🔴 2018 College of Education Student EDU Talks

MIA TUAN: All right, good
afternoon, everybody. It’s good to see you all here. For those of you who I haven’t
had a chance to meet before, my name is Mia Tuan. I serve as the dean of
the College of Education. About three years ago
when I joined the college, we started a new tradition
called Edu Talks. And since that
time, we’ve become a bit of a national leader in
this thing called Edu Talks. Other institutions
have copied us. So what are Edu Talks? Edu Talks are five
minute one image talks that are not supposed to be
about your theory of change, your methods. It’s a story that
you tell about what matters to you and the
things that you care about. We modeled them after Ted Talks,
but with just five minutes and a purple rug
instead of a red rug. And they’re meant to
be fun and engaging and a very different kind
of talk than the type that most of you are
being trained to do, which is a research heavy talk. This is part performance, part
musing, part storytelling, as I was saying before. Goodness. I think it’s the wind. So on the faculty side,
I think we’ve hosted about five different Edu Talks. And this is our first
student focused Edu Talks. And the reason for
that is because of three of your colleagues,
Cory, Rachel, and Aaron. Give it up for them. [APPLAUSE] I’ve been involved in putting
on one of these things. It takes a lot of work. It takes a lot of coaching. It takes a lot of dragging
and schlepping the rug, arranging the room, the
food, and everything. So I really want to thank
them for putting in the effort to do this. OK, so I’ve got a couple
of requests for you. The first is to
hold your applause until the end of
the speaker’s turn. The other is to remember
to be kind to our speakers. This is a stretch. It’s a different kind of
presentation than ones that maybe they
might be used to. Plus, it’s scary to
stand on a purple rug and try to perform and
remember a five minute talk. OK? All right, without further ado,
our first speaker, Andrew Po, the Vietnamese American
elementary school teacher. [APPLAUSE] ANDREW VO: I want you to take
a moment and think about a time where a stereotype
has limited your life. I think back to the
moment when my mother was pregnant with me,
the second trimester. My parents were happy to name
their child, their first born child. They decided to go with
the name of Andrew. The reason was
because my father had a friend who was a physician
and his name was Andrew. And while this may sound
very stereotypical, he wanted me to become
a physician as well. And so with that hope, here
I am in education and not as a physician. This goes back into
their cultural history and their ethnic roots. My parents immigrated
to this country from Vietnam in an effort
to escape the Vietnam War. Having everything
taken away from them, the only way they were
able to sustain themselves was through access to
resources and that to them was money at the time. In their eyes, if I always
went into a profession that made a lot of money, I
would always be safe. And if something traumatic
were to happen to me, then I would be safe. Fast forward to when
I was 16 years of age. This shifted a little bit. I want you to take
a moment and think when we observe the
profession of medicine and the profession
of physicians, who can go into
these professions and not be questioned? Somehow, it’s
socially acceptable and never questioned
that people that look like me can enter these fields. When we talk about
elementary school classrooms, personally, I always
think of white women as being the majority culture. People like me are not
expected to go into this field. And it’s often frowned
upon at the cultural level from my own experience to even
step foot into this profession. So what are the
implications for students? When being trained to teach
linguistically and ethnically diverse students, it’s
important to capitalize on their strengths,
their funds of knowledge, and also to validate
their lived experiences. Oftentimes, with a very
whitewashed profession, this is problematic. I see myself in
here during my time volunteering in an
elementary school classroom in high school,
where a student came up to me and was pleading for help. The substitute
teacher at the time just failed to build a
rapport with that student. And that’s when I fell
in love with education. Being an elementary
school teacher, you’re able to capture the lived
experiences of your students and really make change. And so this was an
urgent call for me. There is a need for
diversity in this field and also the need
for representation of people of color, specifically
Vietnamese American males as well. If we want to
empower young people, I feel like we need to
demonstrate to them that they can do it too. And I am an example of that. If we are going
to empower youth, we can’t just stay
in the stereotypes that are put upon us. In fact, it’s
important to push back against those stereotypes
that are put upon us. There’s a lot of fear around
going into this profession. My culture has conditioned me
to internalize feelings that, oh, I will be a bad teacher. Our people don’t belong there. Only a certain group of
people are right for this job. Rather, if we’re approaching
this paradigm shift, I feel like there needs to
be more educators of color, specifically
Vietnamese American, considering there is a high
number of Vietnamese immigrants coming to this country that
need to be educated and deserve to be educated
equitably as well. And so when I envision
myself in two years teaching in the classroom as an
elementary school teacher, I think back to those moments
that really matter to me and how my teachers validated
my lived experiences, never discriminated against
me simply because of who I was, and pushed me to enter
this profession because it’s OK. Vietnamese people
can be educators too. We don’t belong
just in one field. We don’t belong in
just one domain. We can exist across
different professions and really make change in
the lives of young people. And so I’ll leave you
with some takeaways. What stereotypes do you
bring into the world and put upon individuals? What can we do to push back
against these stereotypes? And in a world where
our hearts should be in putting students
first, what can we do to really give young people
agency and not limit them because of stereotypes? Thank you. [APPLAUSE] SPEAKER: All right, so hitting
the wall, social emotional learning through rock
climbing with Brian Carpenter. BRIAN CARPENTER: Thank you. This is too hard. I’ll never figure this out. I can’t learn this. Why do I have to do this? Clearly, I’m not smart
enough to figure this out. If you’re a teacher,
you’ve probably heard these comments
from students, or you will hear
them from students. It’s only a matter of time. Every student hits
some kind of wall in the process of
their learning journey. For some students, those walls
are relatively easily overcome. For other students,
those walls loom very tall and very imposing. What if we had a really simple,
really tangible easy way of showing students that
they could climb those walls? I would argue that we
do have such a tool. It’s called
experiential learning. And I’m going to talk about
the example of rock climbing. What happens when students
hit the climbing wall? This last winter, I
had the opportunity to be part of a program
that works with high school youth in one of the
alternative high schools in the Seattle public
schools and a local community organization called, well,
the local organization is called the Mountaineers. The program is called
the Mountain Workshops. And the program
provides these students with an opportunity to
learn about rock climbing. It’s also a chance
for them to have fun. These are students who face a
lot of barriers between them and getting an education. Some of these barriers,
some of these walls are constructed by systems, like
the juvenile justice system, or lack of substance abuse or
mental health support services. Some of these walls,
quite frankly, are a result of students’
own internal constructions. What happens when these
students hit the wall? I want to talk about one
student in particular that I had an experience
with that I think was a great
demonstration of what can happen when students hit the
wall and what they can learn. This doesn’t happen
with every student. And we certainly don’t
try to bludgeon them over the head with the climbing
wall as a metaphor for life and getting an education. But hopefully, most students
can take away something positive from the experience. Now some students when
you put them on the wall, they require very
little support. And they just go climbing
right up without much pressure, without a whole lot of
encouraging or cajoling or support. Other students seem to
require a whole team of people to get them just
partway up the wall. On this one particular
day, Michelle, I don’t know if she was
having a bad day or what, but she refused to participate
in the group activity that we started out with. She did not want to participate
in the team building activity. She just sat by herself
and stared at her phone. However, when she was
given the opportunity later to climb on the wall,
Michelle began to perk up. And I remembered that
she had told me one time that she had won a
science contest in school and that science was her jam. So I encouraged her to
see you about climbing on the walk wall is like a
physics problem with opposing forces. Now on that particular day,
we were encouraging students to try rappelling, which
is where you climb up and then lower yourself
down on a rope by yourself. And this is scary
for adults to do. So it’s obviously
even more scary for many high school students. We do this in a very
safe environment. We have multiple redundancies. The students are asked to
climb up and rappel down a very short distance. Now on this particular day, we
were encouraging the students to rappel. Several students,
including Michelle, were like, nope, no, no, no way
you’re going to get me to do. That is crazy. Only crazy people do that. I’m never going to do that. But after one of
their classmates went up and rappelled
down, I could see Michelle was thinking about it. So I encouraged her to try it. And eventually, with a lot
of support and a lot of help, Michelle climbed up
and rappelled down. And as soon as her
feet were on the floor, she started talking
a mile a minute. Oh my god, I just can’t
believe I did that. There’s no way I did that. I just did that. I can’t believe I did that. Oh my god, that’s great. I can’t believe I did that. This went on for
like a whole minute. She was just verbalizing what
was going on in her brain. And it was really,
really important to see because Michelle learned
a really important lesson that day. She was capable of a lot
more than she thought, if she could push through her fears. When students hit the wall,
they have an opportunity to overcome a lot of
barriers to learning. If we had more students
hitting the walls, I think we’d see a lot
more barriers to education come crashing down. Thank you. [APPLAUSE] SPEAKER: All right, an imposter
among us, Josiah Gikungi. JOSIAH GIKUNGI:
Today, we’re going to talk about a very serious
issue that affects millions of America all around
the country as well as millions others
across the world and poultry too,
imposter syndrome. How many times have
you walked into a room and immediately
felt out of place? Now imagine feeling that
constantly wherever you go. I couldn’t help but feel
out of place the first time I walked into Miller Hall and
to my first ECFS classroom. Here I was a cellular,
molecular, and developmental biologist sitting in a
room full of educators. And I recall thinking,
what am I doing here? I came upon ECFS at a time at
a difficult point in my life where I was struggling
with who I was before, who I was at the time, and who
I wanted to be in the future. And I searched through the
process of self reflection and discovery. I found out that I have
a passion and drive to work with children. And as such, a degree in early
childhood and family studies felt like a step in
the right direction. Now what I did not
know at the time was that I was about to
embark on a journey that was very profound and would
leave a lasting impression on me. Now it’s one thing
to feel out of place. And it’s another thing
to look out of place. The College of
Education is 83% female. And now just by that alone, I
obviously stand out as a male. But then through the
work of Marty Howell, we’ve discovered
that I’m, in fact, the first African-American
male in the ECFS major. So what does that mean? So it means that I can’t really
skip class and get away with it that easily. But it also means that
I had to find ways to rise above any
barriers that I may face and succeed
and rise up and be the best that I could be. So what did I do? I took this chance to
answer every single question that I pulled in class, even
though most of them were wrong. But this is how we
learn and how we grow. I decided to get to
know my classmates, who are some of the most wonderful
people I’ve ever met. I decided to join
ACE, where I have served as this year’s public
relations and social chair. All those multiple
emails you guys have been getting this
year, that was me. I decided that I wasn’t going
to let this hinder me and hinder my success. And that is what I did. I decided to succeed,
and I did succeed. And I hope I
continue to succeed. And at this point, I
can’t help but wondering, will others who come after me
face the same challenges that I faced? Will they be able to succeed? Will they be able to rise up? And what can we do as
a College of Education, as future educators,
as current educators to make sure that everyone else
who has the same problem that I had succeed? So I don’t have all the answers. But one thing that we can do is
encourage cultural responsive teaching. Only through this can we make
everyone feel comfortable. I have been lucky enough to
have such brilliant minds as my cohorts and
amazing professors who have been able to
encourage discourse and discussion among
very serious topics, such as racism inequity without
making me feel out of place. And I am really
appreciative of that. One of my most favorite
quotes is from the Dalai Lama. And it says, our primary purpose
in life is to help others. And if you can’t help them,
then do not cause them any harm. And from the bottom
of my heart, I would just like to thank the
whole College of Education for taking me in
and making me feel like less of an imposter
and more like I belong. And will anyone
who didn’t belong in the College of Education
have a whole noticeboard that they control? I didn’t think so. So if you or a loved one are
infected by imposter syndrome, please don’t contact
your lawyers. They can’t really
help you with this. But I want you to know
that there is hope and there are resources
to help you succeed. All you have to do is just find
the right people to help you. Thank you. [APPLAUSE] SPEAKER: Individualized
education journey, Gina Tesoriero. GINA TESORIERO: I
recently transitioned from a career as a
special education in New York City to being
a graduate student here at the University of Washington
in the learning sciences program. And although I miss
my students immensely, I’ll tell you one thing
that I don’t miss at all. And that’s reading IEPs. IEP stands for individualized
education plan. And although that sounds
wonderful in theory, the idea that there is this
document that outlines this specialized journey
for students based on their interests
and identity, that’s not what IEPs ended up being. They were countless pages of
what students could not do. One student in particular
comes to mind, Mark. Mark’s IEP said,
Mark’s knowledge of domain specific language
is far below grade level. Mark fails to follow
multiple step directions. Mark is unable to
recall details. What was worse, Mark started to
subscribe to this can’t thing. And he often sat
in the sidelines of the classroom reluctant
to engage in activities and often quick
to tell me things that he was not able to do. However, what was not
written in Mark’s IEP was how amazing Mark was
at creating community, that ended up having a
huge impact on his teachers and students in his classroom. The summer before I
became Mark’s teacher, I engaged in a
workshop that taught me about design thinking. And I was challenged to
bring in some activities to my classroom that engaged
students in this type of work. The first activity
that we did in a series around biomimicry and buoyancy
was the plankton race. Children were challenged to
create the slowest sinking plankton to optimize
time for photosynthesis. This here is Mark’s
winning plankton. It sank 10 centimeters in
two minutes and 50 seconds, which is super slow. And so this challenge
had the ability to bring Mark in from the
sidelines into center stage. And it really had an impact
on him and his classmates. Because what Mark chose to
do with this center stage, this spotlight that was on him
now was uplift his other peers and bring them in
from the sidelines and help them use
their strengths to achieve this success. This was Mark’s superpower. He was an interpersonal genius. This amazing ability that
Mark had supported him throughout his
career as he prepares to graduate now in June. He hopes to– sorry. I’m so excited for him. So he has aspirations of
being a counselor for students in his neighborhood. So what was it about this task
that was so amazing for Mark? Well, it didn’t have any
gatekeepers or boundaries he had to cross to engage. He was able to
engage without having to extract details from a
text before he did a debate. Or he didn’t have to
decode a word problem before he was able to solve it. He was able to dive right
in with his abilities. And that allowed him to engage
in these critical practices of perseverance and
problem solving. But I had to ask myself,
is accessibility enough? Shortly after that experience,
I had an opportunity to engage in a fellowship
where I learned about the democratic teaching
framework, which taught me that accessibility
was not enough and that we needed to
incorporate students’ interests and identities
into the classroom so that they were able to take
ownership of their learning. So I started to
ask questions that would help bring in stuff
from outside of the classroom or other different
range of abilities. Like what annoys you while
you’re eating or cooking? Or how would you redesign
the cafeteria experience? And the flexibility that was
inherent to these prompts really opened up the
space for learners to bring in a wide range of
abilities and their interests into the classroom. And it started to dismantle some
of the unjust power dynamics that existed in my classroom. However, once
again, I had to ask, is accessibility and
flexibility enough? Now that I’m here
at UW, I’m learning about equity pedagogies. And they’re teaching me that
accessibility and flexibility are not enough, that
what we need to do is create the space for students
to enter in their path of self realization and empowerment
so they can make change in their community. This path that
I’m talking about, this individual education
path that I’m on right now has really helped me
to reflect on my learning and to see how different
experiences have contributed to the way that I act, the
things I say, and the things I care about. My only hope is that every
student has an opportunity to continue the path
that was cultivated in creative environments that
were built on accessibility, flexibility, and empowerment. So that they are able to
realize their true genius just like Mark was able to. [APPLAUSE] SPEAKER: The power of preschool
inclusion by April Boyce. APRIL BOYCE: Never underestimate
the power of a preschooler. Whether it’s with that
adorable little grin, the infamous puppy dog pout, or
when all else fails that full blown meltdown at the checkout
line of a grocery store, preschoolers know exactly how
to get you to buy them that king sized bag of special
edition M&Ms. Now preschoolers, both with
and without disabilities, are highly capable
of many other things. They can engineer the
coolest block structures. They can perform Oscar worthy
portrayals of their parents in the dramatic play center. And they can create the
most amazing masterpieces with just a few
tubes of toilet paper and a ridiculous amount of tape. But that’s not all. Preschoolers also have
the power to create a more inclusive world. Have you ever been
in a situation where you see someone
that’s a little different and you just weren’t sure
how to start a conversation? Or maybe you’ve been that
person that’s walked into a room and you felt like an outsider? Well all through
history, people that don’t fit the mold of what
society perceives as normal have been ignored and
excluded, much of that stemming from the
fear of the unknown. Well, our lives could
look much different if we took away that
fear at a young age. If instead of just
telling our kids not to stare at the person
in a wheelchair, we teach and actually
encourage them to say hello. Preschoolers really
do have the power. They can change our societal
attitudes about disability. And it all starts with high
quality inclusive preschool. Now inclusive education
is the belief and vision that all children, no
matter their ability, can access learning
opportunities and fully participate
in schools. The classroom is a place
where differences are valued, and all children are
given equitable supports to successfully communicate,
share, and play. But inclusive education
is more than just a place. It’s a mindset. For educators, inclusion
is about opening our minds to possibilities, making room
for different perspectives, embracing new ways of
thinking, and fostering a sense of belonging for
every child along the way. Sorry, Mia. So when a child with
a language delays initiates a conversation
using picture symbols, peers begin to realize that
there’s more than one way to communicate. When a child wonders
why she doesn’t get to sit on the
squishy blue chair, but then notices that
her peer with autism actually has better focus
at circle all thanks to said squishy blue chair, she
begins to understand equity, that fair does not
always mean equal. And when children
find ways to include their peers of all
abilities in their play so that no one
gets left out, they learn acceptance and empathy. In high quality
inclusive classrooms, teachers intentionally
plan activities to meet the needs of all learners. So children are more
engaged in the classrooms and more confident
in their abilities. The higher expectations
of inclusive settings ultimately leads children
with disabilities to improved academic
performance, increased social competence, and
better friendships. In the long run, children
with disabilities have better outcomes
after high school, including meaningful employment
and independent living. Now research also tells
us that even children without disabilities can
benefit from inclusion. Inclusive classrooms provide
typically developing peers with many opportunities to learn
appropriate, effective ways to interact with their
peers with disabilities. Because they’re often
our peer models, they have greater self-esteem
and better leadership skills. When children
without disabilities are exposed to
inclusive experiences, they’re more aware of
individual differences, more accepting of diversity. And overall, they just
learn how to be good people. As they grow to
become good citizens, these peers play
a significant role in disrupting the
cycle of exclusion. So currently in the
United States, only 46% of children with disabilities
ages three to five attend inclusive preschool. This means that a
majority of our children are not benefiting from the
outcomes I just mentioned. So clearly, there’s
more work to be done. Just remember,
inclusive education enhances learning, leadership,
and character development for all children. They’ll grow up to become
our future social workers, teachers, politicians, and civil
rights activists of the world. Their inclusive mindset
could eventually shift the negative
attitudes of disability leading to a more tolerant
and accepting society. Yes, preschoolers really
do have the power. So imagine living
in the world where people are a little more
thoughtful and a little more understanding, where every
person, regardless of ability, is viewed for their strengths
and not their deficits, where the term inclusive
education is just called education. We can get closer to
this as a reality. And it all starts with high
quality, inclusive preschool. If we invest in
inclusive education, we invest in all children. And we invest in a
more inclusive world. Thank you. [APPLAUSE] SPEAKER: Language learning,
not just an afterthought, Davis Boswell. DAVIS BOSWELL: Anyone who
has learned or is learning a new language will tell you
that the scariest moment is when you’re in front
of a native speaker and you have to combine
everything that you’ve learned. For me, when I would
go to office hours for my Spanish
class, I would always prep exactly what I was going
to say ahead of time to a T, and then I would prep exactly
how my professor would respond to that to a T back and
forth, because that’s how conversation works. And so I would get there, I
would say my lines perfectly, perfectly. And then my professor would
do the worst thing possible and go totally off script. In my head, I’m like, seriously? I prepped for three
different ways that this conversation
could have gone, and you chose none of them. And so in this situation,
I’m like my grandma who prints off the directions
from MapQuest beforehand and memorizes them. And my professor
is Siri who decides to take a different turn
at every intersection. So I stumbled through
the next sentence. They switch into English
because they just really want to get the
interaction over with. And then I go home
for three hours and think about all the
things that I could have said. But lighthearted
story aside, this was a really great
learning moment for me. It’s something that one of my
favorite education professors calls, you don’t know
what you don’t know. Before this, I
didn’t know how truly terrifying and
intimidating it can be to speak a language
that you’re just learning with someone who’s been
speaking it their whole life, even if they’re the nicest
person in the world. And my situation was
relatively low stakes. My health, my economic
well-being, my safety, they were not threatened. And this is a
privilege to learning a second language
or a new language out of choice
instead of necessity. In the K through
12 system, there’s nothing to hold students
accountable to learning a new language. I never had a personal or
academic reason to do so. We know that children
learn languages much better than adults and teenagers. Yet, most districts don’t
offer or require students to take language courses other
than English until high school. And even then, it’s only
two or three classes. And we also know that it’s
much harder to unlearn a bias than it is to develop a
positive mindset from the start. Right now, there’s
a very real trend among monolingual English
speaking students, like myself, to develop a subconscious,
dismissal, and fear towards other languages. There’s also a
hypocritical expectation that everyone else should
learn English and cater to us, even if we’re the
ones to go abroad. And we’re seeing the
effects of this today if you turn on the news. Or I think we all know
maybe a Chad or a Becky, and no offense to the
Chad or the Beckys in the room, that have gone
to Cancun for spring break, and the only thing that
they bothered to learn was, [SPEAKING SPANISH] But I want you to
imagine what might change if we were to start focusing
and valuing and emphasizing language learning in the first
few years of school instead of the last. We know that there’s so many
benefits to language learning. It improves cognitive abilities,
like critical thinking, problem solving, reading in
one’s native language, the ability to
hypothesize in science. It prevents memory loss
and cognitive degeneration as we age. But most importantly,
it cultivates respect for the language
that you’re learning and its native speakers, no
matter what language it is. Too often, language is
used as a tool to divide, to oppress, to erase the
ugliest parts of our history. But language, at
its core, should be about fostering unity and
genuine human connection. So it’s time that us, the
future and current educators, administrators, policymakers,
redefine it so that it is not just an afterthought. Thank you. [APPLAUSE] SPEAKER: Literacy in the world
of the real, Kevin Roberts. KEVIN ROBERTS: So
I used to believe that my job is to prepare
students for the real world. And as a white teacher working
with predominantly students of color, what separated
them from the real world was a gulf of lacked experiences
that only I could provide them. I was the white savior. But when we say these
things about the real world and real experiences,
what we’re really saying is that the worlds our students
occupy now are insignificant, and that the questions they
have will just have to wait. For now, they’re passive
objects in the world with its own agenda. But an alternative
exists, one where students engage in what Paulo Freire
calls praxis, reflection and action upon the world
in order to transform it. The world could be that
real world past preparation, or it could be the
students’ world of the real, where we invite them to
engage in interrogating their communities
and their experiences through real questions
and engage in real, but quite often, uncertain
action to transform it. Brings me this picture here. For two years, I lived in the
basement of a writing center. Is actually a
100-year-old church. And when I moved
out, the students moved in and immediately began
to interrogate that space. I believe the
question they applied to that world was, how
could anybody possibly live down here? Upon reflecting
on that question, they decided to act in
order to transform it, painting the walls a color I
probably wouldn’t have chosen. But it might been a little
happier two years if it was bright orange like that. So just a small
example of students engaging in reflection
and action upon the world in order to transform it. But I want to talk
for the rest of time about my literacy
classroom, where students read the word and the world,
meshing text, community, questions, and action in the
students’ world of the real. So a few years ago, I was
engaged in a novel study with a group of
eighth grade boys reading The Absolutely True
Diary of a Part-Time Indian. The question that they
applied to the word, how they analyzed the text was
through, does race define us? They then turned that question
on their own communities. And the classroom was
on fire with discussion about systemically segregated
neighborhoods, the stares and mutterings of white
parents in the bleachers when they traveled for sporting
events, and years of teachers with bias, just like
my own, believing that they lacked experiences. These were no longer
immutable facts of life, but issues worth interrogating
and transforming. And the classroom, being
positioned in their world, privileged their ways
of knowing and ways of being able to speak back. So in active literacy, writing
is the author’s active response a question they have,
writing as action. So the students
decided that they too would write to
their city council describing how in so many
ways race and racial policies were defining factors
in their lives. But with that plan,
shortly after that, every single English
teacher in the district received an email from
our curriculum director letting us know that that
text, The True Diary, was inappropriate
for classroom use and that all copies
needed to be returned. I decided to simply share
that email with my students, so that they could understand. And as we read it,
we began to question whether calling the words
they read inappropriate said the same thing
for the world? They were reading the
questions they were asking. But this decision was not
a part of their growing world of the real. And it wasn’t in us to
just passively accept it. So we spoke back. More specifically,
we wrote back. In a chain of open
district wide letters that found their way to the newspaper
and the local university, I challenge the curriculum
director’s decision about banning the book. And this made a lot
of people very upset. It brought a lot of
attention into the classroom. But we were prepared
for that attention. Because when people
came into the room to supervise or see
what was going on, they were met with the
students’ own writing as action, poster sized letters to
the curriculum director, her quotes, and their rebuttals. It was a turbulent
couple of weeks. But when we adopt
practice in the classroom, there is no set
curricular plan to follow. Different communities will
have different students, different questions,
different calls to action. But there are questions that
we can reflect on as educators. What value are we placing
on our students’ lives as rich sources of content worth
interrogating and acting upon? And as educators, are we willing
to expand our understanding of the real world in
order to work, learn, and act alongside our students
in the world of the real? Thank you. [APPLAUSE] SPEAKER: Translating
talent, Kim Boudreau. KIM BOUDREAU: You got it. All right, so when I
tell people that I’m majoring in both human resource
management and education, I often get this look of
confusion on their faces. And it’s followed
by the question, so do you want to be
a teacher, or do you want to go into business? I actually love
getting this question because it gives me a
chance to talk only not only about something I love,
but it gives me a chance to connect my experiences
and how it eventually will lead to gainful employment. But what if I didn’t get
a chance to explain this? What if, let’s say, I
had a one page document that a recruiter was going
to look at for 20 seconds and push to the side after that? Does this sound familiar? Approximately, or as many
as 60% of corporations nowadays are facing
a leadership crisis. There is a perception
that there’s a shortage of people that
can go into these leadership positions. And they’re desperately
looking for creative ways to fill those. Often times, the burden
of translating a talent or translating the experiences
that people have fall onto the candidate who
is applying for the job. But what if the business
took some of this from the candidate? What would this look like? Since we all have the
commonality here of education, let’s start with that. So as educators, what would
make us valuable assets in a corporate setting? Number one, we
would be the leaders in a company that
focus on learning and development of our team. As we advance through
a company, others advance through the company too. What about all of
the stuff that we learned about unconscious
bias within systems and organizations? We are equipped with the
skills to not only address and mitigate but even
reverse some of the impacts that these companies who are
really focused on diversity inclusion desperately want. Beyond this, I think
that’s a good start, looking at broadened
ways of looking at work experience
and formal education. But what about all
the experiences that you get outside
of these settings? This is actually something
that really inspired my talk. It was an article titled,
why good parents make great leaders. And it was a really cool article
about this man’s experience with being a manager in
a company then having children and seeing what
organizational leadership skills he developed after that. And to me, this was not
only powerful in that you’re broadening your view
of how people get these leadership experiences. But it’s putting a
strength based lens on how people view
people’s experiences. So instead of, oh,
they became a parent. Work life balance
became so much harder. How do we solve these problems? These problems, all
these problems exist. It’s about, oh, you
became a parent. What new things do you
bring to the company? What new things do you bring
to our organization that make you a powerful leader? By a company taking
the initiative and taking the burden of
broadening the definition that they’re making
about leadership, they’re not only broadening
the applicant pool, all these new people that
they can fill, all of a sudden solving this crisis
that they’re facing, but the diversity of
candidates also increases and, as studies show,
innovation and new ideas and, heck, even just meeting
your equal opportunity quotas. So at the end of the
day, organizations who broaden their
definition of leadership and accept more experiences and
more viewpoints into a company are the ones who allow people to
be their whole selves at work. Thank you. [APPLAUSE] SPEAKER: Learn like a
gamer, Michelle Davis. MICHELLE DAVIS: Hey, guys. That thing will rot your brain. I heard this a lot
growing up as a kid. Of course, back then,
it was about television. But I find that my
daughter still hears really similar things and
revolves around her computer. She’s on it all the time. And it drives me insane. That thing is going
to rot your brain. OK, I’m an educator. And she’s playing. And I know that play
is how we learn. So what is it that my kid
is learning when she’s playing these video games? In every preschool and
in most kindergartens, we accept that play is this
amazing way that kids learn. It promotes equity. And it teaches kids
how to share and all of these wonderful things. But as they get older, the more
we tell them, ssh, sit down. Memorize this. Be tested on that. And they lose that
motivation and that drive to actually learn and
play with what they know. OK, so I know all of this. And my kid’s on the computer
for hours and hours. What is she learning? My daughter plays
Stardew Valley, which is a farming
game where you actually are encouraged to go into the
community on the video game and interact with people and
make friends and maybe even get married. That’s awesome. My kid is learning interactions
and social connections. OK, well, what else
is she playing? My kid plays League
of Legends, which is a multiplayer vast
community of gamers that go and capture the flag of
an opposing five person team. But so not only is she
now connecting to people that she’s never met across
a broad range of countries, taking away her biases
about who’s a gamer, but that means she’s also
engaging in creatively coming up with strategies
and critically thinking about what’s the best
way to take down that turret? Her favorite thing? Shoot it with guns. OK. So how do we put this to
use for kids in everyday, to incorporate more
games into the classroom in order to encourage them to
be motivated to play, and thus to learn? When I am in the
classroom and I’m seeing all of these kids just
sitting and listening and being very passive, it makes
me feel very antsy. I’m like, no. We need to do something else. And no offense to Oregon
Trail, but I’m not talking about edutainment. A lot of companies just
don’t invest the same kind of development that they do
when they’re creating games for a classroom versus
actually engaging games that are fun to play. So OK, how do I
take this knowledge that I have about my
kid learning games and apply it to what I
know about being a teacher? So that means that we’ve
got to take games and start breaking apart what they
learn and how that works. If I’m going to be teaching
about the fall of the Roman civilization, oh great, well,
then I grab Sid Meier’s Civ V, and everybody gets to
pick a civilization. We go from Stone
Age to Modern Age. And we pick apart what works
and what doesn’t, and who gets to survive and why. So all of this culminates– ow, that’s really painful. All of this culminates
into the idea that when you play video games,
when you engage in a way that is memorable and tangible,
then you are not only being able to cultivate
someone’s communication skills, but their creativity,
their critical thinking, and their ability to
collaborate with friends. So I encourage everybody to
not just sit there and tell students, ssh, sit down. It’s my turn to talk. But to really get them engaged
and motivated into play and thus into learning. Because as we go
about our lives, more and more, we’ll sit
there and say, oh, I’ll get to that later. I have dished to do. And we forget that play
is what helps us learn. So as you go about these
last few weeks of classes, you engage in those crucial
final research papers, and you print out that one last
draft for your English class, I have to ask you,
what games do you play? Thank you. [APPLAUSE] SPEAKER: Friendly
feedback, Nathan Hoston. NATHAN HOSTON: OK,
I hate feedback. And I get a lot of it. I get it from my
mom, my advisor. My roommate does this thing
where he leaves Post-it notes on my mirror. And it just sucks. I hate it. I hate feedback so much
that even the speech, the one that you’re
listening to right now, I got feedback via
email five days ago. I looked at that
feedback this morning. I mean, it’s true. It’s painful. I didn’t change my
speech, by the way. So I’m sorry, mentor. But I think about this
one time in undergrad, I got this essay back. And I got an appalling
low grade on the essay. And right next to it it just
said, go to the writing center. I didn’t go to the
writing center. And I also didn’t look at
the rest of the comments. Because in that moment, I became
that appallingly low grade. When I get negative
feedback, I turn into that negative feedback. And that’s always
happened for me up until about two years ago. When I was an assistant director
of this program, the summer school program, I was
teaching high school students how to teach middle
school students. This was my first
time in this position, so there was a lot of
room for growth for me. So there is a lot of
opportunities for feedback. My boss at the time, Heidi,
would deliver feedback in such a way that
actually surprised me. When she gave me feedback, it
made me feel like sunshine. So I spent the next
two summers trying to synthesize the way that she
gave feedback into a method that I now use with
teachers that I’m coaching. So these are the three steps. First, Heidi when she
would give me feedback would always check
for clarification. Did I understand the feedback
that she was giving me? Second, she would always
check my capacity. Was I able to implement
that feedback on my own? And next, she would simply
ask, did you need help, Nathan, with that feedback ? So I want to apply it to
something very practical, very real to my
teacher candidates. Currently, I’m a teacher
coach in the special education department for the
College of Education. And I have about five
teachers on my caseload. And I love them all
dearly, but they all have a really hard time
turning in their lessons 24 hours before I
go to observe them. So this is how I would
use Heidi’s method to deliver feedback
about getting those darn lessons in to me. I would ask first a
clarification question and take on some of that
responsibility for myself. I would go say something
to the effect of, I’m not sure if I was clear. I need those lesson plans 24
hours before the observation. And then I would go into
a capacity question. Now do you have the tools? Do you need anything from
me to complete this lesson? And then I would ask just simply
if they needed help from me. And usually, I mean, sometimes
I’ll give them my time and say, I will text
you 25 hours before you need to get that lesson
to me, if you need that. Now this does two things. First, it opens feedback
up to a conversation. And second, it
gives them the space to accept, challenge, adapt
feedback on their own terms. Because this talk isn’t actually
really about those three steps that Heidi gave me. It’s about making
feedback a conversation. It’s about making
it collaborative. Because I believe that if you’re
able to make feedback more engaging that way, that
you will make other people feel that feeling of sunshine. Thank you. [APPLAUSE] SPEAKER: Values division,
Natalia Esquivel Silva. NATALIA ESQUIVEL SILVA:
I’d like to take everyone back to my freshman year
entering college when I wanted to be an engineer. And then I started at the
University of Washington, and I wanted to
pursue dental school. And then a couple months after,
I wanted to pursue nursing. And I continued on for
about two and 1/2 years. So I didn’t end up pursuing
any of those careers. I am an education major. And as I reflect, I think about
all the places where I was lost and all the places
where I wasn’t lost. So where I was lost was
connecting those dots. And the funny thing is that I
knew everything that I liked. I knew what values I had. I like to help people. I like to share resources. I like to engage with others. But I didn’t know how to connect
that into a specific major, into a specific job title,
into a specific program. And so thankfully,
amazing advisors that helped me in
college, I found a new major called education
communities and organizations. There’s a lot of
us here today, ECO. And the thing is that the
way it happened with me is an uncommon thing. So this major came up at the
time in my college career where I was the most confused. And that doesn’t happen
to a lot of people. When they’re confused,
there’s this perfect major that combines a lot of things
that you’re interested in. That’s not going to
happen to a lot of people. And far too often, this
happens to students. And this ends up making
them lose their motivation in what they want to do. Specifically with first
generation students, they have parents. But they may not have
had any other career preparation that they can
share with their kids. And a lot of us in college,
we want to impress our peers. We want to pretend we have
everything figured out. And it’s great if you
do, and it’s great. But if you don’t, and
if you didn’t ever, I encourage people to
share their stories. In ECO, we talk a lot
about being vulnerable. And so this way if
we normalize this, we can help students understand
that it’s OK to figure it out as you go. And as a future advisor, I hope
to be a transparent mentor, because I think that those
are the type of mentors that helped me the most. The ones that were
like, OK, let’s talk about this real talk. All these fancy words, I
know all these theories we talk about in class. So if there’s any
recommendation that I can give to other first
generation students who have experienced this or maybe
currently experiencing this, I would say that it’s really
hard to as a first generation student to not listen to parents
because of all of the respect that you have for their desires. And also, from my family
as an immigrant family, you really want to value
what they wanted you to be, if they wanted you to be a
lawyer, if they wanted you to be a doctor, or an engineer. But I would encourage
students to listen to what they already know. You already know what you enjoy. And try to follow
something that excites you. And you will always find if
you carry your values with you, you will always be able
to get to your end vision. That’s all. Thank you. [APPLAUSE] SPEAKER: Check your blind spot
of bias, Roxana Chiappa Baros. ROXANA CHIAPPA BAROS: You
are wondering what I’m going to ask you to imagine. Dissertation is
done ideal world, and those that you
love academia have achieved an amazing position in
a very prestigious university. You have a position of power,
and you’re invited by the dean to recruit new faculty members. 100 CVs are over the table. That number sounds big. But actually, it’s
quite accurate today. And those that we are applying
for positions, we know that. I want you to imagine
and think, what are the key criterias that
you’re most tempted to look at? Think for a second. Prestige of [INAUDIBLE]
granted university where people graduated? Recommendation letters? What about the number
of publications? I have asked this
question around 100 times to different professors
in Mexico, Chile, Denmark, and also in the US. Chile has been my fieldwork. So I’m going to talk
a lot about Chile. The answer is pretty similar. People don’t look
at the one criteria. They look several criteria. And when I have
asked, do you consider that the process of faculty
hiring has any bias? What do you think that they say? No. Of course not. Right? It’s very objective. But they have said something
that is very important, and they have pointed me out
a very important question. We don’t have explicit bias. So what about the implicit
or the less visible bias, or those bias that we
have naturalized accepted? I’m going to give you
three examples where I have seen this case. The first when a university,
very prestigious university, located in Santiago. Decided not to disseminate
the job opening publicly. They have a hard time
recruiting people. So they relied in their
professors’ network. Professors where a
highly internationalized. So they have problems to
recruit good candidates. When I asked them, do you
think that your process has any type of bias? They neglected that the fact
that you are selecting people for your own networks
would have implications to exclude other people. A very common example in all of
the countries that I mentioned at, universities that
are very prestigious and receive a number
of curriculum. Those were hundreds. Some of you professors
may have had to analyze. They decided that
the prescreening could exclude anybody
that graduated from a university
that was less ranked than their own institution. Are you familiar
with that situation? The reason why they were
doing that was efficiency. You have 200 curriculums. What are you going
to do with those? Again, the same question. Do you consider that the process
of faculty hiring has any bias? Third example, and that is
very common in any process of recruitment. People, after they pass all
of their academic criteria, faculty evaluate the personality
of the prospective candidates. And when the question
is, what are you looking in the personality. That’s how he’s very ambiguous. They aren’t concerned about
feelings, feelings in the way that how well that person looks
like defeat in my department. I am pointing all
of these criterias, because Chile is a very
segregated country. And those that are
able to participate in networks, selective networks
of professors, are a minority. Those that are able to go
to the best universities are very associated
with the advantages that they had when they grew up. And I care about this
because I grew up in a place like this, listening that
education will liberate us. And I came to United
State with that question. Can the accumulation
of knowledge actually really eliminate the barriers? And what I am
finding is that, no, it’s not just about
access of higher education or accumulation of the
number of PhD holders that can be in a country. There are internalized
bias in gatekeepers that are crucial to eliminate. And those that are in
a position of power, it’s very important to
check our unconscious bias. Thank you so much. [APPLAUSE] SPEAKER: Hi, all. I just want to say, thank you so
much to all of our presenters. My co-organizers, we are
so excited that you all were able to participate. And thank you for
everyone they showed up and all of the faculty mentors. We would love for you
all to stick around. We’ll have food and some
beverages available, and engage with the
presenters and stick around for some good chats. Thanks. [APPLAUSE] [SIDE CONVERSATION]

Leave a Reply

Your email address will not be published. Required fields are marked *