> 00:09:24.000 resources that you've implemented with the goal to reduce 00:09:24.000 --> 00:09:28.000 barriers when working with students and or colleagues? 00:09:30.000 --> 00:09:34.000 I saw heads go forward and then I saw everybody check in. 00:09:34.000 --> 00:09:36.000 Who would like to take us out and start with us. 00:09:36.000 --> 00:09:41.000 One of the things, Canvas. 00:09:41.000 --> 00:09:43.000 Canvas can be really pretty 00:09:43.000 --> 00:09:46.000 and it has all of these wonderful features. 00:09:46.000 --> 00:09:52.000 I find them to be burdensome sometimes with students, 00:09:52.000 --> 00:09:55.000 even though if we're using them in multiple classes, 00:09:55.000 --> 00:09:57.000 sometimes navigating them from class to 00:09:57.000 --> 00:09:61.000 class is a challenge. 00:10:01.000 --> 00:10:03.000 One of the things that seems to work well with 00:10:03.000 --> 00:10:06.000 my classes is I close 00:10:06.000 --> 00:10:08.000 out all the extra stuff 00:10:08.000 --> 00:10:10.000 so it doesn't show up on that left hand side. 00:10:10.000 --> 00:10:14.000 I typically go straight to modules. 00:10:14.000 --> 00:10:16.000 I don't mess with the front page much, 00:10:16.000 --> 00:10:18.000 I go straight to modules. 00:10:18.000 --> 00:10:23.000 Everything is there. A lot of that is easier for me too. 00:10:23.000 --> 00:10:25.000 I find that Canvas can be difficult as 00:10:25.000 --> 00:10:28.000 far as you need to check this box. 00:10:28.000 --> 00:10:32.000 Then you have to go to this other page and check this box. When we look at Universal Design, 00:10:32.000 --> 00:10:37.000 like that ease of use piece, it's easier. 00:10:37.000 --> 00:10:41.000 It seems like my students, everything's right in front of them. They can see everything. 00:10:41.000 --> 00:10:45.000 But that's one thing that I've implemented that seems to work well. 00:10:45.000 --> 00:10:48.000 I think going off of that sometimes, 00:10:48.000 --> 00:10:50.000 as you said, we want to go 00:10:50.000 --> 00:10:53.000 the showy route of making things look pretty. 00:10:53.000 --> 00:10:55.000 But I found that, especially working 00:10:55.000 --> 00:10:57.000 with students who do have disabilities, 00:10:57.000 --> 00:10:59.000 that simplifying it is best. 00:10:59.000 --> 00:10:63.000 I had a semester where I backtracked all the way to 00:11:03.000 --> 00:11:05.000 old school dot doc that could be 00:11:05.000 --> 00:11:09.000 downloaded and it was just 1, 2, 3, 4, 5. 00:11:09.000 --> 00:11:12.000 Here's your tasks for the week. As an instructor, I was asking myself, 00:11:12.000 --> 00:11:15.000 well, is this really benefiting my students? 00:11:15.000 --> 00:11:18.000 Is this helpful? I'm just giving a dot doc. 00:11:18.000 --> 00:11:20.000 But what I found was because they were 00:11:20.000 --> 00:11:23.000 using school based computers, they couldn't download PDFs and 00:11:23.000 --> 00:11:25.000 JPEGs and all of these things. 00:11:25.000 --> 00:11:28.000 By moving to the most simplistic route, 00:11:28.000 --> 00:11:31.000 it actually increased access to 00:11:31.000 --> 00:11:34.000 the course because you could download it and take it anywhere you go. 00:11:34.000 --> 00:11:37.000 I think something else that's really important 00:11:37.000 --> 00:11:39.000 before I hand the mice over and let someone else talk, 00:11:39.000 --> 00:11:42.000 is really emphasizing relationships. 00:11:42.000 --> 00:11:44.000 We can't do our work without relationships. 00:11:44.000 --> 00:11:46.000 We're also not going to know the barriers 00:11:46.000 --> 00:11:49.000 our students are experiencing without those relationships. 00:11:49.000 --> 00:11:53.000 I think that is where everything has to start. 00:11:53.000 --> 00:11:56.000 If you are an open, safe space for a student 00:11:56.000 --> 00:11:58.000 to send an email like I got the other day that said, 00:11:58.000 --> 00:11:60.000 hey, Dr. Lane, just so you know, 00:12:00.000 --> 00:12:03.000 I need you to take 30 minutes of your class and let me do this group work or 00:12:03.000 --> 00:12:05.000 I'm not going to be successful this 00:12:05.000 --> 00:12:07.000 term and provide that to that student. 00:12:07.000 --> 00:12:09.000 Because I have built those relationships where 00:12:09.000 --> 00:12:12.000 it's okay to advocate for what you need. 00:12:12.000 --> 00:12:14.000 We don't know those barriers and can't help if we 00:12:14.000 --> 00:12:19.000 don't start there. Thanks. 00:12:19.000 --> 00:12:21.000 You've all touched on working 00:12:21.000 --> 00:12:23.000 with students and said, I saw your hands. 00:12:23.000 --> 00:12:25.000 You can definitely go from there if you'd like to. 00:12:25.000 --> 00:12:27.000 What about with colleagues? 00:12:27.000 --> 00:12:30.000 I think it's really easy to focus on students, 00:12:30.000 --> 00:12:32.000 which is great and we absolutely need to 00:12:32.000 --> 00:12:34.000 be student centered in that way. 00:12:34.000 --> 00:12:37.000 But sometimes we forget to move those practices or approaches 00:12:37.000 --> 00:12:39.000 into engagement with colleagues 00:12:39.000 --> 00:12:42.000 and people that we have relationships with. 00:12:42.000 --> 00:12:44.000 It's like, how have you done that more 00:12:44.000 --> 00:12:46.000 broadly outside of 00:12:46.000 --> 00:12:48.000 the canvas shell and the breaking that down, 00:12:48.000 --> 00:12:52.000 how else have you incorporated some of those approaches? 00:12:54.000 --> 00:12:58.000 Do you mean how we've collaborated or how we've, okay. 00:12:58.000 --> 00:12:60.000 Yes. Some of the things you've done or 00:13:00.000 --> 00:13:02.000 resources you've used or practices you've 00:13:02.000 --> 00:13:09.000 made habit to do more of a universal design approach. 00:13:10.000 --> 00:13:12.000 For a few years ago, 00:13:12.000 --> 00:13:15.000 we went through 00:13:15.000 --> 00:13:21.000 this American Council and Education Learner Success Lab, 00:13:21.000 --> 00:13:27.000 where it was a multidisciplinary approach to 00:13:27.000 --> 00:13:31.000 trying to think of universal designs 00:13:31.000 --> 00:13:33.000 towards student success. 00:13:33.000 --> 00:13:37.000 It was really measured in terms of career readiness, 00:13:37.000 --> 00:13:40.000 life design and persistence and completion. 00:13:40.000 --> 00:13:43.000 We really work together to figure 00:13:43.000 --> 00:13:45.000 out some ways to bake some of 00:13:45.000 --> 00:13:50.000 the activities and lessons 00:13:50.000 --> 00:13:53.000 and things like that into the curriculum so that again, 00:13:53.000 --> 00:13:57.000 taking the onus of the student to navigate on their own. 00:13:57.000 --> 00:13:61.000 I think we created a pretty good dialogue and 00:14:01.000 --> 00:14:06.000 we have a nice list of recommendations. 00:14:06.000 --> 00:14:09.000 We're step by step 00:14:09.000 --> 00:14:11.000 trying to implement some of those things. 00:14:11.000 --> 00:14:14.000 But of course it's not easy. 00:14:14.000 --> 00:14:17.000 But I'm really hopeful that 00:14:17.000 --> 00:14:19.000 with some different grants that we have right now, 00:14:19.000 --> 00:14:22.000 Title 3 and a couple of other grants that 00:14:22.000 --> 00:14:25.000 are building pathways for students, 00:14:25.000 --> 00:14:28.000 that we're really implementing a lot of the things that we came up with 00:14:28.000 --> 00:14:32.000 to do those things that help the most, 00:14:32.000 --> 00:14:35.000 definitely help students that have 00:14:35.000 --> 00:14:38.000 any historic under representation, 00:14:38.000 --> 00:14:40.000 but also will just really assist all students. 00:14:40.000 --> 00:14:45.000 I think approaching things a little bit more systemically 00:14:45.000 --> 00:14:48.000 as we have this very personalized approach 00:14:48.000 --> 00:14:51.000 to students, I think will help a lot. 00:14:51.000 --> 00:14:54.000 Great. Sayid, did you want. 00:14:54.000 --> 00:14:58.000 Recently at CTL, we started 00:14:58.000 --> 00:14:61.000 the Western Oregon University's educational escape room. 00:15:01.000 --> 00:15:09.000 familiar with that concept. 00:15:09.000 --> 00:15:14.000 An educational escape room is a collaborative team based, 00:15:14.000 --> 00:15:20.000 face to face or virtual educational experience, 00:15:20.000 --> 00:15:27.000 where students work in teams to solve puzzles and escape. 00:15:29.000 --> 00:15:33.000 While commercial escape rooms are all about, 00:15:33.000 --> 00:15:36.000 trapping the players or 00:15:36.000 --> 00:15:38.000 just throwing out red herrings 00:15:38.000 --> 00:15:40.000 here and there so that they are stuck. 00:15:40.000 --> 00:15:42.000 Educational escape rooms are basically 00:15:42.000 --> 00:15:46.000 another tool in a teacher's toolbox. 00:15:46.000 --> 00:15:50.000 Our hope and an educational escape room developers 00:15:50.000 --> 00:15:55.000 hope is basically to go for 100% escape rates. 00:15:55.000 --> 00:15:58.000 Success rates, it's another way of teaching. 00:15:58.000 --> 00:15:62.000 We started this project and we've been working with 00:16:02.000 --> 00:16:05.000 faculty who would like to turn 00:16:05.000 --> 00:16:09.000 their classroom lessons into games. 00:16:09.000 --> 00:16:13.000 We've developed two games so far. 00:16:13.000 --> 00:16:16.000 Some faculty and students 00:16:16.000 --> 00:16:19.000 have been coming in and playing those games. 00:16:19.000 --> 00:16:22.000 I've also asked the Office of Disability Services 00:16:22.000 --> 00:16:24.000 who also attended 00:16:24.000 --> 00:16:26.000 our escape rooms and provided us with 00:16:26.000 --> 00:16:28.000 very useful examples on how 00:16:28.000 --> 00:16:31.000 to make the rooms more accessible. 00:16:31.000 --> 00:16:35.000 Looking at universal design for learning, 00:16:35.000 --> 00:16:39.000 providing multiple means of representation, 00:16:39.000 --> 00:16:41.000 actions and expressions and engagements. 00:16:41.000 --> 00:16:45.000 The whole idea of a game based design is 00:16:45.000 --> 00:16:47.000 about including more students 00:16:47.000 --> 00:16:49.000 providing multiple means of expression, 00:16:49.000 --> 00:16:53.000 action and expression engagement for students to 00:16:53.000 --> 00:16:58.000 engage with the content in a fun and playful way. 00:16:58.000 --> 00:16:61.000 We've had great work with faculty. 00:17:01.000 --> 00:17:04.000 Our current project is 00:17:04.000 --> 00:17:07.000 a criminal justice focused escape challenge, 00:17:07.000 --> 00:17:10.000 which is in works is being developed. 00:17:10.000 --> 00:17:12.000 Our wonderful colleague, Jeriel is working on 00:17:12.000 --> 00:17:15.000 it if she's seeing it. Good job. 00:17:15.000 --> 00:17:18.000 But Jeriel, it's going to be open soon. 00:17:18.000 --> 00:17:20.000 We're beta testing next week. 00:17:20.000 --> 00:17:22.000 If you're interested in coming in 00:17:22.000 --> 00:17:25.000 play testing it with us, let us know. 00:17:25.000 --> 00:17:27.000 You talked about the educational 00:17:27.000 --> 00:17:30.000 escape room for students, but I believe you've also encouraged folks to do it with 00:17:30.000 --> 00:17:34.000 their teams and like for employees to also participate. 00:17:34.000 --> 00:17:36.000 Yes, absolutely. It could be a 00:17:36.000 --> 00:17:39.000 team building activity on campus. 00:17:39.000 --> 00:17:42.000 We've had our wonderful colleagues 00:17:42.000 --> 00:17:46.000 coming in and playing the games, and we've had lots of comments and feedback 00:17:46.000 --> 00:17:51.000 from our colleagues to how to make them even better. 00:17:51.000 --> 00:17:54.000 Thank you very much. Feel free to reach out to us if 00:17:54.000 --> 00:17:57.000 you're interested in playing our current games. 00:17:57.000 --> 00:17:61.000 There'll be a commercial here in a second from CTL. 00:18:01.000 --> 00:18:04.000 At this point, and I also want to make sure, 00:18:04.000 --> 00:18:07.000 like I know we're talking a lot about the faculty component, 00:18:07.000 --> 00:18:09.000 but we have a lot of employee types 00:18:09.000 --> 00:18:12.000 and engagement on campus. My question for this one is money to make sure that 00:18:12.000 --> 00:18:15.000 we're hitting it from both perspectives. 00:18:15.000 --> 00:18:18.000 Our faculty and staff equipped with resources and 00:18:18.000 --> 00:18:21.000 tools they need to effectively support students with disabilities. 00:18:21.000 --> 00:18:24.000 What resources or training do you think are 00:18:24.000 --> 00:18:27.000 essential or in the works or we've been implementing, 00:18:27.000 --> 00:18:29.000 we need to do more of, 00:18:29.000 --> 00:18:32.000 are they equipped with those resources and tools? 00:18:32.000 --> 00:18:34.000 Then if not, what, 00:18:34.000 --> 00:18:38.000 maybe trainings or resources, do we think we need to prioritize? 00:18:40.000 --> 00:18:44.000 Like I said, I think the resources are there, 00:18:44.000 --> 00:18:49.000 but I also think there's still misconceptions 00:18:49.000 --> 00:18:52.000 about what some of those resources are 00:18:52.000 --> 00:18:56.000 or lack of awareness of what those resources are. 00:18:56.000 --> 00:18:58.000 For example, we just had Ryan 00:18:58.000 --> 00:18:63.000 and ODS come in to our division meeting and it was 00:19:03.000 --> 00:19:05.000 incredibly helpful just to 00:19:05.000 --> 00:19:07.000 go through what is the purpose of 00:19:07.000 --> 00:19:10.000 an accommodation and talk 00:19:10.000 --> 00:19:14.000 with faculty about what the different accommodations are? 00:19:14.000 --> 00:19:18.000 What is the faculty's role in that? 00:19:18.000 --> 00:19:22.000 What are their rights in that? How does this become a win win 00:19:22.000 --> 00:19:25.000 in helping the student meet their needs, 00:19:25.000 --> 00:19:29.000 but also helping the faculty implement something 00:19:29.000 --> 00:19:35.000 that they feel that they have some power in as well. 00:19:35.000 --> 00:19:38.000 And I think that was incredibly helpful, 00:19:38.000 --> 00:19:41.000 but I've been here for 00:19:42.000 --> 00:19:44.000 time that we've actually done 00:19:44.000 --> 00:19:47.000 that so I think sometimes just 00:19:47.000 --> 00:19:52.000 reaching out and having ODS come in 00:19:52.000 --> 00:19:55.000 and talk about some of these things or resources that are 00:19:55.000 --> 00:19:60.000 available I think to said it's point, 00:20:00.000 --> 00:20:04.000 having course releases, stipends, 00:20:04.000 --> 00:20:07.000 including non tenure track faculty who are 00:20:07.000 --> 00:20:09.000 teaching more classes so 00:20:09.000 --> 00:20:12.000 if there are other accommodations within that, 00:20:12.000 --> 00:20:15.000 that may take a little bit more time than faculty 00:20:15.000 --> 00:20:19.000 that are teaching three classes like this would be good. 00:20:19.000 --> 00:20:21.000 I just wanted to expand the ODS. 00:20:21.000 --> 00:20:23.000 We get real common, we love our acronyms on campus, 00:20:23.000 --> 00:20:26.000 Office of Disability Services and not to point them out, 00:20:26.000 --> 00:20:28.000 but first I would like to acknowledge 00:20:28.000 --> 00:20:32.000 their work because I think it's an area that does a lot of great work but doesn't get the acknowledgment. 00:20:32.000 --> 00:20:34.000 So thank you for everything that you do. 00:20:36.000 --> 00:20:38.000 that's not from like some selfishness 00:20:38.000 --> 00:20:42.000 for those who know me that is a little bit of my background, but this really is about they are 00:20:42.000 --> 00:20:44.000 rarely acknowledged and appreciated 00:20:44.000 --> 00:20:46.000 for the hard work that they do. 00:20:46.000 --> 00:20:49.000 But the other pieces also, I know that they would be happy to come 00:20:49.000 --> 00:20:51.000 to any meetings because 00:20:51.000 --> 00:20:53.000 they want to be able to give and share 00:20:53.000 --> 00:20:56.000 that opportunity to talk more about what that looks like. 00:20:56.000 --> 00:20:58.000 Also it gives them an opportunity to say, 00:20:58.000 --> 00:20:60.000 we can tweak some things on our side to make this better, 00:21:00.000 --> 00:21:03.000 make this more clear for faculty so thank you again to 00:21:03.000 --> 00:21:07.000 the Office of Disability Services and that participation. 00:21:07.000 --> 00:21:10.000 I think one of the tricky things in this spot is when we 00:21:10.000 --> 00:21:13.000 start getting into spaces that are not the classroom. 00:21:13.000 --> 00:21:16.000 When we start thinking about our dining halls, 00:21:16.000 --> 00:21:19.000 our housing, all of those spaces, 00:21:19.000 --> 00:21:21.000 we have staff in those space who are expected to serve 00:21:21.000 --> 00:21:23.000 students with disabilities who 00:21:23.000 --> 00:21:25.000 may not have those resources. 00:21:25.000 --> 00:21:27.000 A lot of times the resources come to 00:21:27.000 --> 00:21:30.000 faculty or sometimes to your non tenure track, 00:21:30.000 --> 00:21:32.000 and it doesn't always trickle down. 00:21:32.000 --> 00:21:34.000 But one of the things that I always try to caution and 00:21:34.000 --> 00:21:37.000 hold when we're thinking about UDL is yes, 00:21:37.000 --> 00:21:39.000 UDL is meant for all. 00:21:39.000 --> 00:21:41.000 It is designed to remove barriers for all, 00:21:41.000 --> 00:21:44.000 but we can't lose the individual in the process. 00:21:44.000 --> 00:21:48.000 I can't possibly give you resources to support 00:21:48.000 --> 00:21:50.000 every student on this campus 00:21:50.000 --> 00:21:52.000 without knowing who those students are. 00:21:52.000 --> 00:21:55.000 So I think that is a piece to really just 00:21:55.000 --> 00:21:58.000 keep in mind when we're saying students with disabilities, 00:21:58.000 --> 00:21:61.000 we're talking on campus, everyone from anxiety and 00:22:01.000 --> 00:22:05.000 PTSD to autism that needs different supports. 00:22:05.000 --> 00:22:07.000 So yes, UDL is for all, 00:22:07.000 --> 00:22:10.000 but we can't lose that individual, especially when we're thinking about 00:22:10.000 --> 00:22:12.000 our non class based spaces. 00:22:12.000 --> 00:22:15.000 Absolutely. Thank you for saying that. 00:22:15.000 --> 00:22:18.000 I heard a little clap. I agree with you. 00:22:18.000 --> 00:22:22.000 I wanted to add, in 00:22:22.000 --> 00:22:24.000 some cases we have 00:22:24.000 --> 00:22:27.000 very good training and resources available. 00:22:27.000 --> 00:22:31.000 But I think in some in areas, 00:22:31.000 --> 00:22:34.000 I meet a lot of students who are getting ready to graduate 00:22:34.000 --> 00:22:39.000 and if they disclose they have a disability, 00:22:39.000 --> 00:22:42.000 they talk a lot about how nobody's 00:22:42.000 --> 00:22:45.000 really talked to them in any real sense about 00:22:45.000 --> 00:22:48.000 their career development or what's available to them 00:22:48.000 --> 00:22:52.000 and it's something that they 00:22:52.000 --> 00:22:54.000 try to ignore as much as 00:22:54.000 --> 00:22:56.000 possible because they are very fearful about 00:22:56.000 --> 00:22:61.000 what happens after leaving Western so I think part of it 00:23:01.000 --> 00:23:04.000 is a lot of people they talk 00:23:04.000 --> 00:23:08.000 to have pretty low expectations 00:23:08.000 --> 00:23:10.000 for them and I think that's very unfortunate, 00:23:10.000 --> 00:23:12.000 but I think that's another kind of training that we 00:23:12.000 --> 00:23:14.000 could all get is just how to 00:23:14.000 --> 00:23:18.000 understand our own bias and how to overcome the stigma 00:23:18.000 --> 00:23:24.000 that we oftentimes show students with disability. 00:23:26.000 --> 00:23:30.000 Just knowing that, I think honestly, 00:23:30.000 --> 00:23:32.000 I was just talking with Danny earlier about 00:23:32.000 --> 00:23:36.000 how just having these conversations with Melissa too, 00:23:36.000 --> 00:23:38.000 I can't even remember when we had 00:23:38.000 --> 00:23:40.000 this conversation as a group and so I 00:23:40.000 --> 00:23:42.000 think that that's huge. 00:23:42.000 --> 00:23:44.000 And also, if you want to learn a little bit 00:23:44.000 --> 00:23:47.000 about accommodations in your department, 00:23:47.000 --> 00:23:49.000 be asked to be on a panel like this, 00:23:49.000 --> 00:23:54.000 because then you start looking [LAUGHTER] for all resources and I'm going to be improving my website, 00:23:54.000 --> 00:23:57.000 I've got all kinds of ideas because, 00:23:57.000 --> 00:23:62.000 you got to put it at the top of mind and maybe 00:24:02.000 --> 00:24:08.000 be pushed in some ways to be accountable, to delivering. 00:24:09.000 --> 00:24:11.000 Absolutely. 00:24:11.000 --> 00:24:14.000 I think that accountability and resource piece comes into play, 00:24:14.000 --> 00:24:18.000 and I love the way the speaker said, add one, that if 00:24:18.000 --> 00:24:21.000 that example was in the coursework, add one thing. 00:24:21.000 --> 00:24:23.000 But for me, I think about if you're outside of 00:24:23.000 --> 00:24:25.000 the classroom or if you're 00:24:25.000 --> 00:24:29.000 inside the classroom or outside of it, applies to both, how do you add one thing? 00:24:29.000 --> 00:24:32.000 How do you notice one habit that you 00:24:32.000 --> 00:24:34.000 have and how do you unlearn some of those habits? 00:24:34.000 --> 00:24:36.000 How do you be okay with silence 00:24:36.000 --> 00:24:39.000 while we make sure access is in place before? 00:24:39.000 --> 00:24:41.000 How do you just do add one? 00:24:41.000 --> 00:24:43.000 Because I think people can get overwhelmed with, 00:24:43.000 --> 00:24:45.000 I can't do it all. 00:24:45.000 --> 00:24:48.000 And I loved what you said around, how do we don't want to 00:24:48.000 --> 00:24:51.000 avoid focusing on what the individual needs, 00:24:51.000 --> 00:24:53.000 and what I would love to add to that is 00:24:53.000 --> 00:24:56.000 ideally we take care of so many things along 00:24:56.000 --> 00:24:58.000 the way that we can actually have the time and energy 00:24:58.000 --> 00:24:61.000 and effort to respond to the individual that we haven't, 00:25:01.000 --> 00:25:04.000 we didn't think of that piece yet or that component, 00:25:04.000 --> 00:25:08.000 but all these other things are taken care of so we're not trying to tackle all of it. 00:25:08.000 --> 00:25:12.000 Just to add to that, this term especially for me, 00:25:12.000 --> 00:25:15.000 I've really been in that thinking of 00:25:15.000 --> 00:25:17.000 the proactive versus reactive 00:25:17.000 --> 00:25:21.000 and oftentimes with inclusion and accommodations, 00:25:21.000 --> 00:25:24.000 we operate from a reactive piece. 00:25:24.000 --> 00:25:27.000 We have x students that are going to need accommodations 00:25:27.000 --> 00:25:30.000 in our class and operating from that part, 00:25:30.000 --> 00:25:33.000 it does seem like a lot more work, 00:25:33.000 --> 00:25:35.000 and I think for faculty 00:25:35.000 --> 00:25:37.000 sometimes that can be frustrating because 00:25:37.000 --> 00:25:39.000 it's the beginning of the term and there's all of 00:25:39.000 --> 00:25:42.000 this stuff and myself included, 00:25:42.000 --> 00:25:45.000 this term, I've never had somebody 00:25:45.000 --> 00:25:49.000 that their accommodation included captions. 00:25:49.000 --> 00:25:51.000 So now I'm going back through all these videos 00:25:51.000 --> 00:25:53.000 that I use and I'm do I have captions? 00:25:53.000 --> 00:25:60.000 And in that reactive piece to it, it's necessary work, 00:26:00.000 --> 00:26:03.000 but it's added to 00:26:03.000 --> 00:26:06.000 whereas if I'm thinking about that from the beginning, 00:26:06.000 --> 00:26:11.000 and this is where I've gone, is that needs to be in place to begin with, 00:26:11.000 --> 00:26:13.000 and moving forward, that's where I 00:26:13.000 --> 00:26:15.000 need to be operating from. 00:26:15.000 --> 00:26:17.000 So that when I get the accommodation, 00:26:17.000 --> 00:26:20.000 now I jump to the individual and say, 00:26:20.000 --> 00:26:22.000 okay, specifically for you, 00:26:22.000 --> 00:26:25.000 what is most helpful in this sense 00:26:25.000 --> 00:26:30.000 so how to be more proactive and I think this is where, 00:26:30.000 --> 00:26:33.000 said in his office has done a lot of work 00:26:33.000 --> 00:26:36.000 in assisting faculty with 00:26:36.000 --> 00:26:40.000 ideas and different ways 00:26:40.000 --> 00:26:42.000 of organizing information and 00:26:42.000 --> 00:26:46.000 doing different things through the workshops that have been offered last 00:26:46.000 --> 00:26:50.000 term I sat in a lot of those and even just being able to 00:26:50.000 --> 00:26:52.000 go more in depth into those of great, 00:26:52.000 --> 00:26:54.000 there's this idea, but what 00:26:54.000 --> 00:26:58.000 does that look like for my class and having that in depth practical thing 00:26:58.000 --> 00:26:63.000 I think could be useful. Absolutely. I think going off of that, once you get to that individual need, 00:27:03.000 --> 00:27:06.000 not forgetting that that individual need can 00:27:06.000 --> 00:27:09.000 then go back to the whole group and benefit everybody. 00:27:09.000 --> 00:27:11.000 It is a continuous circle 00:27:11.000 --> 00:27:14.000 of I'm being proactive in my design. 00:27:14.000 --> 00:27:16.000 I figured out this problem doesn't work. 00:27:16.000 --> 00:27:19.000 I need to remove this barrier, but I'm not going to just remove it 00:27:19.000 --> 00:27:23.000 for that individual student. Because even if other students aren't telling you 00:27:23.000 --> 00:27:25.000 it's a barrier, I promise you, 00:27:25.000 --> 00:27:27.000 if it's a barrier for one in some capacity or another, 00:27:27.000 --> 00:27:30.000 it's a barrier for others in that space. 00:27:30.000 --> 00:27:32.000 Absolutely. 00:27:32.000 --> 00:27:34.000 I would love for something like 00:27:34.000 --> 00:27:38.000 captioning to start moving into the UDL space. 00:27:38.000 --> 00:27:43.000 How do we just talk about captioning not for an individual who requested this based on disability impact, 00:27:43.000 --> 00:27:46.000 but it is beneficial to multiple people, 00:27:46.000 --> 00:27:51.000 whether it be processing or language or just that's how I learn, 00:27:51.000 --> 00:27:53.000 the same time or whatever. 00:27:53.000 --> 00:27:55.000 incorporating that and moving it from 00:27:55.000 --> 00:27:58.000 accommodation to UDL and UD. 00:27:58.000 --> 00:27:63.000 So, I do want to separate those two. Universal design is environmental versus the learning. 00:28:03.000 --> 00:28:05.000 Those are different, they have different actions, 00:28:05.000 --> 00:28:08.000 but they have a lot of overlap. Fantastic. 00:28:08.000 --> 00:28:10.000 What is a common concern or 00:28:10.000 --> 00:28:14.000 frustration you've received from students who have disability or disability related impact 00:28:14.000 --> 00:28:17.000 regarding access and inclusion? I will ask, please be mindful 00:28:17.000 --> 00:28:20.000 about getting too narrowed into the specifics. 00:28:20.000 --> 00:28:22.000 We are a tiny campus, 00:28:22.000 --> 00:28:25.000 so if you get row into to that piece, 00:28:25.000 --> 00:28:27.000 I just ask that you be mindful about that. 00:28:27.000 --> 00:28:29.000 So, what are some examples that you've heard? 00:28:29.000 --> 00:28:32.000 Either concerns or frustrations or feedback? 00:28:32.000 --> 00:28:34.000 Adria, you talked a little bit around. 00:28:34.000 --> 00:28:39.000 Nobody's ever talked to me about what this looks like when I go into my career as an individual experiences disability. 00:28:39.000 --> 00:28:43.000 What other examples do folks have or concerns people have shared? 00:28:45.000 --> 00:28:51.000 I think for me because of the classes that I teach, 00:28:51.000 --> 00:28:53.000 I teach lifespan adapted physical activity, 00:28:53.000 --> 00:28:55.000 and we talk a lot 00:28:55.000 --> 00:28:60.000 about ablism and perspectives around disability 00:29:00.000 --> 00:29:05.000 and sometimes students then feel more comfortable having 00:29:05.000 --> 00:29:10.000 a conversation with me about their experience having a disability, 00:29:10.000 --> 00:29:13.000 and some of the things that I hear from 00:29:13.000 --> 00:29:15.000 students is that feeling 00:29:15.000 --> 00:29:22.000 of burden in some of their classes, 00:29:23.000 --> 00:29:26.000 they've done the work with ODS, 00:29:26.000 --> 00:29:32.000 they've done their things, but then having to push that in the classroom as well. 00:29:32.000 --> 00:29:41.000 And that being not necessarily a welcoming piece, 00:29:41.000 --> 00:29:45.000 like they don't feel like a regular student or a student 00:29:45.000 --> 00:29:48.000 that is just in the class that they have 00:29:48.000 --> 00:29:52.000 to push to make sure that their needs are being met. 00:29:52.000 --> 00:29:56.000 That burden piece, some students have said, 00:29:56.000 --> 00:29:60.000 my professors is frustrated with me because I need 00:30:00.000 --> 00:30:03.000 to do this and that feeling of it, 00:30:03.000 --> 00:30:09.000 it goes back to our guest speakers experience of 00:30:09.000 --> 00:30:12.000 students feel that and how does 00:30:12.000 --> 00:30:16.000 that then impact their feeling about Western? 00:30:16.000 --> 00:30:20.000 Absolutely. What do you think about? Absolutely. 00:30:22.000 --> 00:30:24.000 Any other examples? 00:30:24.000 --> 00:30:28.000 I don't work directly with the students at Western, 00:30:28.000 --> 00:30:34.000 but in my previous work at my previous institution, 00:30:34.000 --> 00:30:38.000 I got to learn a lot about how 00:30:40.000 --> 00:30:44.000 accommodations could be looked at 00:30:44.000 --> 00:30:49.000 as a stigma for many students. 00:30:49.000 --> 00:30:54.000 Just when having a conversation about there is the ODS. 00:30:54.000 --> 00:30:56.000 There is the Access Center at 00:30:56.000 --> 00:30:60.000 Washington State University where I previously adjuncted. 00:31:00.000 --> 00:31:04.000 There were sometimes hesitation 00:31:04.000 --> 00:31:06.000 on the part of the students that do we want to 00:31:06.000 --> 00:31:15.000 be reporting to ODS or Access Center? 00:31:15.000 --> 00:31:18.000 What would people think if 00:31:18.000 --> 00:31:23.000 we just expose ourselves like this? 00:31:23.000 --> 00:31:28.000 Having a conversation around deconstructing the fact 00:31:28.000 --> 00:31:33.000 that mental health is as important as physical health. 00:31:33.000 --> 00:31:38.000 Everybody needs support, so asking for help, 00:31:38.000 --> 00:31:42.000 and support is important. 00:31:44.000 --> 00:31:51.000 I'm here to support you and let's get this over with, 00:31:51.000 --> 00:31:54.000 let's get this done, let's go for it. 00:31:54.000 --> 00:31:56.000 Also sharing my own vulnerabilities 00:31:56.000 --> 00:31:59.000 and my own intersectionality, 00:31:59.000 --> 00:31:65.000 saying how that has led to some issues for me 00:32:05.000 --> 00:32:10.000 underachieving in my academics and how I got 00:32:10.000 --> 00:32:14.000 support to go about my work, 00:32:14.000 --> 00:32:16.000 for instance, has always helped ease 00:32:16.000 --> 00:32:20.000 the students and warning them and 00:32:20.000 --> 00:32:23.000 encouraging them to seek help and support through 00:32:23.000 --> 00:32:27.000 the access center at WSU. I'm not sure. 00:32:27.000 --> 00:32:30.000 That's a great example. I think something else to add to this question in 00:32:30.000 --> 00:32:32.000 particular is we're talking 00:32:32.000 --> 00:32:34.000 about students with disabilities. 00:32:34.000 --> 00:32:36.000 Listen to everybody's concerns. 00:32:36.000 --> 00:32:38.000 I know that I'm saying the same thing over 00:32:38.000 --> 00:32:40.000 and over again in very different ways. 00:32:40.000 --> 00:32:43.000 But it's not just the reports from students with disabilities that should be 00:32:43.000 --> 00:32:45.000 impacting what you're thinking about and what 00:32:45.000 --> 00:32:48.000 impacts your students with disabilities. 00:32:48.000 --> 00:32:52.000 It's everybody. It's our speakers of second language. 00:32:52.000 --> 00:32:54.000 It's our individuals who are low income. 00:32:54.000 --> 00:32:57.000 It's our individuals who have kids at home 00:32:57.000 --> 00:32:60.000 that are crying while they're trying to do their work. 00:33:00.000 --> 00:33:03.000 You don't have to have a disability to have a need 00:33:03.000 --> 00:33:06.000 that also impacts the entire classroom. 00:33:06.000 --> 00:33:09.000 Then as far as specific frustrations, 00:33:09.000 --> 00:33:11.000 I think one of the things I hear the most is 00:33:11.000 --> 00:33:14.000 there's no consistency across courses. 00:33:14.000 --> 00:33:18.000 I may, for example, be an extremely flexible instructor 00:33:18.000 --> 00:33:22.000 and I'm going to work with you, I'm going to work with your accommodations. I'm going to work beyond your accommodations. 00:33:22.000 --> 00:33:24.000 I'm going to do that for everybody. 00:33:24.000 --> 00:33:26.000 But then I may go to another class 00:33:26.000 --> 00:33:29.000 where that professor does not have the same philosophy 00:33:29.000 --> 00:33:34.000 and does not teach in the same way. That can create some cognitive dissonance and it makes 00:33:34.000 --> 00:33:36.000 our courses inaccessible in some ways. 00:33:36.000 --> 00:33:42.000 Absolutely. Great. Thank you. 00:33:42.000 --> 00:33:44.000 Melissa, can I ask a question? 00:33:44.000 --> 00:33:46.000 It sounded like it 00:33:46.000 --> 00:33:48.000 came from over here. Sorry I looked up. 00:33:48.000 --> 00:33:50.000 I was getting some comments in 00:33:50.000 --> 00:33:52.000 my chat and just wanted to start 00:33:52.000 --> 00:33:54.000 opening that up for folks because 00:33:54.000 --> 00:33:57.000 we already like halfway through our time. 00:33:57.000 --> 00:33:61.000 This is taking us a step back actually, 00:34:01.000 --> 00:34:05.000 and maybe an idea for discussion. 00:34:05.000 --> 00:34:09.000 We have a question around is there a way for 00:34:09.000 --> 00:34:11.000 programs to know ahead of 00:34:11.000 --> 00:34:14.000 time a students need an accommodation. 00:34:14.000 --> 00:34:17.000 For example, like a student not 00:34:17.000 --> 00:34:21.000 only is in Jen Taylor's class, 00:34:21.000 --> 00:34:24.000 but we know that student is an exercise science student and they're 00:34:24.000 --> 00:34:27.000 going to go through an entire program of classes. 00:34:27.000 --> 00:34:29.000 Is there something that could be done 00:34:29.000 --> 00:34:31.000 to set that student up for success 00:34:31.000 --> 00:34:33.000 from the beginning because we're 00:34:33.000 --> 00:34:35.000 able to plan further degree. 00:34:35.000 --> 00:34:37.000 We know at minimum they're going to be taking all 00:34:37.000 --> 00:34:40.000 of these courses in exercise science. 00:34:40.000 --> 00:34:42.000 How can we inform those faculty ahead 00:34:42.000 --> 00:34:44.000 of time knowing that that student will 00:34:44.000 --> 00:34:48.000 be in these 15 classes and plan that way. 00:34:48.000 --> 00:34:52.000 That idea of like proactive planning with student and 00:34:52.000 --> 00:34:56.000 program beyond maybe the individual, 00:34:56.000 --> 00:34:58.000 this one course accommodations and 00:34:58.000 --> 00:34:61.000 availability of that, reasonability of that. 00:35:01.000 --> 00:35:04.000 Is there any way for us to think more proactively 00:35:04.000 --> 00:35:06.000 through that with a student with ODS, 00:35:06.000 --> 00:35:09.000 with maybe an advisor, that thing. 00:35:09.000 --> 00:35:11.000 That was just a suggestion 00:35:11.000 --> 00:35:14.000 question discussion that came up. 00:35:14.000 --> 00:35:17.000 I think that's a really difficult piece to answer 00:35:17.000 --> 00:35:23.000 because as I got clarification in 00:35:23.000 --> 00:35:25.000 our meeting one of 00:35:25.000 --> 00:35:31.000 the big pieces for students that have identified 00:35:31.000 --> 00:35:33.000 accommodations through ODS is 00:35:33.000 --> 00:35:37.000 the autonomy to choose when and where they use those in 00:35:37.000 --> 00:35:41.000 those classes and so to proactively 00:35:41.000 --> 00:35:46.000 say they were in my foundations of exercise science class 00:35:46.000 --> 00:35:48.000 and they used these accommodations 00:35:48.000 --> 00:35:50.000 so we would be assuming that they would 00:35:50.000 --> 00:35:53.000 then want to use those in all the classes 00:35:53.000 --> 00:35:56.000 which in a way takes away that autonomy 00:35:56.000 --> 00:35:58.000 that they may not need those accommodations 00:35:58.000 --> 00:35:62.000 in another classroom in doing that. 00:36:02.000 --> 00:36:04.000 I could see where that could be 00:36:04.000 --> 00:36:06.000 a difficult piece in allowing 00:36:06.000 --> 00:36:10.000 the student to choose based on what the class is, 00:36:10.000 --> 00:36:12.000 what works best for them. 00:36:12.000 --> 00:36:15.000 I think it also depends on the program, 00:36:15.000 --> 00:36:17.000 the number of faculty, 00:36:17.000 --> 00:36:19.000 where all of the courses are coming from. 00:36:19.000 --> 00:36:22.000 I'm very fortunate that I'm a group of three. 00:36:22.000 --> 00:36:25.000 We order cake and take over a conference room every 00:36:25.000 --> 00:36:27.000 Tuesday so we talk about 00:36:27.000 --> 00:36:30.000 all of our students across our classes, 00:36:30.000 --> 00:36:32.000 but all of our classes are within 00:36:32.000 --> 00:36:35.000 our program and we're in control of them. 00:36:35.000 --> 00:36:38.000 We don't have all of the outside courses and 00:36:38.000 --> 00:36:41.000 instructors that you would have to collaborate with to do that. 00:36:41.000 --> 00:36:45.000 However, you still can be proactive in your design. 00:36:45.000 --> 00:36:47.000 A lot of times I ask myself, 00:36:47.000 --> 00:36:49.000 have I designed for someone who has 00:36:49.000 --> 00:36:53.000 a barrier in seeing, hearing? 00:36:53.000 --> 00:36:57.000 Sometimes behavior, you think about your listening, 00:36:57.000 --> 00:36:60.000 you think about the different components that we have barriers 00:37:00.000 --> 00:37:03.000 in and then build your program and your instruction from that, 00:37:03.000 --> 00:37:05.000 such that again, 00:37:05.000 --> 00:37:10.000 when you come into that space, you may only have a few barriers left to handle. 00:37:10.000 --> 00:37:13.000 But in order to get to a space where you're proactively 00:37:13.000 --> 00:37:16.000 programming and planning across the board, 00:37:16.000 --> 00:37:19.000 you have to be in a space that your program is going to come together and have 00:37:19.000 --> 00:37:23.000 those conversations in real time and consistently. 00:37:23.000 --> 00:37:25.000 Again, it needs to be for every student. 00:37:25.000 --> 00:37:27.000 Yes, we're talking about students with disabilities, 00:37:27.000 --> 00:37:29.000 but that same planning goes 00:37:29.000 --> 00:37:33.000 again for anyone in our classroom. 00:37:33.000 --> 00:37:35.000 I would say, one, 00:37:35.000 --> 00:37:37.000 I'd like to join kick Tuesdays. 00:37:37.000 --> 00:37:39.000 But I think the other piece of 00:37:39.000 --> 00:37:41.000 it is while you're having those conversations that 00:37:41.000 --> 00:37:45.000 you are talking about how do I make sure 00:37:45.000 --> 00:37:47.000 I'm incorporating and I like this idea 00:37:47.000 --> 00:37:49.000 of like what are some of those pieces as well? 00:37:49.000 --> 00:37:51.000 Have I thought about those who may have 00:37:51.000 --> 00:37:53.000 vision impact or if I thought about doing that, 00:37:53.000 --> 00:37:55.000 also think about those other pieces but not being like 00:37:55.000 --> 00:37:58.000 Bobby Sue needs this so make sure 00:37:58.000 --> 00:37:61.000 for their next class they have that because there is 00:38:01.000 --> 00:38:05.000 this autonomy piece is crucial for students, 00:38:05.000 --> 00:38:07.000 they have the right to privacy too. 00:38:07.000 --> 00:38:09.000 Sometimes I think one thing 00:38:09.000 --> 00:38:13.000 that I've seen on this campus, like, I love it that people almost look for those ODS emails. 00:38:13.000 --> 00:38:15.000 They've gotten into a great habit of it. 00:38:15.000 --> 00:38:18.000 But then what starts to happen is now the information has been shared with you. 00:38:18.000 --> 00:38:23.000 You feel like you could just talk about that anywhere because they ask for those everywhere or on all their classes. 00:38:23.000 --> 00:38:25.000 I think it's that balance around really 00:38:25.000 --> 00:38:28.000 the point focusing on how do you get your classes ready. 00:38:28.000 --> 00:38:31.000 Once you've had somebody who's requested captioning, 00:38:31.000 --> 00:38:33.000 how do you make sure you're just doing that in all 00:38:33.000 --> 00:38:35.000 of your programs and all of your courses. 00:38:35.000 --> 00:38:38.000 It's not for the individual so and so is in 00:38:38.000 --> 00:38:46.000 this major would help with some of those pieces. Great. 00:38:46.000 --> 00:38:49.000 An earlier question. This is what I was, 00:38:49.000 --> 00:38:51.000 I only had one more thing. 00:38:51.000 --> 00:38:55.000 I was going to say. Just kidding. Hold that one for that closure. 00:38:55.000 --> 00:38:59.000 We're planning that closure live on television. 00:39:00.000 --> 00:39:03.000 I'm going to get rid of the word faculty and 00:39:03.000 --> 00:39:09.000 staff because I'm just going to talk about what advice do you have for the university community who want to develop a program, 00:39:09.000 --> 00:39:11.000 a course, an event with 00:39:11.000 --> 00:39:14.000 an accessibility or universal design mindset. 00:39:14.000 --> 00:39:16.000 What advice do you have for 00:39:16.000 --> 00:39:18.000 humans who want to be more inclusive? 00:39:26.000 --> 00:39:28.000 I think this is a great question 00:39:28.000 --> 00:39:31.000 and I think a good starting point 00:39:31.000 --> 00:39:33.000 is to look at 00:39:33.000 --> 00:39:36.000 the universal design for learning guidelines. 00:39:36.000 --> 00:39:41.000 The diagram, it could look 00:39:41.000 --> 00:39:43.000 daunting at the beginning and overwhelming a 00:39:43.000 --> 00:39:45.000 little bit because there are the principles, 00:39:45.000 --> 00:39:50.000 the components, the check points, the guidelines, 00:39:50.000 --> 00:39:53.000 the instructional focus, all of these coming 00:39:53.000 --> 00:39:56.000 together in a beautiful diagram. 00:39:56.000 --> 00:39:63.000 But then if you get to take your time 00:40:03.000 --> 00:40:06.000 familiarizing yourself with the model for some time and 00:40:06.000 --> 00:40:10.000 then look into it through the casts website, 00:40:10.000 --> 00:40:16.000 it could be very helpful first step. 00:40:16.000 --> 00:40:23.000 Then you could always work with us, for instance, 00:40:23.000 --> 00:40:25.000 at CTL in one on one, 00:40:25.000 --> 00:40:31.000 or as part of our group presentations and deep dives. 00:40:31.000 --> 00:40:37.000 Could always work on it with colleagues. 00:40:38.000 --> 00:40:41.000 I think another thing is know 00:40:41.000 --> 00:40:43.000 what resources you have available to you. 00:40:43.000 --> 00:40:47.000 I think that's a big piece is just know what's on campus, 00:40:47.000 --> 00:40:50.000 know who to talk to. 00:40:50.000 --> 00:40:55.000 Also looking at the universal design concepts 00:40:55.000 --> 00:40:58.000 that are not necessarily UDL, 00:40:58.000 --> 00:40:60.000 but universal design, 00:41:00.000 --> 00:41:04.000 and just asking yourself, is this space easy to navigate? 00:41:04.000 --> 00:41:08.000 Is their a variety of seating choices? 00:41:08.000 --> 00:41:11.000 Is their X, Y, and Z? 00:41:11.000 --> 00:41:18.000 Do I have printed questions or is it all just verbal things? 00:41:18.000 --> 00:41:21.000 I think just going through those pieces, 00:41:21.000 --> 00:41:23.000 you can just ask yourself those questions of like, 00:41:23.000 --> 00:41:26.000 oh yeah, no, I could actually add another chair or two, 00:41:26.000 --> 00:41:29.000 or add another seating option pretty easy. 00:41:29.000 --> 00:41:31.000 I think we oftentimes think of 00:41:31.000 --> 00:41:34.000 modifications and adaptations having to be these grand, 00:41:34.000 --> 00:41:36.000 big things, when in 00:41:36.000 --> 00:41:38.000 reality they can be 00:41:38.000 --> 00:41:40.000 really small things that make a big difference. 00:41:40.000 --> 00:41:42.000 Absolutely. The cast website 00:41:42.000 --> 00:41:45.000 also has those questions readily available for you. 00:41:45.000 --> 00:41:48.000 There's a nice checklist there that as an instructor, 00:41:48.000 --> 00:41:50.000 it is a great entry point. 00:41:50.000 --> 00:41:54.000 You take that list of questions. It's even broken down into the different areas of design, 00:41:54.000 --> 00:41:56.000 so you know where you're accommodating and 00:41:56.000 --> 00:41:58.000 where you might be modifying your instruction. 00:41:58.000 --> 00:41:60.000 I also think that we 00:42:00.000 --> 00:42:02.000 forget about our colleagues a little bit. 00:42:02.000 --> 00:42:04.000 We have a Department of Special Education. 00:42:04.000 --> 00:42:06.000 I have a list of UDL resources, 00:42:06.000 --> 00:42:08.000 a million miles long, 00:42:08.000 --> 00:42:12.000 and we often forget to go to those other spaces because we're in higher end. 00:42:12.000 --> 00:42:15.000 For example, the Ira Center out of Vanderbilt 00:42:15.000 --> 00:42:19.000 has tons of modules on Universal Design for Learning. 00:42:19.000 --> 00:42:23.000 I use them with my students. I use them for myself as a faculty member. 00:42:23.000 --> 00:42:25.000 I think also tapping into 00:42:25.000 --> 00:42:27.000 the individuals who may not be 00:42:27.000 --> 00:42:29.000 associated with CTL, who have that. 00:42:29.000 --> 00:42:31.000 It seems like we have lots of 00:42:31.000 --> 00:42:34.000 faculty who have nuggets and wealth of information that we need to tap 00:42:34.000 --> 00:42:36.000 into and really collaborate on. 00:42:36.000 --> 00:42:39.000 Not to publicly ask for a commitment, 00:42:39.000 --> 00:42:41.000 but I'm going to publicly ask for 00:42:41.000 --> 00:42:43.000 a commitment to see if folks would be willing, 00:42:43.000 --> 00:42:46.000 like the panelists were really great at helping us engage with the questions and things. 00:42:46.000 --> 00:42:48.000 If we could start a document of just a brain dump, 00:42:48.000 --> 00:42:50.000 just a place to start, 00:42:50.000 --> 00:42:53.000 and then we'll work with Dominique about how to make sure that we get that available. 00:42:53.000 --> 00:42:55.000 But I think some of the knowing the resources, 00:42:55.000 --> 00:42:58.000 how do you know what you don't know? 00:42:58.000 --> 00:42:60.000 How can we start to make that 00:43:00.000 --> 00:43:02.000 a little easier as a Step 1? 00:43:02.000 --> 00:43:04.000 Making sure we include CTL, 00:43:04.000 --> 00:43:08.000 make sure we're including some of the websites and the modules that you've spoken to. 00:43:08.000 --> 00:43:10.000 I think that could be a really interesting. 00:43:10.000 --> 00:43:14.000 I always look for like when we have these types of opportunities, it's like what's the takeaway. 00:43:14.000 --> 00:43:18.000 When you leave here today, what's a tool or a resource or something we can give every person in 00:43:18.000 --> 00:43:22.000 this room to try to start implementing, moving forward. 00:43:22.000 --> 00:43:24.000 Y'all good, in committing. 00:43:24.000 --> 00:43:26.000 Great. I'm making know that. 00:43:26.000 --> 00:43:31.000 Dominique room. Yeah. Did you have another question? 00:43:31.000 --> 00:43:34.000 No, I didn't. But I'm going to actually 00:43:34.000 --> 00:43:37.000 go ahead with my question that I was going to save, 00:43:37.000 --> 00:43:39.000 so this conversation right here. 00:43:39.000 --> 00:43:43.000 Someone earlier on had asked about 00:43:43.000 --> 00:43:47.000 what are some names of repositories, 00:43:47.000 --> 00:43:50.000 organizations, resources, etc, 00:43:50.000 --> 00:43:53.000 that just kind of off the top of your head you would 00:43:53.000 --> 00:43:56.000 recommend to help us with professional development opportunities, 00:43:56.000 --> 00:43:60.000 that kind of thing. Obviously, there's been a couple that have been named already and we can 00:44:00.000 --> 00:44:03.000 definitely generate a list that we include when we post 00:44:03.000 --> 00:44:07.000 the recording of this video probably next week. 00:44:07.000 --> 00:44:11.000 But if anyone has anything that they very much can say, 00:44:11.000 --> 00:44:14.000 this is something that very specifically helped me, 00:44:14.000 --> 00:44:17.000 I think this would be a good time to share that as well. 00:44:17.000 --> 00:44:19.000 Fantastic. I will ask if folks are like, 00:44:19.000 --> 00:44:23.000 yes, here they are. If it's an acronym, please say the whole word 00:44:23.000 --> 00:44:25.000 because I don't know if 00:44:25.000 --> 00:44:27.000 Leon's acronym list includes the world, 00:44:27.000 --> 00:44:29.000 so I think it's just university. 00:44:29.000 --> 00:44:31.000 if you have particular resources 00:44:31.000 --> 00:44:33.000 or things that you want to share now, 00:44:33.000 --> 00:44:36.000 you've mentioned a couple of them. What are some of the ones that maybe we're missing? 00:44:36.000 --> 00:44:39.000 Last year, my colleague, 00:44:39.000 --> 00:44:43.000 Adrian and I gave a talk on universal design for learning, 00:44:43.000 --> 00:44:47.000 and that video is available, 00:44:47.000 --> 00:44:50.000 plus a list of resources 00:44:50.000 --> 00:44:54.000 that we put together for that specific talk. 00:44:54.000 --> 00:44:59.000 Also, we have a professional development course 00:44:59.000 --> 00:44:62.000 focused on universal design for learning, 00:45:02.000 --> 00:45:05.000 which we could give a faculty who 00:45:05.000 --> 00:45:09.000 would like to learn more about that topic access to. 00:45:09.000 --> 00:45:12.000 It's a professional development course 00:45:13.000 --> 00:45:16.000 facilitated in the summer mostly, 00:45:16.000 --> 00:45:19.000 so we will be letting faculty know when 00:45:19.000 --> 00:45:25.000 to enroll or what time we are going to start it. 00:45:25.000 --> 00:45:28.000 But the course is there and 00:45:28.000 --> 00:45:30.000 faculty in the past have taken 00:45:30.000 --> 00:45:33.000 it and there are lots of resources there. 00:45:33.000 --> 00:45:36.000 We're happy to put them into a Google Doc and share it 00:45:36.000 --> 00:45:40.000 with Dominique to share with our broader campus. 00:45:40.000 --> 00:45:42.000 It's an excellent course with 00:45:42.000 --> 00:45:46.000 so many practical application pieces 00:45:46.000 --> 00:45:50.000 that you can incorporate in it. Wonderful. 00:45:50.000 --> 00:45:53.000 Say it, is that course for faculty only? 00:45:53.000 --> 00:45:56.000 Yes. Okay. Just want to make sure that's clear. Great. 00:45:56.000 --> 00:45:60.000 But we could definitely provide the resources we 00:46:00.000 --> 00:46:03.000 have to everyone [OVERLAPPING] 00:46:03.000 --> 00:46:07.000 who would like to access those. Great. Just to make sure the main one got across from 00:46:07.000 --> 00:46:11.000 earlier cast, C-A-S-T. 00:46:11.000 --> 00:46:13.000 I can never remember what it actually means, 00:46:13.000 --> 00:46:16.000 but I promise you you'll get there real quick if you type it in. 00:46:16.000 --> 00:46:19.000 The other one, if you're in the space of trying 00:46:19.000 --> 00:46:22.000 to wrap your head around the mindset, 00:46:22.000 --> 00:46:25.000 there is a video by Shelley Moore, 00:46:25.000 --> 00:46:29.000 S-H-E-L-L Y M-0-0-R-E. She 00:46:29.000 --> 00:46:32.000 is out of British Columbia and works in the space of UDL. 00:46:32.000 --> 00:46:34.000 You are specifically looking for 00:46:34.000 --> 00:46:37.000 a video that looks like she's going bowling. 00:46:37.000 --> 00:46:40.000 I know that sounds silly, but that video is the video that I use in 00:46:40.000 --> 00:46:42.000 all of my courses to help us wrap 00:46:42.000 --> 00:46:45.000 our head around the actual framework 00:46:45.000 --> 00:46:48.000 and what it looks like and how we apply it. 00:46:48.000 --> 00:46:52.000 So if you're in that space of what is UDL, 00:46:52.000 --> 00:46:54.000 how do I change my mindset? 00:46:54.000 --> 00:46:56.000 Go bowling with Shelley Moore. 00:46:56.000 --> 00:46:61.000 Thanks. I would like to add David Rose as well. 00:47:01.000 --> 00:47:06.000 Has a wonderful Ted talk on the power of variability. 00:47:06.000 --> 00:47:11.000 That's also a very good video to watch. 00:47:11.000 --> 00:47:14.000 I'm guessing if you're like me, you're trying to take copious notes. 00:47:14.000 --> 00:47:16.000 like, there's going 00:47:16.000 --> 00:47:18.000 to be bowling Shelley 00:47:18.000 --> 00:47:24.000 and [OVERLAPPING] cake Tuesdays, 00:47:24.000 --> 00:47:26.000 which I'm really looking forward to. 00:47:26.000 --> 00:47:28.000 But we will make sure that we're 00:47:28.000 --> 00:47:30.000 capturing these on the list as well, 00:47:30.000 --> 00:47:33.000 and that list will be created sometime 00:47:33.000 --> 00:47:35.000 and then it'll go out to humans in 00:47:35.000 --> 00:47:37.000 some way that Dominique makes happen. 00:47:37.000 --> 00:47:40.000 Fantastic. Any others before 00:47:40.000 --> 00:47:42.000 we moved on because I wanted to make sure that? 00:47:44.000 --> 00:47:46.000 I have some great ones for 00:47:46.000 --> 00:47:49.000 social media that are really easy to manage. 00:47:49.000 --> 00:47:52.000 I think sometimes when we're getting into the technology standpoint, 00:47:52.000 --> 00:47:54.000 we look at this and we're like, 00:47:54.000 --> 00:47:57.000 I don't know how to do this. This is overwhelming, 00:47:57.000 --> 00:47:61.000 and so the add one approach is really hard I don't even know how like if I'm posting a real 00:48:01.000 --> 00:48:04.000 versus a post versus a thing versus a stuff, 00:48:04.000 --> 00:48:07.000 and now I'm supposed to make it accessible. 00:48:07.000 --> 00:48:10.000 There's some real great ones too that are a little bit more. 00:48:10.000 --> 00:48:12.000 I call them Melissa user friendly. 00:48:12.000 --> 00:48:14.000 I'll make sure that we're adding some of 00:48:14.000 --> 00:48:18.000 those components too. Great. 00:48:18.000 --> 00:48:21.000 Any questions in the room? 00:48:21.000 --> 00:48:23.000 We have one in the way back. 00:48:23.000 --> 00:48:25.000 We're going to give Randy time. 00:48:25.000 --> 00:48:28.000 Go, Randy go. I want the song, 00:48:28.000 --> 00:48:30.000 like the music to come on. 00:48:31.000 --> 00:48:34.000 Please introduce yourself and pronouns 00:48:34.000 --> 00:48:36.000 if you feel comfortable and what is your question? 00:48:36.000 --> 00:48:38.000 Hi, Jena Otto, she, 00:48:38.000 --> 00:48:40.000 her pronouns, I just, 00:48:40.000 --> 00:48:44.000 I guess it's more as a statement than a question, 00:48:44.000 --> 00:48:47.000 but how are we thinking about 00:48:47.000 --> 00:48:53.000 these ideas when it comes to staff and staff training? 00:48:53.000 --> 00:48:55.000 Because I think one of the complaints 00:48:55.000 --> 00:48:58.000 you'll hear about from a lot of staff people 00:48:58.000 --> 00:48:60.000 is that they receive little to 00:49:00.000 --> 00:49:03.000 no training and it's figure it out 00:49:03.000 --> 00:49:09.000 yourself and I don't think staff and maybe they can, 00:49:09.000 --> 00:49:13.000 but ODS seems to be geared towards students. 00:49:13.000 --> 00:49:16.000 Are there resources for 00:49:16.000 --> 00:49:20.000 staff that we can be thinking about 00:49:20.000 --> 00:49:22.000 or what can we do to help 00:49:22.000 --> 00:49:26.000 the staff improve and learn and get trained? 00:49:26.000 --> 00:49:28.000 Because as you know, we have hundreds of 00:49:28.000 --> 00:49:31.000 staff people here and we hire new people all 00:49:31.000 --> 00:49:33.000 the time and they need to 00:49:33.000 --> 00:49:38.000 learn so what are we doing in regards to staff? 00:49:39.000 --> 00:49:42.000 I just want to clarify one thing, Jenna. 00:49:42.000 --> 00:49:44.000 Are we talking about staff 00:49:44.000 --> 00:49:49.000 getting additional development to work with colleagues and not geared towards students or? 00:49:52.000 --> 00:49:56.000 All of it. Not to take 00:49:56.000 --> 00:49:59.000 away from students because we're here to educate students. 00:49:59.000 --> 00:49:64.000 That's our main job. But a lot of times when we have staff people coming in, 00:50:04.000 --> 00:50:07.000 they need to learn their position and 00:50:07.000 --> 00:50:10.000 how to best do their position. 00:50:10.000 --> 00:50:15.000 Whether it involves directly working with students or 00:50:15.000 --> 00:50:18.000 maybe students are peripheral 00:50:18.000 --> 00:50:21.000 to what their drop responsibilities are. 00:50:21.000 --> 00:50:25.000 I think we need to also think 00:50:25.000 --> 00:50:28.000 about the universal design and learning 00:50:28.000 --> 00:50:36.000 and how it pertains to staff and how we can allow, 00:50:36.000 --> 00:50:40.000 staff to feel comfortable asking for accommodations. 00:50:40.000 --> 00:50:44.000 How we're designing training programs for 00:50:44.000 --> 00:50:46.000 new staff members or 00:50:46.000 --> 00:50:50.000 continuing education of current staff members. 00:50:50.000 --> 00:50:53.000 Because without the success of the staff 00:50:53.000 --> 00:50:55.000 and getting them more 00:50:55.000 --> 00:50:58.000 training and allowing them to learn and develop, 00:50:58.000 --> 00:50:61.000 we're doing our students a disservice as well. 00:51:01.000 --> 00:51:06.000 Absolutely. I appreciate that and it's a great reminder, 00:51:06.000 --> 00:51:09.000 I think a couple things that comes to my mind, 00:51:09.000 --> 00:51:11.000 and I'll definitely turn it to the panel too. 00:51:11.000 --> 00:51:14.000 But some of it is that sometimes we think that disability, 00:51:14.000 --> 00:51:17.000 disability related identity or impact is only to students 00:51:17.000 --> 00:51:20.000 and professionals 00:51:20.000 --> 00:51:23.000 have disability related identity and disability related impacts. 00:51:23.000 --> 00:51:25.000 There are resources for folks on campus. 00:51:25.000 --> 00:51:27.000 If you want a formal accommodation, 00:51:27.000 --> 00:51:29.000 that would be through the Office of Human Resources. 00:51:29.000 --> 00:51:31.000 Training I know that 00:51:31.000 --> 00:51:34.000 the Office of Disability Services would be happy and has historically done, 00:51:34.000 --> 00:51:37.000 we call it kind of front we oh, sorry. 00:51:37.000 --> 00:51:42.000 They call it kind of front line training for those who are working up front, being able to provide training that 00:51:42.000 --> 00:51:44.000 can look more about how do you use some of 00:51:44.000 --> 00:51:46.000 these more welcoming and 00:51:46.000 --> 00:51:49.000 reduced barriers and how do you make that some of your habits. 00:51:49.000 --> 00:51:53.000 There's definitely training opportunities there in that way. 00:51:53.000 --> 00:51:55.000 I'm trying to think about like the individual and 00:51:55.000 --> 00:51:58.000 then also just thinking about the community. 00:51:58.000 --> 00:51:61.000 Some of the pieces around, all the things that we've talked about 00:52:01.000 --> 00:52:06.000 go back to not only does it benefit more students but it benefits our colleagues as well, 00:52:06.000 --> 00:52:08.000 so that would include staff. 00:52:08.000 --> 00:52:10.000 If you just always caption so, for example, 00:52:10.000 --> 00:52:13.000 Dominique said, we will get this video out next week. 00:52:13.000 --> 00:52:15.000 Notice she did not say, 00:52:15.000 --> 00:52:18.000 we will get it out to you at 12:04 because captioning 00:52:18.000 --> 00:52:22.000 needs to occur and that has become a new standard on our campus. 00:52:22.000 --> 00:52:25.000 That is one way in which we are making sure that things are 00:52:25.000 --> 00:52:29.000 accessible or more inclusive for employees on campus. 00:52:29.000 --> 00:52:31.000 I think is there any other ones that we 00:52:31.000 --> 00:52:34.000 may need to be thinking about? 00:52:34.000 --> 00:52:39.000 Also I would say if you have ideas, we are open. 00:52:40.000 --> 00:52:43.000 I just want to acknowledge how important 00:52:43.000 --> 00:52:45.000 this issue is and appreciate that. 00:52:45.000 --> 00:52:49.000 Absolutely. The person who asked this question. Absolutely. 00:52:49.000 --> 00:52:51.000 Thank you say I agree. Thank you. 00:52:51.000 --> 00:52:53.000 I think one thing that we struggle with, 00:52:53.000 --> 00:52:55.000 and I think you've started to point that out, 00:52:55.000 --> 00:52:59.000 is again, I am in special education. 00:52:59.000 --> 00:52:62.000 I do all of the research specifically to disability. 00:53:02.000 --> 00:53:04.000 But when you remove the word 00:53:04.000 --> 00:53:06.000 disability from the question, 00:53:06.000 --> 00:53:09.000 you are now being inclusive to everybody and I think 00:53:09.000 --> 00:53:12.000 that's something systemically that is really challenging. 00:53:12.000 --> 00:53:14.000 Because when we talk about UDL, 00:53:14.000 --> 00:53:16.000 it comes from ADA, 00:53:16.000 --> 00:53:19.000 it comes from universal design, it comes from special education. 00:53:19.000 --> 00:53:21.000 Of course, we're going to first apply 00:53:21.000 --> 00:53:23.000 that to students with disabilities. 00:53:23.000 --> 00:53:25.000 It's written into our federal policies that we 00:53:25.000 --> 00:53:28.000 have to be doing it to support individuals, 00:53:28.000 --> 00:53:30.000 but we don't always apply it beyond. 00:53:30.000 --> 00:53:33.000 I think that's a systemic issue that 00:53:33.000 --> 00:53:37.000 unfortunately is beyond me as one faculty member here. 00:53:37.000 --> 00:53:39.000 But we need to remove 00:53:39.000 --> 00:53:41.000 that word disability to be inclusive of everybody, 00:53:41.000 --> 00:53:44.000 whether it's sexuality, income, 00:53:44.000 --> 00:53:47.000 etc and especially when we're talking about staff, 00:53:47.000 --> 00:53:51.000 because we do often go to disability in that space. 00:53:51.000 --> 00:53:53.000 I think there's a lot of validity and a need 00:53:53.000 --> 00:53:56.000 for that professional development and for it to be 00:53:56.000 --> 00:53:58.000 tailored and taken from what we're doing is 00:53:58.000 --> 00:53:61.000 faculty and transformed into that space. 00:54:01.000 --> 00:54:05.000 I think we have the knowledge set. I think there's some systemic aspects 00:54:05.000 --> 00:54:08.000 that need to be worked out in order to support that further. 00:54:08.000 --> 00:54:10.000 Absolutely. 00:54:10.000 --> 00:54:13.000 How do you balance that component 00:54:13.000 --> 00:54:15.000 when we're removing the disability? 00:54:15.000 --> 00:54:17.000 Because to me, I would like us to 00:54:17.000 --> 00:54:21.000 never need disability related accommodations 00:54:21.000 --> 00:54:24.000 again because we have made such incredible progress that 00:54:24.000 --> 00:54:27.000 anyone regardless of impact or barrier, 00:54:27.000 --> 00:54:29.000 regardless of what brought that impact or 00:54:29.000 --> 00:54:32.000 barrier can equitably participate, 00:54:32.000 --> 00:54:35.000 engage, show up and it will happen. 00:54:35.000 --> 00:54:37.000 That's a ways away. 00:54:38.000 --> 00:54:40.000 That's so far away and it goes back to 00:54:40.000 --> 00:54:42.000 that same concept of what we're thinking 00:54:42.000 --> 00:54:46.000 about UDI we need to be thinking about all but we can't lose that individual. 00:54:46.000 --> 00:54:48.000 I don't want anyone to hear that I'm saying, 00:54:48.000 --> 00:54:50.000 let's not talk about individuals with disabilities. 00:54:50.000 --> 00:54:52.000 That's my favorite thing to talk about, 00:54:52.000 --> 00:54:55.000 but it's also realizing 00:54:55.000 --> 00:54:57.000 that balance of individual versus system, 00:54:57.000 --> 00:54:60.000 if the system isn't in place, 00:55:00.000 --> 00:55:02.000 it's not going to really matter what the individual 00:55:02.000 --> 00:55:04.000 needs because we're not going to be able to support them. 00:55:04.000 --> 00:55:06.000 Please do not take away from this 00:55:06.000 --> 00:55:09.000 that it is not important to talk about individuals with disabilities and 00:55:09.000 --> 00:55:11.000 ODS and all of those aspects. 00:55:11.000 --> 00:55:13.000 It's just from that mindset of how do we support 00:55:13.000 --> 00:55:15.000 our staff and faculty 00:55:15.000 --> 00:55:17.000 beyond we need to be thinking about all. 00:55:17.000 --> 00:55:19.000 Absolutely. Thank you. 00:55:19.000 --> 00:55:23.000 Great. 00:55:25.000 --> 00:55:28.000 How do you know or when do you feel you're 00:55:28.000 --> 00:55:31.000 successful in your accessibility and disability support? 00:55:31.000 --> 00:55:34.000 And if you talk about your accessibility and universal design, 00:55:34.000 --> 00:55:36.000 just given what we've talked about today, 00:55:37.000 --> 00:55:40.000 how do you know those are being successful, 00:55:40.000 --> 00:55:42.000 when you're making those efforts, 00:55:42.000 --> 00:55:47.000 either well in your courses or your services in your life, I would argue. 00:55:50.000 --> 00:55:52.000 Well, I'll just start. 00:55:52.000 --> 00:55:55.000 Please do. I've talked a little bit about 00:55:56.000 --> 00:55:58.000 working with folks on creating 00:55:58.000 --> 00:55:62.000 universal design for 00:56:02.000 --> 00:56:05.000 When colleagues reach out to our department, 00:56:05.000 --> 00:56:08.000 I feel like, we've come a long way. 00:56:08.000 --> 00:56:11.000 A few years ago people wouldn't necessarily reach out to us, 00:56:11.000 --> 00:56:14.000 so I think that's wonderful. 00:56:14.000 --> 00:56:17.000 Personally, I meet and work with students a lot, one on one. 00:56:17.000 --> 00:56:19.000 So I get a lot of 00:56:19.000 --> 00:56:23.000 personal firsthand experience of seeing them 00:56:23.000 --> 00:56:27.000 grow and take chances and feel empowered. 00:56:27.000 --> 00:56:29.000 I see more engagement, 00:56:29.000 --> 00:56:33.000 I see them getting ready, and having the ability to do 00:56:33.000 --> 00:56:35.000 things that may be just a few days 00:56:35.000 --> 00:56:37.000 before they wouldn't have known what to do. 00:56:37.000 --> 00:56:41.000 So that's wonderful, very personal. 00:56:41.000 --> 00:56:44.000 Yeah. Going off of that, 00:56:44.000 --> 00:56:46.000 for any instructional designer 00:56:46.000 --> 00:56:50.000 which I am at 00:56:50.000 --> 00:56:53.000 So creating At the center for teaching and learning. 00:56:53.000 --> 00:56:57.000 That's true. [LAUGHTER] It's important to create 00:56:57.000 --> 00:56:63.000 opportunities and experiences that are understood, 00:57:03.000 --> 00:57:08.000 accessed, and also used by the students. 00:57:08.000 --> 00:57:11.000 If I, as an instructional designer, 00:57:11.000 --> 00:57:15.000 create an opportunity or think of creating 00:57:15.000 --> 00:57:17.000 an opportunity which is not 00:57:17.000 --> 00:57:21.000 accessed by the students, so what's the point? 00:57:23.000 --> 00:57:26.000 For me knowing that 00:57:26.000 --> 00:57:29.000 I'm successful in what I'm doing is to see 00:57:29.000 --> 00:57:31.000 the students are empowered 00:57:31.000 --> 00:57:35.000 to take the opportunities that I provide, 00:57:35.000 --> 00:57:38.000 are able to understand them, 00:57:38.000 --> 00:57:40.000 are able to use them. 00:57:40.000 --> 00:57:43.000 This is for all the students, 00:57:43.000 --> 00:57:48.000 everyone coming from all the backgrounds and characteristics. 00:57:48.000 --> 00:57:52.000 That tells me that what I have done is successful 00:57:52.000 --> 00:57:54.000 and I've been successful in what 00:57:54.000 --> 00:57:56.000 I have been doing. You something? 00:57:56.000 --> 00:57:58.000 I made the joke that it's the number of 00:57:58.000 --> 00:57:61.000 e-mails in my inbox throughout the [LAUGHTER] semester, 00:58:01.000 --> 00:58:03.000 but going a step beyond that, 00:58:03.000 --> 00:58:06.000 we go through all of our assignments to look for content. 00:58:06.000 --> 00:58:08.000 Did the student get the content? 00:58:08.000 --> 00:58:10.000 Did they take away what they're supposed to? 00:58:10.000 --> 00:58:14.000 We don't look at those data sources for things like accessibility. 00:58:14.000 --> 00:58:16.000 When you're going through assignments, 00:58:16.000 --> 00:58:20.000 are you noticing that all the formatting of the documents are all over the place? 00:58:20.000 --> 00:58:22.000 There's a good chance that your document 00:58:22.000 --> 00:58:25.000 wasn't accessible. Are you finding that 00:58:25.000 --> 00:58:28.000 students struggled to upload something? 00:58:28.000 --> 00:58:31.000 There's a good chance that your course wasn't accessible. 00:58:31.000 --> 00:58:33.000 So I think we need to also be 00:58:33.000 --> 00:58:35.000 looking at the products we're getting from our students, 00:58:35.000 --> 00:58:37.000 not just for content, 00:58:37.000 --> 00:58:41.000 but for that accessibility and how they engaged with it. 00:58:41.000 --> 00:58:44.000 I think if we look at it from that lens, we can start to clearly see where 00:58:44.000 --> 00:58:46.000 we've got whoopsies that need to be 00:58:46.000 --> 00:58:48.000 fixed and where we've got successes that 00:58:48.000 --> 00:58:50.000 need to be used moving forward. 00:58:50.000 --> 00:58:56.000 Fantastic, great. 00:58:56.000 --> 00:58:62.000 I love it. Yes. [LAUGHTER] For me again, 00:59:02.000 --> 00:59:04.000 as an instructional designer [LAUGHTER]. 00:59:04.000 --> 00:59:10.000 At the Center for Teaching and Learning. [LAUGHTER]. Center for Teaching and Learning. Whenever students, 00:59:10.000 --> 00:59:15.000 have experienced issues with the content that I develop, 00:59:15.000 --> 00:59:18.000 I personally think it's my fault, 00:59:18.000 --> 00:59:20.000 because I haven't been proactive in 00:59:20.000 --> 00:59:23.000 my design and that's okay. 00:59:23.000 --> 00:59:26.000 Now I learn, now I know. 00:59:26.000 --> 00:59:29.000 It's for me to 00:59:29.000 --> 00:59:32.000 try to reactively figure out what's going on and 00:59:32.000 --> 00:59:35.000 having a conversation with the students around 00:59:35.000 --> 00:59:40.000 the particular problem and issue would always be helpful. 00:59:40.000 --> 00:59:42.000 And being flexible, I think the flexibility 00:59:42.000 --> 00:59:45.000 mindset and curiosity mindset, 00:59:45.000 --> 00:59:47.000 the growth mindset that you take to 00:59:47.000 --> 00:59:50.000 your class and I take to my design job, 00:59:50.000 --> 00:59:53.000 is key in understanding how 00:59:53.000 --> 00:59:55.000 everyone interacts with the content 00:59:55.000 --> 00:59:58.000 and activities that I personally create. 01:00:00.000 --> 01:00:08.000 For so long I think we've seen instructors, including me, 01:00:08.000 --> 01:00:10.000 saying, it's not my problem, 01:00:10.000 --> 01:00:12.000 I designed this and that's it, 01:00:13.000 --> 01:00:16.000 but no, that's me, 01:00:18.000 --> 01:00:20.000 It's not [inaudible] because everybody is 01:00:20.000 --> 01:00:25.000 diverse and bring so much diversity to your classes. 01:00:25.000 --> 01:00:29.000 You being able to figure out in advance proactively, 01:00:29.000 --> 01:00:32.000 and then in class 01:00:32.000 --> 01:00:34.000 reactively through 01:00:34.000 --> 01:00:36.000 a differentiated instruction approach 01:00:36.000 --> 01:00:41.000 to teaching and learning, then I think that's key to accommodate everyone. 01:00:41.000 --> 01:00:46.000 Great. For me, I just think about the design process in general. 01:00:46.000 --> 01:00:48.000 I teach life design to students, 01:00:48.000 --> 01:00:51.000 but it is about implementing and then 01:00:51.000 --> 01:00:55.000 evaluating and testing and doing prototypes, 01:00:55.000 --> 01:00:58.000 that's the only way to learn really. 01:00:58.000 --> 01:00:62.000 You just have to, you do that one thing [LAUGHTER] plus. 01:01:02.000 --> 01:01:07.000 Add one, but know that you can evaluate it, 01:01:07.000 --> 01:01:10.000 you can see if it works, and I don't know. 01:01:10.000 --> 01:01:13.000 That helps me to realize I don't have to know at 01:01:13.000 --> 01:01:16.000 all or have the perfect answer, 01:01:16.000 --> 01:01:19.000 but just test it out. 01:01:19.000 --> 01:01:22.000 Somehow I'm going to go a little off script. 01:01:22.000 --> 01:01:26.000 I'm curious, just given what you all have kind of said. 01:01:26.000 --> 01:01:29.000 Have you heard from colleagues that like, 01:01:29.000 --> 01:01:32.000 I don't know how to do it perfectly or I don't even know how to start, 01:01:32.000 --> 01:01:34.000 so I'm not going to. 01:01:34.000 --> 01:01:37.000 Can sometimes leave people a little stuck, 01:01:37.000 --> 01:01:41.000 and if so, how do you unstick them? 01:01:43.000 --> 01:01:45.000 Pushing is not appropriate. 01:01:47.000 --> 01:01:50.000 Yeah, absolutely. I've worked 01:01:50.000 --> 01:01:54.000 with faculty who said, okay, this is too overwhelming for me, 01:01:54.000 --> 01:01:57.000 making my course universal. 01:01:57.000 --> 01:01:60.000 It's too overwhelming. And the one plus approach, 01:02:00.000 --> 01:02:04.000 which our wonderful guest speaker today mentioned, 01:02:04.000 --> 01:02:07.000 has always been a very good starting point. 01:02:07.000 --> 01:02:09.000 Do what you're doing, but 01:02:09.000 --> 01:02:11.000 how about adding one more piece to it, 01:02:11.000 --> 01:02:13.000 this term and next term maybe another thing? 01:02:13.000 --> 01:02:16.000 And also reactively deal with 01:02:16.000 --> 01:02:21.000 all the barriers that come up so in the process. 01:02:21.000 --> 01:02:24.000 Right? 01:02:24.000 --> 01:02:27.000 I think part of it is also modeling, 01:02:27.000 --> 01:02:29.000 what it looks like in a course to 01:02:29.000 --> 01:02:31.000 deliver a course through the lens of UDL. 01:02:31.000 --> 01:02:33.000 It's not easy. 01:02:33.000 --> 01:02:36.000 I know as educators, 01:02:36.000 --> 01:02:40.000 as faculty staff members, anyone in academia, we look for perfection. 01:02:40.000 --> 01:02:42.000 That's what we aim for. 01:02:42.000 --> 01:02:45.000 It doesn't exist in inclusive education. 01:02:45.000 --> 01:02:48.000 I think that's something that we need to accept. 01:02:48.000 --> 01:02:50.000 When you put that hat on and you are 01:02:50.000 --> 01:02:52.000 comfortable grabbing your bevy and looking 01:02:52.000 --> 01:02:55.000 at those student reports that tell you 01:02:55.000 --> 01:02:57.000 all of these things that were wrong with your course, 01:02:57.000 --> 01:02:60.000 and you take that as corrective feedback, 01:03:00.000 --> 01:03:02.000 constructive feedback, rather than 01:03:02.000 --> 01:03:04.000 criticism of you as an individual. 01:03:04.000 --> 01:03:06.000 You are then open to 01:03:06.000 --> 01:03:08.000 learning and growing with your students, 01:03:08.000 --> 01:03:11.000 and that's not easy. I'm in year 5 at this point, 01:03:11.000 --> 01:03:13.000 and those reports and those feedback 01:03:13.000 --> 01:03:15.000 still sting a little bit. 01:03:15.000 --> 01:03:17.000 You let it process and then 01:03:17.000 --> 01:03:19.000 really look at what needs to change. 01:03:19.000 --> 01:03:21.000 I think that's also one of the beautiful things 01:03:21.000 --> 01:03:23.000 about academia is, 01:03:23.000 --> 01:03:25.000 especially if you preface it up front, 01:03:25.000 --> 01:03:29.000 it's a safe pace to explore and to figure out what works. 01:03:29.000 --> 01:03:32.000 I think simple tidbit that I always use, 01:03:32.000 --> 01:03:34.000 if I'm doing something new in 01:03:34.000 --> 01:03:36.000 a class that I'm not sure is going to work, 01:03:36.000 --> 01:03:38.000 I'm going to let my students know on 01:03:38.000 --> 01:03:40.000 day one, from the get go. 01:03:40.000 --> 01:03:42.000 I'm going to say I'm attempting this assignment. 01:03:42.000 --> 01:03:44.000 I'm attempting this structure in 01:03:44.000 --> 01:03:47.000 hopes of improving this class the way we engage with it, 01:03:47.000 --> 01:03:51.000 the way you access it. But there's a 50, 50 chance that it's going to flop and 01:03:51.000 --> 01:03:53.000 be absolutely terrible. I'm okay with that. 01:03:53.000 --> 01:03:55.000 I need you to be okay with that too, 01:03:55.000 --> 01:03:57.000 and know and trust that I'm still 01:03:57.000 --> 01:03:59.000 going to get you across the finish line. 01:03:59.000 --> 01:03:63.000 I also think that modeling that productive struggle, 01:04:03.000 --> 01:04:06.000 for lack of better words, is helpful to our students 01:04:06.000 --> 01:04:08.000 because then they are willing to 01:04:08.000 --> 01:04:10.000 take those risks and try if they 01:04:10.000 --> 01:04:14.000 see us doing it as instructors. Great. I like the concept of strive to 01:04:14.000 --> 01:04:17.000 fail on the impact of the individual. 01:04:17.000 --> 01:04:19.000 But if I try something and I fail, 01:04:19.000 --> 01:04:22.000 strive for that, do that. 01:04:22.000 --> 01:04:24.000 I think that modeling aspect, 01:04:24.000 --> 01:04:28.000 I see this also with if you're facilitating or chairing a meeting, 01:04:28.000 --> 01:04:31.000 if you lead meeting, sending agendas in advance, 01:04:31.000 --> 01:04:34.000 who doesn't love going to a meeting knowing what you're going to talk about in the meeting. 01:04:34.000 --> 01:04:38.000 That may come from an accessible mindset. 01:04:38.000 --> 01:04:40.000 But really the universal approach 01:04:40.000 --> 01:04:43.000 allows anybody to go into those spaces to be prepared. 01:04:43.000 --> 01:04:45.000 Whether it just be that they've 01:04:45.000 --> 01:04:51.000 had a hectic week and they just need to come in and how do they center themselves at that moment, or it be because we need want to make sure we have prep for interpreters 01:04:51.000 --> 01:04:54.000 or whatever kind of the start for that is. 01:04:54.000 --> 01:04:57.000 If you just start to make that habit, 01:04:57.000 --> 01:04:59.000 the benefit is to the greater good. 01:04:59.000 --> 01:04:61.000 The benefit more all. 01:05:01.000 --> 01:05:03.000 I'm never going to get that quote right. 01:05:03.000 --> 01:05:06.000 I think the feedback piece reminds me of Adam Grant, 01:05:06.000 --> 01:05:09.000 who talks about a novice takes 01:05:09.000 --> 01:05:12.000 looks for a praise and you're doing incredible things, 01:05:12.000 --> 01:05:16.000 but the expert wants the criticism for improvement. 01:05:16.000 --> 01:05:19.000 Right up there with Bernie Brown, we should start. 01:05:19.000 --> 01:05:21.000 I can't wait to be your friend. 01:05:21.000 --> 01:05:24.000 But Adam Grant is another one who does 01:05:24.000 --> 01:05:26.000 some incredible work around 01:05:26.000 --> 01:05:28.000 why this type of work in 01:05:28.000 --> 01:05:31.000 a very broad application is so powerful. 01:05:31.000 --> 01:05:33.000 Not only within higher education, 01:05:33.000 --> 01:05:35.000 but also within our organizations 01:05:35.000 --> 01:05:38.000 and within our environments. You almost get to the point where you get, well, 01:05:38.000 --> 01:05:40.000 why wasn't the agenda sent out 48 hours in advance? 01:05:40.000 --> 01:05:45.000 You get a little snarky. I can't wait to hear more people get snarky about that. 01:05:45.000 --> 01:05:48.000 In a good way like expect it, that's what I mean. 01:05:48.000 --> 01:05:52.000 People, I saw the faces in the room. What are you, what, what's happening? 01:05:52.000 --> 01:05:54.000 Absolutely. Start to make it 01:05:54.000 --> 01:05:58.000 to where this is the standard. When you see people role modeling it, Shell Bachelor. 01:05:58.000 --> 01:05:62.000 She's going to hate it because she hates public accolades. But she's a good example, 01:06:02.000 --> 01:06:04.000 and I hope you're listening Shell. 01:06:04.000 --> 01:06:07.000 Of the role modeling of, 01:06:07.000 --> 01:06:11.000 I'm going to give that a second. I've sent this in advance. I'm going to read the thing that's in 01:06:11.000 --> 01:06:13.000 the commentary on Zoom. 01:06:13.000 --> 01:06:17.000 You know that's not just for those who may have vision impact, but that's for those if you're 01:06:17.000 --> 01:06:19.000 using an interpreter and then you're trying to 01:06:19.000 --> 01:06:24.000 listen to the presentation and then you're trying to look at the chatter and Zoom like that's a lot. 01:06:24.000 --> 01:06:27.000 When somebody takes the time to read it, that actually gets us all back on that. 01:06:27.000 --> 01:06:29.000 Not just the person who was trying to 01:06:29.000 --> 01:06:32.000 have their eyeballs go four different directions. 01:06:33.000 --> 01:06:37.000 Sorry, I'm going to step politely off my soap box now. 01:06:37.000 --> 01:06:40.000 In the room or are there any additional questions? 01:06:40.000 --> 01:06:43.000 From my view, If that's clock's right, 01:06:43.000 --> 01:06:45.000 we have seven minutes. 01:06:46.000 --> 01:06:48.000 Anything in the room, 01:06:48.000 --> 01:06:52.000 it can be a comment, a question, a conundrum. Strive to fail. 01:06:52.000 --> 01:06:55.000 Come on, there's your space. 01:06:55.000 --> 01:06:59.000 Step. We're going to 01:06:59.000 --> 01:06:61.000 have them all be on the opposite side of where you are. 01:07:01.000 --> 01:07:04.000 Randy, if that's okay. 01:07:05.000 --> 01:07:07.000 I think I speak for 01:07:07.000 --> 01:07:10.000 a fair number of faculty that post-COVID, 01:07:10.000 --> 01:07:13.000 our students today are different. 01:07:13.000 --> 01:07:15.000 I would argue post-COVID we're all different. 01:07:15.000 --> 01:07:17.000 But go ahead I'm listening [LAUGHTER]. 01:07:17.000 --> 01:07:21.000 With DEI, with accessibility and the like. 01:07:21.000 --> 01:07:25.000 I think all faculty, if they're being conscientious struggle with, 01:07:25.000 --> 01:07:28.000 am I accommodating or am I 01:07:28.000 --> 01:07:31.000 doing a student a disservice of challenging 01:07:31.000 --> 01:07:34.000 them to be responsible and not 01:07:34.000 --> 01:07:38.000 look for unofficial accommodations. 01:07:38.000 --> 01:07:41.000 In the fall term, I had some classes to 01:07:41.000 --> 01:07:43.000 where the final grade distribution ran from 01:07:43.000 --> 01:07:49.000 possible to below 30, 01:07:49.000 --> 01:07:53.000 with ample opportunities to 01:07:53.000 --> 01:07:55.000 make up work and everything else. 01:07:55.000 --> 01:07:59.000 But I seem to be getting more and more students 01:07:59.000 --> 01:07:64.000 toward the last of the regular term week, 01:08:04.000 --> 01:08:06.000 before finals approach and say, 01:08:06.000 --> 01:08:08.000 can I turn in 01:08:08.000 --> 01:08:12.000 everything for partial credit, extra credit? 01:08:12.000 --> 01:08:15.000 A faculty member can't 01:08:15.000 --> 01:08:18.000 grade everything for a class no 01:08:18.000 --> 01:08:20.000 matter how much you'd like to help a student. 01:08:20.000 --> 01:08:23.000 I think that we also need to have discussions about that. 01:08:23.000 --> 01:08:26.000 What do we expect of students 01:08:26.000 --> 01:08:29.000 that is simply going to be preparation for life? 01:08:29.000 --> 01:08:32.000 Because when we think about when students graduate and leave, 01:08:32.000 --> 01:08:35.000 their bosses aren't going to necessarily let 01:08:35.000 --> 01:08:38.000 them turn things in late for partial credit. 01:08:38.000 --> 01:08:42.000 Anyway, I just felt that in today's discussion, 01:08:42.000 --> 01:08:44.000 one of these things is what isn't 01:08:44.000 --> 01:08:46.000 necessarily a legal accommodation, 01:08:46.000 --> 01:08:48.000 but it is a behavioral pattern 01:08:48.000 --> 01:08:50.000 that we're seeing in our students. 01:08:50.000 --> 01:08:52.000 I don't know if anybody wants to jump in on that. 01:08:52.000 --> 01:08:54.000 I just want to separate very 01:08:54.000 --> 01:08:60.000 clearly the difference between accessibility and flexibility or 01:09:00.000 --> 01:09:03.000 overwhelm, and when do we start? Because I just want to 01:09:03.000 --> 01:09:06.000 make sure that we're very clear that accessibility and inclusion factors are 01:09:06.000 --> 01:09:08.000 not lowering standards or expecting that. 01:09:08.000 --> 01:09:10.000 Well, because of that, fill in the blank. 01:09:10.000 --> 01:09:12.000 You can turn it in all at the end. 01:09:12.000 --> 01:09:14.000 So I just wanted to separate those two out and 01:09:14.000 --> 01:09:17.000 I think that's where you're going, Steve. I just want to, would anybody like 01:09:17.000 --> 01:09:21.000 to speak to that kind of the student needs changing as a whole, 01:09:21.000 --> 01:09:24.000 and this idea of 01:09:24.000 --> 01:09:26.000 this example of can I turn 01:09:26.000 --> 01:09:28.000 it all at the end and still get the credit? 01:09:28.000 --> 01:09:32.000 I feel while some needs have changed, 01:09:32.000 --> 01:09:35.000 some have really stayed the same. We have a lot of students who are working. 01:09:35.000 --> 01:09:37.000 We have a lot of students who may have families, 01:09:37.000 --> 01:09:41.000 who are commuting long distances. 01:09:41.000 --> 01:09:46.000 I think there is still that balance piece of it. 01:09:46.000 --> 01:09:48.000 One of the things that I've 01:09:48.000 --> 01:09:51.000 done through Canvas because for me, 01:09:51.000 --> 01:09:54.000 it's difficult to get physical papers turned 01:09:54.000 --> 01:09:58.000 in or things turned in on Canvas really late, 01:09:58.000 --> 01:09:60.000 especially after I've already graded it. 01:10:00.000 --> 01:10:02.000 I give three days leniency, 01:10:02.000 --> 01:10:08.000 and the deal within that is if you get it in, 01:10:08.000 --> 01:10:11.000 in that three days and I haven't graded it, what do I care? 01:10:11.000 --> 01:10:14.000 I'm not going to dock you for it. 01:10:14.000 --> 01:10:17.000 I think still that's a very realistic thing. 01:10:17.000 --> 01:10:19.000 Because if I go into my job, 01:10:19.000 --> 01:10:21.000 if I go to my chair right now and say, hey, 01:10:21.000 --> 01:10:23.000 I know I was supposed to have this to you, 01:10:23.000 --> 01:10:27.000 but I need a couple extra days because of X and Y. 01:10:27.000 --> 01:10:29.000 My chair is going to say, 01:10:29.000 --> 01:10:32.000 okay, get it to me as soon as you can. 01:10:32.000 --> 01:10:38.000 I do still think that is real world, if you will, 01:10:38.000 --> 01:10:44.000 and allows for life in some ways. 01:10:44.000 --> 01:10:49.000 But for a student to come at the very end and say, 01:10:49.000 --> 01:10:52.000 can I turn in everything, 01:10:52.000 --> 01:10:59.000 that's a little different. And I think those are opportunities for teachable moments 01:10:59.000 --> 01:10:63.000 of why is this and what happened that 01:11:03.000 --> 01:11:07.000 we weren't talking about this Week 3 or Week 4 or Week 5, 01:11:07.000 --> 01:11:11.000 and so I think it doesn't have to be black and white. 01:11:11.000 --> 01:11:14.000 It doesn't have to be all or nothing. 01:11:14.000 --> 01:11:18.000 It's figuring out that balance of that. 01:11:18.000 --> 01:11:21.000 It's proactively communicating it. 01:11:21.000 --> 01:11:24.000 I have a different late policy. You get one freebie in my class, 01:11:24.000 --> 01:11:26.000 you get one week extension. 01:11:26.000 --> 01:11:28.000 You don't have to tell me about it. 01:11:28.000 --> 01:11:32.000 I don't need to know what's going on. You get to choose it. You get to choose when. 01:11:32.000 --> 01:11:34.000 If there's a collaborative project at Earmarket, 01:11:34.000 --> 01:11:36.000 you're not allowed to use it for this. 01:11:36.000 --> 01:11:38.000 But it's all communicated upfront. 01:11:38.000 --> 01:11:40.000 Then it's on the student to communicate 01:11:40.000 --> 01:11:42.000 anything extenuating outside of that. 01:11:42.000 --> 01:11:44.000 If you've had a death in the family, 01:11:44.000 --> 01:11:46.000 if you've got a kid sick with COVID, 01:11:46.000 --> 01:11:49.000 whatever it may be, and you've already used your extension, 01:11:49.000 --> 01:11:51.000 we now need to have a conversation 01:11:51.000 --> 01:11:53.000 about how to ensure you're successful. 01:11:53.000 --> 01:11:55.000 I think something that I also want to 01:11:55.000 --> 01:11:57.000 differentiate one step further is 01:11:57.000 --> 01:11:61.000 there's a difference between an accommodation and a modification. 01:12:01.000 --> 01:12:03.000 An accommodation is what we get through ODS. 01:12:03.000 --> 01:12:06.000 We're changing the environment, we're changing time, 01:12:06.000 --> 01:12:10.000 we're changing access to the content modification, 01:12:10.000 --> 01:12:12.000 we're changing the content. 01:12:12.000 --> 01:12:16.000 I think that's where I continue to look for my balance. 01:12:16.000 --> 01:12:19.000 If I'm now changing the content for a student, 01:12:19.000 --> 01:12:22.000 I've gone too far. They're expected to meet the standards 01:12:22.000 --> 01:12:24.000 of the course and of the institution. 01:12:24.000 --> 01:12:27.000 If I am working with things like time, 01:12:27.000 --> 01:12:30.000 computer, how to access, 01:12:30.000 --> 01:12:32.000 and even that flexibility piece, 01:12:32.000 --> 01:12:34.000 the reality is we do have a lot of 01:12:34.000 --> 01:12:37.000 working individuals who have kids. 01:12:37.000 --> 01:12:40.000 My Zoom sessions, I've probably got 30 different kids 01:12:40.000 --> 01:12:43.000 running around in screams in screens, not screams. 01:12:43.000 --> 01:12:45.000 That's screams [LAUGHTER]. 01:12:45.000 --> 01:12:47.000 Maybe they need to go to cake Tuesdays. 01:12:47.000 --> 01:12:52.000 They need to go to cake Tuesdays, but it's also dinner time when that class is going on. 01:12:52.000 --> 01:12:54.000 You also have to understand 01:12:54.000 --> 01:12:56.000 all of those environmental factors. 01:12:56.000 --> 01:12:58.000 But if I'm not changing content, 01:12:58.000 --> 01:12:60.000 I'm still in that safe space. 01:13:00.000 --> 01:13:05.000 I think that's the boundary that I look for there. 01:13:05.000 --> 01:13:09.000 I am so excited and I love this conversation, 01:13:09.000 --> 01:13:11.000 and I am so thankful for 01:13:11.000 --> 01:13:13.000 this panel trying to role 01:13:13.000 --> 01:13:15.000 model some of the accessibility inclusion 01:13:15.000 --> 01:13:19.000 as we were scheduled till 12, which means captioning interpreters and all the people 01:13:19.000 --> 01:13:21.000 who maybe have busy schedules or other commitments, 01:13:21.000 --> 01:13:23.000 I want to keep us on time which is crucial. 01:13:23.000 --> 01:13:25.000 If you can in the room on line, 01:13:25.000 --> 01:13:27.000 I don't know little screens, 01:13:27.000 --> 01:13:29.000 please help me thank the panel 01:13:29.000 --> 01:13:30.000 for their time and their energy thing.