WEBVTT 00:00:00.000 --> 00:00:06.000 music 00:00:07.000 --> 00:00:10.000 Good morning. I hope everyone's doing great this morning. 00:00:10.000 --> 00:00:14.000 It's definitely, as was noted a little bit, 00:00:14.000 --> 00:00:17.000 it's been an adventure coming over here. I've just referred to it as 00:00:17.000 --> 00:00:21.000 shenanigans. Let's be positive. 00:00:21.000 --> 00:00:25.000 Just because I think it's a funny story, 00:00:25.000 --> 00:00:27.000 I'll just be super really quick. 00:00:27.000 --> 00:00:30.000 But I supposed to fly into Portland on Wednesday 00:00:30.000 --> 00:00:37.000 and like maybe 20 minutes short of landing into PDX. 00:00:37.000 --> 00:00:40.000 We get a little message on the airplane 00:00:40.000 --> 00:00:43.000 saying due to unsafe landing conditions, 00:00:43.000 --> 00:00:46.000 we're detouring to Seattle. 00:00:48.000 --> 00:00:50.000 We get to Seattle, there's 00:00:50.000 --> 00:00:52.000 nowhere where we can exit the plane, 00:00:52.000 --> 00:00:57.000 so we're on the plane for a while, we're all getting angry. It was a whole adventure, but believe it or not, 00:00:57.000 --> 00:00:60.000 I somehow ended up sitting next to another musician that I do know. 00:01:00.000 --> 00:01:03.000 Somehow the universe and the stars aligned in a way, 00:01:03.000 --> 00:01:05.000 and this person grew up her 00:01:05.000 --> 00:01:07.000 and we ended up getting a rental. 00:01:07.000 --> 00:01:09.000 He had no problem driving 00:01:09.000 --> 00:01:11.000 through snow and all that stuff, 00:01:11.000 --> 00:01:13.000 and I got dropped off in Portland. 00:01:13.000 --> 00:01:18.000 But yeah, Shenanigans. Super fun. 00:01:18.000 --> 00:01:20.000 But I'm really happy to be here. 00:01:20.000 --> 00:01:22.000 I love Oregon a lot, I was sharing 00:01:22.000 --> 00:01:25.000 earlier that my dad grew up in Portland, 00:01:25.000 --> 00:01:29.000 so I grew up hearing about Oregon all my life. 00:01:29.000 --> 00:01:33.000 I had some friends move up here and I have an aunt that's up here, 00:01:33.000 --> 00:01:39.000 my dad's youngest sister, 00:01:39.000 --> 00:01:42.000 and it's just so lovely to be here. Thank you for being here with me and for 00:01:42.000 --> 00:01:45.000 honoring this work and this research. 00:01:45.000 --> 00:01:47.000 But yeah, So let's get started. 00:01:47.000 --> 00:01:49.000 My name's Dania. 00:01:49.000 --> 00:01:51.000 My pronouns are she, 00:01:51.000 --> 00:01:53.000 her, but also Aa? 00:01:53.000 --> 00:01:55.000 I'm bilingual, I'm half Mexican. 00:01:55.000 --> 00:01:58.000 I'll talk a little bit about my identity shortly. 00:01:58.000 --> 00:01:63.000 Let's get started. A little agenda. 00:02:03.000 --> 00:02:06.000 I think it's really important when we talk 00:02:06.000 --> 00:02:08.000 about frameworks and research and 00:02:08.000 --> 00:02:13.000 lenses to maybe not necessarily analyze, 00:02:13.000 --> 00:02:17.000 but definitely explore and be curious about 00:02:17.000 --> 00:02:21.000 why they emerged and typically it's because a phenomena, 00:02:21.000 --> 00:02:24.000 there's an issue we want to understand and solve, 00:02:24.000 --> 00:02:27.000 so I make it really important to do that. 00:02:27.000 --> 00:02:29.000 Also too, there's a lot of 00:02:29.000 --> 00:02:33.000 misconceptions with things like intersectionality. 00:02:33.000 --> 00:02:35.000 It's been politicized a lot. 00:02:35.000 --> 00:02:39.000 I can talk about that more later and same with universal design for learning. 00:02:39.000 --> 00:02:42.000 I'll talk about that more as well. 00:02:42.000 --> 00:02:44.000 That's why I include that. 00:02:44.000 --> 00:02:46.000 Not so much like, let's give everyone a history lesson, 00:02:46.000 --> 00:02:49.000 but it's like why 00:02:49.000 --> 00:02:52.000 was it relevant then and why is it relevant now. 00:02:52.000 --> 00:02:54.000 Definitions of course, 00:02:54.000 --> 00:02:57.000 digging deeper, why it's important, 00:02:57.000 --> 00:02:59.000 of course, implications and significance, 00:02:59.000 --> 00:02:62.000 how we can put it to practice, and reflection. 00:03:02.000 --> 00:03:04.000 I think one of 00:03:04.000 --> 00:03:07.000 my favorite things about doing things like this is I learn 00:03:07.000 --> 00:03:09.000 so much from folks that attend 00:03:09.000 --> 00:03:12.000 and I feel like it's a collaborative effort. 00:03:12.000 --> 00:03:14.000 I know I'm over here on stage, 00:03:14.000 --> 00:03:17.000 but it's really this co-creation. 00:03:17.000 --> 00:03:19.000 This thing we're doing together, 00:03:19.000 --> 00:03:22.000 it is definitely collaborative. 00:03:22.000 --> 00:03:25.000 I find that a very important aspect of all this. 00:03:25.000 --> 00:03:28.000 I made a little session folder, 00:03:28.000 --> 00:03:30.000 there isn't like a ton of stuff on it. 00:03:30.000 --> 00:03:34.000 I have references for anything that's on my PowerPoint. 00:03:34.000 --> 00:03:36.000 As much as I want to give 00:03:36.000 --> 00:03:38.000 myself credit for all my awesome ideas, 00:03:38.000 --> 00:03:41.000 it's like scholars came up with this. 00:03:41.000 --> 00:03:45.000 I have my own unique experiences that inform my interests in these passions. 00:03:45.000 --> 00:03:47.000 But there's references. 00:03:47.000 --> 00:03:51.000 I have some articles 00:03:51.000 --> 00:03:53.000 that I think are very when 00:03:53.000 --> 00:03:55.000 we get to the reflection questions later, 00:03:55.000 --> 00:03:58.000 it's particularly from this one, 00:03:58.000 --> 00:03:61.000 the human rights advocacy network. 00:04:01.000 --> 00:04:06.000 I might have said that incorrectly, but I will say correctly when we get there. 00:04:06.000 --> 00:04:08.000 That inform those reflection questions 00:04:08.000 --> 00:04:13.000 that's in the session folder along with links to videos that I think are mind, 00:04:13.000 --> 00:04:17.000 a lot of them are pretty popular. We've probably seen them, but that's in there as well. 00:04:17.000 --> 00:04:19.000 If you want to type up 00:04:19.000 --> 00:04:23.000 that URL or take a picture with your mobile device, 00:04:23.000 --> 00:04:27.000 it's up to you, but there it is. 00:04:28.000 --> 00:04:32.000 I just want to talk about a little bit about my identity. 00:04:32.000 --> 00:04:35.000 This was encouraged to me from a colleague. 00:04:35.000 --> 00:04:38.000 I think I mentioned earlier I'm half Mexican. 00:04:38.000 --> 00:04:41.000 I actually went to kindergarten in Mexico. 00:04:41.000 --> 00:04:43.000 I was born in the US, 00:04:43.000 --> 00:04:46.000 but spent a lot of time growing up in Mexico. 00:04:46.000 --> 00:04:51.000 My mom's from Mexico, I admit, 00:04:51.000 --> 00:04:53.000 and I'm embarrassed to admit, 00:04:53.000 --> 00:04:56.000 I hid my Mexican side a lot. 00:04:56.000 --> 00:04:62.000 Again, we'll touch on this discrimination and 00:05:02.000 --> 00:05:07.000 derogatory comments about people from Mexico 00:05:07.000 --> 00:05:09.000 and just a lot of things that I 00:05:09.000 --> 00:05:12.000 witnessed as a child and I was in survival mode. 00:05:12.000 --> 00:05:16.000 It's like my dad being from here and his last name being Bradshaw. 00:05:16.000 --> 00:05:19.000 It's like I would never even mention my middle name that was Guadalupe, 00:05:19.000 --> 00:05:21.000 which is after my grandmother, 00:05:21.000 --> 00:05:24.000 on my mom's side, my Abuelita Lupita, 00:05:24.000 --> 00:05:26.000 and I hid that until recently. 00:05:26.000 --> 00:05:31.000 Everything I sign, I make it a point that I want to honor 00:05:31.000 --> 00:05:33.000 my identities instead of hiding them for survival 00:05:33.000 --> 00:05:36.000 and I think that's why I care about this stuff so much, 00:05:36.000 --> 00:05:39.000 and I think a reason why we're all here as well. 00:05:39.000 --> 00:05:42.000 We want to understand where people come from. 00:05:44.000 --> 00:05:46.000 Generously introduced, 00:05:46.000 --> 00:05:48.000 I am training for my third marathon. 00:05:48.000 --> 00:05:51.000 It sucks, I'm like nursing an injury, 00:05:51.000 --> 00:05:54.000 so there's a chance I may not really be able to run at all. 00:05:54.000 --> 00:05:56.000 If I could just finish it, that would be great. 00:05:56.000 --> 00:05:60.000 Getting older, it's so interesting, 00:06:00.000 --> 00:06:03.000 like recovery from my long distance runs, 00:06:03.000 --> 00:06:06.000 like used to be so different and now it's like 00:06:06.000 --> 00:06:09.000 the training aspect and the recovery aspect, they almost match. 00:06:09.000 --> 00:06:11.000 If anything, the recovery is more. 00:06:11.000 --> 00:06:14.000 But anyway, so I mentioned that too 00:06:15.000 --> 00:06:17.000 me holding this sign right for hope. 00:06:17.000 --> 00:06:21.000 So I'm fund raising for a non profit called to 00:06:21.000 --> 00:06:27.000 Write Love on Her Arms and I usually fund raise for Train for autism. 00:06:27.000 --> 00:06:29.000 I have a younger brother that's on the autism spectrum, 00:06:29.000 --> 00:06:31.000 so that's one of my other identities. 00:06:31.000 --> 00:06:33.000 Older protective sister. 00:06:33.000 --> 00:06:36.000 Another reason I got into this work, I saw how education, 00:06:36.000 --> 00:06:40.000 at least for him, not for everyone disempowered him. 00:06:40.000 --> 00:06:43.000 I hear a lot of I can't from him. I hear a lot of I'm not smart enough, 00:06:43.000 --> 00:06:46.000 I'm not good enough, and I 00:06:46.000 --> 00:06:50.000 see the brilliance in my brother and it hurts. 00:06:50.000 --> 00:06:52.000 I'm sure we all have loved ones that we believe 00:06:52.000 --> 00:06:54.000 in and we wish they believed in themselves too. 00:06:54.000 --> 00:06:56.000 A lot of this is like 00:06:56.000 --> 00:06:58.000 these societal constructs that be like, oh, 00:06:58.000 --> 00:06:67.000 disability deficit and that's just not appropriate. 00:07:07.000 --> 00:07:11.000 We're here to help each other and empower each other and we're not meant to do this alone, 00:07:11.000 --> 00:07:13.000 so I think that's really important. 00:07:13.000 --> 00:07:16.000 For Hope is trained for autism. 00:07:16.000 --> 00:07:18.000 That's my little brother, as you could tell. 00:07:18.000 --> 00:07:21.000 He's not so little, he's taller than me. 00:07:21.000 --> 00:07:23.000 I put a picture of my cat. 00:07:23.000 --> 00:07:25.000 I'm a cat mom. His name is Luke. 00:07:25.000 --> 00:07:27.000 He's very sweet, I miss him a lot already. 00:07:27.000 --> 00:07:29.000 This is my first time leaving him alone. 00:07:29.000 --> 00:07:32.000 I put my dad and my mom in a corner. 00:07:32.000 --> 00:07:34.000 Again, I'm a flutist. 00:07:34.000 --> 00:07:38.000 You could see me playing flute. I've started learning Latin, jazz, 00:07:38.000 --> 00:07:42.000 and like I said, I used to just like classical music track. 00:07:42.000 --> 00:07:45.000 Just try to fit in with being a music major. 00:07:45.000 --> 00:07:48.000 But I'm like, no, I want to get into my roots more now, 00:07:48.000 --> 00:07:50.000 graduate with my doctorate, 00:07:50.000 --> 00:07:55.000 I'm in running groups. Those are just some of my identities that I'm proud to share. 00:07:59.000 --> 00:07:61.000 Let's talk about, like I mentioned earlier, 00:08:01.000 --> 00:08:04.000 about where these frameworks emerged. 00:08:04.000 --> 00:08:07.000 Intersectionality I'm not sure, 00:08:07.000 --> 00:08:10.000 I think this word has been, 00:08:10.000 --> 00:08:13.000 from my understanding, it's come into like mainstream 00:08:13.000 --> 00:08:18.000 maybe in the last like almost a decade. 00:08:18.000 --> 00:08:22.000 I know it made it to the Oxford Dictionary in 2015. 00:08:22.000 --> 00:08:26.000 Basically intersectionality and those issues 00:08:26.000 --> 00:08:29.000 of intersections of identity has always existed. 00:08:29.000 --> 00:08:32.000 But the person who really coined it is Dr. Kimberly Crenshaw. 00:08:32.000 --> 00:08:34.000 She's a Legal and law Professor over 00:08:34.000 --> 00:08:38.000 at Columbia University and UCLA. 00:08:38.000 --> 00:08:40.000 What really caught her attention 00:08:40.000 --> 00:08:43.000 about this overlapping and compounding of 00:08:43.000 --> 00:08:46.000 identities is this individual 00:08:46.000 --> 00:08:49.000 who was suing General Motors. Emma did graph and read, 00:08:49.000 --> 00:08:52.000 and it wasn't just Emma, 00:08:52.000 --> 00:08:55.000 it was this group of black women who were being laid off, 00:08:55.000 --> 00:08:59.000 and basically what had happened is they took this to court being like, 00:08:59.000 --> 00:08:61.000 we're being discriminated on race, 00:09:01.000 --> 00:09:04.000 and we're being discriminated on gender, 00:09:04.000 --> 00:09:06.000 and the courts dismissed it. 00:09:06.000 --> 00:09:09.000 Basically what they were saying is, 00:09:09.000 --> 00:09:13.000 well, we hire black people and we hire women. 00:09:13.000 --> 00:09:16.000 But the black people they were hiring were black men, 00:09:16.000 --> 00:09:20.000 and the women they were hiring were white women. 00:09:20.000 --> 00:09:23.000 They dismiss it rather than, 00:09:23.000 --> 00:09:27.000 I guess opening up the understanding that 00:09:27.000 --> 00:09:29.000 these two different identities have 00:09:29.000 --> 00:09:33.000 compounded and led to this injustice. 00:09:33.000 --> 00:09:36.000 I suppose it is an injustice. 00:09:36.000 --> 00:09:39.000 It is very problematic. 00:09:40.000 --> 00:09:43.000 Kimberly Crenshaw, 00:09:43.000 --> 00:09:46.000 like she's been studying this for over 30 years. 00:09:46.000 --> 00:09:48.000 She this about 30 years ago. 00:09:48.000 --> 00:09:50.000 Shortly after that court case, 00:09:50.000 --> 00:09:53.000 she had been doing research on 00:09:53.000 --> 00:09:56.000 immigrant women in Los Angeles 00:09:56.000 --> 00:09:58.000 that were experiencing domestic abuse. 00:09:58.000 --> 00:09:61.000 And it's scary when you think about it, 00:10:01.000 --> 00:10:03.000 because you, 00:10:03.000 --> 00:10:07.000 like at any time these people can be sent back. 00:10:07.000 --> 00:10:09.000 But also, like domestic abuse is 00:10:09.000 --> 00:10:12.000 a very serious issue 00:10:12.000 --> 00:10:14.000 and think about the lack of protections they have. 00:10:14.000 --> 00:10:16.000 And also being immigrant women, 00:10:16.000 --> 00:10:20.000 the lack of services at the time or multilingual, 00:10:20.000 --> 00:10:23.000 I guess services of course. 00:10:23.000 --> 00:10:27.000 But yeah, she did that work 00:10:27.000 --> 00:10:31.000 and that's basically, where that originated. 00:10:31.000 --> 00:10:34.000 I'm using the Oxford Dictionary. 00:10:34.000 --> 00:10:36.000 It's cited from an article. 00:10:36.000 --> 00:10:39.000 Again, the articles on the references in the session folder, 00:10:39.000 --> 00:10:42.000 but the definition that I like to 00:10:42.000 --> 00:10:46.000 use when this became mainstream is that, 00:10:46.000 --> 00:10:49.000 intersectionality is the inter-connected nature 00:10:49.000 --> 00:10:52.000 of social categorizations such as race, 00:10:52.000 --> 00:10:56.000 class, and gender among many other identities. 00:10:56.000 --> 00:10:61.000 This could be trauma experiences, social economic. 00:11:01.000 --> 00:11:03.000 This is regarded as creating 00:11:03.000 --> 00:11:05.000 overlapping and interdependent systems 00:11:05.000 --> 00:11:07.000 of discrimination or disadvantage. 00:11:07.000 --> 00:11:11.000 But not just that too, like also benefits, 00:11:11.000 --> 00:11:14.000 based on what your identities are, 00:11:14.000 --> 00:11:17.000 or the context of it as well, and I'll talk about this more too, 00:11:17.000 --> 00:11:20.000 and it's so interesting to me when I tell people 00:11:20.000 --> 00:11:23.000 about this work and intersectionality. 00:11:23.000 --> 00:11:31.000 I realize all the other different intersecting situations 00:11:31.000 --> 00:11:33.000 based on identity that I never would have 00:11:33.000 --> 00:11:35.000 thought of and one of them, 00:11:35.000 --> 00:11:37.000 actually, and I'll give this example later, 00:11:37.000 --> 00:11:40.000 has to do with that friend. I sat next to you on the airplane 00:11:40.000 --> 00:11:42.000 on Wednesday that I never would have 00:11:42.000 --> 00:11:44.000 thought would have caused 00:11:44.000 --> 00:11:46.000 such trauma for such an individual. 00:11:46.000 --> 00:11:50.000 I found, I never thought I would go to church again. 00:11:50.000 --> 00:11:52.000 But I found this church that I really like, 00:11:52.000 --> 00:11:55.000 and I had shared coming here and what I was going to talk about, 00:11:55.000 --> 00:11:58.000 and then her too. She shared an experience I never would have even 00:11:58.000 --> 00:11:61.000 thought about given my lived experiences. 00:12:01.000 --> 00:12:03.000 Because how would I know? Unless it's shared, 00:12:03.000 --> 00:12:05.000 we don't know until we have information. 00:12:05.000 --> 00:12:08.000 We don't know until we know. There's a definition 00:12:08.000 --> 00:12:12.000 for intersectionality. Switching gears. 00:12:12.000 --> 00:12:15.000 Other framework that I think is really important, 00:12:15.000 --> 00:12:17.000 and also I think is very similar to 00:12:17.000 --> 00:12:21.000 intersectionality is UDL Universal Design for Learning. 00:12:24.000 --> 00:12:27.000 There's a lot of misconceptions with UDL as well, 00:12:27.000 --> 00:12:29.000 but we'll talk about that later. 00:12:29.000 --> 00:12:31.000 UDL, 00:12:31.000 --> 00:12:35.000 it originated back in 00:12:35.000 --> 00:12:38.000 the '80s similar to like intersectionality, 00:12:38.000 --> 00:12:40.000 Dr. David Rose and Dr. Meyer 00:12:40.000 --> 00:12:44.000 with cast the Center for Applied Special Technologies. 00:12:44.000 --> 00:12:51.000 They were making accessible digital resources 00:12:51.000 --> 00:12:53.000 and technologies for students with disabilities, 00:12:53.000 --> 00:12:56.000 so they could have more success in education and be supported 00:12:56.000 --> 00:12:59.000 properly, and as a result, 00:12:59.000 --> 00:12:62.000 the more research they did for better practice and 00:13:02.000 --> 00:13:04.000 better ways of creating 00:13:04.000 --> 00:13:06.000 these things to support these students, 00:13:06.000 --> 00:13:11.000 they dove into the neurosciences and into all studies, 00:13:11.000 --> 00:13:18.000 research and realized that barriers, friction, 00:13:18.000 --> 00:13:20.000 issues or disability wasn't 00:13:20.000 --> 00:13:22.000 necessarily with the individual, 00:13:22.000 --> 00:13:26.000 like intersectionality, it's outside of them. 00:13:28.000 --> 00:13:36.000 UDL emerged, and it's similar to Universal Design. 00:13:36.000 --> 00:13:38.000 It's like an offshoot of Universal Design. 00:13:38.000 --> 00:13:40.000 If you're familiar with Ron Mace 00:13:40.000 --> 00:13:43.000 who coined Universal Design in that practice. 00:13:43.000 --> 00:13:46.000 It was about making accessibility in 00:13:46.000 --> 00:13:50.000 the environment like sliding doors, 00:13:50.000 --> 00:13:54.000 or curb cuts for people with disabilities. 00:13:54.000 --> 00:13:56.000 But it also isn't just good for 00:13:56.000 --> 00:13:58.000 people like in a wheelchair, 00:13:58.000 --> 00:13:60.000 it's good for someone pushing a stroller, 00:14:00.000 --> 00:14:02.000 or someone riding their bike, 00:14:02.000 --> 00:14:04.000 so hence the quote, 00:14:06.000 --> 00:14:10.000 but it's good for all. " So there's a little background on UDL. 00:14:10.000 --> 00:14:12.000 And the definition I chose for this. 00:14:12.000 --> 00:14:14.000 I got from the, 00:14:14.000 --> 00:14:18.000 they call it the standard 00:14:18.000 --> 00:14:21.000 beginning if you really want to get 00:14:21.000 --> 00:14:24.000 UDL by David Rose and Meyer, 00:14:24.000 --> 00:14:26.000 and there's one more author, 00:14:26.000 --> 00:14:28.000 but the book is called Universal Design 00:14:28.000 --> 00:14:30.000 for Learning Theory and Practice, 00:14:30.000 --> 00:14:32.000 so that's where I get this definition, 00:14:32.000 --> 00:14:36.000 and it is a framework to improve and optimize learning, 00:14:36.000 --> 00:14:38.000 teaching and learning for all people based on 00:14:38.000 --> 00:14:41.000 scientific insights into how humans learn. 00:14:41.000 --> 00:14:44.000 I'm not sure what the familiarity is with UDL, 00:14:44.000 --> 00:14:52.000 but I'll talk about that more later too because it has to do with the 3 broad learning networks. 00:14:52.000 --> 00:14:55.000 In your brain are 3 broad parts 00:14:55.000 --> 00:14:57.000 of your brain that always light up when learning, 00:14:57.000 --> 00:14:61.000 but always different and 00:15:01.000 --> 00:15:03.000 then definition for intersectionality. 00:15:03.000 --> 00:15:06.000 I included it again. 00:15:06.000 --> 00:15:08.000 What is similar about 00:15:08.000 --> 00:15:11.000 the history and emergence of these 2 concepts? 00:15:11.000 --> 00:15:14.000 Well, like I mentioned earlier, 00:15:14.000 --> 00:15:18.000 there's an issue or there's something happening or we see a loved one going through something like, 00:15:18.000 --> 00:15:22.000 what does this mean? How do we find a solution? 00:15:25.000 --> 00:15:30.000 Speaking further on that and like I mentioned earlier, 00:15:30.000 --> 00:15:32.000 based on your identities, 00:15:32.000 --> 00:15:35.000 at least going back into intersectionality, 00:15:35.000 --> 00:15:39.000 you know certain identities will either increase to 00:15:39.000 --> 00:15:41.000 outcomes that are favorable and 00:15:41.000 --> 00:15:44.000 helpful in conditions as well, 00:15:44.000 --> 00:15:46.000 or it can be the opposite. 00:15:46.000 --> 00:15:49.000 Things that are discriminatory, 00:15:49.000 --> 00:15:55.000 unjust, other just not helpful. 00:15:56.000 --> 00:15:60.000 And of course all the Islam. 00:16:00.000 --> 00:16:03.000 Multiple forces working for, against people, 00:16:03.000 --> 00:16:07.000 things like transphobia, xenophobia, 00:16:07.000 --> 00:16:11.000 abylism, and so forth. 00:16:12.000 --> 00:16:15.000 Some identities to consider. 00:16:15.000 --> 00:16:17.000 When we think about intersectionality, 00:16:17.000 --> 00:16:19.000 I don't think this includes everything, 00:16:19.000 --> 00:16:24.000 but this is a pretty broad overview. 00:16:24.000 --> 00:16:26.000 Things like social economic status, 00:16:26.000 --> 00:16:30.000 spirituality, occupation, race, gender identity, 00:16:30.000 --> 00:16:34.000 language, education, ethnicity, age, 00:16:34.000 --> 00:16:38.000 sexual orientation, nationality, disabilities. 00:16:38.000 --> 00:16:40.000 So in disabilities I put a slash 00:16:40.000 --> 00:16:42.000 between the disc and abilities, 00:16:42.000 --> 00:16:44.000 which is another framework I find really important, 00:16:44.000 --> 00:16:50.000 which acknowledges that disability is again a societal. 00:16:50.000 --> 00:16:53.000 It was created by, I guess, 00:16:53.000 --> 00:16:56.000 by people, by society, by the status quo, 00:16:56.000 --> 00:16:58.000 that you know, they can't do this, 00:16:58.000 --> 00:16:60.000 so they're disabled or 00:17:00.000 --> 00:17:02.000 they have a disability rather than, 00:17:02.000 --> 00:17:04.000 you know, a different approach. 00:17:04.000 --> 00:17:06.000 If things were designed differently, 00:17:06.000 --> 00:17:09.000 maybe one wouldn't think they had a disability, 00:17:09.000 --> 00:17:12.000 so just something I think about. 00:17:12.000 --> 00:17:18.000 Speaking of intersectionality, 00:17:18.000 --> 00:17:20.000 that Kimberly Crenshaw does 00:17:20.000 --> 00:17:22.000 in describing intersectionality is that, 00:17:22.000 --> 00:17:24.000 it's like a prism. 00:17:24.000 --> 00:17:26.000 Which is really interesting to me because it's 00:17:26.000 --> 00:17:28.000 like, why a prism? 00:17:28.000 --> 00:17:30.000 But think about it like 00:17:31.000 --> 00:17:35.000 different ways that light can go through 00:17:35.000 --> 00:17:39.000 a prism will express itself in different ways. 00:17:39.000 --> 00:17:41.000 Can you predict it? I guess if you 00:17:41.000 --> 00:17:43.000 study prisms in light, 00:17:43.000 --> 00:17:46.000 and I don't know what field of study that is, 00:17:46.000 --> 00:17:49.000 then maybe you have a general better idea of predicting. 00:17:49.000 --> 00:17:51.000 But overall predicting things like 00:17:51.000 --> 00:17:55.000 that is not typically what we do in higher ed. 00:17:55.000 --> 00:17:58.000 When we think of and not just higher ed, 00:17:58.000 --> 00:17:62.000 maybe just citizens of the United States of the world. 00:18:02.000 --> 00:18:04.000 I guess that all depends on people, 00:18:04.000 --> 00:18:09.000 but typically we expect like 00:18:09.000 --> 00:18:11.000 a normalized type of identity and I think 00:18:11.000 --> 00:18:15.000 typically it's cisgender, white male. 00:18:15.000 --> 00:18:20.000 Typically. I could go about that too, 00:18:20.000 --> 00:18:23.000 but it's just something to consider. 00:18:23.000 --> 00:18:25.000 What she says about intersexuality 00:18:25.000 --> 00:18:28.000 is that it's like a prism. 00:18:28.000 --> 00:18:31.000 It's a way of viewing the way in which various forms of 00:18:31.000 --> 00:18:35.000 inequality operate together and exacerbate each other. 00:18:35.000 --> 00:18:40.000 Again, the phenomena can be, 00:18:40.000 --> 00:18:43.000 I guess, negative, unhelpful, 00:18:43.000 --> 00:18:46.000 not productive and we want to learn about it. 00:18:46.000 --> 00:18:48.000 But also too, there's 00:18:48.000 --> 00:18:51.000 some benefiting aspects of 00:18:51.000 --> 00:18:54.000 certain identities that do fall into intersectionality. 00:18:54.000 --> 00:18:56.000 But again, we will explore that 00:18:56.000 --> 00:18:63.000 later in terms of using intersectionality analysis, 00:19:03.000 --> 00:19:06.000 policy development, advocacy, movement building, 00:19:06.000 --> 00:19:09.000 organizing as an approach 00:19:09.000 --> 00:19:13.000 to effect change, influence change. 00:19:13.000 --> 00:19:16.000 I personally think the biggest thing to use 00:19:16.000 --> 00:19:20.000 intersectionality as a tool is to raise awareness. 00:19:20.000 --> 00:19:24.000 I think the best problem for my lived experience, 00:19:24.000 --> 00:19:26.000 and I'm so curious to hear about 00:19:26.000 --> 00:19:29.000 yours when we do more reflection later. 00:19:29.000 --> 00:19:36.000 From my observation is lack of awareness has been, 00:19:36.000 --> 00:19:38.000 for me, the biggest obstacle. 00:19:38.000 --> 00:19:42.000 When I think about people being successful or happy, 00:19:42.000 --> 00:19:45.000 or having a positive educational experience, 00:19:45.000 --> 00:19:50.000 positive life, so that's 00:19:50.000 --> 00:19:52.000 how we can use intersectionality. 00:19:52.000 --> 00:19:56.000 Back to you [inaudible]. 00:19:56.000 --> 00:19:58.000 was going to talk about 00:19:58.000 --> 00:19:62.000 the three broad learning networks 00:20:02.000 --> 00:20:05.000 in the brain and those are the strategic, 00:20:05.000 --> 00:20:08.000 so that's the blue, the effective, 00:20:08.000 --> 00:20:11.000 that's the green in the middle and the recognition, 00:20:11.000 --> 00:20:14.000 that's the purple in the back. 00:20:14.000 --> 00:20:19.000 The how, the why, and the what. 00:20:19.000 --> 00:20:24.000 The way UDL and the founders of UDL organize this 00:20:24.000 --> 00:20:29.000 is I guess starting with maybe the strategic network, 00:20:29.000 --> 00:20:31.000 that's the executive functioning part, 00:20:31.000 --> 00:20:34.000 that's the acting part of learning 00:20:34.000 --> 00:20:38.000 so best practices would be 00:20:38.000 --> 00:20:40.000 providing multiple options or how 00:20:40.000 --> 00:20:42.000 they would say multiple means of action and expression. 00:20:42.000 --> 00:20:47.000 How are learners demonstrating 00:20:47.000 --> 00:20:50.000 their acquisition of content or 00:20:50.000 --> 00:20:54.000 critical thinking or generating ideas and so forth? 00:20:54.000 --> 00:20:57.000 The effective networks is the why. 00:20:57.000 --> 00:20:59.000 This is more emotional. 00:20:59.000 --> 00:20:61.000 By emotional it's like, 00:21:01.000 --> 00:21:04.000 how are learners relating to this? 00:21:04.000 --> 00:21:07.000 How is this interesting to them? 00:21:08.000 --> 00:21:11.000 I can't think of the best example, 00:21:11.000 --> 00:21:14.000 but I know I really struggled with math. 00:21:14.000 --> 00:21:16.000 I'm just not great at math, 00:21:16.000 --> 00:21:18.000 which is funny 'cause like being 00:21:18.000 --> 00:21:21.000 a musician and particularly a flute player, 00:21:21.000 --> 00:21:25.000 we get a lot of notes in music. That is a lot, if you're a musician, 00:21:25.000 --> 00:21:29.000 you understand that there's a lot of counting in music, 00:21:29.000 --> 00:21:31.000 but a lot of division too. 00:21:31.000 --> 00:21:33.000 The reason I bring flute up is because 00:21:33.000 --> 00:21:35.000 part of the division is like, okay, cool. 00:21:35.000 --> 00:21:38.000 We have all these runs, if you listen to movie scores and stuff and you hear flute, 00:21:38.000 --> 00:21:40.000 typically we're like the bird, 00:21:40.000 --> 00:21:42.000 or we have all the runs and 00:21:42.000 --> 00:21:44.000 the flourishes and things like that. 00:21:44.000 --> 00:21:47.000 But sometimes it's like nine notes and one beat, 00:21:47.000 --> 00:21:49.000 and this is the beat so you have to divide, 00:21:51.000 --> 00:21:54.000 But anyway, never been good at math. 00:21:54.000 --> 00:21:59.000 My whole point of saying all that was maybe if it was presented to me, 00:21:59.000 --> 00:21:61.000 which would have made it relatable 00:22:01.000 --> 00:22:05.000 in terms of the emotional aspect of my learning, 00:22:05.000 --> 00:22:07.000 which is, again, the effective network. 00:22:07.000 --> 00:22:10.000 Maybe if it could have been linked to music, 00:22:10.000 --> 00:22:12.000 maybe I would have done better in math. 00:22:13.000 --> 00:22:17.000 For me, it felt so black and white and so abstract. 00:22:17.000 --> 00:22:19.000 It didn't feel relatable. 00:22:19.000 --> 00:22:22.000 But again, 00:22:22.000 --> 00:22:25.000 maybe I could have benefited from different instructors, 00:22:25.000 --> 00:22:27.000 there's a whole spectrum that can 00:22:27.000 --> 00:22:29.000 be explored when it comes to that. 00:22:29.000 --> 00:22:31.000 Again, not the best example, 00:22:31.000 --> 00:22:34.000 but I definitely want to include the division aspect. 00:22:34.000 --> 00:22:37.000 Which division is math of being a musician? 00:22:37.000 --> 00:22:40.000 Yet here I am saying I'm not good at math. 00:22:40.000 --> 00:22:44.000 Maybe I'm just really good at division. 00:22:44.000 --> 00:22:47.000 Oops, last part, recognition networks. 00:22:47.000 --> 00:22:50.000 This is how we present information. 00:22:50.000 --> 00:22:53.000 Are we presenting content, 00:22:53.000 --> 00:22:56.000 materials, visuals, audio? 00:22:56.000 --> 00:22:60.000 Is it inviting? Is it intriguing? 00:23:00.000 --> 00:23:05.000 Is it welcoming? Or is it threatening? Is it triggering? 00:23:05.000 --> 00:23:08.000 In terms of the recognition and 00:23:08.000 --> 00:23:12.000 learning cannot occur if threat is triggered. 00:23:12.000 --> 00:23:15.000 That's the fight flight freeze or fun. 00:23:15.000 --> 00:23:18.000 I hear, I don't know a lot about the fan part. 00:23:18.000 --> 00:23:22.000 Maybe let's pretend I didn't say that because I really don't know a lot about that. 00:23:22.000 --> 00:23:27.000 But that part is just very important as well. 00:23:27.000 --> 00:23:32.000 Because I think, in speaking again from experience, 00:23:32.000 --> 00:23:35.000 another example in lived experience 00:23:35.000 --> 00:23:38.000 is reading when I was younger and I think too, 00:23:38.000 --> 00:23:40.000 because English was not my first language, 00:23:40.000 --> 00:23:44.000 that was just not my forte, 00:23:44.000 --> 00:23:46.000 not at all until I started reading Harry Potter. 00:23:46.000 --> 00:23:51.000 I swear. No and 00:23:51.000 --> 00:23:56.000 this is something I was talking about on the plane on Wednesday too. I was like, I was never a reader until, you know, 00:23:56.000 --> 00:23:59.000 like those book fairs, they're like, oh yeah, pick a free book, take it home. 00:23:59.000 --> 00:23:61.000 I'd be like, cool. 00:24:01.000 --> 00:24:03.000 I want the one with the pictures. 00:24:03.000 --> 00:24:07.000 I won't forget my friend in fifth grade was like, 00:24:07.000 --> 00:24:09.000 this is a really good book and 00:24:09.000 --> 00:24:14.000 I looked at it, I was like. What's it about? When she described it, I'm like, I don't know. 00:24:14.000 --> 00:24:16.000 But I got into 00:24:16.000 --> 00:24:18.000 reading and I'm so thankful for it too 'cause I 00:24:18.000 --> 00:24:20.000 think it's reading is really 00:24:20.000 --> 00:24:22.000 special and it makes 00:24:22.000 --> 00:24:24.000 me sad too when I hear about people like, 00:24:24.000 --> 00:24:27.000 oh yeah, I don't like to read but to each their own. 00:24:28.000 --> 00:24:31.000 But the way it was presented to me, 00:24:31.000 --> 00:24:34.000 I think when I was a student just 00:24:34.000 --> 00:24:37.000 felt too overwhelming and it's so interesting how, 00:24:37.000 --> 00:24:39.000 when it was presented to me by a classmate 00:24:39.000 --> 00:24:42.000 about a book being very creative, 00:24:42.000 --> 00:24:46.000 and fun, and imaginative, and adventurous. 00:24:46.000 --> 00:24:50.000 It changed how I feel about reading. 00:24:50.000 --> 00:24:52.000 I don't know if I translated that as 00:24:52.000 --> 00:24:55.000 well as I had hoped in my head 00:24:55.000 --> 00:24:57.000 about how the presentation 00:24:57.000 --> 00:24:60.000 of reading helped me become a reader. 00:25:00.000 --> 00:25:04.000 A little bit more about UDL. 00:25:04.000 --> 00:25:08.000 It's a proactive evidence-based framework. 00:25:08.000 --> 00:25:11.000 I say proactive because it's very intentional. 00:25:11.000 --> 00:25:14.000 There's definitely no status quo. 00:25:14.000 --> 00:25:16.000 The big concept around UDL is 00:25:16.000 --> 00:25:19.000 that variability like intersectionality 00:25:19.000 --> 00:25:21.000 in the prism that that's the normal, 00:25:21.000 --> 00:25:24.000 is that you can't predict who's in the classroom. 00:25:24.000 --> 00:25:27.000 Maybe you know your students in the context, in the community. 00:25:27.000 --> 00:25:30.000 That's helpful, but for the most part, 00:25:30.000 --> 00:25:32.000 you can't always predict, 00:25:32.000 --> 00:25:34.000 you don't know their lived experiences. 00:25:34.000 --> 00:25:37.000 That's just one aspect of it too. 00:25:37.000 --> 00:25:40.000 We don't know what students are coming 00:25:40.000 --> 00:25:42.000 to classrooms with, 00:25:42.000 --> 00:25:45.000 what's going on at home, what they've lived through. 00:25:45.000 --> 00:25:48.000 There's just so much to consider. 00:25:48.000 --> 00:25:50.000 I don't mean that in an overwhelming way, 00:25:50.000 --> 00:25:53.000 I just mean that in a way we should approach 00:25:53.000 --> 00:25:57.000 things from a place of compassion. 00:25:57.000 --> 00:25:60.000 I don't mean to stand out cheesy and flowery, but love. 00:26:00.000 --> 00:26:03.000 When we think ahead about reaching our learners and 00:26:03.000 --> 00:26:05.000 our students or even our colleagues in 00:26:05.000 --> 00:26:07.000 professional development or whatever we're doing, 00:26:07.000 --> 00:26:09.000 it's the best way to reach 00:26:09.000 --> 00:26:11.000 people is meeting them where they're at, 00:26:11.000 --> 00:26:13.000 instead of having these hidden expectations 00:26:13.000 --> 00:26:16.000 and all these things that someone may not meet. 00:26:17.000 --> 00:26:19.000 More on that designs learning 00:26:19.000 --> 00:26:22.000 environments that support the variability of learners. 00:26:22.000 --> 00:26:26.000 It anticipates variability, or you could say diversity. 00:26:26.000 --> 00:26:31.000 I've been using variability as the word. That's the big UDL, like jargon lingo. 00:26:31.000 --> 00:26:34.000 It provides flexibility and options. 00:26:34.000 --> 00:26:36.000 This doesn't mean remove rigor, 00:26:36.000 --> 00:26:40.000 it just means different ways of, 00:26:40.000 --> 00:26:43.000 again, introducing content, letting 00:26:43.000 --> 00:26:46.000 learners express how they understand content. 00:26:46.000 --> 00:26:51.000 Let me see is this a strategic representation. 00:26:51.000 --> 00:26:54.000 Oh, and effective part how they engage with it. 00:26:54.000 --> 00:26:58.000 Oh, and it also made policy in 2008, 00:26:58.000 --> 00:26:64.000 so it endorses so the HEOA of 08. That rhymes. 00:27:04.000 --> 00:27:07.000 I didn't realize that if I said it that way, would rhyme. 00:27:07.000 --> 00:27:10.000 But it endorses UDL and ways to incorporate UDL into 00:27:10.000 --> 00:27:12.000 pre service preparation of teachers in 00:27:12.000 --> 00:27:15.000 service teacher training and post secondary instruction. 00:27:15.000 --> 00:27:20.000 Of course, as most of you know, 00:27:20.000 --> 00:27:23.000 to teach in K through 12, 00:27:23.000 --> 00:27:28.000 typically you need to get a credential and in the credential you take classes that teach you how to teach. 00:27:28.000 --> 00:27:30.000 Whereas in higher ed, a lot of that 00:27:30.000 --> 00:27:33.000 is you're an expert in your field. 00:27:33.000 --> 00:27:36.000 I'm sure with experience and with 00:27:36.000 --> 00:27:38.000 training or of course with interests 00:27:38.000 --> 00:27:43.000 of wanting to reach your learners you learn good practices. 00:27:43.000 --> 00:27:46.000 But it's interesting to me how 00:27:46.000 --> 00:27:49.000 that's in here because it's not, 00:27:49.000 --> 00:27:51.000 and I'm not saying it should be forced or required, 00:27:51.000 --> 00:27:53.000 but it's interesting how 00:27:53.000 --> 00:27:57.000 post secondary instruction is in here when it's not 00:27:57.000 --> 00:27:60.000 a requirement to teach 00:28:00.000 --> 00:28:03.000 instructors in higher ed how to teach. 00:28:03.000 --> 00:28:06.000 But that's my opinion. 00:28:07.000 --> 00:28:12.000 Similar to intersectionality, a guiding framework. 00:28:12.000 --> 00:28:15.000 Same things as intersectionality for 00:28:15.000 --> 00:28:20.000 UDL best practices, learner empowerment, engagement, 00:28:20.000 --> 00:28:22.000 honoring variability, the importance of 00:28:22.000 --> 00:28:26.000 honoring identities and where people come from, 00:28:26.000 --> 00:28:29.000 their lived experiences, their heritage, 00:28:29.000 --> 00:28:32.000 what matters to them, what's important to them. 00:28:32.000 --> 00:28:35.000 With the hopes and goal of 00:28:35.000 --> 00:28:38.000 fostering expert learners that can guide their own learning. 00:28:38.000 --> 00:28:42.000 Again, an approach to change policies, practices, beliefs, institutions, and systems. 00:28:42.000 --> 00:28:44.000 I want to add that one of my favorite things about 00:28:44.000 --> 00:28:46.000 the absolute goal of 00:28:46.000 --> 00:28:49.000 the UDL framework is to create expert learners. 00:28:49.000 --> 00:28:51.000 I like to use the word 00:28:51.000 --> 00:28:53.000 expert learners 00:28:53.000 --> 00:28:55.000 interchangeably with independent learning. 00:28:55.000 --> 00:28:57.000 If you're familiar with 00:28:57.000 --> 00:28:61.000 culturally relevant teaching or pedagogy, 00:29:01.000 --> 00:29:04.000 they use independent learning that term, 00:29:04.000 --> 00:29:06.000 that those two words a lot. 00:29:06.000 --> 00:29:10.000 Basically it's learning how to love learning, 00:29:10.000 --> 00:29:13.000 knowing how you learn best, 00:29:13.000 --> 00:29:15.000 what your preferences are. 00:29:15.000 --> 00:29:17.000 What helps you be successful 00:29:17.000 --> 00:29:22.000 when you take math and you're not good at it, 00:29:22.000 --> 00:29:25.000 knowing how to best 00:29:25.000 --> 00:29:29.000 tailor and accommodate your own experiences. 00:29:29.000 --> 00:29:32.000 But we're not necessarily born that way. 00:29:32.000 --> 00:29:34.000 It's just something we learn through experience. 00:29:34.000 --> 00:29:40.000 Of course, this can be a harsh world. 00:29:40.000 --> 00:29:43.000 We go through stuff. I believe we all have our traumas. 00:29:43.000 --> 00:29:48.000 We all do the best that we can, but we have to learn how to manage all this. 00:29:48.000 --> 00:29:52.000 Sometimes being empowered to figure that out, 00:29:52.000 --> 00:29:55.000 I think is a very important thing to do 00:29:55.000 --> 00:29:59.000 for not just our learners but for each other. 00:29:59.000 --> 00:29:64.000 Yeah, so I made a Venn diagram where I 00:30:04.000 --> 00:30:09.000 compare the two frameworks because I truly think they compliment each other. 00:30:10.000 --> 00:30:14.000 they both 00:30:14.000 --> 00:30:18.000 acknowledge that the issues that are happening, 00:30:18.000 --> 00:30:23.000 whether it's discriminatory practices or students not 00:30:23.000 --> 00:30:26.000 having great experiences in 00:30:26.000 --> 00:30:28.000 the learning environment is 00:30:28.000 --> 00:30:30.000 not because of the actual individual, 00:30:30.000 --> 00:30:32.000 it's outside of them. 00:30:32.000 --> 00:30:35.000 This includes systemic issues, 00:30:35.000 --> 00:30:42.000 unjust inequity, things being inaccessible, 00:30:42.000 --> 00:30:44.000 folks being intolerant, 00:30:44.000 --> 00:30:47.000 and a lot of this is just learned behaviors, 00:30:47.000 --> 00:30:50.000 which is so interesting to me because 00:30:50.000 --> 00:30:52.000 we're not born to discriminate 00:30:52.000 --> 00:30:56.000 or I don't want 00:30:56.000 --> 00:30:59.000 to say this or be racist or any of these things. 00:30:59.000 --> 00:30:61.000 This is all type behavior, 00:31:01.000 --> 00:31:04.000 we're not born thinking these things. 00:31:04.000 --> 00:31:08.000 This is all type, but again, 00:31:08.000 --> 00:31:11.000 this isn't within the person, this is outside of the person, 00:31:11.000 --> 00:31:14.000 which I think is very important to acknowledge. 00:31:16.000 --> 00:31:19.000 Intersectionality considers 00:31:19.000 --> 00:31:21.000 the unique circumstances and barriers that 00:31:21.000 --> 00:31:27.000 may emerge as a result of identity intersections. 00:31:28.000 --> 00:31:31.000 UDL and foreign practices are about 00:31:31.000 --> 00:31:34.000 intentionality and anticipating variability. 00:31:34.000 --> 00:31:36.000 They both honor the various identities, 00:31:36.000 --> 00:31:39.000 thus generating a supportive 00:31:39.000 --> 00:31:42.000 and empowering educational environment. 00:31:42.000 --> 00:31:45.000 Again, the part that I think is so foundationally 00:31:45.000 --> 00:31:47.000 important is they both 00:31:47.000 --> 00:31:50.000 heighten awareness and understanding. 00:31:51.000 --> 00:31:54.000 Another way to look at the Venn diagram, 00:31:54.000 --> 00:31:57.000 and this is how I originally had it, the two slides before. 00:31:57.000 --> 00:31:61.000 I have a friend she's at Appalachian University 00:32:01.000 --> 00:32:05.000 and I'm just so like honored. 00:32:05.000 --> 00:32:08.000 She used like my Venn diagram as 00:32:08.000 --> 00:32:10.000 an example in her presentations 00:32:10.000 --> 00:32:15.000 for professional development. She suggested that I utilize that approach. 00:32:15.000 --> 00:32:17.000 It simplifies a little bit and 00:32:17.000 --> 00:32:20.000 it obviously, best practice, less text on a slide as we 00:32:20.000 --> 00:32:22.000 know because this is how again, 00:32:22.000 --> 00:32:24.000 I originally had it, a lot of text, 00:32:24.000 --> 00:32:28.000 but again I originally had it, 00:32:28.000 --> 00:32:31.000 so I just thought I'd be best to include it but also share 00:32:31.000 --> 00:32:35.000 how the content that again, 00:32:35.000 --> 00:32:37.000 how it's presented, how I might have 00:32:37.000 --> 00:32:39.000 presented it might have been overwhelming, 00:32:39.000 --> 00:32:41.000 and how someone else thinking outside the box, 00:32:41.000 --> 00:32:45.000 presented it differently towards easier to digest. 00:32:45.000 --> 00:32:48.000 Time for reflection, 00:32:48.000 --> 00:32:52.000 engagement, so I made a Padlet, 00:32:54.000 --> 00:32:57.000 so we're going to do them in chunks 00:32:57.000 --> 00:32:60.000 and I think it'd be super 00:33:00.000 --> 00:33:06.000 awesome if you-all can work in groups of two or four. 00:33:06.000 --> 00:33:09.000 You could do it independently, individually as well. 00:33:09.000 --> 00:33:11.000 I think it'd be, again, 00:33:11.000 --> 00:33:15.000 super great to share out later. 00:33:15.000 --> 00:33:22.000 Mobile device, you can type in the URL. 00:33:23.000 --> 00:33:26.000 I also have access to the Internet. 00:33:26.000 --> 00:33:30.000 Thank you for connecting me wherever you are 00:33:30.000 --> 00:33:33.000 and if you don't have a mobile device or a computer 00:33:33.000 --> 00:33:37.000 and you want to engage in the Padlet, 00:33:37.000 --> 00:33:42.000 I can add it myself or we can engage in that way. 00:33:42.000 --> 00:33:45.000 Go ahead and get that. 00:33:47.000 --> 00:33:52.000 These are the first four reflection questions 00:33:52.000 --> 00:33:54.000 I'd like to look at. 00:33:54.000 --> 00:33:71.000 I'm going to say 00:34:11.000 --> 00:34:13.000 about maybe like 00:34:13.000 --> 00:34:16.000 But if you're looking at the Padlet 00:34:18.000 --> 00:34:21.000 I see a lot of consensus on things, 00:34:21.000 --> 00:34:23.000 which is really cool. 00:34:23.000 --> 00:34:28.000 I appreciate folks mentioning the food, 00:34:28.000 --> 00:34:30.000 housing security. 00:34:30.000 --> 00:34:32.000 That's important. 00:34:32.000 --> 00:34:35.000 I know when I worked on my dissertation, 00:34:36.000 --> 00:34:40.000 a participant told me that a student would 00:34:40.000 --> 00:34:45.000 not take certain classes based on the price of books. 00:34:45.000 --> 00:34:48.000 I can't help but worry that could 00:34:48.000 --> 00:34:51.000 interfere with whether, if they're in a community college, 00:34:51.000 --> 00:34:54.000 whether they can transfer or if they can get the right, 00:34:54.000 --> 00:34:57.000 credits for their trajectory towards graduation. 00:34:57.000 --> 00:34:59.000 It just makes you think, 00:34:59.000 --> 00:34:62.000 like what barriers might exist that 00:35:02.000 --> 00:35:06.000 poses like friction to them getting to where, 00:35:06.000 --> 00:35:09.000 we're supporting them to get to. 00:35:11.000 --> 00:35:14.000 Cool. Thank you so much. 00:35:14.000 --> 00:35:18.000 I think just so we can move along as we're running out of 00:35:18.000 --> 00:35:21.000 time and thank you to 00:35:21.000 --> 00:35:24.000 the Zoom folks I apologize for not being clear about directions. 00:35:24.000 --> 00:35:26.000 Thank you, Dominic, for helping out with that. 00:35:26.000 --> 00:35:28.000 For the folks here in attendance, 00:35:28.000 --> 00:35:30.000 is there anyone that wants to 00:35:30.000 --> 00:35:35.000 share something that they spoke with their colleagues in their group? 00:35:35.000 --> 00:35:38.000 Anything that stood out to you. 00:35:41.000 --> 00:35:45.000 If you learned anything new about maybe a colleague. 00:35:51.000 --> 00:35:56.000 That's okay. I do appreciate the engagement. 00:35:56.000 --> 00:35:58.000 It's really cool to see on 00:35:58.000 --> 00:35:61.000 the Padlet what folks are saying. 00:36:02.000 --> 00:36:06.000 A little bit more engagement, 00:36:08.000 --> 00:36:11.000 questions 5 and 6 again, on the Padlet, 00:36:11.000 --> 00:36:14.000 I see some engagement there already. 00:36:14.000 --> 00:36:16.000 I think it's really important to think about 00:36:16.000 --> 00:36:18.000 these three concepts in mind 00:36:18.000 --> 00:36:21.000 when thinking about questions 5 and 6. 00:36:22.000 --> 00:36:24.000 Heightening awareness, 00:36:24.000 --> 00:36:30.000 the intentionality behind what we do and in the honoring. 00:36:30.000 --> 00:36:33.000 It's not just about trying to get a certain outcome 00:36:33.000 --> 00:36:36.000 from students like we want to honor the student as well. 00:36:36.000 --> 00:36:38.000 Number 5, if you haven't 00:36:38.000 --> 00:36:42.000 engaged or talked about number five yet is how, 00:36:42.000 --> 00:36:46.000 and in what ways can these lenses influence belief and practices in education? 00:36:46.000 --> 00:36:52.000 Then six, how about for influencing institutional change? 00:36:52.000 --> 00:36:57.000 What things, whether it's on a broader level, 00:36:57.000 --> 00:36:59.000 on a grassroots level, 00:36:59.000 --> 00:36:62.000 what kinds of ways do you 00:37:02.000 --> 00:37:05.000 see possible as we consider these concepts, 00:37:05.000 --> 00:37:09.000 awareness, the intentionality and the honoring? 00:37:09.000 --> 00:37:15.000 How do you see that working for you in your context, 00:37:15.000 --> 00:37:19.000 or in your classroom, or here at Western Oregon University, 00:37:19.000 --> 00:37:22.000 or in your community? 00:37:23.000 --> 00:37:26.000 All of that matters. 00:37:30.000 --> 00:37:32.000 so I'm going to say like four minutes if you 00:37:32.000 --> 00:37:35.000 haven't participated in that already, 3-4 minutes. 00:37:36.000 --> 00:37:42.000 The same type of instructions apply to the Zoom folks, 00:37:42.000 --> 00:37:44.000 it's on the Padlet, and you can engage in 00:37:44.000 --> 00:37:48.000 there or you can engage with each other on the chat. 00:38:00.000 --> 00:38:03.000 Seeing some really interesting stuff in 00:38:03.000 --> 00:38:08.000 the Padlet about I really appreciate the metrics. 00:38:08.000 --> 00:38:13.000 How are we measuring success, achievement, 00:38:14.000 --> 00:38:23.000 empowering students to navigate it? 00:38:23.000 --> 00:38:26.000 Larger world view. 00:38:29.000 --> 00:38:32.000 I personally appreciate to the managers and 00:38:32.000 --> 00:38:36.000 supervisors listening to their employees and taking action. 00:38:36.000 --> 00:38:38.000 It's not just about our students, 00:38:38.000 --> 00:38:46.000 it's about each other. Let's come back. 00:38:51.000 --> 00:38:57.000 As we wrap up and we continue, 00:38:57.000 --> 00:38:61.000 one of the last questions 00:39:01.000 --> 00:39:03.000 that I think is important to consider 00:39:03.000 --> 00:39:06.000 is intersectionality and UDL 00:39:06.000 --> 00:39:08.000 intersectionality. 00:39:08.000 --> 00:39:13.000 It's not necessarily just something 00:39:13.000 --> 00:39:16.000 that can be seen as a negative. 00:39:16.000 --> 00:39:19.000 Not negative as the concept is negative, 00:39:19.000 --> 00:39:21.000 as these overlapping, 00:39:21.000 --> 00:39:27.000 compounding identities sometimes, 00:39:27.000 --> 00:39:29.000 depending on the context of the situation 00:39:29.000 --> 00:39:33.000 can result in a negative experience. 00:39:33.000 --> 00:39:36.000 But what is a positive outcome? 00:39:36.000 --> 00:39:41.000 How is this leveraged in a way that can be positive? 00:39:41.000 --> 00:39:45.000 This is number 7 on the padlet. 00:39:45.000 --> 00:39:48.000 The same friend that utilized like 00:39:48.000 --> 00:39:52.000 my Venn diagram suggested including this question, 00:39:52.000 --> 00:39:55.000 and I appreciate that because she was using, 00:39:55.000 --> 00:39:58.000 with her daughter's permission who's in college, 00:39:58.000 --> 00:39:62.000 her as an example of how intersectionality has been, 00:40:02.000 --> 00:40:04.000 like her overlapping identities has 00:40:04.000 --> 00:40:07.000 actually led to very positive, 00:40:07.000 --> 00:40:10.000 innovative experiences with how she learns and how 00:40:10.000 --> 00:40:14.000 she shows up in education as a college student. 00:40:14.000 --> 00:40:18.000 So I invite you to think of something 00:40:18.000 --> 00:40:22.000 positive that maybe you didn't think about before, 00:40:22.000 --> 00:40:25.000 or maybe ask a colleague. 00:40:30.000 --> 00:40:32.000 Is there anyone in 00:40:32.000 --> 00:40:35.000 Zoom participants or in 00:40:35.000 --> 00:40:42.000 live participants that they want to share a positive of intersectionality? 00:40:50.000 --> 00:40:55.000 Great. Yeah, thank you. 00:40:56.000 --> 00:40:60.000 microphone, I'll always talk. 00:41:00.000 --> 00:41:03.000 Hi, I'm Becca Morgan, my pronouns are she or hers. 00:41:03.000 --> 00:41:05.000 For us, perspective was a really 00:41:05.000 --> 00:41:07.000 big positive of intersectionality. 00:41:07.000 --> 00:41:09.000 When I first learned about 00:41:09.000 --> 00:41:13.000 this understanding that everybody didn't have 00:41:13.000 --> 00:41:15.000 my exact way of thinking or viewing 00:41:15.000 --> 00:41:18.000 the world was like mind blowing, 00:41:18.000 --> 00:41:20.000 and I'm old so it took a while 00:41:20.000 --> 00:41:22.000 for me to get introduced to this, 00:41:22.000 --> 00:41:24.000 so super grateful for that. 00:41:24.000 --> 00:41:26.000 But yeah, perspective was ours. 00:41:26.000 --> 00:41:35.000 Do you want to share? 00:41:35.000 --> 00:41:38.000 thinking of it from 00:41:38.000 --> 00:41:40.000 the classroom perspective. 00:41:40.000 --> 00:41:46.000 I think it adds to a richer classroom having different perspectives, 00:41:46.000 --> 00:41:48.000 different lived experiences, 00:41:48.000 --> 00:41:51.000 and providing opportunities to share 00:41:51.000 --> 00:41:55.000 those in a positive way just adds to the depth 00:41:55.000 --> 00:41:58.000 of what we can get and allows folks to 00:41:58.000 --> 00:41:64.000 feel involved and engaged and valued, 00:42:04.000 --> 00:42:07.000 even though their experiences 00:42:07.000 --> 00:42:10.000 are different than maybe the others in their classroom. 00:42:11.000 --> 00:42:14.000 There's like a level of understanding and 00:42:14.000 --> 00:42:18.000 compassion and that's just so important. 00:42:18.000 --> 00:42:24.000 Like how validating and 00:42:24.000 --> 00:42:27.000 important is it to feel seen sometimes? 00:42:27.000 --> 00:42:31.000 When you feel so alone or isolated based on your experiences. 00:42:31.000 --> 00:42:33.000 Especially when you can't relate to someone 00:42:33.000 --> 00:42:36.000 or you don't see someone that looks like you. 00:42:37.000 --> 00:42:40.000 Yeah, thank you. 00:42:40.000 --> 00:42:43.000 Agreed. Yeah, cool. 00:42:43.000 --> 00:42:46.000 I really appreciate that, thank you. 00:42:48.000 --> 00:42:52.000 I guess as we wrap up to get into our Q&A, 00:42:52.000 --> 00:42:57.000 I just wanted to share Lillian Nave, 00:42:57.000 --> 00:42:60.000 she's the colleague I was talking about at Appalachian. 00:43:00.000 --> 00:43:02.000 She interviewed me about this 00:43:02.000 --> 00:43:05.000 on her podcast called Think UDL. 00:43:05.000 --> 00:43:07.000 I highly recommend Think UDL. 00:43:07.000 --> 00:43:10.000 Even before I met her, or we became friends, 00:43:10.000 --> 00:43:13.000 I was listening to this podcast. 00:43:13.000 --> 00:43:15.000 It's not just about higher ED, 00:43:15.000 --> 00:43:17.000 it's about the workforce and it just 00:43:17.000 --> 00:43:19.000 talks about different ways people think 00:43:19.000 --> 00:43:22.000 about applying universal design 00:43:22.000 --> 00:43:24.000 for learning in education. 00:43:24.000 --> 00:43:26.000 Not just that, but in 00:43:26.000 --> 00:43:30.000 my interview I link UDL and intersectionality, 00:43:30.000 --> 00:43:32.000 but there's other frameworks that 00:43:32.000 --> 00:43:36.000 are introduced, new concepts. 00:43:36.000 --> 00:43:40.000 There's just so many episodes, it's so good. 00:43:40.000 --> 00:43:43.000 Every time I listen, I'm just like always taking 00:43:43.000 --> 00:43:45.000 notes and she's just wonderful. 00:43:45.000 --> 00:43:47.000 I highly recommend her podcast. 00:43:47.000 --> 00:43:51.000 I mean, I included mine, but I recommend checking it out. 00:43:51.000 --> 00:43:53.000 I think you would be pleased and 00:43:53.000 --> 00:43:55.000 you would find something beneficial or 00:43:55.000 --> 00:43:57.000 resourceful if you just kind of take a look 00:43:57.000 --> 00:43:60.000 because it's just so wonderful 00:44:00.000 --> 00:44:02.000 to learn from each other in our own experiences, 00:44:02.000 --> 00:44:06.000 in our own contexts, as we empower and honor one another. 00:44:07.000 --> 00:44:10.000 I guess with that said, 00:44:10.000 --> 00:44:13.000 I just want to thank you so much for having me. 00:44:13.000 --> 00:44:15.000 I hope this was helpful and fruitful, 00:44:15.000 --> 00:44:17.000 and I believe we have a Q&A coming up. 00:44:17.000 --> 00:44:22.000 But yeah, whatever happens next, 00:44:22.000 --> 00:44:26.000 I am all for it. Thank you so much.