WEBVTT

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David Arendale: Well,
greetings, everyone.

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This is David Arendale
and I'm sharing

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with you a recording
of a webinar

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which I conducted with

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the New York College Learning

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Skills Association in April.

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What I want to try to
share with you is what

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it is that I've been
learning about race,

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the intersection with
learning assistants,

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and what are some lessons
that might be useful.

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One of the things I want
to emphasize to you is

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that I created a
website in order

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to be able to share
a lot more resources

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than I have time to do
during our session today.

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You see that located here,

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that website is still going to

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be active for the
foreseeable future.

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I highly encourage you to
take a look at that website.

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Frankly, half the value out of

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the webinar is through things I

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don't even have time
to be able to share,

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so I hope you consider
checking that out then.

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It's important to acknowledge,

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where did I learn all of

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these things that I
have to share with you?

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Well, first grew up up there

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were people who taught
me a lot and that

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was my students who served as

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my students in my
global history course,

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my undergraduate, my graduate
teaching assistants,

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they're located up there.

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Also, we'll see a shout-out to

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some of the NYCLA
members who I'll have

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an opportunity to share some of

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the things that they wanted to

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have about how they're already

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implementing ideas that are
inside of this webinar.

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There's one group here,

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I think it's really
important to mention,

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and that's this colleagues
of color for social justice.

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We'll see the website address
for them coming up again.

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If you end up going
to the website,

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as I showed you on
the previous slide,

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there's a link to that.

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This is a group of more
than 50 colleagues

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of color from across

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the United States who
have been working with

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me and giving me the
opportunity to learn from them.

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Also for us to
collaborate together on

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a number of really
important publications,

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and we're going to
talk about those

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coming up here in just a moment.

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It's important to recognize

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all the expertise inside
of NYCLA and it's already

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obvious from the conversations

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I've had monitoring
what was going

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on during the chat room that

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they have a lot of
information to share.

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This is a group that
shared comments with me in

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a really simple
survey of how are

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you already implementing
in some way diversity,

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equity, and inclusion in

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your developmental level
courses, your learning centers,

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your tutoring programs,
your small group,

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study group programs like

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supplemental
instruction and such.

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Well, these individuals had

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some really valuable
insights and

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we're going to see
them mentioned

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as we go through this webinar.

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There's also some other
additional resources

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that each one of the
campuses inside of

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New York have already
implemented in order to help

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the faculty and staff
members to implement DEI.

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This is just simply one
website here from one of

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the schools within the
Syracuse University system.

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That link to this website,

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this link is in

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that general resource web page

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that I talked about on
the very first slide.

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In case we went by
that all too quickly,

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just make sure to either scroll

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back to that first slide or

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really be attentive to

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the very last slide in
the presentation webinar,

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because I'll also have

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that same link to all of
these other resources.

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Well, what we have
here is what it is

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that we're going to be
trying to work on for today.

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That is, we're going to be

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looking at language
a great deal.

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You can see up there,
we're going to start

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off with DEI definitions,

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so we have a working vocabulary.

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Then we'll end up looking
at a statement and it's

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something that most campuses

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probably already have
done, but maybe not.

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Maybe there'll be something
new to learn from there.

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Then we're going
to take a look at

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campus culture and find out what

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is it that has an influence and

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one of the things that I'll
have to share with you,

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the biggest threat to
campus culture is racism,

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so we'll end up talking
about that coming up.

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Then we'll end up taking a
look at some more definitions.

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This time we'll be focusing

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on anti-racism, which would be,

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what are actions that you

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can take in order
to battle racism?

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Then we'll end up taking a
look at some examples of

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anti-racist behaviors
and policies and

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practices for you can

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implement with your
tutoring programs,

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your small group
learning programs,

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the classroom or the
learning center itself.

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Then we'll finally
finish up by looking

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at what are some additional
resources that you

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might find helpful
as you continue

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to implement DEI inside
of your program.

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Obviously, there'll be a
lot of conversation today

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about how race intersects
with our topic.

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This is just simply a word cloud

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and where's this come from?

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Well, this one word cloud
comes from a glossary of

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anti-racism definitions that I'm

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going to note here
in just a second.

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One of the things I
thought was important as I

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was thinking about
this webinar was,

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what is the work that's already
been going on inside of

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our learning assistance and

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developmental
education programs?

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As you'll notice, I'll not
end up reading all the words

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on PowerPoint slides in case

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I roll along a
little too quickly,

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hit the pause button.

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But the things that I
was thinking about was,

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what programs that we manage?

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Then I thought about, who
are the students who were

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serving who have little
to no social capital?

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I know what that's like.

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I'm a first generation
college student.

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I had well intentioned parents,

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but they really didn't
know how to be able

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to help me. I was
really fortunate.

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I was able to find resources

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when I went to my
undergraduate college.

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But you think about
how many students

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don't have those kinds of

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resources and

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then that final bullet point
down there at the bottom,

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even though there's been some

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really good work
has been going on,

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we all have an opportunity to

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learn more in order to get
better at what we're doing.

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Let's go ahead and
take a look at

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the first element
of our webinar,

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which are DEI definitions.

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Many of these and as I said,

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this particular document here,

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it's the color for
social justice,

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anti-racism, glossary
for education and life.

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The link is found there at
that final website page.

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You see this curious
little icon here.

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Whenever you see this on a page,

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realize there's a web link to

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this resource on that web page

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that I was talking to you about.

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Once again, I'm not
going to take a look

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at and read all the words,

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but just simply
wanted to focus on

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three words and
that was diversity.

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What are we talking about?
Well, we're talking about

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the different personal and

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group characteristics
and there's

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lots of those for a
diverse population.

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Then you see some of
the examples here.

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We've moved much
beyond just simply

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talking about the
first element of race,

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gender, and age,

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but also the less obvious ones

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and you can see a list of
them that are all up here.

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That is part of the richness,

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which brings our campus

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to a more rich
learning environment.

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But we got to have
a space to where

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students feel comfortable
to be able to talk.

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Also we have a
learning environment

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that's going to be
conducive for them.

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Equity. Well, it is really
focused on equal outcomes.

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That's the biggest move,

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I think, in the language here.

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It used to be a lot of emphasis
talking about equality,

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which means that the
group or individuals have

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the same resources or
opportunities at the beginning.

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Whenever you talk about equity

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or looking at the outcomes,

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what's happening at the far end?

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I think about institutions
over in Great Britain,

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they actually measure whether

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the diversity of the
incoming class of students

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is fairly well representative of

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the students who are
graduating and if it's not,

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and if it's primarily

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the dominant population are
the ones that are graduating,

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well, then the funding for

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the institution can be reduced.

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They really have taken this much

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more seriously than
here in the states.

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Then the word inclusion.

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Well, it's this word
here talking about

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a climate that
fosters belonging,

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respect, and value for everyone.

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We're going to be talking about

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particularly this word
here belonging coming

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up in just a moment because if

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students don't have a
sense of belonging,

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then they're probably
not going to do as well

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in school and there's
a higher likelihood

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that they're going to
switch majors to something

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else or they're going to
withdraw out of the institution.

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Now let's go ahead and take
a look at a DEI statement.

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One of the things
that I did is I

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got really curious because it

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seems like everyone is talking

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about what is their
DEI statement,

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and you'll also notice

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other words are being
added to that as well.

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But just for this webinar,

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I'm just going to focus on DEI.

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Well, what are the elements
that go into them?

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Well, they tend to have some of

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a headline title that
grabs your attention.

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Something that's more than
just simply the DEI statement,

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it's like, what's the headline?
What's the main point?

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There's some vision
statement inside of there.

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There's some benchmarks.

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The idea is that you
got to keep it short.

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You could end up taking

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a look at your vision
and your benchmarks,

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well, that could end up being

00:11:29.480 --> 00:11:32.680
many pages, which
is not a bad thing.

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That's part of a strategic plan

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that is important
to give guidance,

00:11:38.080 --> 00:11:39.780
but you need to be able to

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have something that is short in

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length and also is
very short on jargon.

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Let me just give you an
example of one here.

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We are better together.

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Where does this
statement come from?

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Well, it actually comes from

00:11:56.710 --> 00:11:59.970
a variation of a
statement that I was

00:11:59.970 --> 00:12:02.850
drafting up for another
group that I'm working

00:12:02.850 --> 00:12:06.350
with in terms of some documents.

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What I did is I tried to take

00:12:08.490 --> 00:12:11.870
the elements from the title,

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the vision statement,
the benchmarks

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and keeping it relatively short.

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Well, this is what
we came up with.

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Our mission is to help
students excel in learning,

00:12:22.665 --> 00:12:27.315
embracing DEI is a necessary
part of the culture.

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The collective sum of our
individual differences,

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I thought that was really
an important phrase there,

00:12:34.450 --> 00:12:38.350
of our individual differences
makes us stronger through

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eliminating barriers
and implementing

00:12:40.775 --> 00:12:43.730
evidence-based best
learning practices.

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It's an ongoing process
to enact a culture of

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DEI within our schools that

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identifies the barriers
based on bias,

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racism, organizational structures
that support the same.

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We foster a learning
environment that

00:12:59.610 --> 00:13:02.460
celebrates social justice and

00:13:02.460 --> 00:13:05.090
inclusive learning
which leads to

00:13:05.090 --> 00:13:09.130
higher student achievement
and personal success.

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My question for you is,

00:13:12.030 --> 00:13:15.490
how are you using
those statements

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inside of your learning center

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or tutoring program or such?

00:13:21.110 --> 00:13:22.910
Well, here's an example

00:13:22.910 --> 00:13:27.130
from State University of
New York at Plattsburgh.

00:13:27.130 --> 00:13:28.950
This is what Karin is doing.

00:13:28.950 --> 00:13:31.870
She ends up emphasizing
this statement.

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It isn't something
that just appears

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a single time in
the annual report,

00:13:36.090 --> 00:13:40.790
they talk about it on a monthly
basis and they continue

00:13:40.790 --> 00:13:42.790
to talk about their
commitment to

00:13:42.790 --> 00:13:46.250
DEI and anti-racist work.

00:13:46.250 --> 00:13:49.990
It's more than just
simply avoiding racism,

00:13:49.990 --> 00:13:53.200
it is being anti-racist,
which means,

00:13:53.200 --> 00:13:56.250
are we creating a learning
environment that is

00:13:56.250 --> 00:14:01.310
conducive for no matter what
your racial background is?

00:14:01.310 --> 00:14:04.090
That's a really
important statement.

00:14:04.090 --> 00:14:08.510
My suggestion for you is
to consider homework.

00:14:08.510 --> 00:14:12.900
The deal is lots of us
have DEI statements,

00:14:12.900 --> 00:14:15.020
but where does it appear at?

00:14:15.020 --> 00:14:18.160
Is it appearing on the wall
of your learning center?

00:14:18.160 --> 00:14:19.880
Is it in your syllabus?

00:14:19.880 --> 00:14:23.620
Do you have it on bookmarks
that you hand out?

00:14:23.620 --> 00:14:25.740
How is it that
you're making this

00:14:25.740 --> 00:14:28.500
visible to your students?

00:14:28.500 --> 00:14:32.730
Here is the second question,

00:14:32.730 --> 00:14:35.140
and that is, who should be

00:14:35.140 --> 00:14:37.960
involved in writing
and revising it?

00:14:37.960 --> 00:14:40.135
I don't have an answer
for you on that,

00:14:40.135 --> 00:14:41.810
that's a thought question.

00:14:41.810 --> 00:14:45.920
Once again, two thought
questions for you to consider.

00:14:45.920 --> 00:14:48.260
Well, now let's go ahead and

00:14:48.260 --> 00:14:50.200
take a look at campus culture.

00:14:50.200 --> 00:14:52.395
We've looked at the words,

00:14:52.395 --> 00:14:54.540
now we start looking at

00:14:54.540 --> 00:14:58.720
the culture in which the
students are learning or not.

00:14:58.720 --> 00:15:02.340
What is it that we already
know about campus culture?

00:15:02.340 --> 00:15:05.880
Well, the student has
an enormous number of

00:15:05.880 --> 00:15:10.100
influencers and this is just
a small example of that.

00:15:10.100 --> 00:15:12.600
Actually, one of the
best studies out there

00:15:12.600 --> 00:15:15.940
was done by Alexander Aston,

00:15:17.330 --> 00:15:20.115
what happens in college?

00:15:20.115 --> 00:15:23.240
It actually dates back to
research studies back in

00:15:23.240 --> 00:15:29.620
the 1980s and 1990s and
the national studies,

00:15:29.620 --> 00:15:31.720
these involved
hundreds of thousands

00:15:31.720 --> 00:15:33.600
of students and they were

00:15:33.600 --> 00:15:35.540
looking at hundreds of variables

00:15:35.540 --> 00:15:37.900
that had an impact
upon students.

00:15:37.900 --> 00:15:42.560
Here are just a few. I just
simply wanted to emphasize,

00:15:42.560 --> 00:15:45.040
well, peer assisted learning and

00:15:45.040 --> 00:15:48.685
tutoring programs can
have such a big impact.

00:15:48.685 --> 00:15:50.410
But also you see that

00:15:50.410 --> 00:15:53.150
obviously the instructors
have an impact.

00:15:53.150 --> 00:15:56.410
But you think about all
the other of these,

00:15:56.410 --> 00:16:00.190
and this is just a small
list because Alexander Aston

00:16:00.190 --> 00:16:01.990
talked about how many variables

00:16:01.990 --> 00:16:04.670
had an impact upon
students in college.

00:16:04.670 --> 00:16:08.580
It was 100 plus variables.

00:16:08.580 --> 00:16:11.070
I just simply
wanted to emphasize

00:16:11.070 --> 00:16:14.110
this as we're talking
about campus culture.

00:16:14.110 --> 00:16:16.930
Campus culture,
well, what is it?

00:16:16.930 --> 00:16:20.070
Well, it is another
way of talking about

00:16:20.070 --> 00:16:23.910
a campus culture is what
they call a moment of truth.

00:16:23.910 --> 00:16:28.850
This actually goes back to
some literature that came

00:16:28.850 --> 00:16:34.080
out of the 1980s and 1990s
about customer service.

00:16:34.080 --> 00:16:36.270
This is the classic book and

00:16:36.270 --> 00:16:38.870
I highly recommend it
for you and think about

00:16:38.870 --> 00:16:40.870
how you could apply this to

00:16:40.870 --> 00:16:43.010
your learning center
tutoring program

00:16:43.010 --> 00:16:45.180
or inside of your classroom.

00:16:45.180 --> 00:16:48.750
What they said was
that customers,

00:16:48.750 --> 00:16:50.550
because that's what
their focus was.

00:16:50.550 --> 00:16:54.910
This was a commercial
application.

00:16:54.910 --> 00:16:57.270
I'm just simply saying
that we can make

00:16:57.270 --> 00:17:00.410
an educational
application of this.

00:17:00.410 --> 00:17:04.510
A moment of truth is
a specific event in

00:17:04.510 --> 00:17:07.400
time whenever the
student comes into

00:17:07.400 --> 00:17:10.620
contact with some element
of the college experience,

00:17:10.620 --> 00:17:13.080
whether that be their experience

00:17:13.080 --> 00:17:14.920
during a tutoring session,

00:17:14.920 --> 00:17:18.345
what happened in a
single class period,

00:17:18.345 --> 00:17:20.160
what happened to them whenever

00:17:20.160 --> 00:17:22.125
they were going
through the bookstore,

00:17:22.125 --> 00:17:24.520
what was their experience inside

00:17:24.520 --> 00:17:27.460
of the residence
halls, all of these.

00:17:27.460 --> 00:17:30.710
Every single time that
the student comes

00:17:30.710 --> 00:17:34.150
into contact with one of
these moments of truth,

00:17:34.150 --> 00:17:38.050
they evaluate whether the
price that they're paying,

00:17:38.050 --> 00:17:40.770
either time or money equals or

00:17:40.770 --> 00:17:44.085
exceeds the value of what
they've been promised.

00:17:44.085 --> 00:17:47.325
What's the result? Well,

00:17:47.325 --> 00:17:50.430
if the negative
experience is there,

00:17:50.430 --> 00:17:52.230
they're going to be diminished

00:17:52.230 --> 00:17:54.630
in their ability
to learn as well,

00:17:54.630 --> 00:17:58.310
and they're going to think
about leaving the institution.

00:17:58.310 --> 00:18:02.050
That's the reason why these
moments of truth and the

00:18:02.050 --> 00:18:05.990
issue about their moments and

00:18:05.990 --> 00:18:10.840
it's accumulation
of these moments

00:18:10.840 --> 00:18:14.180
that has such a big
impact upon students.

00:18:14.180 --> 00:18:16.960
That's the reason why we'll
see coming up here in

00:18:16.960 --> 00:18:21.280
a couple of minutes the
definition for microaggressions.

00:18:21.280 --> 00:18:23.380
Well, it's the accumulation

00:18:23.380 --> 00:18:25.920
of these microaggressions
that can

00:18:25.920 --> 00:18:30.660
lead students to basically
see the institution,

00:18:30.660 --> 00:18:33.520
the campus culture is racist.

00:18:34.160 --> 00:18:38.580
One relationship can
make the difference

00:18:38.580 --> 00:18:41.910
for students about
their connection

00:18:41.910 --> 00:18:43.845
to the campus culture.

00:18:43.845 --> 00:18:46.410
The thing that was
really fascinating from

00:18:46.410 --> 00:18:49.560
this research comes from
the Noel Levitz people,

00:18:49.560 --> 00:18:51.715
and that is that

00:18:51.715 --> 00:18:54.935
it doesn't really make
a difference who it is.

00:18:54.935 --> 00:18:57.395
They could be their roommate,

00:18:57.395 --> 00:18:59.765
they could be a classmate,

00:18:59.765 --> 00:19:02.720
they could be an
instructor, an advisor,

00:19:02.720 --> 00:19:06.625
someone who works in the food
service or somewhere else.

00:19:06.625 --> 00:19:10.215
That's the reason why
the campus culture

00:19:10.215 --> 00:19:14.085
is impacted with so
many variables on

00:19:14.085 --> 00:19:17.970
the student and all
of those things has

00:19:17.970 --> 00:19:19.830
a pretty complex soup for

00:19:19.830 --> 00:19:23.055
students to be
immersed inside of.

00:19:23.055 --> 00:19:26.160
It helps to explain
part of the reason why

00:19:26.160 --> 00:19:27.870
some students don't stay at

00:19:27.870 --> 00:19:30.450
the institution
because for them,

00:19:30.450 --> 00:19:32.550
the cumulation of
those moments of

00:19:32.550 --> 00:19:35.865
truth are too
negative to stay for.

00:19:35.865 --> 00:19:38.100
Now, most of us probably have

00:19:38.100 --> 00:19:41.970
seen or read things
by Vincent Tinto,

00:19:41.970 --> 00:19:45.810
or at least you've seen
him cited in articles.

00:19:45.810 --> 00:19:48.770
It's probably one of the
most influential researchers

00:19:48.770 --> 00:19:50.480
for helping to explain,

00:19:50.480 --> 00:19:52.990
why do students drop
out of college?

00:19:52.990 --> 00:19:55.890
This is a real classic
PowerPoint slide

00:19:55.890 --> 00:19:58.980
that I have been using
for decades and decades.

00:19:58.980 --> 00:20:02.490
I used to do lots of
presentations about

00:20:02.490 --> 00:20:04.650
the supplemental
instruction program,

00:20:04.650 --> 00:20:07.890
and I shared with people
who were listening about,

00:20:07.890 --> 00:20:11.115
why was it that supplemental
instruction was helpful?

00:20:11.115 --> 00:20:13.020
There's lots of other
programs that are

00:20:13.020 --> 00:20:15.030
also helpful too, by the way.

00:20:15.030 --> 00:20:20.700
But I oftentimes tended to
focus up here at the top with

00:20:20.700 --> 00:20:22.680
these about students are

00:20:22.680 --> 00:20:26.865
having difficulty levels
inside of their courses,

00:20:26.865 --> 00:20:30.645
or what they see
in the textbook,

00:20:30.645 --> 00:20:33.600
what the professor is
saying in the classroom,

00:20:33.600 --> 00:20:35.445
and what they're understanding,

00:20:35.445 --> 00:20:37.965
they don't end up
relating to each other.

00:20:37.965 --> 00:20:40.035
That's called incongruence.

00:20:40.035 --> 00:20:43.755
If you have a lot
of incongruence,

00:20:43.755 --> 00:20:45.975
you may end up giving up.

00:20:45.975 --> 00:20:47.790
That's the reason why Tinto

00:20:47.790 --> 00:20:50.805
said for most students who
are going to drop out,

00:20:50.805 --> 00:20:53.700
they drop out within
the first six weeks of

00:20:53.700 --> 00:20:56.310
the academic semester of

00:20:56.310 --> 00:20:58.485
their very first
year in college.

00:20:58.485 --> 00:21:02.205
They're making decisions,
those moments of truth.

00:21:02.205 --> 00:21:04.410
They're deciding
whether or not this

00:21:04.410 --> 00:21:07.095
is a good place
for them to be at.

00:21:07.095 --> 00:21:10.650
One of the things that I
think that I overlooked too

00:21:10.650 --> 00:21:14.145
much were these bottom
three down here.

00:21:14.145 --> 00:21:18.300
Difficulty making an adjustment
to the campus culture.

00:21:18.300 --> 00:21:21.825
They were being
socially isolated,

00:21:21.825 --> 00:21:24.840
they're really not
interacting with others.

00:21:24.840 --> 00:21:26.430
They're just staying inside of

00:21:26.430 --> 00:21:29.880
their apartments or their
residence hall rooms,

00:21:29.880 --> 00:21:31.650
they're not really interacting

00:21:31.650 --> 00:21:33.420
with other people on campus.

00:21:33.420 --> 00:21:35.340
They're not being very involved

00:21:35.340 --> 00:21:37.665
with other campus activities.

00:21:37.665 --> 00:21:39.585
They're really isolated.

00:21:39.585 --> 00:21:41.640
Also, they hang out with

00:21:41.640 --> 00:21:44.010
a social group that
really doesn't

00:21:44.010 --> 00:21:49.110
have a priority for getting
higher grades in classes.

00:21:49.110 --> 00:21:53.715
Well, what I better
understand is,

00:21:53.715 --> 00:21:57.420
I need to think about all
six of these themes up

00:21:57.420 --> 00:21:59.760
here and understanding why it is

00:21:59.760 --> 00:22:02.535
that students stay
or they drop out.

00:22:02.535 --> 00:22:05.205
Well, what is it that
binds us together?

00:22:05.205 --> 00:22:07.605
What's in the middle of this

00:22:07.605 --> 00:22:11.565
here whenever you're
talking about belonging?

00:22:11.565 --> 00:22:15.120
During the webinar, I
asked people to talk

00:22:15.120 --> 00:22:18.270
about inside of a
discussion group,

00:22:18.270 --> 00:22:20.730
how is it that they
developed a sense

00:22:20.730 --> 00:22:23.445
of belonging for
students and staff?

00:22:23.445 --> 00:22:26.160
They talked about
orientation programs,

00:22:26.160 --> 00:22:29.220
they talked about
coming into the school

00:22:29.220 --> 00:22:32.910
two or three days early
participating in activities.

00:22:32.910 --> 00:22:35.010
It was interesting.

00:22:35.010 --> 00:22:37.170
They said while
there was lots of

00:22:37.170 --> 00:22:40.230
activities for the students,

00:22:40.230 --> 00:22:42.300
there weren't as many activities

00:22:42.300 --> 00:22:44.355
for the faculty members,

00:22:44.355 --> 00:22:46.035
and there was actually

00:22:46.035 --> 00:22:51.060
no activities for
the staff members.

00:22:51.060 --> 00:22:53.460
They were just hired in and

00:22:53.460 --> 00:22:56.025
they were just supposed
to somehow meet

00:22:56.025 --> 00:23:00.030
and to immerse themselves

00:23:00.030 --> 00:23:03.150
in the campus culture and
just treat it like a job,

00:23:03.150 --> 00:23:05.655
and that would be sufficient.

00:23:05.655 --> 00:23:07.890
What they pointed out was that

00:23:07.890 --> 00:23:11.520
the faculty, the students,
and the staff all need

00:23:11.520 --> 00:23:14.395
to develop a sense of belonging.

00:23:14.395 --> 00:23:15.980
They had a chance to talk

00:23:15.980 --> 00:23:17.945
about that in their small group.

00:23:17.945 --> 00:23:21.080
I talked about Vincent
Tinto in a previous slide.

00:23:21.080 --> 00:23:23.720
Well, here's a
summary of what he's

00:23:23.720 --> 00:23:27.085
been doing in the
past two decades.

00:23:27.085 --> 00:23:29.835
After spending the first
part of his career

00:23:29.835 --> 00:23:33.465
identifying the problem
of students dropping out,

00:23:33.465 --> 00:23:36.420
he started talking
about solutions.

00:23:36.420 --> 00:23:40.890
What he found was that if
people don't see themselves as

00:23:40.890 --> 00:23:45.545
members of a supportive
community filled with students,

00:23:45.545 --> 00:23:49.985
faculty, and staff and
they don't value them,

00:23:49.985 --> 00:23:53.345
well, they're not going to
stay at the institution.

00:23:53.345 --> 00:23:56.855
There's daily interactions
that are going on.

00:23:56.855 --> 00:24:00.440
There's a positive
campus environment.

00:24:00.440 --> 00:24:02.390
They perceive the college as

00:24:02.390 --> 00:24:05.995
a welcoming and has a
culture of inclusion.

00:24:05.995 --> 00:24:09.045
Learning takes place
in communities,

00:24:09.045 --> 00:24:10.470
that's the reason why he talked

00:24:10.470 --> 00:24:12.630
about it was so important to

00:24:12.630 --> 00:24:16.380
have learning communities
embedded in to courses,

00:24:16.380 --> 00:24:19.350
particularly in the first
two years of college and

00:24:19.350 --> 00:24:22.950
also that the curriculum
was relevant for them.

00:24:22.950 --> 00:24:25.860
What we have found
out from looking at

00:24:25.860 --> 00:24:29.925
the research is that the
biggest threat to belonging

00:24:29.925 --> 00:24:33.420
is racism and that can either

00:24:33.420 --> 00:24:36.870
be experienced with a
single moment of truth.

00:24:36.870 --> 00:24:39.630
All it takes is one statement by

00:24:39.630 --> 00:24:45.090
the professor or one
statement by another student.

00:24:45.090 --> 00:24:48.150
That can be enough
to lead students to

00:24:48.150 --> 00:24:51.435
feel like they don't
belong at the institution.

00:24:51.435 --> 00:24:55.485
It's more than just
the absence of racism,

00:24:55.485 --> 00:24:58.320
it is something to where we are

00:24:58.320 --> 00:25:01.920
creating an anti-racist
environment that is

00:25:01.920 --> 00:25:05.160
supportive of all students
regardless of their

00:25:05.160 --> 00:25:09.030
racial, cultural,
diverse backgrounds.

00:25:09.030 --> 00:25:12.600
The reason why I think this
topic is so important is

00:25:12.600 --> 00:25:14.670
because of the people

00:25:14.670 --> 00:25:16.530
who are probably
watching this video,

00:25:16.530 --> 00:25:19.980
you probably run
developmental level courses,

00:25:19.980 --> 00:25:22.200
tutoring programs, peers study

00:25:22.200 --> 00:25:25.095
group programs, or
learning centers.

00:25:25.095 --> 00:25:28.455
We're on the front
lines of establishing

00:25:28.455 --> 00:25:32.265
a positive and inviting
campus culture.

00:25:32.265 --> 00:25:34.965
Where the first contact points

00:25:34.965 --> 00:25:37.410
were probably conversations are

00:25:37.410 --> 00:25:39.720
taking place because there's

00:25:39.720 --> 00:25:43.065
too many students who
go into classrooms,

00:25:43.065 --> 00:25:48.435
silently sit, take notes or not,

00:25:48.435 --> 00:25:50.970
and then leave and never have

00:25:50.970 --> 00:25:53.385
a conversation
with anybody else.

00:25:53.385 --> 00:25:55.140
That's the reason why that is

00:25:55.140 --> 00:25:59.640
such a threat for students
of not having a positive,

00:25:59.640 --> 00:26:02.940
supportive environment
or the way that

00:26:02.940 --> 00:26:07.905
the teachers are teaching the
course is not supportive.

00:26:07.905 --> 00:26:11.580
There is a really important
article which I'd

00:26:11.580 --> 00:26:15.030
highly recommend for you
to get and it's this one,

00:26:15.030 --> 00:26:18.780
incentives and barriers
to participation

00:26:18.780 --> 00:26:22.575
in the PLTL learning
working spaces,

00:26:22.575 --> 00:26:26.820
and exploration of underrepresented
student experiences.

00:26:26.820 --> 00:26:31.590
This particular article
found that when looking at

00:26:31.590 --> 00:26:33.660
students of color who are

00:26:33.660 --> 00:26:36.600
participating in a
study group program,

00:26:36.600 --> 00:26:38.880
they found out there was lots of

00:26:38.880 --> 00:26:43.185
examples of it not being
a helpful environment.

00:26:43.185 --> 00:26:46.200
It was detrimental
for these students.

00:26:46.200 --> 00:26:47.460
While they were thankful that

00:26:47.460 --> 00:26:51.510
the institution took the time
to provide the resource,

00:26:51.510 --> 00:26:55.380
it could have been
better and it identifies

00:26:55.380 --> 00:26:59.310
24 different practices
that could be done

00:26:59.310 --> 00:27:00.600
in order to make

00:27:00.600 --> 00:27:03.675
that learning environment
more supportive.

00:27:03.675 --> 00:27:05.970
I highly recommend it.

00:27:05.970 --> 00:27:08.490
It may cost you $35 to

00:27:08.490 --> 00:27:11.670
download this if you can't
get the article through

00:27:11.670 --> 00:27:14.190
your inner library loan or

00:27:14.190 --> 00:27:16.530
your library doesn't have

00:27:16.530 --> 00:27:19.350
an electronic subscription
to the journal,

00:27:19.350 --> 00:27:22.710
but I highly recommend
this for you.

00:27:22.710 --> 00:27:27.360
Well, we've been talking
about campus culture.

00:27:27.360 --> 00:27:29.790
Now let's take a
little deeper dive

00:27:29.790 --> 00:27:33.450
into these anti-racism
definitions,

00:27:33.450 --> 00:27:35.160
and then we're going
to be getting up in

00:27:35.160 --> 00:27:37.035
the next point then is,

00:27:37.035 --> 00:27:38.340
well, what's the solution?

00:27:38.340 --> 00:27:40.515
How should we be behaving?

00:27:40.515 --> 00:27:42.600
As I said for you,

00:27:42.600 --> 00:27:46.710
two resources that are
available through the website.

00:27:46.710 --> 00:27:48.595
One of them is

00:27:48.595 --> 00:27:51.410
anti-racist activities
and policies

00:27:51.410 --> 00:27:53.585
for student-led study groups.

00:27:53.585 --> 00:27:56.755
It's about 35 pages long.

00:27:56.755 --> 00:27:59.835
I had the privilege
of working with

00:27:59.835 --> 00:28:01.740
about a dozen colleagues of

00:28:01.740 --> 00:28:05.625
color on developing this
particular document,

00:28:05.625 --> 00:28:09.000
and it's a practical
way of looking at what

00:28:09.000 --> 00:28:11.610
behaviors and policies should

00:28:11.610 --> 00:28:14.535
guide a study group program.

00:28:14.535 --> 00:28:16.770
Another thing that I'd highly

00:28:16.770 --> 00:28:19.080
recommend that you
maybe take a look at,

00:28:19.080 --> 00:28:21.540
and that is the
glossary itself and

00:28:21.540 --> 00:28:25.725
it has 48 definitions.

00:28:25.725 --> 00:28:27.600
The thing that I
think is a little

00:28:27.600 --> 00:28:29.970
unique about the
contribution from

00:28:29.970 --> 00:28:32.040
this group is that not

00:28:32.040 --> 00:28:34.770
only do you have the
definitions. There's lots.

00:28:34.770 --> 00:28:36.630
If you do a quick Google search,

00:28:36.630 --> 00:28:42.330
there's many anti-racism
glossaries that are available.

00:28:42.330 --> 00:28:45.450
The thing that is unique
about this one is

00:28:45.450 --> 00:28:49.380
that it provides examples and

00:28:49.380 --> 00:28:52.575
some of them are really
painful examples

00:28:52.575 --> 00:28:56.535
that the co-authors
of the glossary,

00:28:56.535 --> 00:29:00.300
all of which were people
and colleagues of color,

00:29:00.300 --> 00:29:03.360
share about their own
personal experience.

00:29:03.360 --> 00:29:05.730
It was a painful document for

00:29:05.730 --> 00:29:08.385
many of the co-authors
to work on.

00:29:08.385 --> 00:29:10.695
But I think it is really

00:29:10.695 --> 00:29:15.640
helpful and I hope that you
might take a look at that.

00:29:15.650 --> 00:29:20.910
Well, as I said,
there's 48 definitions.

00:29:20.910 --> 00:29:24.900
I'm going to end up focusing
on a couple of them.

00:29:24.900 --> 00:29:27.265
One is anti-racism.

00:29:27.265 --> 00:29:30.740
It's where you actively
oppose racism by

00:29:30.740 --> 00:29:35.720
advocating and taking action
to change the education,

00:29:35.720 --> 00:29:38.210
political, economic,
or social life.

00:29:38.210 --> 00:29:41.120
We're going to start
talking about here now is,

00:29:41.120 --> 00:29:43.100
what are some ways
that we could actually

00:29:43.100 --> 00:29:45.605
do something to
make a difference?

00:29:45.605 --> 00:29:48.395
Climate, structural racism.

00:29:48.395 --> 00:29:50.930
But I'm going to have
us take a look at

00:29:50.930 --> 00:29:55.530
this definition here and
that's microaggression.

00:29:55.610 --> 00:29:59.655
Microaggressions,
according to our group,

00:29:59.655 --> 00:30:01.920
colleagues of color
for social justice,

00:30:01.920 --> 00:30:04.200
we looked at the
professional literature and

00:30:04.200 --> 00:30:06.330
we identified there's really

00:30:06.330 --> 00:30:09.675
actually at least
three manifestations

00:30:09.675 --> 00:30:14.100
of microaggressions.
Microassault is an explicit

00:30:14.100 --> 00:30:18.210
racial derogative by
verbal or nonverbal attack

00:30:18.210 --> 00:30:21.300
meant to hurt, cursing
another person,

00:30:21.300 --> 00:30:24.660
using derogatory terms.

00:30:24.660 --> 00:30:28.050
Then there's microinsults and

00:30:28.050 --> 00:30:30.330
these are
communications that are

00:30:30.330 --> 00:30:33.690
rude and are insensitive and

00:30:33.690 --> 00:30:37.455
demean a person's racial
heritage or identity.

00:30:37.455 --> 00:30:40.380
These are a little more subtle,

00:30:40.380 --> 00:30:42.855
but they're still as painful

00:30:42.855 --> 00:30:45.930
as negative and contribute to

00:30:45.930 --> 00:30:49.035
a negative campus culture and

00:30:49.035 --> 00:30:51.810
really leads to students

00:30:51.810 --> 00:30:54.165
deciding whether or
not to stay or not.

00:30:54.165 --> 00:30:58.740
Microinvalidations, well,
these are communications

00:30:58.740 --> 00:31:02.310
that exclude, negate or nullify

00:31:02.310 --> 00:31:03.810
the psychological thoughts,

00:31:03.810 --> 00:31:08.385
feelings, or experiential
reality of a person of color.

00:31:08.385 --> 00:31:10.665
For an example, for here,

00:31:10.665 --> 00:31:14.160
it's using so called jokes.

00:31:14.160 --> 00:31:16.425
Well, they're not really jokes,

00:31:16.425 --> 00:31:19.035
they really are
racist statements.

00:31:19.035 --> 00:31:22.350
But if the other
person expresses it in

00:31:22.350 --> 00:31:25.590
a sense of humor or with
some laughter and say,

00:31:25.590 --> 00:31:27.375
well, I was just joking.

00:31:27.375 --> 00:31:29.920
Well, no, it's not.

00:31:30.830 --> 00:31:34.320
The thing about
microaggressions is

00:31:34.320 --> 00:31:37.990
that they are cumulative.

00:31:38.570 --> 00:31:42.675
Now, a single one is deadly,

00:31:42.675 --> 00:31:47.340
but the accumulation of
these over a lifetime.

00:31:47.340 --> 00:31:51.105
I think that this is part of
what I've been learning as

00:31:51.105 --> 00:31:53.310
a white male is that

00:31:53.310 --> 00:31:56.835
I don't experience
microaggressions.

00:31:56.835 --> 00:32:00.660
I either am not
attentive enough to

00:32:00.660 --> 00:32:05.055
what other people
say to me or two,

00:32:05.055 --> 00:32:07.980
it doesn't have the impact on

00:32:07.980 --> 00:32:11.595
me because it's not something
that's been cumulative.

00:32:11.595 --> 00:32:12.780
I've not been living,

00:32:12.780 --> 00:32:14.880
this is not a lived experience.

00:32:14.880 --> 00:32:17.190
There's no way that I
can know what it's like

00:32:17.190 --> 00:32:19.845
to be a Black person in America.

00:32:19.845 --> 00:32:22.125
I can read, I can listen.

00:32:22.125 --> 00:32:25.080
I've learned a great
deal from my colleagues.

00:32:25.080 --> 00:32:26.445
I can read books,

00:32:26.445 --> 00:32:29.445
watch movies, watch
documentaries.

00:32:29.445 --> 00:32:31.680
I can learn a lot more,

00:32:31.680 --> 00:32:34.350
but I never can
really know what it

00:32:34.350 --> 00:32:38.190
means to have to deal
with microaggressions.

00:32:38.190 --> 00:32:40.080
That's the reason why
I thought that was

00:32:40.080 --> 00:32:41.880
an important concept
I wanted to get

00:32:41.880 --> 00:32:45.705
across in the webinar for
people to think about,

00:32:45.705 --> 00:32:48.390
well, what are examples of

00:32:48.390 --> 00:32:52.020
microaggressions that
you have witnessed?

00:32:52.020 --> 00:32:54.765
Boy the discussion
was really rich,

00:32:54.765 --> 00:32:57.990
they talked about
statements that were made,

00:32:57.990 --> 00:33:01.995
attitudes of being demeaning
towards other people,

00:33:01.995 --> 00:33:05.355
being condescending
towards other people.

00:33:05.355 --> 00:33:08.190
Those things are deadly poisons

00:33:08.190 --> 00:33:10.470
inside of the
education environment.

00:33:10.470 --> 00:33:13.635
Here in America, we're
making progress,

00:33:13.635 --> 00:33:16.890
but we have so much
more to go through.

00:33:16.890 --> 00:33:19.080
Once again, this was really

00:33:19.080 --> 00:33:21.030
a rich discussion that occurred

00:33:21.030 --> 00:33:23.655
amongst the members of NYCLA.

00:33:23.655 --> 00:33:27.675
Well, now we've been
talking about definitions.

00:33:27.675 --> 00:33:30.000
Well, now we're finally up to,

00:33:30.000 --> 00:33:32.580
okay, what is it

00:33:32.580 --> 00:33:36.060
that we ought to be
thinking about and doing?

00:33:36.060 --> 00:33:40.425
Once again, another document
that's available for you.

00:33:40.425 --> 00:33:44.850
I have a 100 page document

00:33:44.850 --> 00:33:48.180
that's available for you
through the website.

00:33:48.180 --> 00:33:55.125
This is a document that has
embedded best practices of

00:33:55.125 --> 00:33:59.355
anti-racist practices
and policies into

00:33:59.355 --> 00:34:01.770
an overall guide for what we

00:34:01.770 --> 00:34:04.455
call course-based
learning assistance.

00:34:04.455 --> 00:34:06.930
It's a generic term for

00:34:06.930 --> 00:34:10.890
small group discussion
study group programs

00:34:10.890 --> 00:34:13.995
like peer led team learning,

00:34:13.995 --> 00:34:17.085
like structured
learning assistants,

00:34:17.085 --> 00:34:19.650
like supplemental instruction,

00:34:19.650 --> 00:34:22.995
or you name your
study group program.

00:34:22.995 --> 00:34:24.885
These could be really helpful.

00:34:24.885 --> 00:34:27.510
The thing that's
important is that while

00:34:27.510 --> 00:34:30.375
I may have served as
editor of this thing,

00:34:30.375 --> 00:34:33.705
it was 50 plus people,

00:34:33.705 --> 00:34:37.230
colleagues across the
United States who run

00:34:37.230 --> 00:34:39.690
their own peer learning programs

00:34:39.690 --> 00:34:41.880
contributed the practices that

00:34:41.880 --> 00:34:44.055
are inside of this document.

00:34:44.055 --> 00:34:47.760
I highly recommend that you
check it out, and as I said,

00:34:47.760 --> 00:34:50.550
we've inserted
into this document

00:34:50.550 --> 00:34:54.675
new anti-racist
practices and policies.

00:34:54.675 --> 00:34:56.820
Just to make sure that if you

00:34:56.820 --> 00:34:58.635
take a look at this document,

00:34:58.635 --> 00:35:02.220
it's not meant to judge
existing programs.

00:35:02.220 --> 00:35:04.710
It's to provide some guidance.

00:35:04.710 --> 00:35:07.395
No one has enough time, money,

00:35:07.395 --> 00:35:11.775
resources, you name it in
order to implement everything.

00:35:11.775 --> 00:35:14.760
So many people in our
profession do more

00:35:14.760 --> 00:35:17.925
than just run a
tutoring program.

00:35:17.925 --> 00:35:20.955
Chances are you're
a good person,

00:35:20.955 --> 00:35:23.595
you are a good program manager,

00:35:23.595 --> 00:35:25.140
and you get rewarded at

00:35:25.140 --> 00:35:29.580
your institution by being
given more work to do.

00:35:29.580 --> 00:35:32.190
It's the oddest thing we reward

00:35:32.190 --> 00:35:34.530
people who are doing
well by giving them

00:35:34.530 --> 00:35:39.150
more without necessarily
big increase in salary and

00:35:39.150 --> 00:35:41.400
also not giving them more people

00:35:41.400 --> 00:35:44.145
in time in order to
be able to do it all.

00:35:44.145 --> 00:35:47.880
Well, that's a webinar
for another discussion.

00:35:47.880 --> 00:35:50.085
But I just simply
wanted to make sure

00:35:50.085 --> 00:35:52.470
if you take a look
at this document,

00:35:52.470 --> 00:35:54.930
the expectation is that not

00:35:54.930 --> 00:35:57.960
anyone would implement
every single thing.

00:35:57.960 --> 00:36:00.735
Consider it a menu book

00:36:00.735 --> 00:36:04.950
and select menu items
that makes sense for you.

00:36:04.950 --> 00:36:08.595
Now, whenever I talk
about examples,

00:36:08.595 --> 00:36:10.500
I'm going to be drawing out of

00:36:10.500 --> 00:36:15.510
this peer study group document,

00:36:15.510 --> 00:36:17.895
and you'll see the words leader

00:36:17.895 --> 00:36:20.445
and facilitator used often.

00:36:20.445 --> 00:36:22.860
Well, this talk is intended

00:36:22.860 --> 00:36:25.995
for all four of these
groups down here.

00:36:25.995 --> 00:36:30.660
Please just realize
substitute other words

00:36:30.660 --> 00:36:33.880
whenever you see some
of the examples.

00:36:33.880 --> 00:36:38.510
Well, it's important to
have a mission and goals.

00:36:38.510 --> 00:36:40.310
Well, the question is,

00:36:40.310 --> 00:36:44.245
in the stated mission and
goals for your program,

00:36:44.245 --> 00:36:49.170
do you explicitly say that
your goal is to equal

00:36:49.170 --> 00:36:55.160
or exceed the institutional
diversity in your program?

00:36:55.160 --> 00:36:58.480
Also, are you talking
with students of

00:36:58.480 --> 00:37:00.640
various racial
backgrounds to get

00:37:00.640 --> 00:37:03.685
feedback from them
and their concerns?

00:37:03.685 --> 00:37:09.460
Then also, how are you
integrating issues of race,

00:37:09.460 --> 00:37:12.010
gender identity,
sexual identity,

00:37:12.010 --> 00:37:14.245
and all the rest inside?

00:37:14.245 --> 00:37:17.395
This is just simply
we're trying to get at,

00:37:17.395 --> 00:37:21.280
are you making this a
priority in your program?

00:37:21.280 --> 00:37:24.550
Now, well, first of all,

00:37:24.550 --> 00:37:26.740
let's give the example here from

00:37:26.740 --> 00:37:29.485
Ulster County Community College.

00:37:29.485 --> 00:37:32.695
They talk about how
it's very explicit that

00:37:32.695 --> 00:37:34.960
their academic support is

00:37:34.960 --> 00:37:39.145
for all diverse student
needs and challenges.

00:37:39.145 --> 00:37:40.900
One of the things
that I notice with

00:37:40.900 --> 00:37:43.300
many of the people
inside of NYCLA,

00:37:43.300 --> 00:37:45.430
they talk about this diversity

00:37:45.430 --> 00:37:48.910
here in terms of
first generation,

00:37:48.910 --> 00:37:52.990
neurolinguistic
diversity, more than

00:37:52.990 --> 00:37:57.385
just simply racial and
gender and the rest.

00:37:57.385 --> 00:37:59.830
It's expanding our vision of,

00:37:59.830 --> 00:38:02.870
what does the word
diverse really mean?

00:38:03.300 --> 00:38:08.410
Now, after you end up setting
all of these priorities for

00:38:08.410 --> 00:38:13.585
serving a more diverse
population, and in fact,

00:38:13.585 --> 00:38:16.645
your goal is to service at

00:38:16.645 --> 00:38:21.130
least if not exceed the
diversity of your institution,

00:38:21.130 --> 00:38:24.115
then you have to go
and have to assess it.

00:38:24.115 --> 00:38:27.340
That is, well, who's
participating in

00:38:27.340 --> 00:38:31.600
your program or in your class?

00:38:31.600 --> 00:38:34.165
Are you measuring that by

00:38:34.165 --> 00:38:37.750
gender identity
and by race then?

00:38:37.750 --> 00:38:39.685
We need to find out,

00:38:39.685 --> 00:38:41.440
are we actually meeting

00:38:41.440 --> 00:38:44.755
our objective that was off
the previous one, then?

00:38:44.755 --> 00:38:46.540
Then also, we're looking at

00:38:46.540 --> 00:38:49.270
the immediate student outcomes.

00:38:49.270 --> 00:38:52.030
Are we looking at

00:38:52.030 --> 00:38:55.345
the students who participate
in our programs?

00:38:55.345 --> 00:38:57.790
Do you separate out the data by

00:38:57.790 --> 00:39:00.595
gender identity and by race,

00:39:00.595 --> 00:39:04.390
and are you seeing
equal outcomes?

00:39:04.390 --> 00:39:06.415
That's whenever you
start talking about

00:39:06.415 --> 00:39:08.800
equity because it's more than

00:39:08.800 --> 00:39:12.130
just simply equality that

00:39:12.130 --> 00:39:14.545
you offer a service
for students.

00:39:14.545 --> 00:39:17.260
The question is, is equity?

00:39:17.260 --> 00:39:20.895
Are the different types

00:39:20.895 --> 00:39:24.615
or categories or
descriptions of students,

00:39:24.615 --> 00:39:29.720
are they all achieving
higher outcomes?

00:39:29.720 --> 00:39:32.845
If we don't have
them being served

00:39:32.845 --> 00:39:35.980
and if their outcomes are not

00:39:35.980 --> 00:39:38.860
equal to or maybe even

00:39:38.860 --> 00:39:42.415
exceed that of the
white population,

00:39:42.415 --> 00:39:45.460
then that's a place
for you to think.

00:39:45.460 --> 00:39:48.415
Something is a mess.

00:39:48.415 --> 00:39:52.555
There's much more inside
of that 100 page document.

00:39:52.555 --> 00:39:54.760
My goal here is I'm
just simply trying

00:39:54.760 --> 00:39:57.610
to give us some examples.

00:39:57.610 --> 00:40:00.985
One of the questions
was, not only,

00:40:00.985 --> 00:40:03.550
how are you measuring
diversity of students

00:40:03.550 --> 00:40:06.700
served with whatever program
that you're offering?

00:40:06.700 --> 00:40:08.710
But the second question is

00:40:08.710 --> 00:40:11.005
almost as important
as the first one.

00:40:11.005 --> 00:40:15.445
Well, who is it that sees
this diversity report?

00:40:15.445 --> 00:40:18.790
Who should see this?

00:40:18.790 --> 00:40:21.010
Whenever I worked at

00:40:21.010 --> 00:40:23.125
the University of
Missouri, Kansas City,

00:40:23.125 --> 00:40:25.330
I was responsible for a lot of

00:40:25.330 --> 00:40:28.000
things other than
supplemental instruction.

00:40:28.000 --> 00:40:29.890
We had a really robust,

00:40:29.890 --> 00:40:33.580
comprehensive learning
center and each year,

00:40:33.580 --> 00:40:36.175
we had an annual report.

00:40:36.175 --> 00:40:40.900
That annual report went
to the Vice Chancellor

00:40:40.900 --> 00:40:45.265
of Academic Affairs,
student affairs.

00:40:45.265 --> 00:40:47.650
We also made that available to

00:40:47.650 --> 00:40:52.630
the deans of the academic
colleges that we served.

00:40:52.630 --> 00:40:54.715
In addition to all of that,

00:40:54.715 --> 00:40:57.985
we also had our own
advisory board.

00:40:57.985 --> 00:41:00.700
They would end up seeing that.

00:41:00.700 --> 00:41:04.870
Now that's a way to help
make yourself responsible to

00:41:04.870 --> 00:41:09.700
a larger group that
also gives you

00:41:09.700 --> 00:41:11.770
the opportunity to go back to

00:41:11.770 --> 00:41:15.160
these people and
ask for resources.

00:41:15.160 --> 00:41:20.005
Because you can't
ask a program to

00:41:20.005 --> 00:41:22.120
achieve some level of

00:41:22.120 --> 00:41:25.285
outcome if you don't
have the resources.

00:41:25.285 --> 00:41:27.715
How is it that we're
going to communicate

00:41:27.715 --> 00:41:29.830
what it is that we're doing if

00:41:29.830 --> 00:41:32.170
we're not making
this information on

00:41:32.170 --> 00:41:34.540
an annual basis available

00:41:34.540 --> 00:41:37.660
to the big policymakers
on campus?

00:41:37.660 --> 00:41:40.315
Something else for
you to consider.

00:41:40.315 --> 00:41:43.330
In terms of the
learning environment,

00:41:43.330 --> 00:41:45.535
the questions are,
and once again,

00:41:45.535 --> 00:41:47.560
some of these are
coming right out of

00:41:47.560 --> 00:41:50.260
that research study that
looked at the students of

00:41:50.260 --> 00:41:55.495
color involved in that
study group program,

00:41:55.495 --> 00:41:59.095
the PLTL program which
could have had been

00:41:59.095 --> 00:42:03.280
a SI program or an SLA
program or whatever.

00:42:03.280 --> 00:42:06.070
I'm not picking on
the PLTL people,

00:42:06.070 --> 00:42:07.860
I'm just thankful
that someone did

00:42:07.860 --> 00:42:10.800
a really hard nosed
qualitative research study

00:42:10.800 --> 00:42:14.160
that asked students what
was their experience.

00:42:14.160 --> 00:42:17.040
Frankly, that's whenever
you get to really some of

00:42:17.040 --> 00:42:20.940
the best information about
what's going on with students,

00:42:20.940 --> 00:42:23.340
rather than always
just simply looking

00:42:23.340 --> 00:42:25.740
at it as a quantitative
study that

00:42:25.740 --> 00:42:27.840
looks at the average grades

00:42:27.840 --> 00:42:31.255
received by different
racial groups.

00:42:31.255 --> 00:42:33.340
Well, what's actually
get in there and ask

00:42:33.340 --> 00:42:36.880
the students what
their experience is.

00:42:36.880 --> 00:42:41.390
Let me just give you
some examples up here.

00:42:41.700 --> 00:42:44.650
Leaders avoid, once again,

00:42:44.650 --> 00:42:45.910
these are the study
group leaders,

00:42:45.910 --> 00:42:48.190
avoid words and behaviors
that demonstrate

00:42:48.190 --> 00:42:51.550
their own academic prowess
and social capital.

00:42:51.550 --> 00:42:52.870
It's really tempting for

00:42:52.870 --> 00:42:54.460
these study group
leaders to talk

00:42:54.460 --> 00:42:56.230
about how smart they are.

00:42:56.230 --> 00:42:59.020
They're in degree programs.

00:42:59.020 --> 00:43:01.060
They all plan to be engineers,

00:43:01.060 --> 00:43:04.330
doctors, scientists,
and all the rest.

00:43:04.330 --> 00:43:10.900
They talk about how
they have a 4.0 GPA.

00:43:10.900 --> 00:43:14.440
School is pretty easy for them.

00:43:14.440 --> 00:43:17.305
Well, those things
may all be true,

00:43:17.305 --> 00:43:18.625
I have no doubt.

00:43:18.625 --> 00:43:19.840
But the problem is,

00:43:19.840 --> 00:43:22.450
whenever you end up
talking about that,

00:43:22.450 --> 00:43:25.960
you set up a real
dichotomy between you as

00:43:25.960 --> 00:43:28.240
the leader and the
students who are

00:43:28.240 --> 00:43:31.420
in your study group program
who are struggling.

00:43:31.420 --> 00:43:34.660
Because they start to think
that there's something

00:43:34.660 --> 00:43:38.245
wrong with them as students
because they struggle.

00:43:38.245 --> 00:43:40.120
Another one is,

00:43:40.120 --> 00:43:42.760
what learning
activities do you have

00:43:42.760 --> 00:43:45.880
going on during your
study group sessions?

00:43:45.880 --> 00:43:48.760
The question is, is
how do you handle

00:43:48.760 --> 00:43:52.060
competitive learning activities
which tend to be one

00:43:52.060 --> 00:43:54.850
of the most popular
things that goes on

00:43:54.850 --> 00:43:57.970
during small group,
study groups?

00:43:57.970 --> 00:44:00.880
Is that there's
competitions for solving

00:44:00.880 --> 00:44:03.190
problems and then quickly going

00:44:03.190 --> 00:44:05.980
on to the next problem
and solving that,

00:44:05.980 --> 00:44:08.770
and then somehow recognizing

00:44:08.770 --> 00:44:12.790
people who get the correct
answers the fastest.

00:44:12.790 --> 00:44:16.105
You may even give them treats
or something or other.

00:44:16.105 --> 00:44:18.295
That happened at my institution.

00:44:18.295 --> 00:44:20.110
We're not the only
ones that would

00:44:20.110 --> 00:44:22.060
hand out inexpensive candy to

00:44:22.060 --> 00:44:26.035
people for their performance
during study group sessions.

00:44:26.035 --> 00:44:27.415
You can say, well, David,

00:44:27.415 --> 00:44:30.145
you're being awful
harsh on this.

00:44:30.145 --> 00:44:32.860
The question comes down to,

00:44:32.860 --> 00:44:35.530
what are we communicating
to the students who

00:44:35.530 --> 00:44:38.560
are struggling inside of
the study group session?

00:44:38.560 --> 00:44:42.790
Maybe they've struggled
their whole time in life.

00:44:42.790 --> 00:44:45.160
Now all of a sudden
I've been thrown

00:44:45.160 --> 00:44:47.260
into a place to where I'm

00:44:47.260 --> 00:44:49.750
publicly shamed because I'm not

00:44:49.750 --> 00:44:52.825
the one solving the
problems the fastest.

00:44:52.825 --> 00:44:55.360
How can we have competitions?

00:44:55.360 --> 00:44:59.410
Well, we can have anonymous
competitive activities.

00:44:59.410 --> 00:45:01.555
What students told me was

00:45:01.555 --> 00:45:05.890
they end up using something
that was called Jamboard,

00:45:05.890 --> 00:45:08.110
which is a free app and it

00:45:08.110 --> 00:45:11.065
allows you to be able
to have competitions,

00:45:11.065 --> 00:45:14.515
but do so anonymously then.

00:45:14.515 --> 00:45:17.050
Leaders are careful not to

00:45:17.050 --> 00:45:19.120
send the message
that the issues,

00:45:19.120 --> 00:45:22.910
readings, materials,
they're easy.

00:45:23.130 --> 00:45:25.900
Well, that's going to be really

00:45:25.900 --> 00:45:28.675
tough on students who
find it difficult.

00:45:28.675 --> 00:45:33.910
Remember one of the issues
that Tinto talked about,

00:45:33.910 --> 00:45:37.220
he talked about incongruence.

00:45:37.830 --> 00:45:40.600
If I get some misspelled words,

00:45:40.600 --> 00:45:43.060
please give me some
grace on that.

00:45:43.060 --> 00:45:45.280
That's part of what goes on with

00:45:45.280 --> 00:45:48.865
incongruence because
material is hard.

00:45:48.865 --> 00:45:51.885
A plus students find it easy,

00:45:51.885 --> 00:45:55.600
particularly for the
introductory courses.

00:45:56.640 --> 00:45:59.290
That's good for them.

00:45:59.290 --> 00:46:00.730
But if you communicate

00:46:00.730 --> 00:46:03.550
that message to everybody
else inside the session,

00:46:03.550 --> 00:46:05.080
you're trying to
ram them through

00:46:05.080 --> 00:46:07.480
with competitive activities,

00:46:07.480 --> 00:46:11.005
you're telling them how
smart you are up here.

00:46:11.005 --> 00:46:13.030
We are communicating.

00:46:13.030 --> 00:46:15.385
These are easy materials.

00:46:15.385 --> 00:46:17.680
One of the very best
things that you can

00:46:17.680 --> 00:46:20.455
do as a study group
leader, a tutor,

00:46:20.455 --> 00:46:22.750
or an instructor is to

00:46:22.750 --> 00:46:26.575
share your own challenges
that you've had,

00:46:26.575 --> 00:46:30.670
and also how you have struggled
with course material.

00:46:30.670 --> 00:46:35.510
The messy process that it
takes to solve a problem.

00:46:36.300 --> 00:46:42.010
I did this in my introductory
global history course.

00:46:42.010 --> 00:46:44.710
I would share with the students
that my grades weren't so

00:46:44.710 --> 00:46:47.935
hot coming out of high
school and very well,

00:46:47.935 --> 00:46:49.570
I might not have
been admitted to

00:46:49.570 --> 00:46:51.850
the University of Minnesota.

00:46:51.850 --> 00:46:56.790
For me, I found it funny
that I got into a place that

00:46:56.790 --> 00:46:59.040
maybe wouldn't admit
me as a student but

00:46:59.040 --> 00:47:01.920
hired me as a professor.

00:47:01.920 --> 00:47:03.630
Well, a lot happened

00:47:03.630 --> 00:47:06.510
between coming out of
high school and then

00:47:06.510 --> 00:47:08.520
funny whenever I was selected to

00:47:08.520 --> 00:47:11.055
come up here to the university.

00:47:11.055 --> 00:47:12.810
But the issue is,

00:47:12.810 --> 00:47:15.795
I'm talking to him
about how I struggle.

00:47:15.795 --> 00:47:20.765
The students love that
whenever I talked about that.

00:47:20.765 --> 00:47:24.280
I would talk about how
I didn't know if I

00:47:24.280 --> 00:47:28.075
really belonged in
higher education or not.

00:47:28.075 --> 00:47:30.730
A lot of our students have

00:47:30.730 --> 00:47:33.865
that feeling that
they don't belong,

00:47:33.865 --> 00:47:40.450
that there's a sense that
I'm waiting for disaster

00:47:40.450 --> 00:47:43.170
to come as a student because I

00:47:43.170 --> 00:47:47.890
really didn't know whether I
really belonged here or not.

00:47:48.080 --> 00:47:52.695
It's negative
stereotyping of myself.

00:47:52.695 --> 00:47:56.190
I am isolating
myself from others

00:47:56.190 --> 00:47:59.940
because I'm afraid to
disclose what I don't know.

00:47:59.940 --> 00:48:02.100
For an instructor
who's willing to

00:48:02.100 --> 00:48:04.200
be able to do these things,

00:48:04.200 --> 00:48:08.090
you make your class
much more accessible,

00:48:08.090 --> 00:48:12.410
and the same thing can
be done by our tutors.

00:48:13.620 --> 00:48:19.120
Kathleen from State
University in New York,

00:48:19.120 --> 00:48:21.340
Genessee talked about how

00:48:21.340 --> 00:48:24.475
she wanted to make her
class more accessible.

00:48:24.475 --> 00:48:26.920
After coming out of the

00:48:26.920 --> 00:48:30.310
pandemic where it forced
everyone to have Zoom,

00:48:30.310 --> 00:48:34.105
she was going to add and
continue to keep Zoom as

00:48:34.105 --> 00:48:37.480
a resource that students

00:48:37.480 --> 00:48:41.470
could join the class either
in-person or through Zoom.

00:48:41.470 --> 00:48:44.890
That's making a class
more accessible for

00:48:44.890 --> 00:48:47.380
students regardless of why

00:48:47.380 --> 00:48:49.915
it is that they're
choosing to make that.

00:48:49.915 --> 00:48:52.270
I did the same thing
in my history course,

00:48:52.270 --> 00:48:53.410
I recorded all of

00:48:53.410 --> 00:48:56.350
my class lectures and put
them all up on the web.

00:48:56.350 --> 00:48:58.825
In fact, if you wanted
to see my class,

00:48:58.825 --> 00:49:01.225
you can actually
go to my website,

00:49:01.225 --> 00:49:06.955
irndale.org and do a
search for global history.

00:49:06.955 --> 00:49:10.510
There's search boxes located
everywhere and you can

00:49:10.510 --> 00:49:13.975
actually see what my
lectures look like.

00:49:13.975 --> 00:49:17.290
I actually turned
them into modules.

00:49:17.290 --> 00:49:20.500
I found that students found it

00:49:20.500 --> 00:49:23.740
more helpful if they
could make a choice

00:49:23.740 --> 00:49:24.940
on whether they were coming to

00:49:24.940 --> 00:49:27.160
class or they were watching

00:49:27.160 --> 00:49:30.730
it on video or whenever
they had to miss class,

00:49:30.730 --> 00:49:32.860
that they didn't simply have to

00:49:32.860 --> 00:49:35.425
try to borrow someone
else's lecture notes,

00:49:35.425 --> 00:49:38.125
but rather they
could, in a sense,

00:49:38.125 --> 00:49:40.045
share the same experience,

00:49:40.045 --> 00:49:41.350
even though they missed out on

00:49:41.350 --> 00:49:43.600
the interactions
with other students.

00:49:43.600 --> 00:49:46.180
Well, they would be
able to actually hear

00:49:46.180 --> 00:49:49.670
me and see what it was
that I was sharing.

00:49:50.070 --> 00:49:56.680
Karin here talked
about how we're

00:49:56.680 --> 00:49:58.120
going to continue to work on

00:49:58.120 --> 00:50:02.470
our blind spots and our
respective privilege.

00:50:02.470 --> 00:50:03.715
I think about that.

00:50:03.715 --> 00:50:05.830
I finally understand what

00:50:05.830 --> 00:50:10.000
white privilege is about better,

00:50:10.000 --> 00:50:11.905
but we're all in,

00:50:11.905 --> 00:50:16.700
as she talked about at her
institution as the same goes.

00:50:17.220 --> 00:50:20.380
At Nassau, David talked about

00:50:20.380 --> 00:50:23.260
how he changed his curriculum to

00:50:23.260 --> 00:50:25.900
make it more relevant and he

00:50:25.900 --> 00:50:28.720
had more time to talk
about issues of race,

00:50:28.720 --> 00:50:33.325
gender, cultural poetics,
cultural materialism,

00:50:33.325 --> 00:50:35.410
disability studies to

00:50:35.410 --> 00:50:39.535
the interpretation
of literary text.

00:50:39.535 --> 00:50:40.840
That's whenever you start

00:50:40.840 --> 00:50:42.730
talking about
something that is much

00:50:42.730 --> 00:50:46.390
more about the
diversity of students,

00:50:46.390 --> 00:50:49.850
the way they think and
that they interact them.

00:50:50.700 --> 00:50:56.560
One of the discussion
questions that I had, one was,

00:50:56.560 --> 00:50:58.780
how can you make your class

00:50:58.780 --> 00:51:03.415
more or make your
study group sessions?

00:51:03.415 --> 00:51:07.615
How can you provide for
anonymous competitions?

00:51:07.615 --> 00:51:11.425
There's also this question
here and that is,

00:51:11.425 --> 00:51:13.210
how can you display

00:51:13.210 --> 00:51:17.755
academic humility
during a class session,

00:51:17.755 --> 00:51:19.225
whether it be tutoring,

00:51:19.225 --> 00:51:20.980
small group discussion or an

00:51:20.980 --> 00:51:23.995
actual classroom taught
by an instructor?

00:51:23.995 --> 00:51:26.890
How can you display humility?

00:51:26.890 --> 00:51:29.800
As we have these
discussion questions

00:51:29.800 --> 00:51:31.960
as we go through this recording,

00:51:31.960 --> 00:51:34.900
think about just hitting
the Stop button and

00:51:34.900 --> 00:51:36.400
thinking about that question

00:51:36.400 --> 00:51:39.235
before you move on
to the next one.

00:51:39.235 --> 00:51:42.715
Well, this one is one

00:51:42.715 --> 00:51:45.745
that really gets to the
nitty gritty and that is,

00:51:45.745 --> 00:51:49.930
what specific actions
are you taking while

00:51:49.930 --> 00:51:55.900
planning a session or during
a session to combat racism?

00:51:55.900 --> 00:51:58.900
Boy, I hope you'll
hit the Pause button

00:51:58.900 --> 00:52:01.690
and think about
that because one of

00:52:01.690 --> 00:52:03.940
the challenges is for

00:52:03.940 --> 00:52:07.810
white faculty members
or white study group or

00:52:07.810 --> 00:52:10.150
tutors and particularly
if they're

00:52:10.150 --> 00:52:14.455
white males to think
about this question here.

00:52:14.455 --> 00:52:17.710
Now, if you are a
student of color,

00:52:17.710 --> 00:52:20.485
this one is a lot
easier to deal with

00:52:20.485 --> 00:52:23.800
because this is part of
their lived experience.

00:52:23.800 --> 00:52:26.170
But think about this on

00:52:26.170 --> 00:52:28.855
basis of what we've
talked about thus far.

00:52:28.855 --> 00:52:31.930
Take a look at that glossary,

00:52:31.930 --> 00:52:36.835
the anti-racism glossary
for education and life,

00:52:36.835 --> 00:52:40.945
and I think that that'll
help give you more specifics

00:52:40.945 --> 00:52:43.150
about what are the
things that you need

00:52:43.150 --> 00:52:45.910
to combat regarding racism,

00:52:45.910 --> 00:52:49.315
about voice, about
pacing of the class,

00:52:49.315 --> 00:52:51.340
about your choice of words,

00:52:51.340 --> 00:52:54.340
your choice of
learning activities,

00:52:54.340 --> 00:52:57.820
about how you handle
students who may

00:52:57.820 --> 00:53:01.960
make microaggressions inside
of the class session.

00:53:01.960 --> 00:53:06.355
Do you just let it slide
or do you find a way to

00:53:06.355 --> 00:53:12.010
intervene at that moment and
say that was not acceptable?

00:53:12.010 --> 00:53:15.580
That takes some real
gumption for you as

00:53:15.580 --> 00:53:19.940
the faculty member to
not let the thing slide.

00:53:21.060 --> 00:53:25.075
Well, once again,
we're talking about

00:53:25.075 --> 00:53:28.510
how do you interact inside
of your class sessions,

00:53:28.510 --> 00:53:30.655
study group sessions
or whatever.

00:53:30.655 --> 00:53:34.330
How is it that you move
the group forward after

00:53:34.330 --> 00:53:38.035
all students successfully
solve the problem?

00:53:38.035 --> 00:53:40.390
This was one of the
biggest problems that I

00:53:40.390 --> 00:53:42.940
found with supplemental
instruction programs

00:53:42.940 --> 00:53:45.790
because they were so
tempted to get into

00:53:45.790 --> 00:53:49.330
this competition and
the leaders thought,

00:53:49.330 --> 00:53:53.470
well, if they can
experience as many problems

00:53:53.470 --> 00:53:57.730
as possible within
a 60 minute period,

00:53:57.730 --> 00:53:59.650
that would be good for them.

00:53:59.650 --> 00:54:02.785
Well, actually more
is not better.

00:54:02.785 --> 00:54:06.550
Actually less is better
because we make sure that

00:54:06.550 --> 00:54:10.300
everyone is going to
solve the problem,

00:54:10.300 --> 00:54:13.270
not only that you
solve the problem,

00:54:13.270 --> 00:54:20.875
but also you understand
the process to solve.

00:54:20.875 --> 00:54:25.795
I mean, this issue about
finding the correct answer,

00:54:25.795 --> 00:54:28.630
is so difficult because

00:54:28.630 --> 00:54:30.685
it's so tempting for
students to think,

00:54:30.685 --> 00:54:31.810
that's what's supposed to be

00:54:31.810 --> 00:54:34.825
happening during these
tutoring sessions

00:54:34.825 --> 00:54:40.015
and study group programs or
you name the environment.

00:54:40.015 --> 00:54:42.190
They think that finding lots of

00:54:42.190 --> 00:54:45.745
right answers is the
best thing. It's not.

00:54:45.745 --> 00:54:48.250
It's really important
to make sure that

00:54:48.250 --> 00:54:51.130
everyone is working together.

00:54:51.130 --> 00:54:55.990
Waiting requires that
the leader has got to

00:54:55.990 --> 00:54:58.240
read verbally and
nonverbally what's

00:54:58.240 --> 00:55:01.270
going on with the students
inside the class.

00:55:01.270 --> 00:55:04.825
But also, you don't want
to embarrass students.

00:55:04.825 --> 00:55:07.660
That's the reason
why cutting down on

00:55:07.660 --> 00:55:10.120
the number of problems
that are being solved,

00:55:10.120 --> 00:55:12.220
making sure that
students are working

00:55:12.220 --> 00:55:14.440
in small groups and
that you rotate

00:55:14.440 --> 00:55:19.210
those small groups because
cliques can form inside of

00:55:19.210 --> 00:55:21.880
study group programs
where the same students

00:55:21.880 --> 00:55:24.955
study together and they
want to work together.

00:55:24.955 --> 00:55:26.470
Well, you can't
let them do that.

00:55:26.470 --> 00:55:28.615
You got to rotate the groups up,

00:55:28.615 --> 00:55:30.100
or else you're going to find

00:55:30.100 --> 00:55:32.605
the students who are
getting the B pluses and

00:55:32.605 --> 00:55:34.450
As are working together in

00:55:34.450 --> 00:55:37.900
smaller groups and then
everybody else is struggling.

00:55:37.900 --> 00:55:41.620
Well, we just can't
allow them to do that.

00:55:41.620 --> 00:55:45.145
Also, making sure that
one or small group

00:55:45.145 --> 00:55:48.115
of students dominate
the conversation.

00:55:48.115 --> 00:55:51.190
That's the reason why it's
critical that the leader of

00:55:51.190 --> 00:55:54.565
those groups rotates the voices,

00:55:54.565 --> 00:55:58.540
put different students
up at the marker board,

00:55:58.540 --> 00:56:01.165
have them work in small groups.

00:56:01.165 --> 00:56:03.820
If the same student
wants to give

00:56:03.820 --> 00:56:05.440
an answer the next

00:56:05.440 --> 00:56:07.540
time that you have
the discussion, say,

00:56:07.540 --> 00:56:12.355
well, thanks, Ahmed
or Frank or Linda,

00:56:12.355 --> 00:56:14.185
you got to share last time.

00:56:14.185 --> 00:56:17.770
Let's have someone else
new this time share.

00:56:17.770 --> 00:56:21.340
You just simply need
to find a way to get

00:56:21.340 --> 00:56:23.770
more voices and how is it you're

00:56:23.770 --> 00:56:26.440
going to have more comfort
inside of the sessions?

00:56:26.440 --> 00:56:28.990
Well, you actually are going
to need to have them working

00:56:28.990 --> 00:56:31.570
in groups of two or three so

00:56:31.570 --> 00:56:34.660
they can rehearse themselves
before they're ever going to

00:56:34.660 --> 00:56:38.185
feel comfortable in talking
in front of a big group then.

00:56:38.185 --> 00:56:42.340
Because nobody who is a
struggling student wants to

00:56:42.340 --> 00:56:46.675
publicly document that
they get wrong answers.

00:56:46.675 --> 00:56:50.170
We've got to make an
environment that is safe and

00:56:50.170 --> 00:56:55.100
supportive so that any
student can participate them.

00:56:56.010 --> 00:56:59.740
Once again, we had
another discussion period

00:56:59.740 --> 00:57:01.420
inside of the webinar.

00:57:01.420 --> 00:57:04.690
How do we make sure everyone
understands before you move

00:57:04.690 --> 00:57:06.850
forward and also how do you

00:57:06.850 --> 00:57:09.910
manage talkative
participants then?

00:57:09.910 --> 00:57:14.005
Make sure you have some answers
for those before you go

00:57:14.005 --> 00:57:21.840
to unpause your video in order
to look at the next one.

00:57:21.840 --> 00:57:23.850
What are we doing in terms of

00:57:23.850 --> 00:57:27.005
the professional
development of the leaders?

00:57:27.005 --> 00:57:29.380
Well, there's lots
of things up here.

00:57:29.380 --> 00:57:30.850
We're doing probably a lot

00:57:30.850 --> 00:57:33.520
more about cultural competence.

00:57:33.520 --> 00:57:35.470
We can also talk about

00:57:35.470 --> 00:57:38.620
discussions about race
during the sessions.

00:57:38.620 --> 00:57:41.750
We can end up doing
lots of in-services.

00:57:41.750 --> 00:57:43.650
One of the best things that I

00:57:43.650 --> 00:57:45.720
would share with you
is something we did

00:57:45.720 --> 00:57:47.790
with our prayer
learning program at

00:57:47.790 --> 00:57:51.800
the University of Minnesota
was reflection time.

00:57:51.800 --> 00:57:55.540
Having all of our
study group leaders

00:57:55.540 --> 00:57:59.680
having blog postings that
they had, these were private.

00:57:59.680 --> 00:58:05.110
These were private blog postings
that only I as the head

00:58:05.110 --> 00:58:07.300
of the program would be able to

00:58:07.300 --> 00:58:11.140
see and for me to respond to.

00:58:11.140 --> 00:58:15.925
I would give them questions
for them to reflect about.

00:58:15.925 --> 00:58:19.165
One of those would
be in terms of,

00:58:19.165 --> 00:58:21.610
what's going on with students

00:58:21.610 --> 00:58:23.905
who are struggling
inside of your class?

00:58:23.905 --> 00:58:25.930
What are you inside
of your session?

00:58:25.930 --> 00:58:31.375
What are you doing? What have
you noticed about issues

00:58:31.375 --> 00:58:33.970
of students interacting among

00:58:33.970 --> 00:58:37.210
different racial groups
inside of your group?

00:58:37.210 --> 00:58:40.060
Getting the students to
actually take time to

00:58:40.060 --> 00:58:43.150
write is so important.

00:58:43.150 --> 00:58:45.025
In fact, I learned that

00:58:45.025 --> 00:58:47.620
finally inside of
my history course,

00:58:47.620 --> 00:58:50.020
I finally started
converting some of

00:58:50.020 --> 00:58:52.810
my more traditional ways of

00:58:52.810 --> 00:58:56.110
assessing students and
putting more writing in.

00:58:56.110 --> 00:58:57.715
Students liked it.

00:58:57.715 --> 00:58:58.960
But the key is,

00:58:58.960 --> 00:59:00.970
if you're going to
have reflections,

00:59:00.970 --> 00:59:03.550
then whoever is reading

00:59:03.550 --> 00:59:05.890
those have got to
respond to them.

00:59:05.890 --> 00:59:08.500
One of the worst
things is for students

00:59:08.500 --> 00:59:10.750
to think they have busy work and

00:59:10.750 --> 00:59:13.615
they're just responding
to a blog posting

00:59:13.615 --> 00:59:18.010
and nobody ever gives
them any reaction.

00:59:18.010 --> 00:59:21.010
One of the things that I
was able to do finally in

00:59:21.010 --> 00:59:23.830
my last couple of years of
teaching my history classes,

00:59:23.830 --> 00:59:27.220
I moved to more
reflection was that the

00:59:27.220 --> 00:59:28.480
more that I gave them

00:59:28.480 --> 00:59:31.510
feedback and the
students told me said,

00:59:31.510 --> 00:59:34.465
we haven't had the
same experience

00:59:34.465 --> 00:59:37.870
in some of our other
classes and we like this.

00:59:37.870 --> 00:59:40.300
We like getting more
feedback because

00:59:40.300 --> 00:59:43.850
we just don't know
how we're doing.

00:59:45.660 --> 00:59:48.100
This is an example of

00:59:48.100 --> 00:59:50.530
professional development
that's going on.

00:59:50.530 --> 00:59:52.240
Chelsea is talking about

00:59:52.240 --> 00:59:56.455
power dynamics inside
of tutoring sessions.

00:59:56.455 --> 00:59:58.285
I don't know all the detail

00:59:58.285 --> 01:00:00.910
of what she means
by power dynamics,

01:00:00.910 --> 01:00:02.530
whether she's talking about

01:00:02.530 --> 01:00:07.120
differences of race or
is it gender identity?

01:00:07.120 --> 01:00:11.455
I don't know, but what I do
know is that she's taking

01:00:11.455 --> 01:00:16.600
her training with her tutors
to a much higher level.

01:00:16.600 --> 01:00:19.480
Then Karin here was talking

01:00:19.480 --> 01:00:22.000
about how important it
was for her to take

01:00:22.000 --> 01:00:24.100
everything that she's learning

01:00:24.100 --> 01:00:26.770
inside of all of
these diversity,

01:00:26.770 --> 01:00:30.610
cultural competence, professional
development sessions.

01:00:30.610 --> 01:00:32.890
She's conceptualizing, how is

01:00:32.890 --> 01:00:34.990
it that we're taking that and

01:00:34.990 --> 01:00:36.955
then how am I infusing that

01:00:36.955 --> 01:00:40.310
into my peer tutoring program?

01:00:40.440 --> 01:00:46.180
In terms of the leadership
of the program,

01:00:46.180 --> 01:00:48.970
whether it'd be the
tutoring program

01:00:48.970 --> 01:00:51.220
or the study group program,

01:00:51.220 --> 01:00:53.110
the question comes down to,

01:00:53.110 --> 01:00:55.825
who picks the leaders

01:00:55.825 --> 01:00:58.900
of the tutoring and
the study groups?

01:00:58.900 --> 01:01:02.590
That is the program
administrator has got to make

01:01:02.590 --> 01:01:07.970
the final decision,
not faculty members.

01:01:09.180 --> 01:01:12.040
Now, faculty can recommend

01:01:12.040 --> 01:01:14.530
students and we're going to
see a couple of slides here.

01:01:14.530 --> 01:01:18.055
This is probably some of the
more uncomfortable material

01:01:18.055 --> 01:01:22.420
inside of this
because it's making

01:01:22.420 --> 01:01:24.250
a basic challenge that

01:01:24.250 --> 01:01:26.860
faculty members are not
always the best judges

01:01:26.860 --> 01:01:28.870
for who ought to be tutors

01:01:28.870 --> 01:01:31.735
and we'll see why here
coming up in a second.

01:01:31.735 --> 01:01:33.370
We've got to make sure that

01:01:33.370 --> 01:01:35.050
the program administrator is

01:01:35.050 --> 01:01:36.685
making those final decisions.

01:01:36.685 --> 01:01:43.010
Faculty, they can nominate
and they can recommend.

01:01:43.950 --> 01:01:49.225
But you just can't let them
make the final selections.

01:01:49.225 --> 01:01:53.455
A discussion question was,

01:01:53.455 --> 01:01:57.265
what are the desirable
traits that you want to

01:01:57.265 --> 01:01:58.870
look for whenever you're hiring

01:01:58.870 --> 01:02:01.825
a new study group
facilitator or tutor?

01:02:01.825 --> 01:02:03.760
Just stop for a moment if you

01:02:03.760 --> 01:02:08.990
like before we go to the
next couple of slides.

01:02:11.610 --> 01:02:15.490
Once again, here's a slide
with a lot of words on it.

01:02:15.490 --> 01:02:17.935
I'm not going to read
all of those here.

01:02:17.935 --> 01:02:19.825
But it's talking about,

01:02:19.825 --> 01:02:23.380
what are some of the things
that you'd like to see in

01:02:23.380 --> 01:02:28.840
an ideal tutor or small
group discussion leader?

01:02:28.840 --> 01:02:31.060
Well, this is the stuff that

01:02:31.060 --> 01:02:33.160
we started training people at

01:02:33.160 --> 01:02:35.560
the National Training Center

01:02:35.560 --> 01:02:38.845
in Kansas City for
supplemental instruction.

01:02:38.845 --> 01:02:42.190
We said it isn't
always an A student,

01:02:42.190 --> 01:02:44.785
it can be a B level student.

01:02:44.785 --> 01:02:48.250
Oftentimes we want students
that have had to face

01:02:48.250 --> 01:02:51.670
challenges and has patience

01:02:51.670 --> 01:02:54.865
to help other students
be successful.

01:02:54.865 --> 01:02:58.390
Then you see all the other
items that are here.

01:02:58.390 --> 01:03:01.915
It is not that they are
miniature professors,

01:03:01.915 --> 01:03:04.195
they're not teaching assistants.

01:03:04.195 --> 01:03:07.105
But you can see some
of the other things,

01:03:07.105 --> 01:03:11.620
it's also important down here
that the facilitators need

01:03:11.620 --> 01:03:13.480
to reflect or exceed

01:03:13.480 --> 01:03:16.630
the demographics of
the student body.

01:03:16.630 --> 01:03:19.390
It's too easy for

01:03:19.390 --> 01:03:22.180
instructors to always select

01:03:22.180 --> 01:03:24.730
the A or the A plus students.

01:03:24.730 --> 01:03:26.800
They tend to select students who

01:03:26.800 --> 01:03:29.380
sit on the front row
of the classroom,

01:03:29.380 --> 01:03:32.890
they tend to pick
people who they've had

01:03:32.890 --> 01:03:36.940
conversations with and
these A or A plus students,

01:03:36.940 --> 01:03:39.400
they tend to be the ones
that go down and see

01:03:39.400 --> 01:03:43.375
the professor and talk before,

01:03:43.375 --> 01:03:45.505
during, and after,

01:03:45.505 --> 01:03:50.635
and they also show up at their
instructor office hours.

01:03:50.635 --> 01:03:55.390
Often they share the exact
same demographic background.

01:03:55.390 --> 01:03:58.525
There's nothing wrong
with these students,

01:03:58.525 --> 01:04:01.855
please make sure that you
understand what I'm saying.

01:04:01.855 --> 01:04:05.590
But there's other
issues that I think are

01:04:05.590 --> 01:04:08.730
more important for creating

01:04:08.730 --> 01:04:12.210
a positive learning
environment for

01:04:12.210 --> 01:04:16.650
all students inside
of the class,

01:04:16.650 --> 01:04:19.320
regardless of their
racial background,

01:04:19.320 --> 01:04:24.100
regardless of their level
of academic preparation.

01:04:29.430 --> 01:04:31.960
Once again, I could have used

01:04:31.960 --> 01:04:34.570
this slide here by
Chelsea in another place,

01:04:34.570 --> 01:04:38.650
but I was just really
thinking about this one is on

01:04:38.650 --> 01:04:43.420
how widely she sees the
issue of diversity.

01:04:43.420 --> 01:04:45.475
I thought that that was really

01:04:45.475 --> 01:04:47.260
a growth area that I think

01:04:47.260 --> 01:04:49.450
the field has moved
in a great deal.

01:04:49.450 --> 01:04:51.040
That's been really good.

01:04:51.040 --> 01:04:55.220
I just thought that I would
just place that one there.

01:04:55.800 --> 01:04:58.600
In terms of there's

01:04:58.600 --> 01:05:00.070
a whole section inside of

01:05:00.070 --> 01:05:01.900
the guide that
talks about ethics,

01:05:01.900 --> 01:05:04.735
opportunity, diversity,
and inclusion.

01:05:04.735 --> 01:05:08.320
Basically, what I was
trying to get across,

01:05:08.320 --> 01:05:11.530
and this is what the team
was trying to build is that,

01:05:11.530 --> 01:05:12.760
what is it that we're

01:05:12.760 --> 01:05:14.980
doing in order to
make sure that we're

01:05:14.980 --> 01:05:17.080
portraying diversity and

01:05:17.080 --> 01:05:19.705
all the materials
that we're using?

01:05:19.705 --> 01:05:23.500
We're also asking for
our facilitators to also

01:05:23.500 --> 01:05:25.300
learn a little bit
of information

01:05:25.300 --> 01:05:27.295
about their students
in the class.

01:05:27.295 --> 01:05:29.260
That could be a
survey that you hand

01:05:29.260 --> 01:05:31.330
out on the very
first day of class.

01:05:31.330 --> 01:05:34.030
Maybe the questions could be,

01:05:34.030 --> 01:05:35.980
are you the first generation in

01:05:35.980 --> 01:05:37.915
your family to go to college?

01:05:37.915 --> 01:05:40.870
Or what are your
sports background?

01:05:40.870 --> 01:05:43.540
What are your college interests?

01:05:43.540 --> 01:05:47.800
It's somehow trying to help
set up a bridge between

01:05:47.800 --> 01:05:50.035
you as the instructor

01:05:50.035 --> 01:05:53.020
or the study group
leader or the tutor,

01:05:53.020 --> 01:05:55.465
how are we developing a bridge

01:05:55.465 --> 01:05:58.390
between you and the students?

01:05:58.390 --> 01:06:01.075
That was part. Once again,

01:06:01.075 --> 01:06:04.810
this guide is 100 plus pages.

01:06:04.810 --> 01:06:06.595
We're talking about

01:06:06.595 --> 01:06:12.220
well over probably
150-200 suggestions

01:06:12.220 --> 01:06:15.190
of things that you could
do with your program.

01:06:15.190 --> 01:06:19.780
At Niagara, a Sharon talked

01:06:19.780 --> 01:06:21.460
about how she did

01:06:21.460 --> 01:06:24.445
something that moved
even further along.

01:06:24.445 --> 01:06:26.830
Not only was she
making sure that

01:06:26.830 --> 01:06:30.250
her writing course
materials at authors of

01:06:30.250 --> 01:06:32.950
color and also that she

01:06:32.950 --> 01:06:37.615
prompted thoughtful discussions
about race in class.

01:06:37.615 --> 01:06:42.490
That's whenever you really
have embraced DEI and

01:06:42.490 --> 01:06:44.725
you are really trying to

01:06:44.725 --> 01:06:47.725
make a more inclusive
classroom environment.

01:06:47.725 --> 01:06:51.460
It's not enough just to pick
stuff that's by authors,

01:06:51.460 --> 01:06:53.815
but also what is the substance

01:06:53.815 --> 01:06:56.770
of your conversation
inside the class?

01:06:56.770 --> 01:07:00.700
Then that finally gets us
to our last point up here,

01:07:00.700 --> 01:07:04.420
which are, what are some
resources that are out there?

01:07:04.420 --> 01:07:06.310
Let me just give you a couple of

01:07:06.310 --> 01:07:07.900
thoughts and I'm
going to identify

01:07:07.900 --> 01:07:11.830
a place for you to find
some more resources.

01:07:11.830 --> 01:07:18.895
I have a number of social media
channels, davidmedia.org.

01:07:18.895 --> 01:07:22.000
I got podcasts,
YouTube channels.

01:07:22.000 --> 01:07:23.680
You're probably watching this on

01:07:23.680 --> 01:07:26.360
a YouTube channel, no doubt.

01:07:26.580 --> 01:07:30.055
There are a couple of podcasts.

01:07:30.055 --> 01:07:32.200
I think one of them you would

01:07:32.200 --> 01:07:35.140
find really helpful
if you work with

01:07:35.140 --> 01:07:37.885
tutoring programs and with

01:07:37.885 --> 01:07:40.480
small group discussion
programs like

01:07:40.480 --> 01:07:44.950
supplemental instruction or PLTL

01:07:44.950 --> 01:07:47.440
or any of the other ones
that are out there.

01:07:47.440 --> 01:07:52.735
These are 10 minute interviews
with study group leaders.

01:07:52.735 --> 01:07:57.205
I have five or six generic
questions that I ask,

01:07:57.205 --> 01:08:00.040
and then I just sit
back and listen to

01:08:00.040 --> 01:08:03.010
these really smart
study group leaders

01:08:03.010 --> 01:08:07.510
say how they process
the material,

01:08:07.510 --> 01:08:11.605
what challenges they
found with the course,

01:08:11.605 --> 01:08:13.450
what is it that they're doing

01:08:13.450 --> 01:08:15.880
specifically during
their sessions to

01:08:15.880 --> 01:08:20.470
make the sessions more
accessible for all the students?

01:08:20.470 --> 01:08:22.870
They also share, what
is it that they are

01:08:22.870 --> 01:08:25.765
learning personally
from this experience?

01:08:25.765 --> 01:08:30.355
Then they finish up
with a suggestion for

01:08:30.355 --> 01:08:32.560
study group leaders and for

01:08:32.560 --> 01:08:37.180
program managers based
on their experience.

01:08:37.180 --> 01:08:40.510
I think I find it a lot of

01:08:40.510 --> 01:08:44.020
fun to interview these
really sharp people,

01:08:44.020 --> 01:08:46.555
they are from Australia,

01:08:46.555 --> 01:08:49.690
Canada, and the United States.

01:08:49.690 --> 01:08:52.030
Eventually, when I
finally get done,

01:08:52.030 --> 01:08:55.510
we'll finally be
up to 20 colleges.

01:08:55.510 --> 01:08:58.285
We're talking about
a lot of episodes,

01:08:58.285 --> 01:09:00.100
and I know of one program that

01:09:00.100 --> 01:09:03.100
actually assigns
individual episodes,

01:09:03.100 --> 01:09:04.570
a couple of them,
not all of them,

01:09:04.570 --> 01:09:07.030
but a couple of them as

01:09:07.030 --> 01:09:11.065
homework for her
study group program,

01:09:11.065 --> 01:09:13.915
and then ask the students
to reflect about

01:09:13.915 --> 01:09:17.170
that interview and
a blog posting.

01:09:17.170 --> 01:09:20.590
That's a way to in a
meaningful way integrate

01:09:20.590 --> 01:09:24.310
something like this into
her training program

01:09:24.310 --> 01:09:27.580
because she thought that
particular discussion

01:09:27.580 --> 01:09:29.740
or that particular
interview with

01:09:29.740 --> 01:09:33.385
that student revealed
some really good material

01:09:33.385 --> 01:09:37.190
and good suggestions
for her tutors then.

01:09:38.370 --> 01:09:42.100
One of my favorite
little quotations here,

01:09:42.100 --> 01:09:45.910
two of them from
Yoda, from Star Wars.

01:09:45.910 --> 01:09:48.880
I really think they're
actually pretty profound

01:09:48.880 --> 01:09:52.570
and that is making a
commitment to change.

01:09:52.570 --> 01:09:54.970
It isn't that we're trying to,

01:09:54.970 --> 01:09:58.915
but we do and we aren't
going to do it all.

01:09:58.915 --> 01:10:00.220
That's the reason why you have

01:10:00.220 --> 01:10:03.010
that second one down
there at the bottom.

01:10:03.010 --> 01:10:05.065
The greatest teacher is,

01:10:05.065 --> 01:10:07.645
failure is, and that's true.

01:10:07.645 --> 01:10:11.185
I think about all of
the failures of myself,

01:10:11.185 --> 01:10:13.390
all of the things
that I think about,

01:10:13.390 --> 01:10:15.790
how I could have done
things differently in

01:10:15.790 --> 01:10:18.430
study group management programs,

01:10:18.430 --> 01:10:21.340
about how I top my
own history course.

01:10:21.340 --> 01:10:25.960
At some point, you think about
what is it that happened

01:10:25.960 --> 01:10:32.360
and then deal with the failure
or deal with the fail.

01:10:32.400 --> 01:10:38.090
Because a fail is not the
same thing as a failure.

01:10:38.700 --> 01:10:45.145
I'm working on a reflective
publication on that.

01:10:45.145 --> 01:10:47.470
I'm told that college students,

01:10:47.470 --> 01:10:50.650
this is a really big issue about

01:10:50.650 --> 01:10:52.300
whenever things don't turn out

01:10:52.300 --> 01:10:54.655
the way that they want them to,

01:10:54.655 --> 01:10:56.425
they get a bad grade,

01:10:56.425 --> 01:10:58.555
they have a bad experience.

01:10:58.555 --> 01:11:04.225
They see this as evidence
that they're a failure.

01:11:04.225 --> 01:11:07.480
It's a characteristic
about who they are rather

01:11:07.480 --> 01:11:10.705
than just simply an
event and a fail,

01:11:10.705 --> 01:11:12.190
and we can learn from

01:11:12.190 --> 01:11:15.370
that and then not
fail in the future.

01:11:15.370 --> 01:11:19.810
Well, I'm just reflecting a
little bit on my own here,

01:11:19.810 --> 01:11:21.860
I guess for you.

01:11:22.140 --> 01:11:26.170
As we are finishing
up here on the video,

01:11:26.170 --> 01:11:29.650
what are two things
that you might

01:11:29.650 --> 01:11:34.030
do differently based off
of today's material.

01:11:34.030 --> 01:11:38.770
I would highly encourage
you to go to the website,

01:11:38.770 --> 01:11:41.740
which is this one right here,

01:11:41.740 --> 01:11:47.450
www.arendale.org/2022-NYCLSA

01:11:51.990 --> 01:11:54.235
and there is

01:11:54.235 --> 01:11:57.280
a treasure trove of
material by other people.

01:11:57.280 --> 01:12:01.540
It's not me, it's the
resources of others.

01:12:01.540 --> 01:12:05.410
There's my own personal
website if you want to

01:12:05.410 --> 01:12:10.630
see all of my resources for
peer study group programs.

01:12:10.630 --> 01:12:14.440
Well, there's the
website for that.

01:12:14.440 --> 01:12:16.855
I'm serious whenever I give you

01:12:16.855 --> 01:12:21.070
my email and that's my
cell phone number here.

01:12:21.070 --> 01:12:25.310
I get calls from
insurance companies,

01:12:25.380 --> 01:12:29.260
you name it, salespeople
throughout the day.

01:12:29.260 --> 01:12:31.420
They're all trying to do

01:12:31.420 --> 01:12:34.480
their job and they're
out cold calling.

01:12:34.480 --> 01:12:36.250
Well, I'd much rather talk with

01:12:36.250 --> 01:12:38.500
you and see what I could learn

01:12:38.500 --> 01:12:42.385
from you and your lived
experience on this topic.

01:12:42.385 --> 01:12:44.965
I have so much more to learn.

01:12:44.965 --> 01:12:47.875
I'm always nervous about
doing these talks,

01:12:47.875 --> 01:12:48.910
but I hope that it

01:12:48.910 --> 01:12:52.645
fosters you to think
about it more deeply

01:12:52.645 --> 01:12:55.120
and I would love to read

01:12:55.120 --> 01:12:58.780
about and hear about
what you're doing.

01:12:58.780 --> 01:13:02.230
Thank you for listening to

01:13:02.230 --> 01:13:06.235
the video today and let's
keep up the conversation.

01:13:06.235 --> 01:13:09.260
Take good care. Bye-bye.