She ate, you're you're moderating. I also have my colleague from the committee, Jennifer Gonzalez, call hosting today and sending a shout-out and big thank you to Kevin for all of their support as well. I am just going to share my screen. Great. So honestly, I am so grateful for the opportunity to present and share and hopefully engage in some deep conversation around this work of diversity, inclusion, value, equity, and social justice. As a committee, we have collaborated to provide you with some takeaways for today's session. So you can find our link to a Google Drive folder in the chat. We have today's slideshow available, a graphic organizer for note-taking from today's session, and also a key vocabulary document that we've been working on over the past few months. We're hoping to provide definitions and create a common language for speaking about diversity within the coaching contexts. So again, that link to Google Drive is right in the chat. We would love to welcome you today to just join in on the divs committee. You can see on the slide some of the institutions that are represented. It has been so exciting to work with coaches from California to Florida and everywhere in between. One of our highlights from last year was give me my yourselves a name change from the classic DEI slash DIV, two divs. We said if a committee focused on inclusivity, give us alphabet soup, like let's not leave anybody out. So we felt like it would be a more inclusive way to represent ourselves and also give us an acronym to underscore the importance of this work and the level of curiosity. Though willingness to dive deeper and looking at systemic structure, root causes of inequality and exclusion in order to promote a more just future for all of the students we work with for today. As I said, you're all members of our committee. And so we're going to invite you to join our virtual space and be respectful of the group agreements that we established. We co-created these agreements and they serve as guiding intentions for us. It's easy to feel, anxious, nervous, misunderstood, I'm unsure when discussing a lot of the topics around dives issues. And so by creating this respectful and communally farmed boundaries of how to behave in space together, we really give ourselves permission to be in and learn from the messy middle where we figure out real things. We can learn from the collective intelligence of everyone. So first we respect each other as equals. We respect the confidentiality of what is shared in this space. We honor everyone by creating time and space for their contribution. Stay curious about each other and the individual paths that brought us together. By pacing ourselves, we create time for listening, thinking, and reflection. Practice self-awareness. Be generous with each other and be mindful of your impact on others regardless of your intense. Conversations together may be complex, challenging, and difficult. Expect and accept non closure. In the spirit of learning, growth, and cultivating shared values, commitment possible to re-engage at a later opportunity. Recognize most importantly, but no one knows everything, but together, we know what lot. So we want to get to a place where we can engage in conversation with one another, but that requires us to come to a place of shared understanding. A quick look at any of the current Gallup polling really shows that there are major changes happening in American culture and American attitudes. Many of these are completely appropriate and they're really necessary in order to remedy these unsustainable, negative aspects of modern American life. Because institutions and societal structures and norms really tend to represent this historical and cultural process that are no longer very appropriate for modern life and modern society. So the question is, whatever university is done to embrace these social changes in order to make access and accommodation for all students. We believe contexts really matters. In our committee were claiming that capital V value or the idea that you can put your principles into practice. But as coaches and day to day, realistically, we're looking at diversity initiatives of our institutions as honestly a lot of overdue lip service. But we're really curious about at what point in our day-to-day interactions with students do we move into intentional action in order to recognize each person's individual value, right? Starting with a value of each student. And going from there. We're going to leave you with a little bit of coaching question to think about. We're going to come back to it a little later in today's session. But what is coaching role in welcoming or enhancing a sense of value and agency for students on campus. Okay, so before we can really make assumptions about students and their feelings and their sense of value. We're going to come back a little, widen the lens and say, who is the student that the institution seats when they're planning, when they're making decisions. Whether it's the physical space, the curricular space, IT decisions, learning management system or policy. Who, who's the student that these are written for? You know, when we can understand the existing barriers and the resources for students from all different populations. We can truly serve as an advocate and help them as they engage and navigate what it takes to overcome those challenges. Systems and institutions are designed to serve a particular student. But what would happen if we could by design, include more students? Design institutions were from conception. The accommodation for all is there. This is a concept, education as seen, right? And we know it as ADA, law and universal design. We see universal design in learning spaces and digital spaces, right? But ultimately it comes back to early universal design, where we're talking about public spaces. As a committee of divs pre-check. We noticed that one of the handouts from one of our own organization sessions wasn't following this like inclusive design best practices model that we know and have as a guideline. And we realized that, wow, this information could have been received so much more powerfully if we hadn't really embraced this idea of making it accessible from its design concept. So we're going to begin here. So universal design is a strategy. It's something that really comes out of disability advocacy in the 1960s to use physical space in a way that is accessible by all people. So there are set of strategies that are contributing to the experiences that all people can use them without individually meeting adjustment. We think about curb cuts, automatic doors and ramps. These help everyone. I think of parents with strollers. I think of many years riding a bicycle through New York City. Those curb cuts, right? Is essential for safety. Alga be family members. It's not only chair users, but so many of us benefit from environmental adaptation. So much so that many of us take for granted, weren't always there for us. So universal design of learning really comes out in the late 90s and early 2000s. This is a strategy to reduce barriers and instruction. It's a providing appropriate accommodations and flexibility in order to allow students of all backgrounds maintain high achievement expectations, because there are multiple means in which students may engage with the material. They could represent what they have to present in many different formats and have opportunities to give expression and various modalities so that they have the opportunity to succeed. So as we got diving deeper into these concepts, we began to see this natural pairing between the function of universal design and the model of coaching universal design. There's an existing model. It provided us with an already successful framework for thinking about how can we expand our thinking? How can we open our models for less accommodation from its conception to include more people? It increases that sense of belonging, that sense of value, and that sense of agency. So we look at universal design and coaching as both being person-centered. Their inclusive design facilitate access to opportunities and reduces barriers by providing appropriate accommodation and support, right? These are both frameworks. They're not steps that we follow. We can think about creating a coaching container, right? We have reusing strategies and techniques to create that safe space for discovery to happen or for learning to happen. And so through this, we want to say, Hey, what if we could expand universal design to include our diversity initiatives? What if we could expand universal design into this larger matrix that can encompass all areas of inclusion. For diversity, inclusion, value, equity, and social justice, right? It's not only for curricular accommodation for a disability or accommodation for health and spaces, right? Higher education coaching creates a unique space that can provide all students regardless of their background with a personalized, an enriched experience that deepens their self-efficacy and sense of community. Universal design and coaching best practices present a naturally complimentary relationship. Working together to re-imagine and normalize. Diversity, inclusion, value equity, and social justice for all students and all experiences on campus. The check dives committee intends today to begin building a shared common language around coaching through this lens of universal design to allow robust learning, deeper conversation, and intentional action to create positive outcomes for students, faculty, and staff. And so thinking from the micro institutional level, national level check level to the micro, macro to micro, your individual one-on-one coaching session. That student that you're reaching out to you and hopes answers your e-mail one day. What would it take? What would it take? Right yesterday I learned in a pre-comp is so great that the more concise the question, the more room for the answer. So we're going to leave it there today. What would it take? What would it take to combine these concepts of designing inclusive systems, right, from conception to completion in these different areas. And what is coachings role in enhancing a sense of value and agency on Canvas? We would love to send you all to some breakout rooms to discuss these questions. Please feel free to download the notes, the guided notes, graphic organizer that we've provided for you to organize your thoughts. We're going to send you out for probably, I think we decided on 25-minute hoping to give everyone some time to generate either these one-on-one session ideas of how we can incorporate these concepts of Bristol design to yes, we will post the link again to those larger institutional. What can check do? What can we do when we all come together? So Jennifer is going to help us put us into breakout rooms. We'll call you back with a one-minute warning. Hopefully joined together to do some sharing about what's coming up these conversations today. Okay. Welcome back everyone. I hope that that was an exciting engagement opportunity. I'm over here just so excited, waiting for the roots of these conversations and hearing. What has the spark for you all and what do you thinking? We have a Jamboard in the spirit of universal design. We're gonna give you all a couple of opportunities to present information in various ways. We're going to let we're going to post a Jamboard. Feel free to go in there and drop in some of the notes, some of the nuggets, some of the wisdom that has come out. And then additionally, we'd love to open the floor here. If any conversations were interesting or still ongoing, you'd love to take a raise of hands and put a couple of topics that came up in these rooms on the floor today? Yes. And if you're familiar with using Jamboard, just let me know and I can definitely do like a quick tutorial run through. Jennifer. It looks like we only have view access. Okay. Let's see what's going on here. Thank you. Atlanta. Thank you. Okay, that should be updated now, Clicking on the Jamboard, anyone feeling bold, brave, creative, eager to talk today. We have five different frames there too. So you'll notice one is for each section of divs. So one is for diversity, one square inclusion, values, equity and social justice. So whatever you want to pop in that came out from your discussions today, you can definitely put that in there. Okay, so I see one already that jam boards are a great way for us to interact with people, especially those who are quiet or no or divergent. I agree. And someone who is narrow divergence. So thank you for pointing that out. I'm going to let some of these come in. Do you have any comments from the group to get us started? I think a lot of Helena. Yeah. Thanks so much for the opportunity to engage with and the breakout rooms. That was great. And I think one of the things that we really talked about that I appreciated that one of my group members brought up was this idea of a hidden curriculum. And in college and especially as students of all backgrounds, right? Neurodiverse students are navigating our systems. There is this. Excuse me, there is a hidden curriculum. And so how can we, potentially through universal design, bring transparency and that hidden curriculum? And how do we then help a student navigate if there's not transparency, if that's not something that's happening, how can we, as coaches, maybe help a student navigate that in a way that gives them agency. That I really appreciated that idea of hidden curriculum. I hadn't thought of that before, and I think that's really powerful. Thanks. Thank you. I'm blown away. Honestly, hidden curriculum is such a beautiful naming of exactly what barriers and systemic issues are right there hiding in plain sight all the time. You're running into them. But it's like, Am I crazy? I'm I the only one scene this hidden. Wow, what a great way to bring that into light in language. I'm checking out the Jamboard. We also have to embrace universal design of learning. We have to be open to coaching students in many ways, not just some person, but texting, phone, email, whatever's most inclusive for the student. Absolutely. I think that's so true. Again, going to that, jam boards are a great way for those who aren't early divergence to participate in ways that are comfortable. We also have that coaches in our office are trained on executing functioning challenges. This helps all students, but it particularly includes those who are near divergent, true? Love, the shadow and credit being given in the chat. I loved this on equity that we're meeting students where they are. Then we have to incorporate intersectionality in our work. Diversity is more than race and ethnicity. That's absolutely true. And I think part of what we wanted to include when we changed our name to dive, right? Give me give us that alphabet soup. Social location means so many things. Yes, it's so important that there's been this consciousness raising on racial injustice in our country over the last few years. I think that it's long overdue, right? And many, many communities have been shouting these messages for so long. And yet, there are more fights to fight it as wider, bigger, larger than any one category. And I loved that. We don't have to meet in person why it makes someone travel hours or missed work regardless of the benefits of direct in-person engagement, it's true multiple modalities are so helpful. Any other comments from people in the room I can keep reading, but I'd love to engage with anyone who something from their own session or from their breakout room. Really like what was put on the values Jamboard about. We never turned her student away. Which is so true that like for example, in my case, I am specifically assigned to work with Jesse online students. But if a campus student calls in or wants to speak with us, we don't say No, we don't work with you. You know, that's not part of my role. I still do what I can to support them because there's still a student at UCF. I'm still a staff member at UCF and I'm going to do what I can to help them regardless of what modality they're taking their courses in. I love this in the chat value is vital. This is part of that variable. Value is vital. Students feel valued. When making students feel valued, you can't help but be inclusive and equitable. One of their committee members works at the University of Kentucky. And they had mentioned that Kentucky's got a nice model. Start with the students value, then go from there. So giving that person the inherent sense of worth before making decisions about what's best for them or their education or other, other ways that we work with our students. I was going to say username and I'm Rene did actually come from our breakout, but I've been thinking about, especially about the value part. I was thinking we had this thing about the macro and the structural start in thinking about just a couple of things about how do we help create equity producing structures or even practices, or even this idea. There's something I got from a workshop about structural equity investments. And I don't know what that means entirely because I think it's really different our campuses, because we mentioned that coaching is super difference and we have people just looking at starting out. We got people I know and talking to people in the past, everything from getting peer mentors to do coaching related types of engagements. So I just kinda thing that happens when we make those kinds of investments and structural equity. I mean, I'm looking at equity specifically, but it was like a really good model, right? In coaching. But it can also influence maybe how service delivery is done on campus overall. I love that and I think about that phrase we still hear so often and coaching of, you know, holding the coaching mindset. What is your coaching presence? But in the same way we're trying to break down these walls of universal design is not on the accessibility issue, right? But how can coaching mindset take more prominence on campus in advising and teaching, right? What would happen if it was somehow more into balance between giving information but also invoking awareness and insight to come out of the experience of learning. Rather than this model of only saying like what is best for you or if followed this plan and your course programming or whatever those different models for exchanging information are in higher ed. We have a point in the chat, great point, Jennifer, I worked with online students, but I'm happy to help any student. One of her colleagues jumped in yesterday and she's constantly inspired by the level of commitment to students, by our staff and faculty at MSU Denver shadow MSU Denver. I love this kind of pronouns in the diversity board. It says more training on how to maximize coaching potential. That's another like I saw appreciate when people have the ability to name these concepts that are slippery with students. When, let's say names when meeting students with non Anglican names, how do we approach affirming a student's identity and making sure their name is pronounced correctly. I have so much to say on this. I want to hear what anybody else has to say. What do we think about approaching students with names? We feel unsure of being speak on that day and welcome to the floor. I have many students I teach and I coach. And I simply ask because I think that's the most respectful thing to do before trying to pronounce it and really messing it up. I just say, Can you please tell me how you pronounce your name? And usually people are very gracious about that. So can you please tell me? I mean, it's so simple, right? But the dignity in that statement and the value of this is important to me to get this right. Can you tell me first organ spring boarding off of that data student's legal name might not be the name they go by either. So I've had that happen where students say, well, this is my name on paper, but this is what I would actually want to be called or what I go by. So I always say like what is the name that you want me to call you because I go by my legal name is Jennifer, but I like to be called Gen, but not Jenny. So having those conversations and where you're being intentional with using that name and in the emails that you're using that name with them to when you were referring to them. So that way they feel like I'm being heard and included in this conversation and it's not just going by whatever XYZ institution tells me I need to do. I tried to do that too, especially with students that are going through transition. I have a particular situation where a student she's going part-time excuse me, they are going part-time because they're dealing with their family through this transition, not being supportive. And so I confirm with them that I will always address them as their preferred name, but that will only be between in-house. So not to rock the boat and put them in more Jeopardy. But yeah, I am in my, I advise notes that other advisors on campus can see I usually phonetics if it's a name. So if they're working with other advisors, if they've read my notes, they can say, Oh, use pronounce it like this. I tried to do that. I'm still asking the student that I always like to get a heads up if anybody else's purview of my records. That's a great point. Yeah, help each other out to something as simple as that, width phonetic pronunciations or saying the student goes by this name. So please refer to them as such. So that way you're trying to have consistency in the service they're also receiving at your department, you don't want it so that there's some kind of shift or tension between staffing in your unit if they're not falling, what those students needs and preferences are. I also love this message from Kevin. How did students test out new names? And then the Cauchy space is inviting and it is centering the student their needs, their values, and their experience in such a way that is safe to say, does this even feel good for me? I mean, how daring, how challenging, how brave? Additionally, I think about working with other staff, faculty on campus, because I have had experiences working with international students. And other staff on campus gives me pushback about if they're using, they're like Anglo name or if they're using. And it's just like this. Student's name, like for me, I kind of doubled for better or for worse one. This is the student's name. This is how I know them by, and this is how we should always refer to them, right? But knowing the international system has this kind of like you can change your name to have a more American sounding name and more Americanized name, right? Can sometimes cause challenges between coworkers. Wayne, please take the floor. Hi, Emily. Thank you for sharing that part about empowering the students to let them know they want to be addressed in different, in those situations. I think one great thing that our college has done is given control to students of their own student profile with early alert and appointment management system. So they can put in their preferred pronouns, their preferred names, and that goes across to every single department. So we are giving them that opportunity to just lead us off, let us know and in a breakout session yesterday for a second about how students don't want to be a number in the system. Creek creating that inclusive environments of hey, you, this is your profile. This is your, you know, how everyone's going to see you. You can let us know. I think it's a great step forward. And I'm hoping maybe other colleges have that ability in their IT departments are in those LMS systems. Thank you so much, Wayne. And it's such a great organic example of like, you know, when we're talking about presenting universal design, that this is happening normally. All these spaces. It's like, yeah, we're envisioning one type of student when we design this learning management software, right? That we put in their name, we put it in their legal name, we put it there, we manage it. We give them their student number and then flipping that right. So having that sense of empowerment, as I mentioned in the chat with the student who was experimenting with a name change like it gives them flexibility to come into their identity, which to me is such a crucial part of that college experience is really coming into adulthood. Figuring out what feels right, where's my pathway? Where's my purpose? And creating that with every step, every day? Don't mean to the chat here. Putting names and nuts, we love it. We doubled down, we'd love it. Okay. Let's see. Oh, you went to transition students have their student ID redone. Oh, that's lovely. I love the sense of bringing more empowerment to the student, giving the student a larger sense of identity, in a larger sense of control over the agency of how they're represented on campus. I mean, talk about instilling a sense of innate value in the student. We, we honored that you are responsible to help control over how your presented to us. Lovely quote in the chat self-definition. This the first step to self-determination. I saw a hand go up by Kristin. I don't know if they still want to speak. I'm gonna come back to the Jamboard. Okay, I love this universal design can help us recognize the gaps inherent in coaching, existing in an exclusive higher education space. That's true. Especially thinking about students from diverse backgrounds. I work at an institution with what we would call it a large, non-traditional student population. And when I think about students at Utah Valley University, I really can't imagine one typo student and what that looks like because we have so many students in the non-traditional space, there are absolutely gaps between those who have this fluency and family legacy of how you're navigating the higher educational space. And those who are coming in potentially for the first time, for their families, for their lives later in life as parents, as employees, as people with 360 degrees of complexity, right? And getting this degree is just one part of that path for them as coaches. What is our role there? Go ahead and Emily There you go ahead. I was just hoping on the chat. Yeah. So I see for the social justice Jamboard, I'm advocating for a shift away from the mentality that as students work ethic as a sole determining factor, they're sick fast. To that is meeting them where they're at, helping them develop their skills. Not everybody's ready to be challenged at the same time. And confirming that spaces were created for your traditional students. So for those like you said, who are parents or they have full-time jobs, other responsibilities that we have to navigate. How can they still be successful when this is not intended or created for them? Absolutely. Jennifer, this love transfer students here in the College of Education because they teach in high needs areas there from the areas that we desperately need them. And one of the things that I do all the time, I say if this is your first semester, Let's do acclimation. Well, you're probably working. You have kids. Let's do let's not do over 15 hours. Let's try to just get you at full time so you can get into a niche in a group because it'll get away from you. I mean, once you start our program, it also includes observation, shadowing, going into schools. On top lobe, if you're working and have kids and all this other stuff. So I tried to be mindful that mind-blowing. We've mapped out our students. So we're like, this is your life for the next five semesters. So we want to give them as much information up front so they can understand that we were simulating teaching. You feel like you're always tell students if you feel like your nose hair, your eyebrows on fire, you're doing it correctly. Thank you Andy. I loved that. I think, you know, what? Gifts of coaching in higher ed, if someone to help you set expectations for what is this thing even going to come close to looking like, right? Nothing in my life ever gone how I shot it with not even one time. However, without mentors like Calvin, me along the way are just like setting me up for that fire, right? I love that coating exists in that space because it does really help bridge like this, this idea of work ethic being the thing to get you there. Well, we know that that's not true. We know that there's a much wider conversation to be had. I love Gabrielle is comment. Work ethic is a big thing in my mind right now. Doing the most doesn't mean it's better than doing enough. Amen. Holy moly, I love that. Thank you. Gabriele. I'm probably going to post that somewhere in my office later this week. We hope that, you know, if anything, universal design gives us a place to start thinking about. We have great, great ideas for what our institutions can do to improve, right? But as I said, the more we talk as a committee, the more we engage from all across the US. We really can see that often it feels like diversity initiatives get lip service, but very little intentional action. And I think it's often because how do we dismantle the structure that has been built to keep people out? I mean, that was the original model for higher ed. Essentially. It was very exclusive and elite. And we can't undo the structure of education that's been built in this country, right? But maybe we can think about new ways to approach it. Just like, you know, advocacy for physical spacing. These spaces are not built for everyone to come and bn. And we can say that again, the learning management system of IT, of campus space, of the kind of restaurants, right? What kind of cuisine represented, what kind of languages things are spoken in? If by design, we can think bigger, wider, broader, and more welcoming. You know, what, what would it take to make it possible? What would it take to make radical changes? It's a huge, huge ask from a very small question. We hope that today you take with you this concept of these issues we know are important. As coaches. We honor that value and that social location on each of the students that we come into contact with. What does it take for us to get them there? We have one more comment that says one more thing I want to mention is a conversation that came up recently. Why should we be the gatekeepers of information? It should be available and transparent, so, oh, wow. Everyone really have a beautiful conference today. As a committee, we're so grateful that you've chosen to spend the first hour of this amazing conference. But we really invite you to join into our conversations. Our space is very open and not everyone who is in this committee started when it began or lasted until the end. So if engaging and robust deep learning conversation and the messy middle where we make a lot of mistakes, but we try and get ourselves to a better place at the end is helpful. Please stay in touch. My information will be available. We have everything posted in Google Drive, but it will also be available in the post conference session that Shannon will put together and send out a beautiful day to everyone. Thank you again and take care. Thank you. Thanks you all.