Start the New Term Strong: Tips from Fall and Psychological Science.

[This blog post is based on a piece published in The Teaching Professor by Regan A. R. Gurung. You are free to modify it to share with your students. The original post can be found here: https://www.teachingprofessor.com/covid-19/adapting-for-2021-a-students-guide/ ]

Most New Year’s resolutions revolve around getting more active, improving what you eat, or perhaps even cutting down on unhealthy drinks. After eight months of teaching and learning during COVID, many educators and students are also making resolutions for how they will start the new term differently. I took a close look at student surveys, both from Oregon State and national sources, and also talked to students about what worked and what did not. I think pulled in some key concepts from psychological science that may help us face the new term better. Here they are:

Condition yourself. Physical classrooms, the buildings they are in, and campus condition us for learning. We associate each with “being in class.” This link helps us switch into “academic mode.” If all your learning is now taking place in the same room or at the same table, then you need to develop new stimuli to differentiate the activities you partake in in that space. Create cues to get your mind learning. Examples include placing your class books in clear view only during class times and not playing any music or having the TV on when you are in class. It could even be throwing on a specific jacket when you are in class (i.e., a Zoom shirt). Anything that will signal to your brain that you are in class rather than not is good.

Do not forget reward and punishment. Work for a set period (e.g., one hour) and then reward yourself (e.g., watch a show) after you do. Likewise, if you do not get work done as scheduled, withhold a pleasurable activity that you would otherwise engage in.

Keep your routine. If you built in time to get ready for class and commute to school, try keeping the same schedule. Yes, the trip to your computer is much shorter, but use time saved to get things done. Dressing up like you would if you were going to a physical class surrounded by people and being seen gives your body a slight physiological kick that can help you pay attention better. Set your alarms as if you had face-to-face classes. The signs of normalcy can help.

Change your routine (if it failed). Many students had a routine that involved sleeping in, not changing for class, and doing all their work in one spot. They reported this did not work well. If what you did in fall 2020 did not work for you, change it. We sometimes get stuck in a rut and a change can bring novelty and increase our motivation. Try including specific NEW routines—such as taking a walk and getting air before an afternoon class or preparing your favorite snack before a challenging class. Factor in seasonal changes in the weather too and be prepared for changes due to harsh winters

Tighten your schedule. Scheduling is even more important during the pandemic. Plan everything; setting time for fun and for work and allows both to get done. Even put solo “you” time and sitting (or strolling, walking, hiking, running, or bike riding) ourtside on your checklist so you get air, a change of pace, and some mindfulness. Then make sure you do it and check it off. MOST importantly, schedule even asynchronous classes. Students who set aside time to work on class (regardless of whether it was live or recorded) got work done.

Un-divide your attention. The single biggest change you can make is to ensure that your attention is undivided. Checking social media or surfing websites in a separate window may seem to make a tough class bearable but defeats the purpose of your being there. If the class chat is distracting, switch it off. Even simply turning your phone off is not enough. Put it in a different room to make it hard to get to easily. Even briefly checking your phone can disrupt your focus. You may start for a quick look, but that may be hard to stop, and you may get sucked in. Before you know if, you decide to log out of class. It happened. Often. Watch for it.

Take notes. Even if participating in class from your room, take notes as if you were in a physical classroom. This is even important if you only have recorded lectures to watch or all asynchronous work. Taking notes organizes your learning and increases retention.

Turn your camera ON. Students reported that having their cameras on helped them stay focused in class and made it less likely for them to distract themselves with phones or step away to do other things. It made them feel like they were IN a face to face class. Seeing other classmates felt good, and the game face they felt they had to wear helped with their own attention too. While bandwidth problems or not having your own space may preclude this, IF YOU CAN, turn on your camera.

We all want the pandemic to end, but it will be some time before learning as usual resumes. In the meantime forearm yourself to make the best of another round of remote learning.

Regan A. R. Gurung, PhD, is a professor of psychological science, the director of the general psychology program, and interim executive director for the Center for Teaching and Learning at Oregon State University. 

 

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Still Time to Apply! Join a Blended Faculty Learning Community

Weatherford Hall OSUJoin a supportive cohort of faculty in January to boost your teaching skills!

The Winter ’21 Blended Faculty Learning Community, sponsored by CTL and Academic Technology, will help OSU faculty advance their teaching. The group will focus on applying effective practices for blended learning–in remote, blended, hybrid or flipped courses–and the skillful use of educational technology. Participants will explore and develop solutions to self-identified teaching challenges. This cross-disciplinary learning community will meet via Zoom as well as interacting online in Canvas.

Instructors and tenured/tenure-track faculty who teach credit-based Cascades and Corvallis campus courses are eligible to apply. All levels of ed tech skills and teaching experience are welcome.

Streamlined proposal process: See the Call for Proposals and submit your brief proposal by the Dec. 16 extended deadline.

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Read-Reflect-Reform: Are You (IN)clusive

Why did I choose to read Why Are All the Black Kids Sitting Together in the Cafeteria?  I feel the answer lies in my background as a white male who grew up in the 1960’s and 70’s, and I’d like to share how I think the book can impact people of my generation.  The period of my youth saw laws put in place to expand rights and reduce gender- and race-based discrimination, and the expansion of economic programs designed for the poor, who were disproportionately non-white.  This led to a real optimism that the U.S. was on the road to a racially balanced country.

And while U.S. society is certainly more integrated than when I grew up, it’s clear that there is still significant racial “congregation” – not just at the cafeteria table, but throughout our social structures.  The title of this book, then, asked a question that I’ve been struggling with for some time.

My background may hold a clue to why so many people in the U.S. don’t believe our society is racist.  In short, we’ve already tackled that problem.  Overt racism is no longer acceptable, or legal, so what more is there to do?  Which is what makes the Prologue of WAABKSTC so important.  Dr. Tatum first defines race and racism as social constructs (not as obvious as it may seem).  She then makes a strong argument for systemic racism – using examples to help us understand what that means and research to convince us that it’s real.  This is critical to gaining “buy-in” from most white readers.

The following section on the development of race identity were particularly enlightening for a person who hasn’t had to deal with it at a personal level.  Even as the parent of a child of color, I didn’t appreciate the importance of racial identity to non-whites.

The chapters on how whites deal with racism was key to understanding why the advances during my youth makes it harder for my generation to see the challenges of today.  Realizing and admitting that everyone has implicit bias is essential for seeing how systemic racism can exist even in the absence of overt racism.

The rest of the book addresses what might be our most difficult challenge – what to do.  But it’s important that this is included.  Without it, readers so disposed could dismiss the book as simply a list of complaints against the dominant groups.  I like that the discussion includes what each of us can do personally.  And although I feel it’s the weakest part of the book, the examples of hope at the end are important for demonstrating that change is possible.

The progression of WAABKSTC from evidence to identity to racism to goals to examples is the perfect structure for helping the majority of people in this country understand the reality of race in America.  White readers who really pay attention to what it says can expect to be jarred, but it’s only through challenging our views that we grow.  I consider this text an eye-opening and important part of my re-education on matters of race.

Fred DeAngelis is an Instructor and the Director of Instructional Labs in the OSU physics department.  Between earning his PhD at Rutgers University and coming to OSU, Fred spent time as a postdoc in Paris and Berlin, worked in industrial research for 16 years, and taught at various other institutions of higher learning in the US.

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Sign up for OSU Teaching Workshops

Oregon State MU QuadOSU’s Keep Teaching team, the Center for Teaching and Learning, and Academic Technology are collaborating to offer workshops and webinars to help you prepare your Winter 2021 courses. Sign up today!

Using Canvas to Give Better Feedback to Students - Wondering how you can give your students more efficient and effective feedback through Canvas? Are you looking for ways to incorporate opportunities for formative assessment in your remote courses? This workshop is for you! The Keep Teaching team invites anyone teaching at OSU for a 90-minute workshop: 3 p.m., Mon., Nov.30.  Register: https://beav.es/oDQ

Canvas Course Checklist - Are you a new user seeking the best approaches to using Canvas? Has it been a while since you set up a course in Canvas and you’re looking for a refresher on pre-term tasks? Or have you been using Canvas for a while and wondering if you’re getting the most out of the toolset? OSU’s Academic Technology invites you to this 90-minute webinar: 10:30 a.m., Tue., Dec. 1.  Register: https://beav.es/oDd

Designing your Canvas Site for an Improved Student Experience - Are your students saying they can’t find things in your Canvas site? Have you wondered whether it’s a good idea to post course materials in Canvas Files? (hint: it’s not!) Then come to this session to view exemplary Canvas course sites that illustrate a student-oriented structure. The Keep Teaching team invites new and intermediate Canvas users to this 90-minute workshop: 2:00 p.m., Tue. Dec. 15.  Register: https://beav.es/oDs

Building Instructor Presence: The Little Things Matter - Have you wondered what it looks like to “show up” for your remote students? Are you seeking ways to up your instructor presence game? Come to this workshop to learn how much the little things you can do to be present matter to your students. The Keep Teaching team invites anyone teaching at OSU to this 90-minute workshop: 2:00 p.m., Thur.
Jan. 7. Register: https://beav.es/oDe

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Join the Winter ’21 Blended Faculty Learning Community

Marys PeakThe Winter ’21 Blended Faculty Learning Community, sponsored by CTL and Academic Technology, will help OSU faculty enhance their teaching, with a focus on applying effective practices for blended learning–in remote, blended, hybrid or flipped courses–and the use of educational technology. Participants will explore and develop solutions for significant pedagogical challenges, and will share their solutions with the OSU community.

Instructors and tenured/tenure-track faculty who teach credit-based Corvallis and Cascades campus courses are eligible to apply. Faculty with minimal experience designing blended courses or who have not yet engaged in OSU teaching-related professional development are particularly encouraged to apply. See the Call for Proposals and apply by Dec. 4.

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Supporting Students’ Finals Prep

By Marjorie Coffey, Asst. Director, Academic Success Center & Writing Center (ASC &WC)

Waldo Hall at OSULast spring, I shared ways instructors could encourage and support students as they finished up their first term of remote learning. The most recent OSU Remote Learning Experience Student Survey tells us that remote learning still presents significant challenges for students, even if the remote experience might feel more routine. For many students, remote learning is more time-consuming, more isolating, and subject to technological difficulties. We’ve heard this echoed in our work with students at the ASC & WC.

The strategies I shared in spring are still relevant today. Creating opportunities for connection, communicating early about finals, and sharing encouragement and resources can help students understand expectations around finals and connect with resources to support their success.

I’d like to expand on these and share a few additional strategies you can use to support students as they finish fall term.

Encourage Planning Ahead

The term flies by after the break. Making space for advance planning can help students start week 10 with a clear path forward. Here are a few ways support planning:

  • Collaborative Lerning Activities for Remote Study GroupsShare the ASC’s Finals Survival Guide (fillable PDF) and give students time in class to plan backwards from the date of the final.
  • Schedule a Writing Center virtual tour for your remote class session, then give students 5 minutes after the presentation to schedule their writing consultation.
  • Invite students to connect during office hours or set up new office hour times for students to ask questions specifically about the final or end of term.
  • Facilitate process for students forming remote study groups. Many students value study groups but are finding set-up challenging. Opening a Canvas discussion board or chat where students can opt into groups can make the process easier. You could also share collaborative learning activities (above) students could engage in when they meet.

Create Flexibility

Being flexible with finals and due dates give students space to complete work at a time that works for them and their environment after the break. Here are a few ways flexibility could show up:

  • If you have a timed final, give students a time range during which they can complete the final (e.g., anytime Monday through Thursday of finals week).
  • Make the final optional if students have demonstrated knowledge corresponding with learning outcomes throughout the term. Students could choose between keeping the current grade or taking the final and having that score factored into the final grade.
  • Create options for the final, so students can choose how to demonstrate knowledge (e.g., project, multiple choice, written or video essay). Need ideas? Check out CTL Sparkshops and Tuesday Teaching + Tech Talks or request a consultation to identify assessment possibilities.

Address Technology Concerns

Even with the best of plans, technology issues are a reality of remote learning. Discussing technology explicitly before finals can help students prepare. Here are a few ways to engage in that conversation:

  • Answer “What if…?” questions in advance like “What if my internet goes out during the final,” or “What should I do if I’m having trouble uploading an assignment?”
  • Share what technology is needed for the final, explain how students can access technical support, and highlight different ways to connect (e.g., phone, email, help ticket).
  • Provide multiple ways for students to contact you (e.g., email, Canvas message, chat, discussion board, etc.) if a technology issue arises.

Connect Students with ASC & WC Resources

We also invite you to keep Academic Success Center & Writing Center resources in mind as you encourage students to plan ahead. Here are a few resources you could share:

  • Strategist Live ChatASC Workshop series – Invite students to register for 50-minute workshops on topics like Test Prep & the Science of Learning; Time Management Finals Edition; and Concentration, Distraction, & Effective Study Sessions.
  • DAM Good Self-Care Packet – Remind students of the importance of their well-being as they finish up the term.
  • Live Chat with a Strategist the ASC website – Encourage students to talk through their finals plan and study strategies with a Strategist.

Thank you for being a source of support and compassion for students as they finish up the term! If you’d like to connect about additional resources for your course or for individual students, please feel free to contact the ASC (success@oregonstate.edu). We’re always happy to hear from you!

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Reimagining Assessment in the Pandemic Era: Comprehensive Assessment of Student Learning

The Latin root word for the term assessment is assidere which means to sit down beside (Stefanakis, 2002; Swaffield, 2010). The picture of an expert sitting down beside a novice exemplifies the act of providing needed structure to facilitate learning success. In the past decades, this learning-centric focus of the meaning of assessment seemed to have taken a back seat to the accountability focus of assessment as a measurement of student knowledge and ability. If measuring student knowledge and ability is the goal of the accountability paradigm of assessment, grades are its currency. The orientation of the university teacher as a partner in student learning has shifted to that of a judge of how much knowledge a student has acquired (Farias et al., 2010). Grades are good, but a problem arises when students are oriented to associate assessment with grades more than learning.

Then came the pandemic. The seismic effect of COVID-19 resulting in an unprecedented move to remote instruction refocused attention on improving assessment practices to alleviate student stress and anxiety, emphasize learning, and redress inequities in student success. In June 2020, the National Institute for Learning Outcomes Assessment (NILOA) conducted a survey to examine the assessment-related changes that institutions made in response to the shift to emergency remote instruction due to the pandemic (Jankowski, 2020). Out of the total 813 responses received, 787 respondents—97%–indicated that they made changes to their assessments practices due to the pandemic. Furthermore, the most-frequently mentioned change pertained to “modifications to assignments and assessments and flexibility in assignment deadlines” (p. 6).

Given the current mindset to modify assessments, the question is, What are the components of robust, comprehensive and holistic assessment practices? The answer to this question requires an expansive notion of what assessment entails (Stanger-Hall, 2012). The simple classification of assessment as formative and summative is helpful. However, in the current pandemic era with the attendant need to address concerns about inequities and include student voices in assessment, it is imperative to expatiate the erstwhile classification. This is how:

  • I present 8 components of a viable assessment practice in the Comprehensive Assessment of Student Learning resource. In addition to the classification of assessment as formative and summative, the components encompass assessment practices that are focused on providing options and choices to diverse students to demonstrate their learning in authentic and alternative situations (Burton, 2011; Montenegro & Jankowski, 2017).
  • In the Reimagining Assessment resource, I present 7 strategies for rethinking tests and exams as a pathway to deeper learning. One criticism of summative assessment is that it happens at the end of a learning unit or course, students receive a grade which is an indirect evidence of learning (Suskie, 2009). A grade does not translate into the actionable feedback needed to improve learning and performance on subsequent exams. (Tan, 2013). The strategies point to the fact that students’ exam experiences can be intentionally modified to maximize the potential for learning beyond the test.

Using various types of assessments to facilitate the greatest possibility for diverse students to demonstrate their learning, not just their test-taking abilities, and reimagining exams as a pathway to learning could ease test-induced anxiety and stress. Consequently, the alleviation of exam stress and anxiety could be a collateral for reducing the incidences of cheating (Darby, 2020; Supiano, 2020).

References

Burton, K. (2011). A framework for determining the authenticity of assessment tasks. Applied to an example in law. Journal of Learning Design, 4(2), 20-28.

Darby, F. (2020). Seven ways to assess students online and minimize cheating. The Chronicle of Higher Education.

Farias, G., Farias, C. M., & Fairfield, K. D. (2010). Teacher as judge or partner: The dilemma of grades versus learning. Journal of Education for Business, 85, 336 – 342.

Jankowski, N. A. (2020). Assessment during a crisis: Responding to a global pandemic. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

Montenegro, E., & Jankowski, N. A. (2017). Equity and assessment: Moving towards culturally responsive assessment. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

Stanger-Hall, K. F. (2012). Multiple-choice exams: An obstacle for higher-level thinking in introductory science classes. Life Sciences Education, 11, 294-306.

Stefanakis, E. (2002) Multiple Intelligences and Portfolios. Portsmouth: Heinemann

Supiano, B. (2020). Students cheat. How much does it matter? The Chronicle of Higher Education.

Suskie, L. (2009). Assessing student learning: A common sense guide (2nd edn). San Francisco, CA: Jossey-Bass.

Swaffield, S. (2011). Getting to the heart of authentic Assessment for Learning. Assessment in Education: Principles, Policy & Practice, 18(4), 433-449.

Tan, K. (2013). A framework for assessment for learning: Implications for feedback practices within and beyond the gap. ISRN Education, 2013, 1-7.

Funmi Amobi is an instructional consultant in the Center for Teaching and Learning. She facilitates sparkshops for faculty in informal gatherings and by invitation to college and department meetings.

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Leveraging Zoom Tools to Engage Students

Oregon State Memorial UnionStudent engagement is indispensable in the current remote and blended teaching and learning environment. James Lang, author of the well-known Small Teaching: Everyday Lessons from the Science of Learning, speaks to this challenge in the newly published Distracted: Why Students Can’t Focus and What You Can Do About It. “We will not succeed in teaching today’s students unless we make a fundamental shift in our thinking: away from preventing distraction and toward cultivating attention.”

Lang goes on to posit three principles about attention: Attention is an achievement rather than a given in educational settings, attention is still attainable (despite the manifold distractions clamoring for the attention of our students), and it must be intentionally cultivated to be achieved in our classrooms.

So how can we cultivate our students’ attention in the remote “classrooms” of today, where our Zoom class session competes with all the other stimuli in which college students are marinated as they navigate COVID-era life? Fortunately, Yale’s Poorvu Center for Teaching and Learning has produced an Engaging Students through Zoom guide that describes practical techniques to leverage the basic Zoom tools to enable active learning. Rather watch than read? The Yale Zoom guide is accompanied by five short videos that bring the techniques to life. Highlights from the guide:

  • Polling – Zoom polls may give us insights into student readiness for learning based on prior knowledge or could be used to see if students have grasped material right after it is presented or can solve a quick problem. Polls are usually best created in advance, though they could also be created on the fly during a class session.
  • Chat – Zoom chat is a great place for real-time interaction and Q&A. Keep in mind that both instructors and students can ask and answer questions in chat. It can be used to break up a lecture, to get feedback, to assess whether students are following and understanding the content of a session. Continuously monitoring chat while presenting can be taxing, so it’s wise to pause periodically and catch up on any chat questions.
  • Nonverbal Feedback – Zoom nonverbal feedback includes the basic items students can deploy in the participants’ tab such as yes, no, go slower or faster, thumbs up or down, clapping, need a break, and away. More broadly, there is the “raise hand” feature in the participants’ tab and the clapping and thumbs up reactions that pop up over a student’s video thumbnail. Though Zoom nonverbal feedback is rather different from the nonverbal reactions we rely on in the physical classroom, it can be valuable in gauging the temperature of the room and levels of engagement.
  • Screen Share – While Zoom screen sharing is usually thought of principally as a means of instructor slide presentation, there’s great potential for student screen sharing. For example, individual students or small groups can make a formal presentation to the class or share a poster or infographic.
  • Whiteboard – The Zoom whiteboard can simulate many activities that are traditionally done on a classroom whiteboard and, with solid structure provided by the instructor, the whiteboard can be a productive collaborative space for students.
  • Breakout Rooms – Zoom breakouts can be ideal for collaboration, group problem solving, or discussion, particularly in larger classes. In considering the utility of breakout rooms, remember that it’s possible for students to screen share, use a Zoom whiteboard and use chat within their small group  as well. Breakouts work best with clear structure, deliverables and time limits.

For an additional timely take on sustaining student engagement during synchronous remote sessions, see Samantha Clifford’s new Faculty Focus piece, Encouraging Student Engagement During Synchronous Meetings: Preventing Midterm Dropoff.

Need assistance with Zoom? See OSU Zoom Help videos, request a Tech Keep-Teaching Assistant, or see the OSU Zoom Teaching overview.

Interested in learning more about Zoom pedagogy? See these practical resources from the OSU Center for Teaching and Learning:


References

Clifford, S. (2020, November 4). Encouraging student engagement during synchronous meetings. Faculty Focus. https://www.facultyfocus.com/articles/effective-teaching-strategies/encouraging-student-engagement-during-synchronous-meetings-preventing-midterm-drop-off/

Lang, J.M. (2020). Distracted: Why students can’t focus and what you can do about it. Basic Books.

Yale Poorvu Center for Teaching and Learning. (n.d.). Engaging Students through Zoom. https://academiccontinuity.yale.edu/faculty/how-guides/zoom/engaging-students-through-zoom

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Register Now: Blending Your Teaching with Instructional Media Workshop

OSU campusWondering how to make your remote or blended classes more engaging? Always wanted to create more media to enliven your classes?

Join the Center for Teaching and Learning and Academic Technology for an intensive hour-long session that will empower you to develop media that supports your teaching and to blend your synchronous sessions and asynchronous learning activities on Canvas. Let the experts from the Faculty Media Center (FMC) show you how you can use your laptop to leverage OSU-supported online tools to harness the power of media!

When: Sign up for either 2 p.m. on Tuesday, Nov. 17, or 10 a.m. on Wednesday, Nov. 18.

Where: Register now and we’ll send you the Zoom link prior to the workshop.

Questions: Contact FMC.

We look forward to seeing you on the 17th or 18th!

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Are You IN(clusive)? POC Student Perspectives on Race & Racism

POC Student Event

Dharma Mirza (She/Her/Hers) is a Student Office Worker at the OSU Center for Teaching & Learning. Dharma is a senior studying Public Health, Queer Studies, and Medical Humanities, and hopes to pursue an MAIS and MPH at OSU when she graduates. Dharma also works doing community outreach and education on topics such as anti-racist organizing/education, health equity, and LGBTQ+ issues.

This summer we began a project here at the CTL to help engage our faculty/staff with issues of race and racism in education, the Are You IN(clusive)? Read, Reflect, Reform Book Club. CTL provided participants with a copy of either Cyndi Kernahan’s Teaching About Race and Racism in the College Classroom or Dr. Beverly Daniel Tatum’s Why Are All the Black Kids Sitting Together in the Cafeteria? and placed participants into small reading groups. Both texts are available as e-books at the OSU Valley Library.

We started this program in response to wider movements for racial justice springing up all over the nation regarding the unjust death of George Floyd, among others. The program aims to help foster inclusive educational practices and ensure that we are doing our best to support our Black and marginalized students here at Oregon State. Due to the pandemic we have arranged digital spaces via Canvas to facilitate small-group discussions about the books, and the program will culminate in a live zoom meeting with one of our authors Cyndi Kernahan, followed by a group discussion on Beverly Daniel Tatum’s book, on Friday, November 20th. We are also working to provide anti-racist educational resources in the group and highlight OSU-specific resources to help empower our participants.

To help bring in the perspectives of students, I am excited to be offering a facilitated discussion on the books, and contextualizing my own struggles navigating higher education as a biracial person of color. I hope to also draw on my diversity education work in the OSU and Corvallis community over the past few years. My experiences as a first-generation Muslim immigrant and biracial student of color have informed my scholarship, activism, and community programming. So many BIPOC and immigrant students are disenfranchised due to the legacies of anti-Black racism and white supremacy in higher education, so I hope that engaging these critical POC-student perspectives will help to facilitate meaningful discourse on racial inequities in our campus community.

Please join us next Friday, 11/6 from Noon to 1:00pm (Pacific) on Zoom. (See Zoom Details below)

This event is open to all. We hope that you can join us, even if you are not a part of the Reading groups.

Live Captioning will be provided. For accessibility requests/concerns, or if you would like more information about our book club, please contact OSU Student workers: Kelby Hahn at kelby.hahn@oregonstate.edu or Dharma Mirza at mirzak@oregonstate.edu.

Zoom Meeting Info
https://oregonstate.zoom.us/j/96273290664?pwd=Vms4L2pEVXAzTy91bFBneFU5Z05mZz09 (Links to an external site.)

Password: OSUCTL

Phone Dial-In Information
+1 971 247 1195 US (Portland)
+1 253 215 8782 US (Tacoma)
+1 301 715 8592 US (Germantown)

Meeting ID: 962 7329 0664

Join by Polycom/Cisco/Other Room System
96273290664@zoomcrc.com

 

 

 

 

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