Many college faculty and staff have been engaged in making their institutions more accessible, inclusive, and equitable through the adoption of OER and open educational practices. One year ago, the need for this work became even more apparent as educators began to recognize that the structural racism deeply embedded in our society was in fact very evident in higher education as well. We invite you to hear from three college professors and the program staff who supported them in moving from the desire to make their classrooms more equitable and antiracist to taking concrete actions to do so. Environmental Science Professor Jalal Ghaemghami and Librarian Ted (Totsaporn) Intarabumrung will share their open education work at Roxbury College. Librarian Jen Klaudinyi, creator of the Oregon Equity and Open Education program, and Biology Professor Michelle Huss will share details of the cohort program and how a Biology course was transformed. Joy Shoemate, Open for Antiracism Course Facilitator (OFAR) and Business Professor Debra Crumpton will share information about the OFAR program and the transformation of the Introduction to Business Class. Panelists: Debra J. Crumpton, Professor, Business & Business Technology, Sacramento City College, CA Jalal Ghaemghami, Professor, Environmental Science, Roxbury Community College MA Michelle Huss, Biology Faculty, Portland Community College, OR Jen Klaudinyi, Faculty Librarian, Portland Community College, OR Joy Shoemate, Director of Online Learning, College of the Canyons, CA Moderators: Ted (Totsaporn) Intarabumrung, Coordinator of Library Services, Roxbury Community College, MA Una Daly, CCCOER Director, Open Education Global

1. June 9, 2021, 12:00 pm PDT
Welcome
Unless otherwise indicated, this
presentation is licensed CC-BY 4.0
Models for Transforming
Classrooms to be
Equitable and Antiracist

2. Agenda
• Introductions
• Environmental Science course and Library support at Roxbury
Community College (Boston, MA)
• Biology Course transformation via Oregon Equity and Open
Education program
• Introduction to Business Class transformation via Open for
AntiRacism program (California)
• Summer Activities
Previous slide image credit:
stickies-post-it-list by Gerd Altmann from Pixabay

3. Speakers
Debra J.
Crumpton,
Professor, Business
& Business
Technology,
Sacramento City
College
Jalal Ghaemghami,
Faculty,
Environmental
Science,
Roxbury Community
College
Michelle Huss,
Biology Faculty,
Portland Community
College
Jen Klaudinyi,
Faculty Librarian,
Portland Community
College
Joy Shoemate,
Director of Online
Learning,
College of the
Canyons
Moderators:
Ted (Totsaporn) Intarabumrung, Coordinator of Library Services, Roxbury Community College
Una Daly, CCCOER Director, Open Education Global

4. ● Expand awareness & access to high-
quality OER
● Support faculty choice & development
● Foster regional OER leadership
● Improve student equity & success
CCCOER Mission

5. Membership 2021
http://cccoer.org/Member
18 System-wide Memberships

6. Open
Educational
Resources
Open
Pedagogy
Renewable
Assignment
Students as
co-creators
of
knowledge
Active,
contextual,
collaborative
learning
Student
Centered
Open Educational Practice

7. Roxbury College
Ted (Totsaporn)
Intarabumrung, Coordinator
of Library Services
Jalal Ghaemghami, Ph.D.,
Faculty, Environmental
Science

8. OPEN EDUCATIONAL
RESOURCES AT ROXBURY
COMMUNITY COLLEGE
Totsaporn (Ted) Intarabumrung
Coordinator of Library Resources
Jalal Ghaemghami Faculty
8

9. ROXBURY COMMUNITY COLLEGE
9

10. ROXBURY COMMUNITY COLLEGE
10

11. ROXBURY COMMUNITY
COLLEGE
• Located in the heart of Boston, MA
• Founded in 1973
• 2,131 students (Spring 2019)
• 70% Female; 30% Male
• Incredibly Diverse: +80% students of color
• 55% Black or African American; 20% Hispanic or Latino; 7% White; 3% Cape
Verdian; 2% Asian; 2% Two or more races
• +30 countries of origin, linguistic diversity
• Average age: 32
• Few students who come directly after high school graduation
11

12. ROXBURY COMMUNITY
COLLEGE STUDENTS
• Poorest students in Commonwealth of MA
• The mean EFC (Expected Family Contribution) for
students is zero.
▪ 79% of RCC students have an EFC of zero.
• Percentage of students receiving Pell grants: 77%
• Average Pell award: $3,024
• RCC does not participate in any federal student loan
programs
**Most affordable community college in Massachusetts**
12

13. ROXBURY COMMUNITY COLLEGE:
OER SUPPORTS & INITIATIVES
▪OER Task Force
▪OER Platforms (OER Commons & OER LibGuides)
▪OER Stipends
▪OER Ambassadors
▪RCC Covid-19 History Project
▪Black Men Speak, 2020: Black Life Matters
13

14. ROXBURY COMMUNITY COLLEGE:
OER SUPPORTS & INITIATIVES
LibGuide: Black History in Boston
14
Scan QR
Code to
access the
LibGuide!

15. ROXBURY COMMUNITY COLLEGE:
OER SUPPORTS & INITIATIVES
Black Men Speak, 2020: BLM
15
Scan QR
Code to
access the
Archives!

16. ROXBURY COMMUNITY COLLEGE:
OER SUPPORTS & INITIATIVES
16
Scan QR
Code to
access the
project!

17. ROXBURY COMMUNITY COLLEGE:
OER SUPPORTS & INITIATIVES
17
Scan QR
Code to
access the
project!
RCC COVID-19 History Project

18. ROXBURY COMMUNITY COLLEGE
OPEN PEDAGOGY
18
Source: University of Texas Arlington Library, https://libguides.uta.edu/openped
From "Free +
Freedom: The
Role of Open
Pedagogy in the
Open Education
Movement"
By Rajiv Jhangiani
and Robin DeRosa

19. Agenda
• Library and You
• Course Design
• Student Centered Approach
• Exciting and empowering
• Research in Environmental Science
• Student as teammates
Dr. Jalal Ghaemghami, Faculty

20. Library and You

21. Library and You

22. Library and You

23. Syllabus
• Time management and delivery
• Clearly share expectation and any required task.
• Carefully time due dates for assignments
• Connectivity among topics in your class
• Thematic knowledge
• Assessments [Formative]
• OER: Important to learn "how to use them?"

24. Why

25. Assessments

26. Research

27. Who is your neighbor
Where RCC is
What is different

28. Who is your neighbor
What do you see
What is different
Do you see how your
health is related to
environment

29. Who is your neighbor
What do you see
What is different
What can you teach me

30. What we said
• Collaborate
• Design to empower
• Research for fun
• Student are your
teammates

31. Equity and Open Education
Faculty Cohort Model
Equity and Open Education Faculty Cohort course:
http://tinyurl.com/eoecourse
Jen Klaudinyi, Faculty Librarian,
Portland Community College
Michelle Huss, Biology Faculty,
Portland Community College

32. Photo of PCC Students by James Hill

33. “EOE
Explore
Screenshot”
is
licensed
under
CC-BY
(see
site
for
individual
photo
attributions

34. http://tinyurl.com/eoecourse
Jen Klaudinyi | Faculty Librarian
jen.klaudinyi@pcc.edu
Openly licensed EOE Canvas course shell

35. OPEN PEDAGOGY
CHANGED MY
TEACHING LIFE
EQUITY AND OPEN EDUCATION FACULTY COHORT
This document was created by Michelle Huss and is licensed under a Creative Commons Attribution 4.0 international license. Please use and share this
presentation.

36. TEACHING LIFE BEFORE EOE FACULTY COHORT
Disposable assignments
Students had little control over
their
education and less voice
Low relevance
Text reliant heavy (white male
viewpoints)
Photo by Anniken &
Andreas, licensed under
Creative Commons 3.0
https://thenounproject.com/
term/tired-face/1058302/

37. START EARLY WITH A CULTURE SHIFT
Photo by Marco Verch. It is open licensed: Creative
Commons 2.0
https://www.flickr.com/photos/30478819@N08/511085
80357
Intro Discussion – Beyond
career and fav ice cream
Discuss the non-binary nature of sex and gender.
Watch video & read article that challenges most
texts def’n of sex/gender
1.Write a sentence about your understanding of binary (only
female or male) sex and why it excludes many people that
live in our country and the world.
2. Write a sentence about something that you may have
done, thought, or seen in relation to non cis gender,
transgender or alter gender folks.
3. In a sentence or two, answer: how can we, in this
genetics class, be more supportive of all people regardless
of gender, culture, color or age?

38. FROM DISPOSABLE TO LEGACY & OPEN
• CASE STUDY SHARE
• LEGACY PROJECTS
• NON-DISPOSABLE HW LEADS TO ASSESSMENT WRITING BY STUDENTS

39. CASE STUDIES AND PROJECTS
• CASE STUDY
• Create as a pair/ Peer reviewed by students
• Will be used as collaborative disc. In future terms.
• Relevant to them (see next slide for example)
• Can be shared in public domain
• PROJECTS
• Explain the text in “YOUR” way
• Use in future terms in unison or lieu of text
• Make a book or share on public domain (someday!)

41. HW &
ASSESSMENT
• Write their own exam questions
after doing collaborative homework

42. ASSESSMENT AS OPEN PEDAGOGY
Objectives
• Open pedagogy allows you to direct your learning. It also includes the diversity of voices
from students rather than from one instructor.
Details
• You will generate two NEW questions each week to be shared with your classmates.
• Review how to write assessment questions video (in the Course Information Module) and
look at homework questions for ideas about how to write short answer questions.
• Do not write T/F or multiple choice questions.

43. COLLABORATIVE TEST BANK

44. WHAT DOES ALL THIS MEAN?
• Students are more engaged when they control their education
• They take strong responsibility of their work when it is valued (legacy, public domain)
• They teach us
• We need to move aside and make room for their autonomy

48. Open for AntiRacism
Joy Shoemate, Director of Online
Learning, College of the Canyons
Debra J. Crumpton, Professor,
Business & Business Technology,
Sacramento City College

49. Joy Shoemate
joy.shoemate@canyons.edu
Director, Online Education
College of the Canyons
Unless otherwise indicated, this
presentation is licensed CC-BY 4.0
Open for Antiracism Program
Image credit: Clay Banks/Unsplash

50. Why OFAR?
Statements of solidarity
Commitments to change
Pledges to be inclusive
Let’s get to work!

51. ● Explore how to use OER and open pedagogy to make instructional
materials and teaching more anti-racist.
● Learn about Anti-Racist Pedagogy, OER, and Open Pedagogy in a
facilitated online course.
● Develop and implement an action plan in collaboration with students.
● Benefit from peer connections, monthly webinars, coaching, and OER
support.
● Document impact via faculty surveys, interviews and student surveys.

52. 4-week Canvas Course
● What is Antiracism?
● What are OERs and how can they support Antiracism?
● What is Open Pedagogy and how it support Antiracism?
● Creating an Antiracism action plan
Small group and large group discussions throughout building
community and understanding.

53. Defining Antiracist Pedagogy
Be race conscious
● Acknowledge your identity and social position
● Recognize that implicit bias exists
Think systemically and structurally
● Expose systemic or structural racism
Examine the history of a discipline
● Ask how knowledge is defined and accepted
● Ask who gets to have a voice in the discipline
Include voices and perspectives from many peoples and groups
Invite students to contribute their own perspectives and
experiences

54. Bridging Gap between Open Pedagogy and
Antiracist Pedagogy
• Thoughtful consideration of authorial voices in learning materials
• Conscientiously realigning the power structure within the learning
environment to include learners as active participants in the learning
process
• Engagement in discussion to actively combat racism in our fields
• Constant evaluation of the course design
• Textbook replacement
• Open course design
• Open student projects
• Non-disposable vs. disposable assignments

55. Action plan template
How will you integrate OER and open pedagogy as a way to
make your teaching and learning explicitly anti-racist.
Think both about both short-term, easily implemented actions
or projects, and the long term.
How can you extend or "scale up" your idea? Bring others in?
Expand your reach?

56. Ongoing Support
Monthly workshops and open office hours
• OER search, Open licensing, Q&A
Monthly Speaker Series
• Leaders in antiracism and equity in higher education
• OFAR Cohort Showcase Celebration

57. Thank you!
Contact Info:
Una Daly-- unatdaly@oeglobal.org
Liz Yata -- lizyata@oeglobal.org
James Glapa-Grossklag – James.Glapa-Grossklag@canyons.edu
Kim Grewe – kgrewe@nvcc.edu
Joy Shoemate – joy.shoemate@canyons.edu

58. Interjecting Anti-racism Into
Business
Debra Crumpton, SCC

59. LAND ACKNOWLEDGEMENT
WHAT IS A LAND ACKNOWLEDGEMENT?
A Land Acknowledgement is a formal statement that recognizes the unique and
enduring relationship that exists between Indigenous Peoples and their traditional
territories.
WHY DO WE RECOGNIZE THE LAND?
To recognize the land is an expression of gratitude and appreciation to those whose
territory you reside on, and a way of honoring the Indigenous people who have been
living and working on the land from time immemorial. It is important to understand
the long-standing history that has brought you to reside on the land, and to seek to
understand our place within that history. Land acknowledgements do not exist in a
past tense, or historical context: colonialism is a current ongoing process, and we
need to build our mindfulness of our present participation. It is also worth noting
that acknowledging the land is Indigenous protocol.
Source: https://nativegov.org/a-guide-to-indigenous-land-acknowledgment/

60. Injecting Antiracism into Business
My Intentions - My Action Plan
• Integrate & Remix OER text
• Create antiracist course content
• Create antiracist learning experiences for
students
• Encourage student-generated and student-
curated content

61. Business - as a discipline
Colonized, white centered
• “for whites only”
• “othering” BIPOC success
• Historical omissions;
misrepresentations of BIPOC
contributions

62. Anti-racism Activities to Date
• Racialized “Me”
• Decolonized syllabus
• OER Textbook
• Assignments

63. Antiracist Assignments
• A Significant Racially-Minoritized Entrepreneur
• Analysis of Racial Bias in Marketing

64. Racism in Marketing
The Racial Bias in Retail Study
Commissioned by Sephora
View on YouTube:
https://www.youtube.com/watch?v
=aSjSXHmKZpA

65. Racism in Marketing
Racism in Marketing
by SupremeUTV
View on YouTube:
https://www.youtube.com/watch?v=EXEugb0jE3k

66. Racism in Marketing
Respond to the questions with the understanding and knowledge that the only experience you know to be true is your own and that you
cannot speak for anyone else. Respond to the questions with the understanding that you, like each person, are on your individual journey
and your place on your journey may be vastly different than another person’s place on their journey.
Do not be intolerant of others or invalidate another student’s perspective, experience, or “truth.”
The goal for this discussion forum, as it is for all discussion forums, is to increase knowledge, broaden insights, and advance
understanding. Education helps us to pursue a better life and create a better world. Stay mindful of this as you answer the following
questions.
1. How did the first video, The Racial Bias in Retail Study, make you feel? Do you agree with the information that was presented? Why
or why not?
2. How did the first video, The Racial Bias in Retail Study, make you feel? Do you agree with the information that was presented? Why
or why not?
3. Identify at least three products or services that you use and identify the racism in them. Explain how you see racism in the product
or served in each product or service that you identified. )This is not about being right or wrong it is about your perspective.)
4. Have you ever been treated unfairly, unjust, or in any way discriminated again when you were shopping? If so, please share as much
of your experience as you feel comfortable sharing.

68. Racism in Marketing
BIPOC students –
▪ “felt ignored and unwanted”
▪ “My blood began to boil and I scolded this man for treating my father with
disrespect”
White students -
▪ “I have never had to experience any form of discrimination and as such cannot
share an experience here.”
▪ “I am not my ancestors”

69. Racism in Marketing
• “had very valuable and important information”
• “grateful that we could have such an uncomfortable yet necessary
conversation”
• “happy you provided a platform for us to share our experiences”
• “interesting to learn that some people never experienced it first-
hand and some experienced it daily. This was very eye opening.”
• The outlier “racism is the only assignment I would change
because I didn’t feel I learned much from it”

70. Sharing OFAR
• Department Meetings
• Professional Development
Activity: August 18

72. Lessons Learned
• Movement to antiracism requires movement through
racism
• Racializing is required
• More time, energy and effort needed

73. “You can only lead where you are willing to go.
You can only teach what you know.
You can only give what you have.”
~Professor Crumpton

74. Image by Gerd Altmann from Pixabay

75. That’s a wrap for Spring
webinars!
Check out our Summer Activities at
CCCOER.org/
Did you miss a webinar?
Browse the archives at:
https://www.cccoer.org/webinar/
Cherry blossom bumblebee by Rudy
and Peter Skitterians from Pixabay

76. Join us for an Open Pedagogy Adventure this
Summer
We're is planning a Summer 2021 series of
professional development activities taking place on
OEG Connect with an overall theme of improving our
Open Pedagogy practices. The adventurous part is that
these are largely asynchronous so you can choose
when to have your adventure time, but there will also
be virtual meetings every two weeks.
Find out more on OEG Connect:
https://connect.oeglobal.org/c/open-pd/summer-
adventure/47
Photo by Linus Mimietz on Unsplash

77. Stay in the Loop
● Upcoming Conferences
See our website under “Get-Involved”
● Join our Community Email
○ https://www.cccoer.org/community-email/
● Read our EDI blog posts & Student
OER Impact Stories
○ https://www.cccoer.org
Image by Paul Brennan from Pixabay

78. Questions?
Contact Info:
@unatdaly -- unatdaly@oeglobal.org
@CCCOER Liz Yata -- lizyata@oeglobal.org
Thank you!