WEBVTT 00:00:01.520 --> 00:00:05.760 align:center ERIC TREKELL: All right, thank you all for joining us today. 00:00:05.760 --> 00:00:08.460 align:center This event, just so everyone's aware, 00:00:08.460 --> 00:00:13.710 align:center is co-hosted by two National Science Foundation alliances 00:00:13.710 --> 00:00:17.070 align:center from the Eddie Bernice Johnson NSF Includes program. 00:00:17.070 --> 00:00:20.010 align:center One of those alliances is called TAPDINTO-STEM, 00:00:20.010 --> 00:00:22.410 align:center the Alliance for Supporting the Success of Students 00:00:22.410 --> 00:00:28.200 align:center with Disability in STEM programs, NSF grant 2119902. 00:00:28.200 --> 00:00:31.140 align:center And the other is the Alliance for Identity-Inclusive 00:00:31.140 --> 00:00:38.630 align:center Computing Education, NSF grant 2118453. 00:00:38.630 --> 00:00:42.950 align:center TAPDINTO-STEM leadership is based at Auburn University. 00:00:42.950 --> 00:00:46.490 align:center Alliance for Identity-Inclusive Computing Education 00:00:46.490 --> 00:00:49.490 align:center or AiiCE leadership is based at Duke University. 00:00:49.490 --> 00:00:52.610 align:center And the DO-IT Center is proud to participate 00:00:52.610 --> 00:00:54.970 align:center in both of the alliances. 00:00:54.970 --> 00:00:56.860 align:center I'll post the URLs for those alliances 00:00:56.860 --> 00:00:58.160 align:center in the chat in just a moment. 00:00:58.160 --> 00:01:00.130 align:center But in the meantime, my name is Eric Trekell 00:01:00.130 --> 00:01:02.590 align:center with the DO-IT Center at the University of Washington 00:01:02.590 --> 00:01:04.840 align:center and I'm joined in facilitating our event 00:01:04.840 --> 00:01:08.170 align:center today by my two DO-IT colleagues, Rochelle 00:01:08.170 --> 00:01:10.210 align:center Bowyer and Kayla Brown. 00:01:10.210 --> 00:01:13.720 align:center As we begin, I'd like to share information about accessibility 00:01:13.720 --> 00:01:15.070 align:center for today's meeting. 00:01:15.070 --> 00:01:17.590 align:center Additional information on accessibility features 00:01:17.590 --> 00:01:20.170 align:center will be posted in chat. 00:01:20.170 --> 00:01:23.170 align:center We are recording this meeting for later access 00:01:23.170 --> 00:01:27.850 align:center by the public at-large in alignment with our NSF grant 00:01:27.850 --> 00:01:29.170 align:center funding. 00:01:29.170 --> 00:01:31.510 align:center Live transcriptions are available. 00:01:31.510 --> 00:01:34.540 align:center You can enable them using the CC button in Zoom. 00:01:34.540 --> 00:01:37.780 align:center Real-time captions or CART is also available, 00:01:37.780 --> 00:01:42.490 align:center and the link for those will be posted in the chat by Rochelle. 00:01:42.490 --> 00:01:44.470 align:center If you do need to Multi-Pin feature 00:01:44.470 --> 00:01:46.780 align:center to pin ASL interpreter and speakers, 00:01:46.780 --> 00:01:50.500 align:center please request Multi-Pin by sending a message in Zoom chat 00:01:50.500 --> 00:01:54.040 align:center to either Kayla or Rochelle, and they'll 00:01:54.040 --> 00:01:56.600 align:center send you the instruction, or they'll enable 00:01:56.600 --> 00:02:00.130 align:center you to do the Multi-Pinning. 00:02:00.130 --> 00:02:02.080 align:center And now, I'd like to introduce our speaker. 00:02:02.080 --> 00:02:05.620 align:center We're just really, really delighted to have Dr. Jade 00:02:05.620 --> 00:02:07.690 align:center Metzger-Riftkin with us. 00:02:07.690 --> 00:02:10.240 align:center Dr. Metzger-Riftkin is a research assistant 00:02:10.240 --> 00:02:13.090 align:center at the Institute for Human Development at Northern Arizona 00:02:13.090 --> 00:02:16.690 align:center University, a University Center for Excellence in Developmental 00:02:16.690 --> 00:02:18.670 align:center Disabilities. 00:02:18.670 --> 00:02:21.460 align:center She's currently serving as the interim regional lead 00:02:21.460 --> 00:02:24.070 align:center for the TAPDINTO-STEM Mountain Hub. 00:02:24.070 --> 00:02:25.990 align:center And for the past three years, she's 00:02:25.990 --> 00:02:29.260 align:center served as the faculty student liaison for the Mountain Hub, 00:02:29.260 --> 00:02:32.500 align:center coordinating workshops similar to this on teaching 00:02:32.500 --> 00:02:34.990 align:center and learning for STEM faculty, conducting research 00:02:34.990 --> 00:02:37.390 align:center with student scientists with disabilities, 00:02:37.390 --> 00:02:40.060 align:center and mentoring students with disabilities directly. 00:02:40.060 --> 00:02:43.120 align:center She also teaches conflict resolution and mediation, 00:02:43.120 --> 00:02:45.310 align:center business and professional communication, 00:02:45.310 --> 00:02:48.070 align:center and public speaking in the School of Communication 00:02:48.070 --> 00:02:49.600 align:center at Northern Arizona. 00:02:49.600 --> 00:02:51.820 align:center Last year, she received a Staff Leadership Award 00:02:51.820 --> 00:02:54.370 align:center from the Commission on Disability Access and Design 00:02:54.370 --> 00:02:56.680 align:center for her efforts in identifying barriers 00:02:56.680 --> 00:02:59.750 align:center to research opportunities for undergraduate students 00:02:59.750 --> 00:03:02.510 align:center with disabilities on her campus. 00:03:02.510 --> 00:03:04.340 align:center Jade, I'll let you take it away. 00:03:07.047 --> 00:03:08.630 align:center JADE METZGER-RIFTKIN: Wonderful, Eric. 00:03:08.630 --> 00:03:10.800 align:center Thank you so much. 00:03:10.800 --> 00:03:13.190 align:center And I'd like to start this out by thanking each of you 00:03:13.190 --> 00:03:15.140 align:center for being here with me today. 00:03:15.140 --> 00:03:18.110 align:center As my favorite rap artist says, you 00:03:18.110 --> 00:03:19.850 align:center could choose to be anywhere in the world, 00:03:19.850 --> 00:03:22.020 align:center and you have chosen to be here with us. 00:03:22.020 --> 00:03:24.170 align:center And I appreciate that. 00:03:24.170 --> 00:03:28.550 align:center Particular, welcome to all of my Muslim brothers and sisters 00:03:28.550 --> 00:03:30.890 align:center who are celebrating Ramadan right now. 00:03:30.890 --> 00:03:34.360 align:center I'm so glad to have you with us today. 00:03:34.360 --> 00:03:37.540 align:center The topic of our conversation is on something 00:03:37.540 --> 00:03:40.990 align:center that is near and dear to my heart called transparency 00:03:40.990 --> 00:03:43.540 align:center in teaching and learning. 00:03:43.540 --> 00:03:46.990 align:center It is a system for thinking about course design 00:03:46.990 --> 00:03:49.960 align:center or is embedded inside of a strategy and approach 00:03:49.960 --> 00:03:53.920 align:center to course design called backwards course design. 00:03:53.920 --> 00:03:57.130 align:center It is something I learned in my graduate school, something 00:03:57.130 --> 00:03:58.480 align:center I taught students. 00:03:58.480 --> 00:04:04.390 align:center I taught professors to do that seems to really, really make 00:04:04.390 --> 00:04:09.370 align:center clear the expectations you have of students in your classrooms 00:04:09.370 --> 00:04:13.780 align:center and how they can best succeed. 00:04:13.780 --> 00:04:15.800 align:center So I'm so glad to be here. 00:04:15.800 --> 00:04:18.454 align:center I'm so glad to be speaking with each of you about this topic 00:04:18.454 --> 00:04:18.954 align:center today. 00:04:22.400 --> 00:04:25.180 align:center I'd like to go into my background just a little bit. 00:04:25.180 --> 00:04:28.450 align:center I have a doctorate in communication 00:04:28.450 --> 00:04:31.450 align:center about I think it was two or three years ago that I defended 00:04:31.450 --> 00:04:32.560 align:center my dissertation. 00:04:32.560 --> 00:04:36.760 align:center But I have about 10 years of teaching at university 00:04:36.760 --> 00:04:39.340 align:center under my belt in various settings, 00:04:39.340 --> 00:04:44.830 align:center including community colleges, coaching speech and debate 00:04:44.830 --> 00:04:49.660 align:center teams, and inside of the classroom itself. 00:04:49.660 --> 00:04:53.260 align:center I spent about two years teaching other people how 00:04:53.260 --> 00:04:55.465 align:center to teach during the pandemic, specifically 00:04:55.465 --> 00:04:58.090 align:center I specialized in helping STEM professors 00:04:58.090 --> 00:05:01.450 align:center and STEM faculty transition into online teaching. 00:05:01.450 --> 00:05:04.480 align:center And I helped them to take student feedback 00:05:04.480 --> 00:05:06.490 align:center to adapt their own courses. 00:05:06.490 --> 00:05:08.410 align:center So we were directly going to students 00:05:08.410 --> 00:05:10.120 align:center and saying, how could your teacher help 00:05:10.120 --> 00:05:11.740 align:center you learn this material better. 00:05:11.740 --> 00:05:15.700 align:center And taking their feedback and helping instructors refine 00:05:15.700 --> 00:05:18.520 align:center their own teaching strategies and to ensure 00:05:18.520 --> 00:05:21.100 align:center that they were continuing to do the things that they already 00:05:21.100 --> 00:05:23.800 align:center were doing wonderfully that students loved. 00:05:23.800 --> 00:05:25.660 align:center Because sometimes improving a class 00:05:25.660 --> 00:05:29.110 align:center is just continuing doing stuff that you're already doing well, 00:05:29.110 --> 00:05:30.400 align:center OK? 00:05:30.400 --> 00:05:33.040 align:center I am currently the interim regional lead 00:05:33.040 --> 00:05:35.860 align:center for the TAPDINTO-STEM Mountain Hub. 00:05:35.860 --> 00:05:38.920 align:center And I continue to do a lot of my work working 00:05:38.920 --> 00:05:40.120 align:center with students directly. 00:05:40.120 --> 00:05:42.550 align:center I've mentored students who are neurodivergent 00:05:42.550 --> 00:05:46.060 align:center and disabled through research projects of their own. 00:05:46.060 --> 00:05:50.980 align:center I have had the opportunity to help coach people who 00:05:50.980 --> 00:05:55.540 align:center are neuroatypical or disabled or and disabled into environments 00:05:55.540 --> 00:05:59.840 align:center of graduate school and resolve conflict with their advisors. 00:05:59.840 --> 00:06:05.050 align:center So while I am not part of STEM, I am a friend of STEM faculty. 00:06:05.050 --> 00:06:07.880 align:center I really appreciate the work that you're doing. 00:06:07.880 --> 00:06:09.610 align:center I think the things that STEM faculty 00:06:09.610 --> 00:06:13.840 align:center are teaching students can really transform the real big messy 00:06:13.840 --> 00:06:16.440 align:center problems in society. 00:06:16.440 --> 00:06:19.440 align:center I currently work as a research associate at the Institute 00:06:19.440 --> 00:06:20.500 align:center for Human Development. 00:06:20.500 --> 00:06:24.060 align:center And I also identify as neurodivergent myself. 00:06:24.060 --> 00:06:27.940 align:center I have a laundry list of diagnoses, 00:06:27.940 --> 00:06:32.040 align:center which explain why my brain works the way that it does. 00:06:32.040 --> 00:06:34.590 align:center And what I always tell people is that I never really 00:06:34.590 --> 00:06:35.940 align:center struggled in school. 00:06:35.940 --> 00:06:40.570 align:center I was great in school up until about my master's degree. 00:06:40.570 --> 00:06:42.510 align:center But I really struggled with understanding 00:06:42.510 --> 00:06:46.800 align:center the social expectations that people had of me. 00:06:46.800 --> 00:06:50.700 align:center And I really struggled with understanding my own emotions 00:06:50.700 --> 00:06:53.550 align:center and how to regulate those emotions to understand 00:06:53.550 --> 00:06:56.820 align:center what other people were trying to teach me. 00:06:56.820 --> 00:07:00.660 align:center So I come at this from a bit of a disability, definitely 00:07:00.660 --> 00:07:02.590 align:center a neurodivergent perspective. 00:07:02.590 --> 00:07:05.160 align:center So I can speak to some of those experiences. 00:07:05.160 --> 00:07:07.920 align:center And I have a lot of experience working with students 00:07:07.920 --> 00:07:11.280 align:center because of the various jobs I have done 00:07:11.280 --> 00:07:12.330 align:center and roles I have held. 00:07:15.090 --> 00:07:18.140 align:center We have about four goals today in our presentation. 00:07:18.140 --> 00:07:21.590 align:center And one of them is to review the STEM educational context 00:07:21.590 --> 00:07:25.260 align:center to understand the disconnect between students and faculty. 00:07:25.260 --> 00:07:27.260 align:center Then, we're going to introduce STEM instructors, 00:07:27.260 --> 00:07:31.400 align:center to or all y'all, STEM instructors, STEM professors, 00:07:31.400 --> 00:07:35.480 align:center people who are just friends of STEM to this TILT framework. 00:07:35.480 --> 00:07:37.370 align:center Then, we're going to explore the components 00:07:37.370 --> 00:07:39.660 align:center of that framework, which are the purpose, task, 00:07:39.660 --> 00:07:41.180 align:center and criteria of success. 00:07:41.180 --> 00:07:43.580 align:center And then, we're going to show how this framework can save 00:07:43.580 --> 00:07:46.040 align:center time designing accessible assignments 00:07:46.040 --> 00:07:47.840 align:center and improving the student outcomes that you 00:07:47.840 --> 00:07:49.400 align:center have for your class, right? 00:07:49.400 --> 00:07:52.550 align:center There are some real tangible, measurable takeaways 00:07:52.550 --> 00:07:55.160 align:center that you can have from this presentation. 00:07:55.160 --> 00:07:58.700 align:center In fact, if you have a assignment of your own 00:07:58.700 --> 00:08:01.040 align:center that you can pull up on your own computer screen 00:08:01.040 --> 00:08:03.500 align:center and compare it against what we'll be showing, 00:08:03.500 --> 00:08:06.860 align:center it's an excellent opportunity to really compare 00:08:06.860 --> 00:08:08.390 align:center what you're already doing and learn 00:08:08.390 --> 00:08:09.725 align:center how you can refine it better. 00:08:13.240 --> 00:08:15.240 align:center So why are we talking about TILT? 00:08:15.240 --> 00:08:17.940 align:center What can TILT do for you? 00:08:17.940 --> 00:08:20.310 align:center What could backwards course design do for you? 00:08:20.310 --> 00:08:23.910 align:center What could a more universal design for learning 00:08:23.910 --> 00:08:25.715 align:center do for you in your classrooms? 00:08:25.715 --> 00:08:27.090 align:center And the first thing that I always 00:08:27.090 --> 00:08:29.430 align:center tell professors is that it minimizes 00:08:29.430 --> 00:08:32.490 align:center frustrations very early. 00:08:32.490 --> 00:08:36.450 align:center It opens a conversation for discussion with students 00:08:36.450 --> 00:08:38.309 align:center and dialogue with students. 00:08:38.309 --> 00:08:42.830 align:center And it aligns professors' expectations, 00:08:42.830 --> 00:08:46.730 align:center typically uncommunicated expectations mind you, 00:08:46.730 --> 00:08:52.010 align:center with what students believe they are supposed to be doing. 00:08:52.010 --> 00:08:55.400 align:center It also improves student assignment literacy. 00:08:55.400 --> 00:08:57.650 align:center You would not believe the amount of time students 00:08:57.650 --> 00:09:00.138 align:center have come to my office or visited me in Zoom 00:09:00.138 --> 00:09:02.180 align:center and have been like, I don't even know why they're 00:09:02.180 --> 00:09:03.740 align:center making me do this busy work. 00:09:03.740 --> 00:09:06.680 align:center And I'm like, I know there's a reason. 00:09:06.680 --> 00:09:09.470 align:center I promise you there is a reason. 00:09:09.470 --> 00:09:11.900 align:center It improves a clarity on assignments 00:09:11.900 --> 00:09:13.190 align:center for yourself and students. 00:09:13.190 --> 00:09:17.180 align:center And quite honestly, I think that the TILT framework ultimately 00:09:17.180 --> 00:09:21.380 align:center saves people time with their assignment design. 00:09:21.380 --> 00:09:24.965 align:center And it saves them time with their grading in the long run. 00:09:29.660 --> 00:09:32.410 align:center So I want to first start off with that first bullet point. 00:09:32.410 --> 00:09:34.160 align:center The first bullet point I had is let's look 00:09:34.160 --> 00:09:37.778 align:center at the context of what's going on in STEM education right now. 00:09:37.778 --> 00:09:39.320 align:center And I want to start with the faculty. 00:09:42.640 --> 00:09:47.020 align:center Here are the three big characteristics of STEM faculty 00:09:47.020 --> 00:09:51.070 align:center right now as I see it that students don't see, 00:09:51.070 --> 00:09:52.840 align:center or students don't acknowledge. 00:09:52.840 --> 00:09:56.240 align:center And sometimes faculty aren't acknowledging it themselves. 00:09:56.240 --> 00:09:57.970 align:center And the first one that I want to bring up 00:09:57.970 --> 00:10:02.950 align:center is that so much of STEM is an intercultural environment, 00:10:02.950 --> 00:10:03.700 align:center right? 00:10:03.700 --> 00:10:08.110 align:center So these numbers are that STEM faculty are often foreign-born. 00:10:08.110 --> 00:10:10.990 align:center We have 81 grad students in electrical engineering 00:10:10.990 --> 00:10:13.000 align:center who are not from the United States. 00:10:13.000 --> 00:10:17.050 align:center 79% of grad students currently in computer science 00:10:17.050 --> 00:10:19.150 align:center are not from the US. 00:10:19.150 --> 00:10:22.390 align:center And 62% of grad students in mechanical engineering 00:10:22.390 --> 00:10:24.220 align:center are not in the US. 00:10:24.220 --> 00:10:29.050 align:center That means that we have such an interesting opportunity 00:10:29.050 --> 00:10:33.250 align:center for an exchange of culture between disability culture 00:10:33.250 --> 00:10:36.700 align:center and a lot of various international rich cultures 00:10:36.700 --> 00:10:39.130 align:center in STEM. 00:10:39.130 --> 00:10:42.260 align:center I don't know that STEM might not always see itself that way, 00:10:42.260 --> 00:10:44.990 align:center but it's such an enriching and wonderfully 00:10:44.990 --> 00:10:46.910 align:center diverse environment. 00:10:46.910 --> 00:10:51.680 align:center But with that diversity comes with a lot of troubles. 00:10:51.680 --> 00:10:53.900 align:center For example, let's say that you might 00:10:53.900 --> 00:10:55.743 align:center have a really heavy accent. 00:10:55.743 --> 00:10:57.410 align:center Speaking English is great, but you might 00:10:57.410 --> 00:10:59.060 align:center have a really heavy accent. 00:10:59.060 --> 00:11:02.900 align:center For a student who has audio cognitive processing 00:11:02.900 --> 00:11:07.160 align:center disabilities, that means that that accent is already 00:11:07.160 --> 00:11:10.190 align:center an additional challenge for them. 00:11:10.190 --> 00:11:13.220 align:center And it's not something-- and then we add on top of it 00:11:13.220 --> 00:11:17.720 align:center that not all captioning technology is prepared 00:11:17.720 --> 00:11:23.030 align:center for heavy accented voices, which can mean that the transcription 00:11:23.030 --> 00:11:24.770 align:center software that is designed to help 00:11:24.770 --> 00:11:28.950 align:center facilitate that communication via Zoom is just missing. 00:11:28.950 --> 00:11:30.620 align:center And if it's an in-person class, you 00:11:30.620 --> 00:11:34.280 align:center don't have it perhaps at all. 00:11:34.280 --> 00:11:36.553 align:center And so that's one thing to keep in mind. 00:11:36.553 --> 00:11:37.970 align:center The other thing to keep in mind is 00:11:37.970 --> 00:11:41.510 align:center that foreign-born instructors are bringing to the US 00:11:41.510 --> 00:11:44.570 align:center their own cultural experiences of education. 00:11:44.570 --> 00:11:47.540 align:center And for example, my colleagues in Japan 00:11:47.540 --> 00:11:50.900 align:center have a very different experience of education 00:11:50.900 --> 00:11:55.010 align:center than the experience of education in the United States. 00:11:55.010 --> 00:11:57.680 align:center And so our foreign-born faculty and instructors 00:11:57.680 --> 00:12:00.320 align:center are bringing with them cultural values 00:12:00.320 --> 00:12:02.600 align:center and cultural expectations of what 00:12:02.600 --> 00:12:05.810 align:center a good student might look like. 00:12:05.810 --> 00:12:08.090 align:center And unfortunately, that might not 00:12:08.090 --> 00:12:11.820 align:center match what a student with a disability 00:12:11.820 --> 00:12:16.230 align:center or a neuroatypical student is challenged and faced with. 00:12:16.230 --> 00:12:18.020 align:center That's it, right? 00:12:18.020 --> 00:12:19.220 align:center It's neither good nor bad. 00:12:19.220 --> 00:12:22.490 align:center This is just the context of the situation that we're working in 00:12:22.490 --> 00:12:25.190 align:center and a possible barrier to understanding that we 00:12:25.190 --> 00:12:27.898 align:center might need to acknowledge more. 00:12:27.898 --> 00:12:29.940 align:center The other thing that is happening in STEM faculty 00:12:29.940 --> 00:12:32.700 align:center right now is so many of the STEM faculty 00:12:32.700 --> 00:12:35.340 align:center I work with are contingency labor. 00:12:35.340 --> 00:12:37.890 align:center What this means is that they're not full-time. 00:12:37.890 --> 00:12:41.850 align:center They're teaching on the side as a part-time job. 00:12:41.850 --> 00:12:44.940 align:center They might be a grad student who is teaching sometimes 00:12:44.940 --> 00:12:46.560 align:center for the first time while also trying 00:12:46.560 --> 00:12:49.140 align:center to take classes themselves. 00:12:49.140 --> 00:12:51.690 align:center And then we have, unfortunately, faculty 00:12:51.690 --> 00:12:54.360 align:center who are trying to do the adjunct merry-go-round 00:12:54.360 --> 00:12:57.420 align:center where they might have dozens of classes 00:12:57.420 --> 00:13:00.660 align:center that they're teaching across three different universities. 00:13:00.660 --> 00:13:03.630 align:center And then the class sizes only get bigger, 00:13:03.630 --> 00:13:07.890 align:center and that does not always facilitate an inclusive 00:13:07.890 --> 00:13:10.800 align:center universally designed environment for students 00:13:10.800 --> 00:13:14.760 align:center to understand STEM, particularly not in the basic level 00:13:14.760 --> 00:13:21.000 align:center courses that many students get weeded out of STEM environments 00:13:21.000 --> 00:13:22.810 align:center because of. 00:13:22.810 --> 00:13:23.950 align:center OK? 00:13:23.950 --> 00:13:25.700 align:center And the last thing that I want to bring up 00:13:25.700 --> 00:13:28.700 align:center is there's an overall lack of faculty training 00:13:28.700 --> 00:13:29.960 align:center inside of STEM. 00:13:29.960 --> 00:13:32.870 align:center My STEM colleagues are big hearted 00:13:32.870 --> 00:13:37.580 align:center but some of the least trained in pedagogy strategies 00:13:37.580 --> 00:13:38.630 align:center and techniques. 00:13:38.630 --> 00:13:41.330 align:center It's not prioritized in their education. 00:13:41.330 --> 00:13:44.750 align:center In my graduate education alone, I had to take three, 00:13:44.750 --> 00:13:47.480 align:center I think maybe four, classes in pedagogy, 00:13:47.480 --> 00:13:50.780 align:center just in had to teach students how to speak publicly 00:13:50.780 --> 00:13:53.660 align:center and how to design classes in a way that was accessible. 00:13:53.660 --> 00:13:56.150 align:center But when I go to my graduate student colleagues, 00:13:56.150 --> 00:13:58.740 align:center when I was in graduate school, when I'd go to the faculty, 00:13:58.740 --> 00:14:00.980 align:center they're like, I maybe took a workshop here 00:14:00.980 --> 00:14:04.920 align:center and there if my advisor told me it was important. 00:14:04.920 --> 00:14:08.600 align:center And so what ends up happening is that they have a tendency 00:14:08.600 --> 00:14:12.260 align:center to recreate environments that they were successful in, 00:14:12.260 --> 00:14:17.560 align:center which makes sense, but the way that you 00:14:17.560 --> 00:14:20.590 align:center learned may be fundamentally different from the way 00:14:20.590 --> 00:14:21.350 align:center another-- 00:14:21.350 --> 00:14:24.850 align:center a disabled or neurodivergent student learns. 00:14:24.850 --> 00:14:27.610 align:center And so you are recreating environments 00:14:27.610 --> 00:14:31.420 align:center that worked for you, but they have for a long time 00:14:31.420 --> 00:14:34.000 align:center not worked for a lot of people. 00:14:34.000 --> 00:14:35.820 align:center And if you want to transform what 00:14:35.820 --> 00:14:38.100 align:center STEM looks like, making it more accessible 00:14:38.100 --> 00:14:40.890 align:center and universally designed, that means some of your strategies 00:14:40.890 --> 00:14:43.060 align:center have to change too. 00:14:43.060 --> 00:14:45.430 align:center I also find when I talk to certain faculties there's 00:14:45.430 --> 00:14:49.300 align:center this real confusion between I want a rigorous classroom. 00:14:49.300 --> 00:14:52.040 align:center I want to really bring in rigor into my classroom. 00:14:52.040 --> 00:14:54.040 align:center I want to ensure that my students are learning 00:14:54.040 --> 00:14:55.360 align:center what I need them to learn. 00:14:55.360 --> 00:14:58.210 align:center And that's valid, but lots of times 00:14:58.210 --> 00:15:02.530 align:center we're arguing over what I refer to as logistics. 00:15:02.530 --> 00:15:05.470 align:center A really good example of this is time on tests. 00:15:05.470 --> 00:15:08.710 align:center Lots of professors continue to do time on tests. 00:15:08.710 --> 00:15:10.570 align:center Students need to take it within an hour. 00:15:10.570 --> 00:15:12.320 align:center They need to take it in an hour. 00:15:12.320 --> 00:15:14.980 align:center And when I ask them why, they're like, well, 00:15:14.980 --> 00:15:16.780 align:center if they take it within an hour, then they 00:15:16.780 --> 00:15:18.250 align:center haven't been cheating. 00:15:18.250 --> 00:15:22.630 align:center And I'm like, that's not exactly how that works. 00:15:22.630 --> 00:15:26.260 align:center And most accommodations, like the easiest accommodation 00:15:26.260 --> 00:15:28.810 align:center to get in college, is more time on tests. 00:15:28.810 --> 00:15:34.300 align:center Why not just give them more time generally, universally 00:15:34.300 --> 00:15:35.410 align:center on a test? 00:15:35.410 --> 00:15:37.812 align:center And how many times was some of the information 00:15:37.812 --> 00:15:40.270 align:center that you were asking them to recall not something that they 00:15:40.270 --> 00:15:43.880 align:center couldn't have easily have verified or double checked 00:15:43.880 --> 00:15:46.680 align:center afterwards, right? 00:15:46.680 --> 00:15:52.140 align:center So that is an argument about the logistics of taking a test, 00:15:52.140 --> 00:15:55.650 align:center not the actual rigor of do they know the information 00:15:55.650 --> 00:15:58.475 align:center that you're testing them on. 00:15:58.475 --> 00:16:00.100 align:center And then at the end of the day, there's 00:16:00.100 --> 00:16:04.240 align:center a great deal of confusion around what accommodations are, 00:16:04.240 --> 00:16:07.120 align:center which goes back to the foreign-born question, right? 00:16:07.120 --> 00:16:10.720 align:center If you're not familiar with the ADA in the United States, 00:16:10.720 --> 00:16:14.200 align:center and plenty of current citizens of the United States 00:16:14.200 --> 00:16:17.560 align:center don't know how the ADA works, and how it applies inside 00:16:17.560 --> 00:16:19.670 align:center of a classroom environment. 00:16:19.670 --> 00:16:22.150 align:center And so there's a great deal of confusion about, well, 00:16:22.150 --> 00:16:26.230 align:center is it my responsibility to ensure that the student takes 00:16:26.230 --> 00:16:28.480 align:center their test at the DR center? 00:16:28.480 --> 00:16:31.480 align:center Is it the student's responsibility to do that? 00:16:31.480 --> 00:16:33.890 align:center What is my role in this? 00:16:33.890 --> 00:16:38.050 align:center And so there's a lot of confusion around accommodations 00:16:38.050 --> 00:16:41.830 align:center that aren't clarified between the student and the professor. 00:16:41.830 --> 00:16:44.380 align:center And quite honestly, students aren't always comfortable 00:16:44.380 --> 00:16:47.740 align:center talking to professors about, well, this is my accommodation. 00:16:47.740 --> 00:16:49.060 align:center This is how it works. 00:16:49.060 --> 00:16:50.560 align:center That's part of what TAPDINTO-STEM 00:16:50.560 --> 00:16:53.530 align:center is doing is trying to help students get into your office 00:16:53.530 --> 00:16:55.570 align:center hours to say this is my accommodation, 00:16:55.570 --> 00:16:58.920 align:center and this is how it works to help clarify that. 00:16:58.920 --> 00:17:00.980 align:center But a great deal can be done on your end 00:17:00.980 --> 00:17:04.280 align:center to prompt that conversation with a lot of compassion 00:17:04.280 --> 00:17:08.829 align:center and curiosity to understand, not to be invasive. 00:17:08.829 --> 00:17:11.069 align:center So that's the environment of STEM faculty 00:17:11.069 --> 00:17:14.099 align:center right now, but what about STEM students? 00:17:14.099 --> 00:17:16.200 align:center In our work, we have interviewed-- 00:17:16.200 --> 00:17:19.230 align:center we did a PhotoVoice project in TAPDINTO-STEM in the Mountain 00:17:19.230 --> 00:17:21.690 align:center Hub where we interviewed student scientists. 00:17:21.690 --> 00:17:23.579 align:center Had them take photos of their daily life 00:17:23.579 --> 00:17:25.200 align:center as student scientists and examined 00:17:25.200 --> 00:17:27.000 align:center what those barriers were. 00:17:27.000 --> 00:17:30.300 align:center We also interviewed neurodivergent students 00:17:30.300 --> 00:17:33.450 align:center as part of DINA-STEM, which was another NSF grant that's 00:17:33.450 --> 00:17:36.810 align:center acknowledged at the end of this presentation. 00:17:36.810 --> 00:17:38.640 align:center From our conversations with students, 00:17:38.640 --> 00:17:41.040 align:center both in research and anecdotally, 00:17:41.040 --> 00:17:45.780 align:center these are the 10 things that we found that neurodivergent 00:17:45.780 --> 00:17:48.690 align:center students specifically say that they want more 00:17:48.690 --> 00:17:51.480 align:center out of a classroom environment. 00:17:51.480 --> 00:17:53.790 align:center TILT, which is the framework we'll talk about today, 00:17:53.790 --> 00:17:57.430 align:center really does three of these things very well. 00:17:57.430 --> 00:18:00.090 align:center And that is that it helps instructors 00:18:00.090 --> 00:18:04.370 align:center provide more specific and more clear instructions. 00:18:04.370 --> 00:18:06.320 align:center It helps provide a balance of peer 00:18:06.320 --> 00:18:09.590 align:center learning hands-on and direct instruction. 00:18:09.590 --> 00:18:12.770 align:center And it helps STEM instructors create that connection 00:18:12.770 --> 00:18:16.340 align:center between what is applicable to a real-world environment 00:18:16.340 --> 00:18:18.470 align:center and how does that connect to the assignment 00:18:18.470 --> 00:18:22.190 align:center that the student is doing. 00:18:22.190 --> 00:18:22.800 align:center OK? 00:18:22.800 --> 00:18:24.500 align:center But if at any point in time you'd 00:18:24.500 --> 00:18:27.440 align:center like to hear more about DINA-STEM and our results 00:18:27.440 --> 00:18:29.480 align:center from that or the PhotoVoice project, 00:18:29.480 --> 00:18:31.910 align:center again, these are the 10 things overall. 00:18:31.910 --> 00:18:34.910 align:center TILT just really hits well on those three. 00:18:40.550 --> 00:18:43.380 align:center I'm going to start off, TILT is sort of 00:18:43.380 --> 00:18:45.810 align:center housed inside of this bigger umbrella of something 00:18:45.810 --> 00:18:47.830 align:center called backwards course design. 00:18:47.830 --> 00:18:50.040 align:center And I want to start there in our conversation 00:18:50.040 --> 00:18:54.630 align:center about TILT. Backwards course design is a way of approaching 00:18:54.630 --> 00:18:57.270 align:center the design of a course that starts with the end result 00:18:57.270 --> 00:19:00.900 align:center first and moves back to the content. 00:19:00.900 --> 00:19:03.360 align:center Most of us, when we start teaching classes 00:19:03.360 --> 00:19:06.390 align:center for this first time, we almost always start with the syllabus. 00:19:06.390 --> 00:19:08.430 align:center We start with what books I'm assigning? 00:19:08.430 --> 00:19:10.170 align:center What syllabus do I need to get in? 00:19:10.170 --> 00:19:12.060 align:center What kind of activities? 00:19:12.060 --> 00:19:14.040 align:center What's the content? 00:19:14.040 --> 00:19:16.470 align:center My challenge to you, if you're designing 00:19:16.470 --> 00:19:19.950 align:center a new course for the fall, is to try and put that 00:19:19.950 --> 00:19:23.880 align:center down and approach it from what would I want students 00:19:23.880 --> 00:19:26.280 align:center to get out of this class? 00:19:26.280 --> 00:19:28.860 align:center And that is what we refer to as learning outcome 00:19:28.860 --> 00:19:30.270 align:center or the learning objective. 00:19:30.270 --> 00:19:33.180 align:center Oftentimes, those are determined by your college, 00:19:33.180 --> 00:19:37.210 align:center but you can add your own to those college objectives. 00:19:37.210 --> 00:19:39.780 align:center And so you read those objectives really clearly. 00:19:39.780 --> 00:19:41.940 align:center You get them really, really clear in your mind. 00:19:41.940 --> 00:19:44.100 align:center At the end of this course, I want 00:19:44.100 --> 00:19:48.210 align:center students to be able to do x or y or z, 00:19:48.210 --> 00:19:52.470 align:center but you start with what the outcome is for the student. 00:19:52.470 --> 00:19:55.890 align:center And that outcome must align with something 00:19:55.890 --> 00:19:57.870 align:center they have to prove or demonstrate 00:19:57.870 --> 00:20:01.230 align:center and an outcome that aligns with a real-world environment. 00:20:01.230 --> 00:20:03.900 align:center If you aren't teaching a student a skill 00:20:03.900 --> 00:20:06.210 align:center that they might then dosey-doe over 00:20:06.210 --> 00:20:08.700 align:center into an internship or a career to learn, 00:20:08.700 --> 00:20:11.010 align:center neurodivergent students are like, this 00:20:11.010 --> 00:20:15.640 align:center seems meaningless to me, right? 00:20:15.640 --> 00:20:19.090 align:center So start asking yourself, how could they prove or demonstrate 00:20:19.090 --> 00:20:20.740 align:center that they have learned that outcome? 00:20:20.740 --> 00:20:24.370 align:center And what am I asking them to do that could most closely align 00:20:24.370 --> 00:20:26.590 align:center with the job duty, a career skill, 00:20:26.590 --> 00:20:28.390 align:center or a foundational knowledge that they will 00:20:28.390 --> 00:20:31.400 align:center need to go into future STEM? 00:20:31.400 --> 00:20:32.670 align:center OK? 00:20:32.670 --> 00:20:34.560 align:center And then from there, you move into what 00:20:34.560 --> 00:20:38.070 align:center are some in-class, low-stakes practices that we could do? 00:20:38.070 --> 00:20:41.970 align:center What is something they could do in class that is low-stakes 00:20:41.970 --> 00:20:45.270 align:center that they could do very easily for minuscule amounts of points 00:20:45.270 --> 00:20:47.580 align:center but just to get practice before I would actually 00:20:47.580 --> 00:20:51.490 align:center assign them a real assignment to test them in that skill? 00:20:51.490 --> 00:20:53.390 align:center And then from there, you ask yourself, 00:20:53.390 --> 00:20:55.990 align:center what do they absolutely need to know in order 00:20:55.990 --> 00:20:57.925 align:center to apply that skill in class? 00:21:00.430 --> 00:21:03.350 align:center And that's where you get into this is the lecture assignment. 00:21:03.350 --> 00:21:05.330 align:center This is the content material. 00:21:05.330 --> 00:21:07.310 align:center These are the examples and figures 00:21:07.310 --> 00:21:10.660 align:center I want to assign them to look at and to read. 00:21:10.660 --> 00:21:14.590 align:center It must all connect directly to that in-class activity. 00:21:14.590 --> 00:21:16.900 align:center And that in-class activity must apply 00:21:16.900 --> 00:21:19.420 align:center to what they're going to do with their assignments, which 00:21:19.420 --> 00:21:22.360 align:center must apply to the overall outcome of the class, which 00:21:22.360 --> 00:21:25.640 align:center should align with the career goal that they have. 00:21:25.640 --> 00:21:28.530 align:center That is backwards course design. 00:21:28.530 --> 00:21:30.600 align:center Within that backwards course design, 00:21:30.600 --> 00:21:33.300 align:center we have TILT, which is how do you 00:21:33.300 --> 00:21:36.540 align:center write-- how do you go from the learning outcome to writing 00:21:36.540 --> 00:21:39.270 align:center those assignments, the ways in which you're going 00:21:39.270 --> 00:21:42.330 align:center to assess student learning? 00:21:42.330 --> 00:21:45.560 align:center And so to give you some background, transparency 00:21:45.560 --> 00:21:47.720 align:center and problem-centered learning was originally 00:21:47.720 --> 00:21:51.740 align:center a study that was conducted between 2014 and 2016 00:21:51.740 --> 00:21:55.400 align:center with seven different minority serving colleges that spanned 00:21:55.400 --> 00:21:59.210 align:center across the US, involved 35 different faculty classes 00:21:59.210 --> 00:22:02.370 align:center with roughly 1,800 students. 00:22:02.370 --> 00:22:04.730 align:center So when this framework was first being proposed, 00:22:04.730 --> 00:22:06.050 align:center they went national with this. 00:22:06.050 --> 00:22:10.440 align:center They had 1,800 students as part of this study. 00:22:10.440 --> 00:22:13.220 align:center They were interested in how university and colleges could 00:22:13.220 --> 00:22:17.090 align:center retain under-served students at these minority serving 00:22:17.090 --> 00:22:18.560 align:center institutions. 00:22:18.560 --> 00:22:21.560 align:center Some faculty were asked to teach your courses the same way 00:22:21.560 --> 00:22:22.580 align:center that they always would. 00:22:22.580 --> 00:22:25.700 align:center That's your control in a science experiment. 00:22:25.700 --> 00:22:27.830 align:center And then the other half of the faculty 00:22:27.830 --> 00:22:30.470 align:center were asked to implement just the TILT assignment 00:22:30.470 --> 00:22:33.010 align:center on just two of their courses. 00:22:33.010 --> 00:22:35.200 align:center So half of them are controlled, just 00:22:35.200 --> 00:22:36.700 align:center teach it the way you normally would, 00:22:36.700 --> 00:22:40.240 align:center and the other half were like, we want you to redesign classes 00:22:40.240 --> 00:22:42.430 align:center with this control. 00:22:42.430 --> 00:22:45.850 align:center And we just want you to redesign two assignments 00:22:45.850 --> 00:22:48.310 align:center in using the TILT model so that we can measure 00:22:48.310 --> 00:22:50.860 align:center the difference in impact. 00:22:50.860 --> 00:22:53.070 align:center And so the findings of that study 00:22:53.070 --> 00:22:54.870 align:center said that using this TILT outcome 00:22:54.870 --> 00:22:58.837 align:center resulted in increased academic confidence in students. 00:22:58.837 --> 00:23:00.420 align:center Students felt more confident that they 00:23:00.420 --> 00:23:01.980 align:center were going to do this right. 00:23:01.980 --> 00:23:05.280 align:center They felt more confident in the scholarship they were doing. 00:23:05.280 --> 00:23:07.830 align:center Their sense of belonging in the environment 00:23:07.830 --> 00:23:10.560 align:center increased because they felt they were being given 00:23:10.560 --> 00:23:12.870 align:center the tools to actually succeed. 00:23:12.870 --> 00:23:17.310 align:center The expectations professors had of them was much clearer. 00:23:17.310 --> 00:23:20.340 align:center They became hyper-aware of the exact skill 00:23:20.340 --> 00:23:21.900 align:center they were developing. 00:23:21.900 --> 00:23:23.790 align:center And they understood how it applied 00:23:23.790 --> 00:23:26.700 align:center to their future careers. 00:23:26.700 --> 00:23:30.780 align:center Ergo, students were more likely to earn higher grades 00:23:30.780 --> 00:23:31.920 align:center in that class. 00:23:31.920 --> 00:23:35.190 align:center And they were found to actually feel more confident 00:23:35.190 --> 00:23:37.420 align:center to persist through college. 00:23:37.420 --> 00:23:39.630 align:center So if we're interested in retaining 00:23:39.630 --> 00:23:42.570 align:center under-served communities, TILT has 00:23:42.570 --> 00:23:44.430 align:center evidence based in the scholarship 00:23:44.430 --> 00:23:47.330 align:center to be able to do that. 00:23:47.330 --> 00:23:49.848 align:center The thing for me that I always hang my hat on with this, 00:23:49.848 --> 00:23:51.640 align:center though, is that the people in the class who 00:23:51.640 --> 00:23:55.630 align:center were most impacted were actually the under-served students 00:23:55.630 --> 00:23:59.610 align:center and the minority students in that classroom. 00:23:59.610 --> 00:24:01.470 align:center I find TILT works particularly well 00:24:01.470 --> 00:24:05.400 align:center for neurodivergent students who might be very confused 00:24:05.400 --> 00:24:09.760 align:center about expectation and vision that you might have for them. 00:24:09.760 --> 00:24:12.840 align:center And so the process helps make it much more clear 00:24:12.840 --> 00:24:15.480 align:center what your vision of what they need to do is. 00:24:19.190 --> 00:24:22.360 align:center TILT is three things. 00:24:22.360 --> 00:24:27.350 align:center It is-- the first thing is the purpose, then the task, 00:24:27.350 --> 00:24:29.390 align:center and then the criteria for success. 00:24:29.390 --> 00:24:32.510 align:center That is all TILT is, is that you are clearly 00:24:32.510 --> 00:24:36.140 align:center communicating what the purpose of the assignment is, the why. 00:24:36.140 --> 00:24:40.700 align:center You're clearly communicating the how, which is the task itself, 00:24:40.700 --> 00:24:43.440 align:center and then you are creating the criteria for success, 00:24:43.440 --> 00:24:44.765 align:center how will you be graded. 00:24:49.200 --> 00:24:51.440 align:center The purpose statement is, what is the connection 00:24:51.440 --> 00:24:54.230 align:center between the assignment that you're giving them 00:24:54.230 --> 00:24:56.600 align:center and the learning outcome in the class? 00:24:56.600 --> 00:24:58.910 align:center For me, what I do when I TILT my assignments, 00:24:58.910 --> 00:25:02.030 align:center I literally just copy and paste the learning outcome. 00:25:02.030 --> 00:25:03.620 align:center That's it. 00:25:03.620 --> 00:25:05.600 align:center I'm just like, I've spent so much time thinking 00:25:05.600 --> 00:25:08.870 align:center about these learning outcomes, these class objectives, 00:25:08.870 --> 00:25:12.000 align:center I'm just copying and pasting them now. 00:25:12.000 --> 00:25:13.680 align:center I also, in the purpose statement, 00:25:13.680 --> 00:25:18.240 align:center will talk about the long-term relevance of an assignment is, 00:25:18.240 --> 00:25:19.170 align:center right? 00:25:19.170 --> 00:25:21.780 align:center Understanding how to manage your time. 00:25:21.780 --> 00:25:24.570 align:center I had a professor who did bioengineering, 00:25:24.570 --> 00:25:27.750 align:center and one of her assignments, part of the assignment 00:25:27.750 --> 00:25:30.960 align:center was to become frustrated. 00:25:30.960 --> 00:25:32.165 align:center And I was like, what? 00:25:32.165 --> 00:25:33.540 align:center And she's like, I realize now one 00:25:33.540 --> 00:25:35.490 align:center of the things that I wanted students to do 00:25:35.490 --> 00:25:38.190 align:center was to become frustrated with the problem 00:25:38.190 --> 00:25:40.170 align:center and then to work through that frustration 00:25:40.170 --> 00:25:43.090 align:center to persevere to solve the rest of the problem. 00:25:43.090 --> 00:25:45.120 align:center And so I started putting the management 00:25:45.120 --> 00:25:48.030 align:center of your own frustration as a professional skill 00:25:48.030 --> 00:25:50.670 align:center students needed to learn as part of that assignment 00:25:50.670 --> 00:25:51.910 align:center I was giving them. 00:25:51.910 --> 00:25:54.150 align:center And I was like, huh. 00:25:54.150 --> 00:25:56.630 align:center Interesting. 00:25:56.630 --> 00:25:59.000 align:center What are the skills practice and the knowledge 00:25:59.000 --> 00:26:01.940 align:center learned needs to just be very clearly communicated 00:26:01.940 --> 00:26:04.520 align:center at the opening of a TILTed assignment? 00:26:04.520 --> 00:26:06.570 align:center And then the last question to answer is, 00:26:06.570 --> 00:26:08.660 align:center what is a real-world problem that they might be 00:26:08.660 --> 00:26:11.030 align:center solving with this assignment? 00:26:14.550 --> 00:26:18.170 align:center The second step of a TILTed assignment is the task. 00:26:18.170 --> 00:26:21.680 align:center What is the sequence of steps that you want them to follow? 00:26:21.680 --> 00:26:24.920 align:center And are there specifically things or common mistakes 00:26:24.920 --> 00:26:27.820 align:center you're asking them to avoid? 00:26:27.820 --> 00:26:30.250 align:center I think that this tasks section needs 00:26:30.250 --> 00:26:32.770 align:center to be done in bullet points, and it 00:26:32.770 --> 00:26:34.960 align:center needs to be done in numbers-- 00:26:34.960 --> 00:26:39.490 align:center step one, step two, step three, step four. 00:26:39.490 --> 00:26:44.350 align:center And step one is always what material from class 00:26:44.350 --> 00:26:49.240 align:center they need to refer back to in order to be successful. 00:26:49.240 --> 00:26:52.230 align:center What is the material for class you are specifically 00:26:52.230 --> 00:26:54.610 align:center asking them to reference? 00:26:54.610 --> 00:27:00.360 align:center And apply in steps two on down, OK? 00:27:00.360 --> 00:27:02.220 align:center You want one, two, and three-- 00:27:02.220 --> 00:27:04.410 align:center steps one, two, and three to be very 00:27:04.410 --> 00:27:07.470 align:center simple and straightforward because it reduces the barrier 00:27:07.470 --> 00:27:10.830 align:center to entry for people like myself with executive dysfunction. 00:27:10.830 --> 00:27:13.530 align:center If some of the first steps are read this, 00:27:13.530 --> 00:27:19.800 align:center review this material, set up your lab sheet using x, y, 00:27:19.800 --> 00:27:25.230 align:center or z method, and then start with this experiment of ensuring 00:27:25.230 --> 00:27:27.630 align:center that your instrument is clean, those 00:27:27.630 --> 00:27:31.200 align:center are very low stakes entry into that activity. 00:27:31.200 --> 00:27:33.240 align:center And students are like, they immediately 00:27:33.240 --> 00:27:35.010 align:center start feeling successful. 00:27:35.010 --> 00:27:38.010 align:center And the more that they keep accomplishing, the better 00:27:38.010 --> 00:27:39.630 align:center the dopamine hits in their brain. 00:27:39.630 --> 00:27:43.500 align:center Autism, ADHD, these can to some degree 00:27:43.500 --> 00:27:46.650 align:center be considered dopamine deficiency. 00:27:46.650 --> 00:27:50.310 align:center Meaning we do not receive the same type of feeling 00:27:50.310 --> 00:27:52.590 align:center of euphoria for completing tasks, 00:27:52.590 --> 00:27:54.960 align:center but we start feeling really good when the task 00:27:54.960 --> 00:27:57.140 align:center list keeps coming down. 00:27:57.140 --> 00:27:58.930 align:center Another way to do this task session 00:27:58.930 --> 00:28:01.340 align:center is to put it into a checklist. 00:28:01.340 --> 00:28:03.940 align:center This should say step one, and then put a check box next to it 00:28:03.940 --> 00:28:07.360 align:center that students can actually just check mark off. 00:28:07.360 --> 00:28:09.040 align:center Again, it helps with that feeling of I 00:28:09.040 --> 00:28:10.930 align:center am already successful at this. 00:28:10.930 --> 00:28:12.310 align:center I'm already in the zone of this. 00:28:14.900 --> 00:28:17.740 align:center And the last section is the criteria. 00:28:17.740 --> 00:28:21.950 align:center Criteria for success, what does it look like? 00:28:21.950 --> 00:28:24.230 align:center And sometimes this rubric section 00:28:24.230 --> 00:28:28.250 align:center can get really complicated and bogged down. 00:28:28.250 --> 00:28:29.990 align:center If there's a problem with TILT, anything 00:28:29.990 --> 00:28:31.580 align:center that takes a long time with TILT, 00:28:31.580 --> 00:28:34.400 align:center it's typically the criteria for success. 00:28:34.400 --> 00:28:36.110 align:center You don't want to be too restrictive, 00:28:36.110 --> 00:28:40.287 align:center but you also need them to do it in a correct way. 00:28:40.287 --> 00:28:41.870 align:center And in their heads, they're like, what 00:28:41.870 --> 00:28:44.990 align:center will that correct way be like? 00:28:44.990 --> 00:28:46.940 align:center So I always recommend instructors, 00:28:46.940 --> 00:28:49.460 align:center rather than-- you can definitely do a rubric. 00:28:49.460 --> 00:28:51.470 align:center Love that for you. 00:28:51.470 --> 00:28:54.540 align:center And your rubric should align with the learning outcome. 00:28:54.540 --> 00:28:56.990 align:center So sometimes in rubrics, what I will say 00:28:56.990 --> 00:28:58.940 align:center is this tested this learning outcome, 00:28:58.940 --> 00:29:01.130 align:center and it tested this learning outcome. 00:29:01.130 --> 00:29:03.440 align:center I'll copy and paste the learning outcomes. 00:29:03.440 --> 00:29:06.500 align:center And then I'll put degrees of success and descriptions 00:29:06.500 --> 00:29:07.800 align:center of what that looks like. 00:29:07.800 --> 00:29:10.610 align:center So sometimes my rubrics are only two boxes long 00:29:10.610 --> 00:29:14.330 align:center because I only am testing them on two things. 00:29:14.330 --> 00:29:17.840 align:center I also use checklists very often to say, OK, they did this, 00:29:17.840 --> 00:29:19.840 align:center they did this, they did this, and they did this. 00:29:19.840 --> 00:29:23.990 align:center And sometimes those can turn into flowcharts where I'm like, 00:29:23.990 --> 00:29:26.950 align:center OK, they have some skill and some knowledge, 00:29:26.950 --> 00:29:28.760 align:center and the work was completed on time. 00:29:28.760 --> 00:29:34.830 align:center And this, that is a B to C range student work. 00:29:34.830 --> 00:29:36.960 align:center Or the flowchart looks like they've 00:29:36.960 --> 00:29:38.110 align:center done really well with this. 00:29:38.110 --> 00:29:39.902 align:center They did really well with this, but there's 00:29:39.902 --> 00:29:41.130 align:center only partial understanding. 00:29:41.130 --> 00:29:42.480 align:center That's a B. 00:29:42.480 --> 00:29:44.520 align:center So if you need to consider how to create 00:29:44.520 --> 00:29:46.140 align:center a flowchart for yourself and then 00:29:46.140 --> 00:29:49.068 align:center post that flowchart to students, again, 00:29:49.068 --> 00:29:50.610 align:center transparency in teaching and learning 00:29:50.610 --> 00:29:52.350 align:center means that you are making what's going 00:29:52.350 --> 00:29:56.640 align:center on in your brain transparent to the students. 00:29:56.640 --> 00:29:58.790 align:center You can also use examples, but I really 00:29:58.790 --> 00:30:01.460 align:center caution the use of examples because sometimes that 00:30:01.460 --> 00:30:07.290 align:center can lead to panicked students who then in their panic 00:30:07.290 --> 00:30:08.340 align:center will cheat. 00:30:08.340 --> 00:30:11.250 align:center And they'll copy and paste sections of those examples. 00:30:11.250 --> 00:30:13.050 align:center You might give them an example to say 00:30:13.050 --> 00:30:15.850 align:center this is what my graduate student's lab worksheet looks 00:30:15.850 --> 00:30:16.350 align:center like. 00:30:16.350 --> 00:30:18.510 align:center Your lab sheet should look the same 00:30:18.510 --> 00:30:22.090 align:center but the content will not be the same from week to week. 00:30:22.090 --> 00:30:25.760 align:center Or this is what a literature review generally looks like. 00:30:25.760 --> 00:30:27.400 align:center Notice the headers. 00:30:27.400 --> 00:30:29.540 align:center Your headers will not look like that, 00:30:29.540 --> 00:30:32.080 align:center but this is generally what the organizational structure 00:30:32.080 --> 00:30:35.320 align:center can look like. 00:30:35.320 --> 00:30:37.180 align:center The thing that I do most often is 00:30:37.180 --> 00:30:39.610 align:center I'm just very transparent that when I'm grading students, 00:30:39.610 --> 00:30:41.590 align:center I'm asking these four questions. 00:30:41.590 --> 00:30:44.080 align:center I'm going to ask myself, did you do this? 00:30:44.080 --> 00:30:45.190 align:center Did you do that? 00:30:45.190 --> 00:30:46.700 align:center How well did you do this? 00:30:46.700 --> 00:30:48.280 align:center How well did you do that? 00:30:48.280 --> 00:30:51.910 align:center And just those questions alone help students identify, 00:30:51.910 --> 00:30:54.760 align:center oh, she's looking to see whether or not I turned it in on time. 00:30:54.760 --> 00:30:56.530 align:center She's looking to see whether or not 00:30:56.530 --> 00:30:59.440 align:center I applied Chapter 6 to this. 00:30:59.440 --> 00:31:02.080 align:center She's looking to whether or not I followed the template or not. 00:31:02.080 --> 00:31:03.610 align:center She's looking for-- right? 00:31:03.610 --> 00:31:06.010 align:center So I will say these are the questions I'm asking myself 00:31:06.010 --> 00:31:07.120 align:center when I am grading. 00:31:07.120 --> 00:31:09.670 align:center And your degree of success or failure 00:31:09.670 --> 00:31:12.400 align:center really rides on how well I can answer those questions. 00:31:12.400 --> 00:31:14.680 align:center Don't leave me questioning. 00:31:14.680 --> 00:31:16.090 align:center Make sure that you don't-- 00:31:16.090 --> 00:31:22.130 align:center there should be no question in my mind what you meant, OK? 00:31:22.130 --> 00:31:23.750 align:center That's really it. 00:31:23.750 --> 00:31:27.940 align:center That's all Tilt is, is this framework, organizational 00:31:27.940 --> 00:31:30.940 align:center structure for how to do your assignments. 00:31:30.940 --> 00:31:33.400 align:center Now, in the slides, I have two here-- 00:31:33.400 --> 00:31:34.070 align:center three here. 00:31:34.070 --> 00:31:36.430 align:center One is from a basic science 101 course. 00:31:36.430 --> 00:31:37.780 align:center One is from psychology. 00:31:37.780 --> 00:31:39.640 align:center One is from sociology. 00:31:39.640 --> 00:31:45.470 align:center But I also have pulled up the TILT Higher Education website, 00:31:45.470 --> 00:31:48.010 align:center which sort of has these assignment lists here 00:31:48.010 --> 00:31:53.020 align:center of what examples more and less transparent look like. 00:31:53.020 --> 00:31:54.900 align:center And the first example I'd like to use 00:31:54.900 --> 00:32:00.390 align:center is this one right here from a Bio 111 lab. 00:32:00.390 --> 00:32:05.620 align:center This is what a less transparent view of this looks like. 00:32:05.620 --> 00:32:10.370 align:center We start off with three questions that are outlined, 00:32:10.370 --> 00:32:12.740 align:center but there's no criteria of success. 00:32:12.740 --> 00:32:15.710 align:center And there's really no example of why am I doing this. 00:32:15.710 --> 00:32:18.290 align:center And that why really matters to students. 00:32:18.290 --> 00:32:22.160 align:center Otherwise, this just feels like busywork to them. 00:32:22.160 --> 00:32:24.890 align:center And busywork is work that is deprioritized. 00:32:24.890 --> 00:32:27.470 align:center But if you can say this is a skill I'm letting you practice 00:32:27.470 --> 00:32:30.050 align:center in this class and receive my feedback on, 00:32:30.050 --> 00:32:33.260 align:center this is a skill that you would use in a work environment, 00:32:33.260 --> 00:32:36.290 align:center this is a skill that you can put on a resume or CV 00:32:36.290 --> 00:32:39.050 align:center to say you're developing, that becomes 00:32:39.050 --> 00:32:42.560 align:center very different conversation for them. 00:32:42.560 --> 00:32:46.720 align:center So this is what a more developed, more transparent 00:32:46.720 --> 00:32:48.580 align:center version of that assignment looks like. 00:32:48.580 --> 00:32:50.110 align:center We have this purpose statement. 00:32:50.110 --> 00:32:51.770 align:center The purpose is twofold-- 00:32:51.770 --> 00:32:55.550 align:center first, and then this, right? 00:32:55.550 --> 00:32:58.340 align:center And the skills they are developing are observation, 00:32:58.340 --> 00:33:00.620 align:center and observation is a skill. 00:33:00.620 --> 00:33:03.410 align:center Describing, also a skill, and two things 00:33:03.410 --> 00:33:06.080 align:center that they can use in a resume. 00:33:06.080 --> 00:33:07.880 align:center Formulating a hypothesis. 00:33:07.880 --> 00:33:09.620 align:center That's an excellent skill. 00:33:09.620 --> 00:33:12.080 align:center Critical thinking and experimental interpretation, 00:33:12.080 --> 00:33:15.080 align:center that directly-- they can say, I have experience 00:33:15.080 --> 00:33:17.840 align:center with critical thinking and experimental interpretation 00:33:17.840 --> 00:33:21.980 align:center identifying x, y, or z thing as part of my general science lab 00:33:21.980 --> 00:33:22.880 align:center work. 00:33:22.880 --> 00:33:25.160 align:center They really wanted to or were really looking 00:33:25.160 --> 00:33:28.880 align:center for how to beef up a resume or a CV. 00:33:28.880 --> 00:33:31.820 align:center And the knowledge is the same thing, right? 00:33:31.820 --> 00:33:33.020 align:center What's their familiarity? 00:33:33.020 --> 00:33:35.370 align:center What's the understanding function? 00:33:35.370 --> 00:33:38.910 align:center Then you have the section that's the Tasks section. 00:33:38.910 --> 00:33:41.810 align:center And it's just got three steps to it. 00:33:41.810 --> 00:33:45.460 align:center Some of these could be side step-- like side, 00:33:45.460 --> 00:33:48.310 align:center like sub-bullet points is the word I'm looking for. 00:33:48.310 --> 00:33:50.970 align:center Could be that. 00:33:50.970 --> 00:33:57.410 align:center And then here's the criteria for success, an example 00:33:57.410 --> 00:33:59.720 align:center down here for them to refer back to. 00:34:06.110 --> 00:34:09.980 align:center Here's one for the Science 101 scientific evidence poster. 00:34:09.980 --> 00:34:11.900 align:center And again, the less transparent one 00:34:11.900 --> 00:34:14.489 align:center starts off not giving us a reason why we're doing this. 00:34:14.489 --> 00:34:17.940 align:center Why are you asking me to do this? 00:34:17.940 --> 00:34:18.440 align:center Right? 00:34:18.440 --> 00:34:20.150 align:center Just what's the title of your poster? 00:34:20.150 --> 00:34:21.870 align:center What's the ethical question being asked? 00:34:21.870 --> 00:34:24.560 align:center You're essentially having them fill out a form. 00:34:24.560 --> 00:34:27.440 align:center This now feels like a standardized Scantron 00:34:27.440 --> 00:34:34.199 align:center test, only open-formed. 00:34:34.199 --> 00:34:36.364 align:center And down here, we have a purpose. 00:34:36.364 --> 00:34:37.739 align:center The purpose of this assignment is 00:34:37.739 --> 00:34:40.830 align:center to analyze an existing scientific poster, which 00:34:40.830 --> 00:34:43.380 align:center increases your familiarity with how scientific posters are 00:34:43.380 --> 00:34:44.219 align:center constructed. 00:34:44.219 --> 00:34:45.929 align:center Will help you later in the courses 00:34:45.929 --> 00:34:50.190 align:center where you design, research, and create your own posters. 00:34:50.190 --> 00:34:53.580 align:center That directly connects to the next step of their coursework. 00:34:53.580 --> 00:34:55.199 align:center Directly connects to something they're 00:34:55.199 --> 00:34:57.180 align:center going to have to for the future, and you 00:34:57.180 --> 00:34:59.670 align:center have made that transparent rather than hoping that they 00:34:59.670 --> 00:35:02.580 align:center can figure that out, OK? 00:35:02.580 --> 00:35:04.030 align:center And then you've got their task. 00:35:04.030 --> 00:35:07.560 align:center That Tasks section looks very similar to the questions asked 00:35:07.560 --> 00:35:08.590 align:center above. 00:35:08.590 --> 00:35:10.470 align:center So there's not extra work you're doing. 00:35:10.470 --> 00:35:14.640 align:center You're copying and pasting and maybe clarifying those steps. 00:35:14.640 --> 00:35:18.660 align:center Their criteria here is not what I would consider very good, 00:35:18.660 --> 00:35:19.950 align:center but it's not bad. 00:35:19.950 --> 00:35:22.230 align:center The grade on this assignment reflects on 00:35:22.230 --> 00:35:25.200 align:center how completely answer the questions, right? 00:35:25.200 --> 00:35:27.840 align:center And students might be like, what do you mean by completely? 00:35:27.840 --> 00:35:30.270 align:center And that's where when introducing assignments 00:35:30.270 --> 00:35:34.710 align:center in the classroom becomes really vital because you can clarify 00:35:34.710 --> 00:35:36.660 align:center if you're talking about here's why I'm 00:35:36.660 --> 00:35:38.610 align:center asking you to do this in class. 00:35:38.610 --> 00:35:39.960 align:center Here are the steps to follow. 00:35:39.960 --> 00:35:41.880 align:center The first three steps are highlighted. 00:35:41.880 --> 00:35:44.160 align:center And then here's my criteria for success 00:35:44.160 --> 00:35:47.080 align:center that opens that dialogue for students to come back and say, 00:35:47.080 --> 00:35:50.100 align:center hey, you said you were talking about the completeness 00:35:50.100 --> 00:35:51.450 align:center of our answers. 00:35:51.450 --> 00:35:54.060 align:center Are you looking for how long they are? 00:35:54.060 --> 00:35:56.250 align:center No, no, no, I don't care how long they are. 00:35:56.250 --> 00:35:59.850 align:center I care if you're citing the book or not. 00:35:59.850 --> 00:36:02.090 align:center I care whether or not you're providing me evidence 00:36:02.090 --> 00:36:04.940 align:center to justify your position. 00:36:04.940 --> 00:36:06.980 align:center That's a completely different conversation 00:36:06.980 --> 00:36:09.610 align:center and very easily to misconstrue. 00:36:13.940 --> 00:36:16.610 align:center And then here is a timed calculus exam 00:36:16.610 --> 00:36:20.000 align:center that just upon reviewing it, makes me anxious. 00:36:22.730 --> 00:36:24.607 align:center Timed calculus exam. 00:36:24.607 --> 00:36:26.690 align:center Make sure you show your work and the solutions are 00:36:26.690 --> 00:36:29.150 align:center neat and easy to follow, and use exact answers. 00:36:29.150 --> 00:36:31.190 align:center And now, I'm answering these questions. 00:36:31.190 --> 00:36:34.820 align:center And now, I feel like I'm back in Mrs. Myers' math class 00:36:34.820 --> 00:36:39.430 align:center doing multiplication tables again. 00:36:39.430 --> 00:36:43.780 align:center But if we go down to here to what does an untimed calculus 00:36:43.780 --> 00:36:49.780 align:center portfolio look like, which is much more career-oriented, 00:36:49.780 --> 00:36:52.300 align:center much more real-world strategic. 00:36:52.300 --> 00:36:55.150 align:center The purpose is to improve your mathematical writing. 00:36:55.150 --> 00:36:57.310 align:center Very valuable for a future scientist 00:36:57.310 --> 00:36:58.780 align:center and a future engineer. 00:36:58.780 --> 00:37:00.890 align:center Demonstrate your mathematical thinking, 00:37:00.890 --> 00:37:03.910 align:center which you would have to do if you were justifying decisions 00:37:03.910 --> 00:37:07.120 align:center on a construction site measuring the hardness of concrete 00:37:07.120 --> 00:37:10.390 align:center or something else that's equally STEM-oriented. 00:37:10.390 --> 00:37:12.820 align:center Communicate your mathematical reasoning 00:37:12.820 --> 00:37:15.340 align:center and demonstrate your proficiency with the applications 00:37:15.340 --> 00:37:16.900 align:center of the derivatives. 00:37:16.900 --> 00:37:20.080 align:center You have your tasks here, which aren't numbered, 00:37:20.080 --> 00:37:21.405 align:center but they do give you a guide. 00:37:21.405 --> 00:37:22.780 align:center They don't tell you, oh, you have 00:37:22.780 --> 00:37:24.220 align:center to do every single problem. 00:37:24.220 --> 00:37:27.400 align:center It just says pick which problem in section 4.7 00:37:27.400 --> 00:37:30.640 align:center you feel most capable to learn. 00:37:30.640 --> 00:37:32.390 align:center Here are the problems you can choose from. 00:37:32.390 --> 00:37:34.960 align:center And then they provide you with a section of those problems. 00:37:34.960 --> 00:37:38.440 align:center You must include a cover page with the problems you choose. 00:37:38.440 --> 00:37:40.840 align:center Very valuable, right? 00:37:40.840 --> 00:37:45.085 align:center And here are the criteria that this person uses a rubric. 00:37:47.860 --> 00:37:50.070 align:center All right? 00:37:50.070 --> 00:37:51.840 align:center These examples and more. 00:37:51.840 --> 00:37:55.950 align:center If you use Canvas, you can go onto the Canvas Commons 00:37:55.950 --> 00:37:59.040 align:center and find TILT framework examples. 00:37:59.040 --> 00:38:05.070 align:center Just type in T-I-L-T, T-I-L-T. And it will pull up templates 00:38:05.070 --> 00:38:06.930 align:center of TILTed assignments. 00:38:06.930 --> 00:38:09.570 align:center If you're looking for a TILTed mathematics 00:38:09.570 --> 00:38:13.470 align:center assignment, a TILTed bio lab assignment, lots of people 00:38:13.470 --> 00:38:16.890 align:center posted these and are publicly available, especially using 00:38:16.890 --> 00:38:19.830 align:center the Canvas Commons, if Canvas is your learning management 00:38:19.830 --> 00:38:24.470 align:center system, OK? 00:38:24.470 --> 00:38:27.950 align:center All right, I am moving back over to my slides. 00:38:30.460 --> 00:38:32.530 align:center If you have your phones out-- 00:38:32.530 --> 00:38:36.770 align:center one second-- these are all of the resources, 00:38:36.770 --> 00:38:39.100 align:center including the very first study that 00:38:39.100 --> 00:38:43.420 align:center was done on this, all of the examples of where to go. 00:38:43.420 --> 00:38:45.340 align:center This study right here is the study 00:38:45.340 --> 00:38:47.110 align:center I cited earlier, which started-- 00:38:47.110 --> 00:38:49.450 align:center this one right here-- which started the whole TILT 00:38:49.450 --> 00:38:53.420 align:center framework, if you're interested in reading that. 00:38:53.420 --> 00:38:55.940 align:center These are the related grant efforts. 00:38:55.940 --> 00:38:58.790 align:center And here is the information about the people 00:38:58.790 --> 00:39:02.390 align:center who are hosting us today, which is AiiCE and TAPDINTO-STEM 00:39:02.390 --> 00:39:05.630 align:center via the DO-IT Center at the University of Washington, 00:39:05.630 --> 00:39:08.780 align:center both of which are supported by the Eddie Bernice Johnson 00:39:08.780 --> 00:39:12.390 align:center INCLUDES National Network on Broadening Participation 00:39:12.390 --> 00:39:15.370 align:center and Expanding Opportunities in STEM. 00:39:15.370 --> 00:39:20.410 align:center So those are sort of my end of presentation caveats 00:39:20.410 --> 00:39:21.960 align:center that have to give. 00:39:21.960 --> 00:39:24.870 align:center If you have your phone handy, what I would like for you to do 00:39:24.870 --> 00:39:28.110 align:center is to scan this QR code. 00:39:28.110 --> 00:39:31.050 align:center It's a short survey that I can use to report back 00:39:31.050 --> 00:39:35.690 align:center to my superiors to say we've done this presentation, 00:39:35.690 --> 00:39:36.920 align:center that I did well. 00:39:36.920 --> 00:39:39.140 align:center It also gives you an opportunity to connect with me 00:39:39.140 --> 00:39:42.080 align:center if you're interested in working with students 00:39:42.080 --> 00:39:43.430 align:center from TAPDINTO-STEM. 00:39:43.430 --> 00:39:45.410 align:center If you're interested in presenting to students 00:39:45.410 --> 00:39:48.650 align:center in TAPDINTO-STEM and learning about their experiences, 00:39:48.650 --> 00:39:50.300 align:center this survey both measures how well 00:39:50.300 --> 00:39:52.700 align:center I did, and it measures that. 00:39:52.700 --> 00:39:54.740 align:center But as you're completing that survey, 00:39:54.740 --> 00:39:57.260 align:center I am now opening everything up for questions. 00:40:00.630 --> 00:40:02.750 align:center ERIC TREKELL: All right, thank you so much, Jade. 00:40:02.750 --> 00:40:08.300 align:center Please feel free to post questions. 00:40:08.300 --> 00:40:11.180 align:center I'm sorry I can't see people because I 00:40:11.180 --> 00:40:13.490 align:center have people pinned for-- 00:40:13.490 --> 00:40:16.820 align:center presenters pinned, but feel free to raise your hand 00:40:16.820 --> 00:40:20.780 align:center or to post a question in the chat or to just unmute. 00:40:51.395 --> 00:40:52.770 align:center JADE METZGER-RIFTKIN: Yes, hello. 00:40:52.770 --> 00:40:55.260 align:center Please go ahead with your question either in the chat 00:40:55.260 --> 00:40:57.782 align:center or off mic. 00:40:57.782 --> 00:40:58.490 align:center AUDIENCE 1: Yeah. 00:40:58.490 --> 00:40:59.750 align:center Hi. 00:40:59.750 --> 00:41:00.860 align:center JADE METZGER-RIFTKIN: Hi. 00:41:00.860 --> 00:41:02.068 align:center AUDIENCE 1: My name is Jenna. 00:41:02.068 --> 00:41:04.760 align:center And I'm from Cosumnes River College in California. 00:41:04.760 --> 00:41:06.110 align:center It's a community college. 00:41:06.110 --> 00:41:10.340 align:center And I am what we call a teaching and learning lead. 00:41:10.340 --> 00:41:13.670 align:center I'm a reassigned biology faculty member 00:41:13.670 --> 00:41:17.960 align:center reassigned to help my colleagues increase their course success 00:41:17.960 --> 00:41:18.780 align:center rates. 00:41:18.780 --> 00:41:23.840 align:center And I've studied backward design and online course design. 00:41:23.840 --> 00:41:27.920 align:center And I'm so excited to hear your presentation on TILT 00:41:27.920 --> 00:41:32.180 align:center because I really think that this evidence-based approach 00:41:32.180 --> 00:41:34.970 align:center with lots and lots of examples is exactly what I 00:41:34.970 --> 00:41:37.190 align:center need to support my faculty. 00:41:37.190 --> 00:41:40.050 align:center So I'm filling out your survey, and I'll connect with you. 00:41:40.050 --> 00:41:40.905 align:center Thank you so much. 00:41:40.905 --> 00:41:42.530 align:center JADE METZGER-RIFTKIN: Jenna, thank you. 00:41:42.530 --> 00:41:43.940 align:center That's so good to hear. 00:41:43.940 --> 00:41:48.170 align:center I truly am so thrilled that this is helpful and practical. 00:41:48.170 --> 00:41:51.350 align:center And yes, plenty of evidence to support it. 00:42:00.840 --> 00:42:04.510 align:center Oh, that does, just warms me. 00:42:09.675 --> 00:42:10.550 align:center AUDIENCE 2: Hi, Jade. 00:42:10.550 --> 00:42:12.440 align:center Thank you for an amazing talk. 00:42:12.440 --> 00:42:13.940 align:center Couldn't agree more with Jenna. 00:42:13.940 --> 00:42:15.148 align:center This is fantastic. 00:42:15.148 --> 00:42:16.190 align:center JADE METZGER-RIFTKIN: Oh. 00:42:16.190 --> 00:42:16.400 align:center Thank you. 00:42:16.400 --> 00:42:18.980 align:center AUDIENCE 2: I teach microbiology at Lower Columbia College 00:42:18.980 --> 00:42:20.030 align:center in Longview. 00:42:20.030 --> 00:42:25.130 align:center And currently, I just inherited the course from someone, 00:42:25.130 --> 00:42:26.780 align:center and it's great course set up so far, 00:42:26.780 --> 00:42:28.940 align:center but I'm wanting to move away from 00:42:28.940 --> 00:42:32.660 align:center those timed hour-long honor locked, proctored, very 00:42:32.660 --> 00:42:35.270 align:center intense, stressful exams. 00:42:35.270 --> 00:42:38.060 align:center Although students in my class are going into nursing programs 00:42:38.060 --> 00:42:41.160 align:center where they're going to have to have those testing skills. 00:42:41.160 --> 00:42:41.390 align:center JADE METZGER-RIFTKIN: Yeah. 00:42:41.390 --> 00:42:42.932 align:center AUDIENCE 2: So I'm curious what kinds 00:42:42.932 --> 00:42:48.580 align:center of writing out the skills, and what kind of rubric 00:42:48.580 --> 00:42:49.870 align:center to design for? 00:42:49.870 --> 00:42:51.070 align:center Or maybe not even a rubric. 00:42:51.070 --> 00:42:55.180 align:center How you would approach that sort of meeting those same needs 00:42:55.180 --> 00:42:58.235 align:center but changing how students interact with that? 00:42:58.235 --> 00:42:59.360 align:center JADE METZGER-RIFTKIN: Sure. 00:42:59.360 --> 00:43:00.040 align:center [INTERPOSING VOICES] 00:43:00.040 --> 00:43:01.582 align:center JADE METZGER-RIFTKIN: Oh, absolutely. 00:43:01.582 --> 00:43:06.580 align:center I think one of the really wonderful things about TILT 00:43:06.580 --> 00:43:09.610 align:center is that if you have a testing, if you have 00:43:09.610 --> 00:43:16.468 align:center a timed component of that, and you can justify that with this 00:43:16.468 --> 00:43:18.010 align:center is a skill that you need to, kind of, 00:43:18.010 --> 00:43:21.490 align:center you're in a nursing environment, it's sometimes 00:43:21.490 --> 00:43:22.960 align:center very emergency-oriented. 00:43:22.960 --> 00:43:26.260 align:center Not everyone wants to go into emergency room nursing the way 00:43:26.260 --> 00:43:27.940 align:center my cousin did. 00:43:27.940 --> 00:43:30.950 align:center But even still sometimes people are just if you're like, 00:43:30.950 --> 00:43:35.080 align:center wait I got to go look it up, it can demonstrate a lack of trust 00:43:35.080 --> 00:43:38.410 align:center in their medical professionals. 00:43:38.410 --> 00:43:40.630 align:center And justifying it like that, and then 00:43:40.630 --> 00:43:43.490 align:center starting off with we're not going to start testing you. 00:43:43.490 --> 00:43:45.620 align:center We're not doing time tests at first. 00:43:45.620 --> 00:43:47.210 align:center I want you all to get a lot of this 00:43:47.210 --> 00:43:49.730 align:center under your belt to feel really comfortable with this. 00:43:49.730 --> 00:43:52.790 align:center And then over time, we're going to start introducing this 00:43:52.790 --> 00:43:54.500 align:center so that it will be faster. 00:43:54.500 --> 00:44:00.210 align:center Recall will always be a problem for some people. 00:44:00.210 --> 00:44:05.220 align:center And those folks, sometimes like that recall is just 00:44:05.220 --> 00:44:08.640 align:center always going to be a challenge. 00:44:08.640 --> 00:44:12.390 align:center But you can graduate people into a timed test 00:44:12.390 --> 00:44:16.410 align:center after they feel much more confident with the material. 00:44:16.410 --> 00:44:21.060 align:center And I think a lot for students in nursing going back to you're 00:44:21.060 --> 00:44:22.170 align:center helping people. 00:44:22.170 --> 00:44:23.530 align:center This is care work. 00:44:23.530 --> 00:44:25.750 align:center The better you do this, the better nurse 00:44:25.750 --> 00:44:29.220 align:center you're going to be caring for people, really 00:44:29.220 --> 00:44:30.610 align:center resonates with them. 00:44:30.610 --> 00:44:36.300 align:center So I think connecting that value of you want to do this, 00:44:36.300 --> 00:44:39.450 align:center you want to do this well, people trust people who-- 00:44:39.450 --> 00:44:40.920 align:center and have evidence to support it. 00:44:40.920 --> 00:44:43.212 align:center If you're like people trust people who have answers off 00:44:43.212 --> 00:44:45.810 align:center the top of their head, you need evidence to support that. 00:44:45.810 --> 00:44:48.510 align:center Otherwise, students are like that's nonsense. 00:44:48.510 --> 00:44:53.610 align:center And then graduating them into a timed test over time 00:44:53.610 --> 00:44:56.890 align:center to say this is going to be the first time you do this. 00:44:56.890 --> 00:44:58.290 align:center You're not going to be timed. 00:44:58.290 --> 00:45:00.210 align:center The next time you're going to graduate you 00:45:00.210 --> 00:45:02.760 align:center into a two-hour time limit. 00:45:02.760 --> 00:45:05.370 align:center Then we're going to graduate you into an hour time 00:45:05.370 --> 00:45:06.930 align:center limit or an hour and a half. 00:45:06.930 --> 00:45:11.080 align:center And then the final will be just one hour because the ability 00:45:11.080 --> 00:45:13.510 align:center to quick recall this information is 00:45:13.510 --> 00:45:16.810 align:center a reputational consideration. 00:45:16.810 --> 00:45:19.450 align:center It's also something I would not do for first-year nursing 00:45:19.450 --> 00:45:20.077 align:center students. 00:45:20.077 --> 00:45:21.910 align:center It might be something that I do farther back 00:45:21.910 --> 00:45:24.790 align:center into their practicum or their later coursework 00:45:24.790 --> 00:45:29.450 align:center when what they're being tested on is just more familiar. 00:45:29.450 --> 00:45:29.950 align:center Yeah. 00:45:39.090 --> 00:45:41.020 align:center Suzanne? 00:45:41.020 --> 00:45:42.590 align:center AUDIENCE 3: OK, thank you. 00:45:42.590 --> 00:45:45.140 align:center I'm a computer science professor at Sonoma State, which is 00:45:45.140 --> 00:45:47.100 align:center one of the Cal State campuses. 00:45:47.100 --> 00:45:49.513 align:center Thank you for this presentation, and in particular, 00:45:49.513 --> 00:45:51.680 align:center thank you for raising the cross-cultural issues that 00:45:51.680 --> 00:45:53.930 align:center can occur around disability and accessibility. 00:45:53.930 --> 00:45:56.240 align:center And that's what I want to ask about. 00:45:56.240 --> 00:46:00.410 align:center So you talk about different cultural understandings 00:46:00.410 --> 00:46:04.067 align:center of accessibility, and disability rights, 00:46:04.067 --> 00:46:05.900 align:center which is important in an environment with so 00:46:05.900 --> 00:46:07.430 align:center many international faculty. 00:46:07.430 --> 00:46:10.130 align:center And around just even issues like auditory processing 00:46:10.130 --> 00:46:11.960 align:center with accents, which can occur, whether you 00:46:11.960 --> 00:46:13.670 align:center have immigrant students listening 00:46:13.670 --> 00:46:18.050 align:center to American-raised faculty or international faculty 00:46:18.050 --> 00:46:19.230 align:center with students. 00:46:19.230 --> 00:46:23.120 align:center And at the same time, it's sort of a well known form 00:46:23.120 --> 00:46:25.790 align:center of microaggression and bias in evaluations 00:46:25.790 --> 00:46:29.270 align:center that students who don't have auditory processing 00:46:29.270 --> 00:46:31.190 align:center disabilities will attack international faculty 00:46:31.190 --> 00:46:33.023 align:center for their accents or their perceived accents 00:46:33.023 --> 00:46:35.030 align:center are coming across as international. 00:46:35.030 --> 00:46:37.220 align:center And that's a real source of bias and discrimination 00:46:37.220 --> 00:46:38.507 align:center on the faculty side. 00:46:38.507 --> 00:46:40.590 align:center So I'm wondering how you square the social justice 00:46:40.590 --> 00:46:42.570 align:center demands of cross-cultural understanding 00:46:42.570 --> 00:46:44.640 align:center with the social justice demands of disability. 00:46:44.640 --> 00:46:45.765 align:center JADE METZGER-RIFTKIN: Yeah. 00:46:45.765 --> 00:46:49.210 align:center That is such a tricky place to live, isn't it? 00:46:49.210 --> 00:46:52.500 align:center I am-- when I was at Wayne-- 00:46:52.500 --> 00:46:55.980 align:center I got my degree at Wayne State University in Detroit, which 00:46:55.980 --> 00:46:57.390 align:center is right next to Dearborn. 00:46:57.390 --> 00:46:59.100 align:center It's a very international city. 00:46:59.100 --> 00:47:01.560 align:center It's a very black city. 00:47:01.560 --> 00:47:05.340 align:center And I would be remiss trying to ignore that history. 00:47:05.340 --> 00:47:09.360 align:center We would have all of those conversations inside 00:47:09.360 --> 00:47:12.240 align:center of those STEM environments, where international faculty 00:47:12.240 --> 00:47:13.740 align:center genuinely felt bad. 00:47:13.740 --> 00:47:16.240 align:center And they would worry about their accent. 00:47:16.240 --> 00:47:18.420 align:center And when I was giving them feedback, 00:47:18.420 --> 00:47:20.790 align:center I would say things like let's survey the students get 00:47:20.790 --> 00:47:22.330 align:center feedback on your teaching. 00:47:22.330 --> 00:47:24.810 align:center They were always surprised by they thought 00:47:24.810 --> 00:47:28.050 align:center they would hear more complaints about their accent 00:47:28.050 --> 00:47:32.190 align:center than they do, to a point where I had some faculty literally ask 00:47:32.190 --> 00:47:35.220 align:center me to put is my accent distracting 00:47:35.220 --> 00:47:37.950 align:center as part of the feedback survey I would give students. 00:47:37.950 --> 00:47:41.790 align:center And perhaps it's Detroit, and the student body of Detroit, 00:47:41.790 --> 00:47:44.890 align:center people just never talked about it. 00:47:44.890 --> 00:47:48.150 align:center But in other places when I would review faculty feedback, 00:47:48.150 --> 00:47:50.310 align:center people were like, this accent is absolutely 00:47:50.310 --> 00:47:52.110 align:center a reason why I left this class. 00:47:52.110 --> 00:47:53.310 align:center I just could not. 00:47:53.310 --> 00:47:54.780 align:center And he was too strict. 00:47:54.780 --> 00:47:56.250 align:center And she was too mean. 00:47:56.250 --> 00:47:57.780 align:center And she didn't care about me, right? 00:47:57.780 --> 00:47:59.170 align:center Whatever. 00:47:59.170 --> 00:48:00.810 align:center And so it is. 00:48:00.810 --> 00:48:03.810 align:center I don't have the answers for balancing this out 00:48:03.810 --> 00:48:07.230 align:center beyond just being up front with people about it just 00:48:07.230 --> 00:48:10.020 align:center to say, hey, I have an accent. 00:48:10.020 --> 00:48:14.190 align:center If my accent is distracting, or if my accent makes it difficult 00:48:14.190 --> 00:48:17.160 align:center for you to understand what I'm saying in class, 00:48:17.160 --> 00:48:18.990 align:center that's totally OK. 00:48:18.990 --> 00:48:20.880 align:center We can find a way around that. 00:48:20.880 --> 00:48:24.720 align:center We could try using Otter.ai in class 00:48:24.720 --> 00:48:26.250 align:center if it's an in-person class. 00:48:26.250 --> 00:48:29.760 align:center We can certainly record it using Otter.ai 00:48:29.760 --> 00:48:31.200 align:center to do a voice recording. 00:48:31.200 --> 00:48:33.210 align:center We could go back. 00:48:33.210 --> 00:48:34.560 align:center I could do a transcription. 00:48:34.560 --> 00:48:37.380 align:center I could send you videos and resources 00:48:37.380 --> 00:48:42.960 align:center in more standardized American English that you could read. 00:48:42.960 --> 00:48:45.480 align:center And so on their end, sometimes faculty 00:48:45.480 --> 00:48:47.550 align:center are overly anxious about it, but they're 00:48:47.550 --> 00:48:49.410 align:center justified in that anxiety. 00:48:49.410 --> 00:48:52.350 align:center And being transparent in the position of power, which 00:48:52.350 --> 00:48:57.000 align:center faculty are in, to say, hey, I have the authority 00:48:57.000 --> 00:49:00.450 align:center to really grade you, and students also 00:49:00.450 --> 00:49:03.690 align:center have the authority to then go online and blast me 00:49:03.690 --> 00:49:07.800 align:center or to ruin my set scores, right? 00:49:07.800 --> 00:49:10.620 align:center I think my response to faculty who 00:49:10.620 --> 00:49:14.340 align:center are worried about their accent was to be upfront about it. 00:49:14.340 --> 00:49:18.090 align:center To just try to head off that conversation early. 00:49:18.090 --> 00:49:23.420 align:center To have alternative resources if they needed it. 00:49:23.420 --> 00:49:28.620 align:center And for students, if you really are struggling 00:49:28.620 --> 00:49:31.080 align:center with a professor's accent, what I 00:49:31.080 --> 00:49:34.890 align:center tell my students is, oh, yeah, they probably 00:49:34.890 --> 00:49:37.030 align:center have a pretty thick accent. 00:49:37.030 --> 00:49:39.030 align:center Or they're like, oh, he has such a thick accent. 00:49:39.030 --> 00:49:41.890 align:center It's really hard to catch what he's trying to say. 00:49:41.890 --> 00:49:46.530 align:center And I'm like, oh, I bet he would not want that misunderstanding. 00:49:46.530 --> 00:49:48.960 align:center Maybe, when is his office hours? 00:49:48.960 --> 00:49:51.300 align:center Perhaps you could meet with him directly. 00:49:51.300 --> 00:49:54.240 align:center If you have audio cognitive processing concerns, 00:49:54.240 --> 00:49:56.700 align:center maybe email is going to be the best 00:49:56.700 --> 00:49:58.320 align:center way to communicate with him. 00:49:58.320 --> 00:50:03.030 align:center Or perhaps there's a WhatsApp text. 00:50:03.030 --> 00:50:04.740 align:center Maybe they have a TA. 00:50:04.740 --> 00:50:07.890 align:center Maybe you could go to instructional supplemental 00:50:07.890 --> 00:50:09.130 align:center instruction. 00:50:09.130 --> 00:50:11.880 align:center What are other resources that we can get through 00:50:11.880 --> 00:50:13.480 align:center because the accent's not going away. 00:50:13.480 --> 00:50:14.910 align:center They're going to work with people 00:50:14.910 --> 00:50:17.520 align:center all over the world, right? 00:50:17.520 --> 00:50:19.350 align:center So like really hammering home you 00:50:19.350 --> 00:50:22.910 align:center are an international discipline, my friend. 00:50:22.910 --> 00:50:24.747 align:center Get real comfy. 00:50:24.747 --> 00:50:25.580 align:center AUDIENCE 3: Exactly. 00:50:25.580 --> 00:50:26.240 align:center Thank you. 00:50:26.240 --> 00:50:27.615 align:center JADE METZGER-RIFTKIN: No problem. 00:50:30.745 --> 00:50:32.620 align:center ERIC TREKELL: All right, Jade, I think that-- 00:50:32.620 --> 00:50:33.120 align:center oh, sorry. 00:50:33.120 --> 00:50:34.030 align:center Go ahead. 00:50:34.030 --> 00:50:35.385 align:center No, no. 00:50:35.385 --> 00:50:35.660 align:center JADE METZGER-RIFTKIN: Jenna had-- 00:50:35.660 --> 00:50:36.743 align:center ERIC TREKELL: Yeah, Jenna. 00:50:36.743 --> 00:50:37.360 align:center Yes. 00:50:37.360 --> 00:50:39.490 align:center JADE METZGER-RIFTKIN: About generative AI 00:50:39.490 --> 00:50:40.940 align:center and authentic assessment. 00:50:40.940 --> 00:50:41.890 align:center And if folks are-- 00:50:41.890 --> 00:50:46.330 align:center and the way that I was taught to understand authentic assessment 00:50:46.330 --> 00:50:49.720 align:center is authentic assessment is when what you are teaching them 00:50:49.720 --> 00:50:52.150 align:center in the classroom closely mirrors what they 00:50:52.150 --> 00:50:53.770 align:center might do in the real-world. 00:50:53.770 --> 00:50:56.590 align:center It is assessing authentically a skill 00:50:56.590 --> 00:50:58.120 align:center that they would authentically have 00:50:58.120 --> 00:51:00.550 align:center to use inside of a real-world environment 00:51:00.550 --> 00:51:06.190 align:center or to mirror and mock as best a real-world environment 00:51:06.190 --> 00:51:07.600 align:center inside of the classroom. 00:51:10.370 --> 00:51:14.930 align:center And specifically around the challenges of generative AI, 00:51:14.930 --> 00:51:18.300 align:center I'm not a generative AI specialist. 00:51:18.300 --> 00:51:22.500 align:center I have found in my conversations with students, again, 00:51:22.500 --> 00:51:27.981 align:center trying to be transparent with them, you can use AI for this. 00:51:27.981 --> 00:51:31.290 align:center This is the place where I would expect and anticipate people 00:51:31.290 --> 00:51:36.210 align:center to use AI to get over the hump of something. 00:51:36.210 --> 00:51:41.100 align:center I then expect them to refine that. 00:51:41.100 --> 00:51:43.230 align:center The way people talk about it these days 00:51:43.230 --> 00:51:45.810 align:center is that way back in the early aughts, 00:51:45.810 --> 00:51:50.070 align:center we were so concerned about the internet causing plagiarism. 00:51:50.070 --> 00:51:52.320 align:center Oh, my gosh, the plagiarism was just 00:51:52.320 --> 00:51:53.777 align:center going to be the worst thing. 00:51:53.777 --> 00:51:55.860 align:center People are going to cheat because of the internet. 00:51:55.860 --> 00:51:56.850 align:center And they did. 00:51:56.850 --> 00:51:58.870 align:center Like, that is the truth. 00:51:58.870 --> 00:51:59.790 align:center They did. 00:51:59.790 --> 00:52:04.170 align:center But plenty of students also did not, 00:52:04.170 --> 00:52:09.270 align:center or they did not realize they were cheating or plagiarizing. 00:52:09.270 --> 00:52:12.870 align:center They did not understand that expectation of plagiarism. 00:52:12.870 --> 00:52:15.120 align:center I didn't realize until I was a grad student 00:52:15.120 --> 00:52:17.820 align:center that I couldn't use work from one classroom 00:52:17.820 --> 00:52:19.560 align:center for another classroom. 00:52:19.560 --> 00:52:22.230 align:center I got dinged in my undergrad on plagiarism. 00:52:22.230 --> 00:52:24.840 align:center And I thought that was nonsense until someone explained it 00:52:24.840 --> 00:52:27.400 align:center to me as a grad student. 00:52:27.400 --> 00:52:31.050 align:center And so we all have these misinterpretation 00:52:31.050 --> 00:52:32.830 align:center and misexpectations. 00:52:32.830 --> 00:52:36.900 align:center If your expectation is that they do not use any generative AI, 00:52:36.900 --> 00:52:39.300 align:center stating that up front is important. 00:52:39.300 --> 00:52:41.160 align:center But there are places in the assignment 00:52:41.160 --> 00:52:45.990 align:center where you're like generative AI might be able to help you here. 00:52:45.990 --> 00:52:48.185 align:center Or I've seen super creative assignments 00:52:48.185 --> 00:52:49.560 align:center where people are like, I want you 00:52:49.560 --> 00:52:53.670 align:center to put this research question, this hypothesis inside 00:52:53.670 --> 00:52:55.170 align:center of ChatGPT. 00:52:55.170 --> 00:52:57.510 align:center And then I want you to copy and paste and run down 00:52:57.510 --> 00:52:59.880 align:center their sources and do a source check, which 00:52:59.880 --> 00:53:03.450 align:center is very authentic assessment to what the future may look like 00:53:03.450 --> 00:53:06.150 align:center for people is to say, oh, I've asked 00:53:06.150 --> 00:53:08.820 align:center this generative AI to produce this report, 00:53:08.820 --> 00:53:12.580 align:center but I've got to go back and make sure that report is accurate. 00:53:12.580 --> 00:53:15.840 align:center And so maybe that is how we're going to bridge this gap with 00:53:15.840 --> 00:53:19.980 align:center people is being transparent that this can be generative AI, 00:53:19.980 --> 00:53:21.810 align:center and this cannot. 00:53:21.810 --> 00:53:23.490 align:center And here are assignments that are 00:53:23.490 --> 00:53:26.880 align:center going to teach you how to apply the skills and knowledge we're 00:53:26.880 --> 00:53:32.040 align:center having in class as you are using AI for a future career. 00:53:32.040 --> 00:53:36.630 align:center So I wish I had answers, but that's too powerful. 00:53:36.630 --> 00:53:38.910 align:center I don't have any. 00:53:38.910 --> 00:53:40.890 align:center I'm just hanging out on this blue marble 00:53:40.890 --> 00:53:43.050 align:center trying to live a good life, so. 00:53:43.050 --> 00:53:46.140 align:center But in my expert opinion, that might be the next step. 00:53:46.140 --> 00:53:49.230 align:center That might be the best way to pivot. 00:53:49.230 --> 00:53:51.220 align:center And if you're hearing this a lot from faculty, 00:53:51.220 --> 00:53:53.130 align:center other thing that I would say is that faculty 00:53:53.130 --> 00:53:57.210 align:center have a great amount of distrust for students these days. 00:53:57.210 --> 00:54:01.440 align:center And sometimes that distrust is not warranted. 00:54:01.440 --> 00:54:04.770 align:center And so trying to help bridge that trust gap 00:54:04.770 --> 00:54:06.630 align:center is really important sometimes too. 00:54:13.420 --> 00:54:14.600 align:center ERIC TREKELL: Right. 00:54:14.600 --> 00:54:18.680 align:center A couple more minutes for questions, any last questions. 00:54:18.680 --> 00:54:20.645 align:center Thanks for addressing that, Jade. 00:54:20.645 --> 00:54:24.023 align:center I was going to point that one out too from Jenna. 00:54:24.023 --> 00:54:25.440 align:center JADE METZGER-RIFTKIN: Did I do OK? 00:54:25.440 --> 00:54:28.200 align:center Is there anything that you might add to that, Eric? 00:54:28.200 --> 00:54:28.950 align:center ERIC TREKELL: No. 00:54:28.950 --> 00:54:34.020 align:center I think that your comment about making the assignment 00:54:34.020 --> 00:54:38.970 align:center to double check and verify the AI-generated responses 00:54:38.970 --> 00:54:41.580 align:center is really good, actually. 00:54:41.580 --> 00:54:43.620 align:center JADE METZGER-RIFTKIN: And I could not even 00:54:43.620 --> 00:54:45.745 align:center tell you who I learned that from because that's not 00:54:45.745 --> 00:54:47.003 align:center an original thought. 00:54:47.003 --> 00:54:49.420 align:center ERIC TREKELL: Well, we've been going through the pandemic. 00:54:49.420 --> 00:54:51.480 align:center And I used to be a disability services director, 00:54:51.480 --> 00:54:53.160 align:center and we're all in the same boat. 00:54:53.160 --> 00:54:54.690 align:center And we're all learning it together. 00:54:54.690 --> 00:54:58.808 align:center And none of this here is new at this point. 00:54:58.808 --> 00:55:00.600 align:center It's just how are we going to deal with it. 00:55:00.600 --> 00:55:01.725 align:center JADE METZGER-RIFTKIN: Yeah. 00:55:03.800 --> 00:55:06.050 align:center ERIC TREKELL: So it takes all of our minds. 00:55:06.050 --> 00:55:08.900 align:center JADE METZGER-RIFTKIN: Yeah, I'm not in the habit of keeping 00:55:08.900 --> 00:55:12.095 align:center people who cannot or don't have anything to say. 00:55:12.095 --> 00:55:14.970 align:center You are welcome to friend me on LinkedIn. 00:55:14.970 --> 00:55:16.610 align:center I am trying to be more professional 00:55:16.610 --> 00:55:19.700 align:center in my networking setting a good role model for students 00:55:19.700 --> 00:55:21.350 align:center and getting on LinkedIn myself. 00:55:21.350 --> 00:55:23.280 align:center So you can connect with me on LinkedIn. 00:55:23.280 --> 00:55:24.860 align:center This survey gives you the opportunity 00:55:24.860 --> 00:55:27.530 align:center to add your email to a list to contact me directly, 00:55:27.530 --> 00:55:32.000 align:center and I'll follow up with you either this week or next week. 00:55:32.000 --> 00:55:36.410 align:center And if you use these materials, please be sure to cite AiiCE, 00:55:36.410 --> 00:55:40.790 align:center TAPDINTO-STEM, the DO-IT Center, and/or myself in those. 00:55:40.790 --> 00:55:42.770 align:center Like, I got this idea from this place. 00:55:42.770 --> 00:55:46.280 align:center That process, even that email saying acknowledging, hey, 00:55:46.280 --> 00:55:48.410 align:center I learned TILT here, I applied it here. 00:55:48.410 --> 00:55:51.360 align:center That acknowledgment can go into a tenure portfolio, 00:55:51.360 --> 00:55:55.010 align:center which improves our professional development as staff 00:55:55.010 --> 00:55:55.770 align:center and faculty. 00:55:55.770 --> 00:55:59.840 align:center So never feel like those emails aren't so deeply welcomed 00:55:59.840 --> 00:56:05.010 align:center that we don't add them to places to justify our worth to people. 00:56:05.010 --> 00:56:06.510 align:center ERIC TREKELL: Yes. 00:56:06.510 --> 00:56:07.700 align:center And so thank you. 00:56:07.700 --> 00:56:08.580 align:center Some quick thanks. 00:56:08.580 --> 00:56:12.210 align:center And then, thanks, Jade, so much. 00:56:12.210 --> 00:56:14.080 align:center It was informative and eye-opening. 00:56:14.080 --> 00:56:16.290 align:center Some of that data was amazing to me 00:56:16.290 --> 00:56:19.360 align:center in terms of multiculturalism of STEM. 00:56:19.360 --> 00:56:21.060 align:center I just never thought of it. 00:56:21.060 --> 00:56:22.260 align:center Right? 00:56:22.260 --> 00:56:25.590 align:center Particular thanks to Myra, our CART provider, 00:56:25.590 --> 00:56:31.110 align:center and to Muffy, who's done a spectacular job interpreting. 00:56:31.110 --> 00:56:34.530 align:center I'd like to also thank my colleagues, Kayla and Rochelle. 00:56:34.530 --> 00:56:36.780 align:center Certainly, we appreciate the support 00:56:36.780 --> 00:56:40.830 align:center of AiiCE and TAPDINTO-STEM in putting this together. 00:56:40.830 --> 00:56:43.110 align:center And we thank all of you for your spending 00:56:43.110 --> 00:56:45.110 align:center some of your valuable time.