# data[].attributes.body
Ethnicity/Race                  D,  F, W
| Black Non-Hispanic   | 5713
| Hispanic                     | 24605
| White Non-Hispanic   | 1591
| Other                             | 1101
| Overall                        | 33010

# data[].attributes.body
Ethnicity/Race                  D,  F, W
| Black Non-Hispanic    | 6989
| Hispanic                      | 26956
| White Non-Hispanic   | 1529
| Other                            | 1152
| Overall                        | 36626

# data[].attributes.headline
•	What are the key strengths of our students of color that are discussed early in the podcast?•	What is the essence of a culture of dignity?•	How does the human stress response system affect our student's learning in the classroom and what is the role of the Window of Tolerance in learning?•	What is a pedagogy of inquiry?•	How can faculty learn to create psychological safety and belonging in their classrooms which require embodied teaching and interactions with their students?

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•	What are the key strengths of our students of color that are discussed early in the podcast?•	What is the essence of a culture of dignity?•	How does the human stress response system affect our student's learning in the classroom and what is the role of the Window of Tolerance in learning?•	What is a pedagogy of inquiry?•	How can faculty learn to create psychological safety and belonging in their classrooms which require embodied teaching and interactions with their students?

# data[].attributes.headline
We can make students feel like they belong. They often doubt that they are "college material" or that college is "for them." We have to convince them.

# data[].attributes.subject
We can make students feel like they belong. They often doubt that they are "college material" or that college is "for them." We have to convince them.

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All students are equally important.
1. Group assignments and discussions help students connect with each other and share the experiences we face.
2. Flexibility with due dates and attendance are critically important.
3. Recording all Ultra class sessions makes it easier for students to catch up on missed work and review materials.
4. I make step-by-step videos for every assignment. Students seem to learn best when they have a guide to follow that they can stop and slow down.
5. All tests are open book/notes and can be taken an unlimited number of times.  Many students can only learn by repetition.
6. There is a due date for all assignments. Many students cannot complete the work in a timely manner. Thus, I set a set-in-stone deadline for all assignments and tests on the last day of classes. That allows finals week for grading.
7. This approach has also helped ACCESS students succeed. In many ways, the classroom is designed as if everyone is an ACCESS student.

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Creating a safe place, creating a culture of dignity, to over-come stress response system, cannot be controlled, reaction mode-shuts down brain - students do not have control

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Creating a safe place, creating a culture of dignity, to over-come stress response system, cannot be controlled, reaction mode-shuts down brain - students do not have control

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Provide info about Single Stop, Access, and other resources available in the community

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Provide info about Single Stop, Access, and other resources available in the community

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inquiry based pedagogy - Not cognitive learning

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inquiry based pedagogy - Not cognitive learning

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Create an engaging, dynamic dialogue where all students participate -- cameras and/or mics on -- to form community. Being online does not necessarily mean disconnected.

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Create an engaging, dynamic dialogue where all students participate -- cameras and/or mics on -- to form community. Being online does not necessarily mean disconnected.

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Let the students know what to expect from the course right from the beginning, and your expectations from them.

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Use real life examples when presenting concepts to make the class more interesting to the students.

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Allow time for debriefing after assignments have been completed

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Allow time for debriefing after assignments have been completed

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Have student turn cameras on or have profile pics so people are engaging with faces, not blank screens.

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Have student turn cameras on or have profile pics so people are engaging with faces, not blank screens.

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See the practical applications of classroom knowledge.

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See the practical applications of classroom knowledge.

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In terms of the data on race/ethnicity, I am interested in how the CCCC's Demand for Black Linguistic Justice relates to our students and impacts our work.

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In terms of the data on race/ethnicity, I am interested in how the CCCC's Demand for Black Linguistic Justice relates to our students and impacts our work.

# data[].attributes.attachment_link.provider_name
Conference on College Composition and Communication

# data[].attributes.attachment_link.title
This Ain’t Another Statement! This is a DEMAND for Black Linguistic Justice! - Conference on College Composition and Communication

# data[].attributes.attachment_link.description
Conference on College Composition and Communication July 2020 This Ain’t Another Statement! This is a DEMAND for Black Linguistic Justice! As with previous CCCC/NCTE resolutions and position statements, we situate this demand in our current historical and sociopolitical context. Our current call for…

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- Creative, effective, and mindful use of technology.
- Humanization of technology
- Know the limitations of technology
- Know your students' limitations when using technology

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Use real time short questions/assignments where everybody participates during class time

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Use real time short questions/assignments where everybody participates during class time

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Have live virtual office hours where students can meet and talk. Change "Office Hours" to "Free Tutoring" and they will show up. 

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Have live virtual office hours where students can meet and talk. Change "Office Hours" to "Free Tutoring" and they will show up. 

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What is our goal?  100% pass rate?

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Ask students for their own real life examples of situations/things that relate to the class topic.

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Design class sessions with engagement in mind as well as learning.

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for fostering psychological safety in the classroom

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for fostering psychological safety in the classroom

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Encourage an active listening
Support belonging and emotional safety

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Form groups in key courses where the students can communicate with each other (WhatApp) and will give them a sense of belonging.  When they are having issues in a certain area, they will learn they are not by themselves and can ask or work with fellow students for homework etc. Comradery is very important. 

# data[].attributes.subject
Form groups in key courses where the students can communicate with each other (WhatApp) and will give them a sense of belonging.  When they are having issues in a certain area, they will learn they are not by themselves and can ask or work with fellow students for homework etc. Comradery is very important. 

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We have to acknowledge the students' doubts about whether they "belong" and work to convince them that college is better with them in it (not just the other way around).

# data[].attributes.subject
We have to acknowledge the students' doubts about whether they "belong" and work to convince them that college is better with them in it (not just the other way around).

# data[].attributes.body
Make the class more interactive by having students share their experiences about a topic prior to covering the topic (Icebreaker).

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Obtain and process student feedback. Doing this builds a sense of community and helps to build trust and a sense that students are heard and what they say matters.

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Obtain and process student feedback. Doing this builds a sense of community and helps to build trust and a sense that students are heard and what they say matters.

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Make the lectures dynamic. Include documentaries, podcasts, have students read out loud, animated discussions.  Have an Q & A session at the end of each lecture.

# data[].attributes.subject
Make the lectures dynamic. Include documentaries, podcasts, have students read out loud, animated discussions.  Have an Q & A session at the end of each lecture.

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Attendance and engagement in a class is the choice of the student. Some students chose to fail. They will try again or move on with life in a different direction. The exercise of free will is an important life lesson. 

# data[].attributes.subject
Attendance and engagement in a class is the choice of the student. Some students chose to fail. They will try again or move on with life in a different direction. The exercise of free will is an important life lesson. 

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Developing curiosity

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Direct, frequent communication with students

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To create an inclusive, flexible environment

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Do not assume that students have access to technology and know how to use technology. Provide support and resources to students.

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Do not assume that students have access to technology and know how to use technology. Provide support and resources to students.

# data[].attributes.body
Make clear expectations and goals from the beginning of the semester, and know what are the students expectations about the course and the instructor.

# data[].attributes.body
It seems that as many ways we try to support all students, a few may not be able to succeed in a class due to their own life factors and personal motivations. We will never have 100% pass rates.

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We can issue Progress Reports in MDC Navigate to connect students with the resources that can support them.

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We can issue Progress Reports in MDC Navigate to connect students with the resources that can support them.

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Giving students experiences of "awe" can inspire their curiosity.

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Giving students experiences of "awe" can inspire their curiosity.

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* Be forgiving when students have tech issues.
* Ask Ss to demo technologies.
* Support S-S communication and peer support, but be careful (e.g., What's App and stalking situation -- avoid having instructor in the group. -- Maybe use their Navigate account instead)

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* Bring in guests from the field.
* Add videos.

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* Tutors
* Embedded tutors
* ACCESS