All right, good afternoon everyone and welcome to the open for anti-racism participant showcases. We are super excited to have eight of our participants share a little bit about their work this spring with their students and thank you all for volunteering to be the first set of folks to share with us. There's been some really great work going on and I've had the opportunity to hear from a few of you up from who have done video interviews with us and it just it's the work is just really amazing and all of your insights so thank you so much. And I'm here with my co-PI James Clappa Grossclag from College of the Canyons. I'm Una Daley from CCCOER, I forgot to mention that you probably all know by now and of course I'm here with Liz Yada our community's manager and James do you want to say anything before we jump in? Thank you Una Galli I'm just so excited to hear from everybody today and just yeah thrilled to be here. And we do want to say thank you to the Hewlett Foundation who has been supporting this pilot program this year and continues to be very interested in how it's going and I know that Angela de Barger has been joining us for some of these webinars I'm not sure if she was able to make it today. All right I think you all know that the Community College Consortium for OER has been working with colleges around the nation since 2007 and it really it's all about creating equitable opportunities for students in their higher ed careers and of course faculty are the keys to that and so we're and we're really thrilled to work with the California Community College faculty on this program. And for those of you who are joining us today who are not participants in the program I think you probably know this program it's essentially a one-year program although it was a little shortened this year started in December and finishes up next month and it was an opportunity for faculty to explore how they can use OER and open pedagogy to make their instructional materials and their teaching practices more anti-racist and so they've been involved in this experiment over the last six months taking a course around awareness familiarity with all of these concepts and then planning an action plan or putting together an action plan for the spring semester and as you can see we have faculty from all over the discipline rainbow if you will and you are going to hear from eight of them today who've been doing this work with their students and James I'm sure you you might want to jump in and say something. Well I just want to say how inspiring it is to know that in the California Community Colleges we have hundreds and hundreds of faculty who are interested in doing this work we were able to work with 17 colleagues this year but we had over 330 applications from across our state so that's really great to know that there are so many people who want to do this work and we've got great inspirations here today and we know that they are also carrying what they've learned back to their institutions. Absolutely and James and I and Joy and Kim have been sharing a little bit at some of the regional conferences about this program and there's been a lot of excitement. We were most recently at the Peralta Equity Conference that was in I think was in early May or late April starting to lose track of all those conferences and we'll also be talking next week at the Northeast OER Summit so there's interest I think both of course within California but also nationally. All right at this point I am ready to turn it over to our first presenter who is Jill Bradshaw at Folsom, she's faculty at Folsom Lake College up in the Sacramento area and she's a faculty member in social work and human services and I'm going to stop sharing Jill so that you can do that. Okay great hi everyone I'm turning my camera off real quick because my internet connection is not great so if I do too much at one time it doesn't look like me so I'm hoping that then I can share my screen are you able to see this? We are. Okay perfect okay so my project took place in my introduction to social work human services class and just a little teeny bit of background about this class this is a survey class to introduce students to the profession of social work and one of the ways we do that is we talk with students about these professional grand challenges for our discipline that we hope all students will be interested in working on. So this grand challenges approach was developed back in 2013 and originally there were just 12 challenges but last summer they decided to modify this to create 13 challenges to specifically address racism so before that racism was always kind of interwoven into all the other social issues that we were trying to address but now our profession decided to call out like many of us in our society as a whole and just look at racism on its own so that was really what I had in mind coming into this project in the fall was how I could incorporate that better into my curriculum. The group from the social work profession working on these grand challenges had some very specific strategies that they were hoping that faculty could implement and one of them that felt like a really good fit especially for this grant is to talk about structural inequalities and white privilege and racism in our social work classes so this was a great project for me so what I wanted to do was I already had a brief module on cultural competence and I had been working for the past year or so to kind of expand that into this idea of looking at cultural humility which is just kind of a way to expand cultural competence so that it's better understood is not like a take a one-time seminar and you're an expert in this kind of thing but that it's critical self-reflection that it's ongoing and that type of thing so I want to expand that module and then add in race racism and this new language of anti-racism that was very new for most of my students so what I did is I started this project by doing a lecture for students and explaining to them what the grant was and what the module I wanted to create and then I asked them for their input I asked them a bunch of questions actually about their understanding of certain language and terms so I could be sure what to include but also their willingness kind of to discuss this subject and most students were on board I should say I've included a quote from a student who was not so on board but most students seem pretty interested in the project so then working from their feedback I put together a module that included some things that students said they wanted to know more about so students had questions about what the difference is between race and ethnicity and so I gave them you know a short video on that students were very interested in learning about white privilege those who were new to the concept or maybe not so excited to learn about it but felt like they needed to know so I included this video which was actually very well received by students who had not seen it before so I'm glad I included that I included a lecture on this is an hour long lecture by Dr. Powell about structural racism which is really good I asked my students to only watch 30 minutes of it but many of them watched the whole thing which I was very excited about and then of course I had some videos introducing Professor Kendi and his work on anti-racism and also some information for students about intersectionality that was a term that a lot of students had heard but didn't really understood how it fit into this conversation and then other things students said in the survey is they wanted to know what they could do now and what they could do you know planning to be a professional social worker moving forward so we included some of that and ideas in the module including how to talk openly about racism I included this video which has Brené Brown you're familiar with her she's a social worker so I really like to share her work a lot with my students because she's very well known but she likes to have difficult conversations so this video again I asked students just to watch eight minutes of it of an hour long discussion about racism and a lot of students watch the whole thing which is cool and then finally I asked students for recommendations so I included this in ideas for readings and videos to share with other students and included that in the module as well and so overall the feedback from students was very positive I just launched the module at the last week of the semester and I asked them to provide feedback so I'm working through that feedback now and I'll make changes to the module so far I've shared information within my own department we have a professional learning community so I told them about the grant and what I was working on and got their input and ideas as well and then once I go through the student feedback and make a final version of the module I'll share it with my department of course and the other social work or related departments at my sister colleges because there's four of us in our district and then finally I plan to share the module through Canvas Commons as well and then I know one of the things we were asked to discuss is lessons learned or ideas for going forward so this was the big thing for me was the timing it was just so much to do in one semester so I thought ideally if I could tell grant writers how to put this together in the future is to have a full year for faculty to spread that out all right thanks so much wonderful thank you Jill that was really exciting to hear about the work you did with your students and also thank you for the recommendation we really appreciate that and I'm sorry I probably should have mentioned this up front but we're going to hold the Q&A to the end but please do put your questions in the chat window so that we don't lose track of them and because we do want to be able to answer those and we have some extra time at the end all right next up and I'm not going to switch to my slides just to save a little bit of time our next up is Hasna Sadat Ahadi from Palomar Community College and she's going to talk about her counseling 110 college success course thank you so much thank you hello everyone my name is Hasna Sadat Ahadi and I'm an assistant professor in counseling at Palomar College in North County of San Diego my pronouns are she her aya before I begin my presentation today I would like to make a land acknowledgement and recognize that I in North County San Diego is blessed to be on the land of the Seno, Kumaiai, Copeño and the Cuyala people I encourage you all to learn about the land you are on and continue to make land acknowledgements with statements and actions to support the indigenous and native communities in the past present and future the course I taught this semester is counseling 110 college success which is a multicultural course that provides students with skills and knowledge of multiculturalism to meet their educational and personal goals as an educator it's imperative that I share my positionality with my students so they understand my phenomenology and perspective this semester I have placed my positionality statement in the introduction segment of my syllabus but also welcome a recording I provided on canvas for my students my salient positionality includes being a proud community college graduate an immigrant transnational multi-ethnic multicultural womanist abolitionist anti-racist decolonizer activist counselor and educator I really wanted to transform my entire course and endeavor to get as much of the goals I listed on my action plan I started off with decolonizing my course syllabus and use my own research to taking these necessary steps to me decolonization is about dismantling colonial ideologies racial hierarchy and hegemony in my course this includes eradicating punitive language being flexible when students submitting their assignments and creating and validating a welcoming environment for students I noticed when my course turned into a zero textbook cost this semester my enrollment went up this allowed me to really reflect on the vast amount of students who are socioeconomically disadvantaged and the importance of alleviating financial barriers for them I ensured all my materials were 88 compliant and accommodations were met for students and all abilities I had the I had students review my college's pronoun guide and input their own pronoun on canvas as well as zoom this semester I was intentional with including multi-racial authors and presenters when it comes to articles and TED talks and so forth I had my students complete three surveys in my course and the RP group survey as well conducting surveys allowed me to gather about both qualitative and quantitative responses for my students to see what worked for them and what didn't work for them in the modules their contribution to the curriculum and learning about their lived experiences during the first week students co-created community agreements and each week they use these agreements when providing feedback on discussion posts and group work by having students complete an informational survey the first week of school it allowed me to learn more about their cultural identity and practices throughout my teaching curriculum so I can embed due to the limitations I will share some activities my students engaged in this semester I asked my students this question to respond to in their journal how old were you when you first learned about racism and how student number one said I learned about racism in school when we discussed topics such as blackface and I would read historical novels about Pearl Harbor and the Asian hate that took place back then I also experienced racism personally for being a woman of color as well as being a mixed race woman of color student number two said I was very young maybe five when my mom told me about racism and discrimination towards Arabs and Muslims there are a plethora of counter stories my students shared and some experienced racism while others perpetuated it before eradicating racism we need to understand what it is and how to confront it I had students learn about imposter syndrome and they watched the TED talk by Dina Simmons I highly recommend it if you haven't watched it yet students then provided their experiences with imposter syndrome on the survey and provided suggestions on how to overcome it when I learned what I learned in the surveys is that four students who indicated they never experienced imposter syndrome were also all white males while the rest of the student population identified as communities of color LGBTQIA plus and women we need to stop telling students to get over their imposter syndrome and instead recognize how colonialism has attempted to disempower communities to feel less than and dismantle the practice entirely beginning with preschool settings students read and annotated the article titled racial microaggressions in everyday life implications for clinical practice by daryl wing stew and colleagues 2007 students then journaled and completed a survey regarding ever experiencing racial microaggressions and the nine students who said no all but one identified as white there were many who also disclosed that they perpetuated racial microaggressions and didn't realize how bad it was until now teaching critical consciousness is important for students to acknowledge racism and the impact of it rather than just me telling them it's wrong although there are one or two students who have white supremacy thinking as the semester is progressing so is their critical consciousness to being accepted and open minded the true work of social justice majority of my students have remarked positively to this course and indicated feeling liberated empowered validated and have great sense of belonging this upcoming fall 2021 plenary at palomar college i will be sharing my experience with open for anti-racism and how liberating my students feel with my curriculum pedagogy and practice being transformed the next steps i would like i'm sorry okay the next steps i would like to incorporate in my teaching includes universal design for learning grading for equity creating an equity minded rubric global perspective counseling and changing the course outline for record for all counseling courses i learned that liberation and education to be achieved there should be no oppressive system or practice in place i learned about the importance of critical consciousness for those who are oppressed to recognize our oppression and seek to overcome it through liberation we must remember education is activism and only we have the choice to liberating and eradicating the marginality of people in your classroom and in our communities and the words of batina love education can't save us we have to save education if you have any questions please feel free to email me as i have to now leave for another presentation elsewhere thank you thank you so much hasna that that was wonderful and i loved your list of things you're going to do next fall and in fact i think some of those topics are going to be discussed at the upcoming california oer conference in august so great place and if there's still time to submit to that as well and i hope many of you will consider that all right we are going to move on to our next speaker so thank you very much hasna and anna garcia garcia from monterey peninsula college she has a chemistry professor there and she's going to talk about chem two and geology nine okay let me um make sure i have the right screen i'm hoping everybody can see this very red screen that i just created for you it looks perfect um hello everybody uh hola todos my name is anna i am lucky enough that i teach at npc both chemistry and earth sciences classes so i was trying to find something that i could use with both of my classes this semester uh before i go uh moving on i just wanted to let you know that i'm so thankful for the opportunity and i wanted to thank the crew everybody here from the visionaries to the to the cohort because they have helped think about new ideas and just you know making this much much better and if you haven't yet please discover your library the librarians were very very very helpful on on the journey so what i decided to do was find something easy as i am a beginner easy to do two things engage my students in my science classes and also empower them through open pedagogy so what i'm going to show you today is basically just a little task that i asked them to do to create a slide i don't know with open resources and they had to think about scientists they had to think about how do they identify with one scientist and the idea was to show them how varied and diverse science can be and try to avoid showcasing just male old role models male people that we always see on those on those books so i just wanted to show you a couple of examples of what have my students have done they're still working on it the deadline is next week this is just an example of miss juju she got picked because she actually helped extract one of the um artemising which is part of a malaria um fighting uh i put in embalmed letters here the why that was the most important part for me what was the reflection on the student in this case this student is actually a veteran and wanted to show her showcase her because she's a disadvantaged woman i made a lot of sacrifices like he did um another example for you as dr brady he's actually kind of famous in the chemistry world he was the first african-american to earn a doctorate and the student picked him because not only his accomplishments were exceptional today it's just in the time that he actually lived were extra extraordinary um i have a third one for you um some student also picked Mary gree this is not um no surprising i was hoping somebody would uh what i liked about this slide is that the student actually drew her um and also that she shared the story that in her household only her male siblings would get the science kits and how difficult was for her to actually get in touch with the science part of learning and so that actually struck a core with me um so that's what they're doing is going to be an open uh a chunk of open sourced slides that i can share out with all the students in the fall and as a guide so talking about how receptive they were before i actually add this activity i asked my students how included they felt in classes and you'll see two numbers here one is for my non majors this is the social sciences students mostly it's a geology class that they take because they need the credits the second one there at the bottom is the the chemistry students there are the majors in uh you know ideally i will want to have them both in a five but as you can see at least before i did anything in this classrooms the students felt pretty included in general now when i asked them about how would you think about adding anti-racist material the answers surprised me a lot like to hear definitely what you have to say as you can see the the students that were mostly non majors they had a almost 70 let's call it 70 positive response and that means either they were very excited about me adding any type of material or they didn't mind uh that's what positive was for me but when you look at the science majors you can see how the positive rate goes down to almost 44 this is still not zero but this was very surprising to me because my classes are full of very diverse students and very young students so anyway that's something to think about a couple more things for you today as everybody here probably i like to share i actually have shared this with my chemistry and earth sciences departments already and i'm looking forward to flex days and in particularly to this new task force that we have in campus that's called idea inclusion diversity equity and anti-racism so hopefully i'll be very active with them in the near future i learned a lot this comes from a beginner's point of view but you definitely need time to reflect in order for this to really make sense and do what we want it to do i have a note there saying that it can be tricky to implement depending on your students that was very surprising the type of students that we could have our library definitely was really useful for me because i had to teach all my students about open resources so that is a really way it's a really good way to to help you secure the that part of the activity and then what i did this year was adding this as an extra point what i am working on and i will be doing in the summer is infused tasks like this and others as part of the curriculum in the fall as opposed to just like an add-on um that makes more sense to me thank you for listening that's all i have wonderful thank you so much um on a and um very interesting um research uh with your students about um the science majors versus the non-science majors it'd be interesting to hear about um how other folks have uh heard from their students as well wonderful all right next up is oliver rozales who is a faculty member in history at bakersfield uh college so i can go ahead and share my screen is that right yes please okay can everyone see that okay uh yeah okay so my name is oliver rozales i'm a professor of history at bakersfield college and one resource that i introduced to address anti-racism in my california history course as all is my latinx history course uh was the creation of an interactive gis map um this was in administered through survey 123 and the project uh embraces anti-racism in particular with the exclusion of people of color and migrant groups from historical archives um i truly believe that archives reflect power you know who can cannot shape historical narratives and this of course impacts you know the stories that we tell in the classroom so students need to see themselves in history and their exclusion from archives is a reflection of again racism embedded in both the historical profession and preservation efforts more broadly um therefore i designed this assignment that enables students to recover family histories uh through an oral history project an essay and a multimedia project and the project in my view uh really realigns the power structure right uh with the learning environment to engage students as active learners in exploring california history and in a place-based context in the samochine valley it serves a very specific purpose to create new regional archives that are basically unexamined by scholars or other large-scale public history projects and i'll circle back and talk about the map in a moment but as a point of background i also want to share that bagersfield college hosted this spring uh the smithsonian traveling exhibit entitled de lorris welfare revolution the fields and as an organizer behind this exhibit i was involved in the the conversion of the physical exhibit into the virtual tour and we had to get you know grant fundings to do this and it's accessible by the public so it's a great great resource and my motivation for bringing the exhibit was to showcase to students the rich legacy of agriculture migration labor and civil rights history within the samochine valley through the lens of de lorris wertham and i i did this in part through this exhibit down here there's a little section called testimonials where i had some students share their experiences with agriculture with with labor all the all these students have close ties to to either working in the fields or their parents working in the fields and they they resonate with the story but i wanted to expand this like on a much larger level to the classroom besides just doing these little videos and that's where the arc gis and survey 123 uh came into play so um for example this is um survey 123 it's an extension of arc gis technology and i was able to administer this survey to my students actually all my classes did this i had each class complete a survey about where they were from within the county their family origins and then they could go to a gis map and say where they were from like where does their family trace their origins and i did a little video of myself doing this and my family comes like from chihuahua so i was able to do that and the really cool exciting thing that i was just so jazzed about with this was um students were able to um upload historical family artifacts like whatever's in your home like whatever means something to you like i would always tell my students that there was this little watch that my grandfather had from his time as a worker for the southern pacific railroad and so students were able to go into their home and find that special object and load it into to this this mapping system and all of this becomes like aggregate data that you can basically use um for the public right so i think students generally have been receptive to this this integration of the technology uh arc gis is a very powerful visual tool that can map a community story in really really uh innovative ways um i'm still tinkering with this i think this took me a long time to get to the point where i was able to kind of you know design a survey and see what happens with the data um most of the way that i've been showcase showcasing this with students and to the public is through this particular website and this is this involves the um the open source here so as students were doing their projects and submitting things um i would start to curate their submissions so for example i'm clicking under these story sections this is a google site that i have created for my course and so all of these little links here represent things that students have submitted some sometimes they're photographs other times you have students who um put together the creative commons license videos like oral histories narratives like they're really creative and i've just been so pleased with the project and i wanted to note that um you know there's there's a kind of tension between like surveying all of the students and gathering data so like this this interactive map you can click on a link and it takes you to an individual student who submitted something right and completed the survey and uh most students by the time they got through the course i think i administered the survey in week 15 uh they were comfortable doing this right that massive data submission versus um you know qualitative students or students who did exemplary work that i could then encourage to go through the creative commons licensing process to share with the public they were much more willing to do that than say a student who you know might have uh not put as much effort into the assignment so i like being able to survey um the large-scale student data to tell the community narrative but then also to really zone in and dig deeply with the students who do exemplary work one other thing i wanted to share really quickly too that i haven't done yet um but this is something i'm planning to do over the next few semesters um is story mapping so story mapping is an extension of the ArcGIS uh technology that i was showing so once you uh do a mass data survey to your students on a particular issue or topic um then that data can then be uh configured into the story map which is like a website but it just it's it's very dynamic and and you know you can engage and they tell a story and in new ways it's it's a little more you know uh i would say innovative than a google site for example so i'm still tinkering with this but this is a more of a long-term project as i start to collect data over the semesters and one of the things i'll just say too like you know for me i teach at Beggar shore college look where my students come from they come from mexico uh but you also really get some interesting stories of like black migration from texas you know the appellations you got central american students and so it's it's it's also about finding common ground uh with migration but also to recognize you know the importance of a Hispanic serving institution and that you know the curriculum needs to reflect that so um i want to try to keep myself on pace here how will i share this with my campus i i do plan to share my experience with arc gis and survey one two three with my my my campus via our flex workshops i think my campus is in desperate need right now of you know conversations surrounding anti-racist pedagogy and you know i can share enthusiastically my example of doing this with family histories and you know creating nondisposable assignments that can change community narratives so i'm just so absolutely so jazzed about that um my institution also one minute left i'll wrap it up in 60 seconds uh my institution also doesn't have arc gis um subscription so i'm hoping that this will encourage them to actually purchase that um and my other plan is to develop the um the canvas uh commons module that i can share in companion uh with the delores were to exhibit so high school teachers can do this and also participate in the survey and data collection so very excited about that um thank you so much oh far oh wow thank you oliver that is is so inspiring and um i i know that your students must just really appreciate uh you know seeing themselves in the the history and the you know the important contributions that they and their families have made absolutely thank you thank you all right next up um we have uh nikia cheney from cabrillo college and she's an english uh professor there and nikia i didn't see your name in the participants window so i'm not sure if you are here today oh wonderful you you were under joy shoemate okay so great to see you nikia thank you yeah so hello my name is nikia cheney um and i'm an english instructor at cabrillo college um and i've been teaching english to um critical thinking and i've been wanting to teach this in a certain way that is more inclusive to students especially when it comes to my own lived experiences and some things that i've been um interested in so i'm going to take us through just a sort of example of some different things that i've been doing uh i am still in the process of working so they all feel a little bit everywhere they haven't kind of coalesced into any kind of you know this is the one thing that i've worked on but when i started this program i had already created a canvas module for black lives matter um and part of what i wanted to do is make sure that i had revised that module i licensed that module and i shared that module and that is something that i did complete i got really interested in open education resources and contributing to open education resources especially um something like this black lives matter module because i could not find information um when i wanted to teach this to my students i had looked for oer information on black lives matter and it was very sparse and very few so i had to do a lot of um primary source documentation and looking for things like that so i did do that i was able to share something with the oer and then finally um i i like oliver rasales uh interesting i was very very interested in this idea of non-disposable assignments versus disposable assignments and so i wanted to give my students a way of sharing their voices authentically and the literature that they read and the things that they researched um in a way that wasn't something that would just throw away i wanted them to i wanted them to see themselves see that showcased um and connect with each other through that so i'm going to share these projects with you let me re-share the screen um let's see any guys should be able to see this so this is the black lives matter um module and this has been shared with uh my department i revised it had been downloaded about 25 times but i went through and i kind of did an entire entire uh revision of it um and one of the things that i'm really proud that i've worked on is the assignments for students the curation and documenting black lives matter so if you go through the module um you'll see that we have like our overview with our key events our timelines we have important terms um there's art poetry essays and documentaries in there and then this one again the assignments for the students one of the things that i thought that oh one of the things that i thought that was really really important about this and i may have to go into a class is well well you know what i've shared this also with um creative comments so let me stop sharing and see if i can there we go okay and let me share again sorry you guys best late plans right best no worries we've all been there we had to do this so quickly um that there's just you know there just is what it is so okay so for creative comments so this is on creative commons and this is pretty much the same thing that's in canvas it's been modified a little bit differently it's got some of the same things in here but i wanted you to see the assignments that i made for the students when we come down to the um the assignments that's asking them to curate black lives matter pictures that they're finding or they're taking um and that they're participating in and write about them a little bit and i thought that was really really wonderful the students love this and it was 100 participation um in both classes that i taught for doing this and so i was really really happy that they were able to kind of um connect with this and and use this and then being able to see their work um online that is something that i haven't been able to do yet i'm still working on creating a website creating something so that we have a large repository for some of these things i haven't been able to finish that um we definitely need more time but i really i really do like that this is up and ready and and out there and ready to be shared looking back at um non-disposable versus disposable assignments a second sort of thing that i created with another instructor is that we began to do podcast and we talked about some of the things that we learned that i learned in this in afar and we ended up dedicating this to black voices and social justice um we really wanted to make sure that these podcasts were reflecting things for unheard students and unheard voices and if you scroll down some of our um some of our our episodes and our sessions you'll find that students are talking about literature they're talking about some of the galleries we had a gallery exhibit at cabrillo um and they're doing research on these and i began to see that having the students do this as an assignment this is something i'm working towards um just makes them more interested in doing it and wanting to do it so i was i was really happy that students could um they could really learn the the different pedagogy of a non-disposable assignment um and and how that that stays and so they've been very very very excited about this i did survey my students for the black lives matter module and you know about 27 that responded which is pretty good for a college class and you'll see that overwhelmingly the majority of them felt that it was helpful to them none felt that it was it was non-helpful this is a college campus that has 1 percent african-american student population um and about 60 percent an hispanic serving student um and hispanic students so it was very interesting to me that they all connected with this lesson even though it was something that um they might not have thought of explicitly so i thought that was in a really wonderful um takeaway from this as well and what i learned and let me go back to my my power point what i learned from olfar was that anti-racist teaching involves changing the practices that we have in our classes and thinking of teaching in a different way i'm really loving how the online environment can create these spaces for equity and these spaces for change that we can make repositories for our students so that they can see and reflect their own voices um we can give them agency um we can tell them that they matter but we can also show them that explicitly through them being able to see themselves online um and then finally i'm really appreciative of the fact that i'm in a position that as an educator that we can make this type of change and so i just want to thank everybody for this opportunity um again you know i'm i need more time i'm one of the ones that say i definitely need i wish i had an entire year to work on this and i want to kind of coalesce it into a one uh overall project i feel like i'm doing a lot of different things um but i feel like i've learned so much and my students have been very appreciative so thank you so much oh thank you nikia this is amazing and um and we'll ask you to share your slides afterwards so we'll incorporate them in and maybe you can put a link or two in there because i know people are gonna want to go to oer commons and canvas commons and find those um those modules so lovely thanks thanks so much all right now um oops sorry i i think next up is um tara bunnig and i hope i pronounced your last name correctly tara is a chemistry professor at um modesto modesto junior college i think i've got that right yes um and it's uh it's tara bunnig thank you i know it's uh uh thank you for for asking um all right so um so this my project is on chemistry 143 is a uh introductory chemistry course so this course is specifically geared towards students who are pre-nursing typically pre-health so there's very um it's a little bit different of a population than we get for like the general chemistry course uh it's a one semester course so it's a pretty intense uh course that they do uh and i've done a few different things around the o4 project uh i had you know some of the challenges with the timeline because uh the um the course that we were doing for o4 actually uh overlapped with the start of my semester so i was already two weeks into my course before we were implementing our plans so uh a lot of my plan is uh really involving things that are going to be happening this summer but uh i did do some things during the semester so there's some basic elements that i've gotten of course some of these were already existing in the course that you know i uh hold for previous semesters so things like having open educational resources for everything so i've got um and i'll show some examples of what what i had there for in the next slide um i also uh made an adjustment to make sure that everything was available you know in you know canvas online or print for everything so everything is you know so students can view all of this stuff online or there's ways of getting out all of those things in print for the things that are required for them to actually either print out or to do on paper uh they also were able to get you know free packets so they can you get that so things about that uh a real focus on flexibility so um as far as the design of the course so due date flexibility i kind of went with the practice somebody had suggested using more of a uh best buy date so having um instead of you know saying absolutely sharp due dates you say that it's best if you can get it done by this date but if you can't then you know there's flexibility there uh flexibility around how to read or watch the material so every objective in the course there's a video about there's a reading about and there's um and we also had a actual lecture time about so students could kind of choose which way they did it and uh some choices around how they actually participate in the course so they could come to the you know synchronous lecture time or they could do inks asynchronously they could you know uh participate you know in discussions either verbally or you know so doing videos or written or yes so just a lot of uh flexibility around the course so those were things I was able to incorporate in kind of last minute uh the actual specific activity that I introduced during this semester for OPAR was around a question building activity one thing is that one challenge with chemistry is that students often see these questions as being really out there they're not connected to their reality they're not connected to their lives and so I had them you know essentially build questions that would then be and kind of as an incentive for them uh I you know had them actually uh in Canvas you can actually have students like a like their posts so I had them write questions and then these questions that got the most likes were then put onto their final exam and it works within this course because students for this type of chemistry course are very very very very great focused in getting them to focus on anything else is is very challenging so I wanted them to actually take something that was going to actually affect their grade but also allow them to bring in their own personality and their own experiences so I got some some of the a lot of the work was you know kind of they were fairly generic questions but uh some of the students really got into it like writing questions about temperature burdens from going to other countries calculate I love these examples this I had one student who was uh how to calculate the grams of certain nutrients in their child's favorite fruit and you know including their child's name things uh world word problems that other than being like a pretty standard word problem they incorporated their friends or family members names so that was kind of nice because then um I mean if I generate questions then I you know use names that are familiar to me and I try and use you know variety of names but students know the people that they know and it helps to I think get some names and situations that are a little bit more authentic and they did actually use you know quite a number of these questions on their final exam they really seem to appreciate that so the next steps on this are going to be a lot more intense so the so there's a lot of issues with the textbook I did do some analysis with an offer program on things like pictures and examples and pictures and examples in this book I mean there's a lot of different topics that are covered but there's virtually no diversity every scientist who is shown in the book is male and appears to be white every every person who is not male or not white is either not a scientist or doing something completely different even the examples of like somebody holding a test tube are a very white hand it's you know just and it's you know it's pervasive I knew this was one minute left yeah so I'll be doing some of the revisions on that and also identifying some open pedagogy projects I want to kind of pull from another course I'm doing chem 150 which has students doing a case studies in science so they pull from that and they actually create the materials for the course so I kind of will build that out takes a long time to do it so I want to do that for for fall or spring having students do a lot more of creation of materials and we're sharing that out Anna and I are working on the uh Anna and I are working on the CCID project so we're doing some things on uh incorporating uh this within a larger context and really getting it out there also sharing within my campus and the textbook materials that I showed on my slides those are all in reiber text and those are currently available so once I you if we share these slides I'll I've actually shared those links a lot with the OPAR group but you know I'd be very happy to to share the links to the actual textbook materials wonderful yep thank you thank you so much Tara and Tara the textbook that you're using right now that you were just talking about would that is from leber text yes so I modified a leber text uh an existing leber text to uh use for my course um it uh it was uh there was no specific leber text existing for this course I mean some people had kind of generated parts of their own and so I had to retool that a lot so it's it does need a lot of work but it's it's a really good start because you know at least it is free versus some of the uh not so free course you know materials that were used in the past that are just awful so wonderful and an opportunity to have have your students also contribute maybe to finding those images um you know as time and circumstance allows yeah right and the students in this class are very collaborative they really love to share their materials and you know whenever I have that type of an opportunity for them to share the the things that they're using for studying it comes they're very good about that I mean they're they're future nurses they like to help each other and they like to help people and so that's you know I think they put they they found it pretty appealing the idea of being able to help each other through this and kind of share um projects and and different things that's great all right well thank you very much and our next speaker is Deborah Crumpton from a Sacramento City College um and she is a professor of business and um hey everybody good afternoon so I'm going to turn my camera off because I like Jill I'm just praying that my internet hole is in this rural area so let me turn my camera off share my screen um and uh is everybody see that screen um I'm not seeing it yet uh not seeing it yet oh I'm sorry perhaps uh here here we go yep all right all right so you see it now we do all right wonderful so again I'm Deborah Crumpton and I teach at uh Sacramento City College and I just I'm grateful for this opportunity so thank you I won't spend a lot of time going through the land acknowledgement but I like to remind myself and others that you know we all stand on on stolen land really and so um as I looked at business and I teach several business courses but introduction to business tends to be our bread and butter course and where we get so many incoming students so many first time students and so many freshmen so it was the ideal course to start with looking at um anti-racism um I I have always struggled with this course quite honestly because I I know right that it is it is for offered as a like a for whites only discipline and so my intention was to and still is is to um integrate OER texts into remix and OER texts to make sure all my course content is anti-racist and to create learning experiences for students that are not only personalized to them but allow them to see themselves and to encourage student generated um uh content and for them to be able to curate their own stuff well I um I started with this mindset right and that it is a colonized discipline and often um like in most texts right students do not see themselves and if they do see themselves it's it's always in this position of the exception right the Oprah Winfrey the JC exception and in a narrow myopic focus of entertainers and people who are not you know real business people for say and so this misrepresentation this myopic view is something that I have um been wanting to um wanting to break I guess is the best word that I would use so you know for me this whole journey um starts with the radicalization racialization of me because I have um I've had to step outside of myself and take a really hard look at who I am and and where my thinking is where my beliefs have come from and having spent um from the time I was 19 till um we're almost 40 years old in the military I had a lot of work to do with myself and so I had to decolonize myself quite frankly and still am in that process before I um was privileged to be in this particular program I had also I'd done a lot of work on anti-racism with my courses so decolonizing my texts is something I'd already had done I have been looking at OER texts but I will tell you I had a very skewed view of OER but now OER is all I speak about so I have an OER text for my introduction business class it's a Libre text requires a lot of work but at least it's free and students are getting started so one of the things that I really wanted to focus on although I had this really grand scheme going into this with my action plan was assignments and there were two particular assignments in my um in my class that I think um gave students the biggest um focus on on race I realized in retrospect that I really needed to racialize the entire course but I started with these two assignments in particular and the significant racially minoritized assignment where a student had to find an entrepreneur like them that was a real fun assignment for students the more challenging assignment was this analysis of racial bias and marketing so I started students with a really easy um feel good kind of video this is a two minute video that's available on youtube and it talks a little bit about racial racism and marketing and you know kind of what the beauty and retail industry is doing but the more challenging video was this young man who started talking about he was in stores and started talking about his his real um uh he was looking at different products and his real take on different products and he's you know he started showing products like angioma and talking about it and using really what I would call very plain language about whose mama is this right not my mama and so I knew students could get engaged with that but I also knew that students would be triggered by it which was good so I started this particular module for my students by doing two things one is I gave them I offer a video to them and in my video I said you know racism is something that is most uncomfortable for people to talk about but is necessary and I talked to them about being in a racialized um environment and unlike this video I'm doing with you right now it was just me right it was just me talking to them and and so I also gave talked about how I wanted them to talk about race right how I wanted them to to approach this particular assignment and I reminded them as you see in in this um in this narrative I had here that they can only talk about their experience right that they're not to generalize they can't speak for anyone else they need to recognize that everyone has their own sense of truth and so I wanted them to really um peel back the onion so to speak on this particular video and to really start to interrogate racism from their own live lens well so now I start to ask students for you know how did you come to this so how was it for you and so for my students of color um they they clearly saw themselves in this um it was really interesting um to to for some of my white students and I you know I'm picking out some phrases that really stood out most for me um there were students who without generalizing all white students who really you know I can't really relate to this discrimination thing and I was most struck by this last comment I am not my ancestors right and so um that was for me it is something that reminds me what I have to get behind and in front of I have to get in front of these kinds of comments so that I understand best how to present this to my students so these are some of the comments general comments from students and me and the outlier was you know this is this is the only assignment first from that I didn't appreciate I didn't learn anything from it and so that's really really interesting right the students is a reminder to me how hard it is for all of us regardless of age or position to really grapple with this topic what have I done what have I done to share this well I talk about it all the time at department meetings to include this morning I'm going to do a professional development activity on the 18th of August for my colleagues and my less my biggest lessons learned is that to move to anti-racism I got to move through racism and I have to take my students through that and I need to racialize um not only their mindset but the whole curriculum and boy do I need more time and effort and energy to do this thing I was reminded of what I always believe about leadership and that is you can only lead other people where you're willing to go so I'm reminded of the work that I have to do and I'm grateful for the opportunity in this program that allows me to do it so that's it for me thank you for listening thank you Deborah that was really inspirational thank you a lot of work to do all right wonderful so I am going to switch to our our last speaker last but not least Monica Galvin from Hartnell Community College she is a psychology and also teaches college success there and Monica I think you go by Delia do you and it's the opposite okay I go by Monica my name is Delia okay thank you for having me here and I am from the beautiful Salinas and representing Hartnell College and I do teach psychology intro to psychology and uh and college success seminar Hartnell College has a population that is largely underrepresented in the in the education system over 70 percent are latinx students and this is an amazing opportunity for me to share everything that I'm doing so I'm very grateful to be part of this cohort um the first thing I did when I started this project was to to change the book the textbook that we were using and because of the cost of the books that I didn't know much about the OER and and I was expecting you know a book that wasn't that great and to my surprise I am super super impressed by the textbook and the the way it is organized the way it's so easy to upload that to the canvas shelves and the fact that I was able to modify some some links that was amazing that was an amazing opportunity and this is what I am sharing with all my colleagues I think we should all be using these textbooks I'm super happy with that so that's that's one thing that it's the blast right the knowledge that I acquired to to use these things using that book I um I decided to add in the intro to psychology I decided to add a module that it's called the diversity issues in psychology or the lack of diversity in the field of psychology and we started by learning about you know experiments and microaggressions and stereotypes and the the open question for the assignment was why is it that diversity is important in psychology right and at the beginning it was like well I don't know but then we started talking about how to implement this idea of diversity when we do experiments and what happened with the experiments that are so unique that are already there and we don't have a representation of people of color so it was it was super interesting the students really liked this module and and we learned to talk about stereotypes and the lack of representation in the textbooks and we talked about our own experience as people of color when when we look at the books and my own experience I shared with the students you know being an immigrant English language learner and and it was a very nice way of opening to students who you know many of them may have our elite our parents who are just like me immigrants too so this was an important thing to talk and we shared ideas after we learned about the experiment and conformity and you know brainstorming about how are we going to do when we are in the large group and people talk about things that are not okay with us you know how do we stand up to microaggressions and I had I had an amazing experience with this module and honestly the fact that I can change and put pictures add videos you know and and promote this idea of being part of this area as a diverse society that's that's very great and then I talked also about my project my project with the google site that I started creating and unfortunately because of this particular situation that we are living through and the pandemic I haven't been able to complete this but this is a google site that I created to use with the intro to college success where I'm going to I have different areas that I like to address and from having the students sharing testimonials about instances where they felt aggressions or microaggressions and then you know they will have many videos talking about how they felt we have an area where I'm going to start putting things that are in in the field of psychology and any other area about you know racist attitudes in in school we talk about equity what does it mean to give everyone the same is that fair or we give people what they need so we can level the field right and then I was able to attend several webinars through offer that opened my mind because it was so amazing to finally be able to understand in one concept things that I have been feeling myself when it comes to you know racist attitudes or or how to fix things so this one minute left this is a work in progress I haven't had the time to do this but basically it's because of the pandemic situation right so I'm going to continue working on this and so I lost my things here so basically what is next for me is to once I have the the google site developed I will find opportunities to share this with my colleagues as a professional development I will continue to promote the OER textbooks because I think that's the best part and once the face-to-face start again the classes start again we are going to be able to do more testimonials and be able to to talk more about the things that are important and continue with this goal from afar I'm very grateful that I had the opportunity to do this and this is just the beginning thank you thank you so much Monica this is yeah that that google site looks amazing and the work you've been doing with your students so boy this has just been an amazing hour that we've spent hearing about all this work and I really those of us in the leadership want to say thank you so much and just a huge congratulations on the amazing work you've done this semester in a very tight time period and online because of the pandemic so just amazing the progress and I want to open this up to questions and James I don't know if you want to jump in with any thoughts well thank you and I'm just sitting here thinking my god I love my job this is just so fantastic to be here with all of you I think in a practical sense I'll note that we certainly have have processed your feedback on the time frame and on better structuring some of the activities thank you to everyone who participated in the interviews and the surveys we've received really really really helpful feedback from our colleagues at the RP group so that if we are fortunate enough to continue this work in the coming year it will be even better thanks to all of you yeah definitely and and we look forward to you staying connected with the project we're hoping that some of you might like to be mentors for next year for those who might come on board to start that same journey that you did yeah and I see Marvin asked in the chat just about future possibilities so quick word so we were extremely blessed to receive funding from the Hewlett Foundation to support this work this year we are viewing this as a pilot the very positive feedback through from you through the RP group uh makes us feel uh confident in approaching funders for to make make us able to continue this next year and to expand it we're certainly proposing to expand it so that we're we're not just working with 17 individuals it as lovely as this is uh we would love to expand this work so really Marvin and others just stay tuned we we will know when we know and believe me we will we will share widely uh and ask you all to help us share widely what possibilities come come to us and and and what possibilities are for next year thanks for the comment Marvin a black guy who teaches child development love it all right well I want to open this up so that um you can ask each other some questions um and I know that there's eight people eight of our wonderful participants who will present next month at our final webinar on I think it's June 18th it's the third Friday of June and so please um there were some great comments in here but I'd love to hear so please unmute yourself and speak I had a question go ahead Robert my question was actually for Nikia and the podcast that she created with the English class um how did you actually create the podcast when you had people in different places did you record through zoom and then turn that zoom recording into the podcast itself or you're shaking your head yes or you're nodding yes it yeah um we want to grant um at the very end of last year to do a podcast series and I talked with Raina Chalice the the other faculty member about anti-racism and about the things that we learned and she said well let's do that with our podcast let's make it into that let's make it for that um and that's exactly what we did um with the grant funds we did get funds for microphones and funds for um headsets that we because we envisioned giving the students something having them recording on their own and coming back but that didn't work because of the pandemic it didn't work because of logistics so what we ended up doing is we just set up meetings and then we the zoom meetings and then we pulled the audio off of those and we processed the audio into into those podcasts and um it's really interesting because the students were very nervous coming in like I don't know if I want to do this but once they heard themselves and they saw it up there it was like a bunch of students started to saying oh can I do a podcast can I do a podcast and then when I said you can do a podcast in lieu of an assignment in lieu of the essay it was like okay wait we've got to go back to the drawing board and make this a part of the class permanently in fall it got really popular so you know you know it's it's our the hardest thing is the processing it um we do have a student assistant who helps us do that you have to it takes time to do it um but again we're looking at doing some really fun stuff for the fall cool thank you that's great to hear you were able to use zoom to record it um and then I assumed there was some editing uh software on the back end for the processing yeah very very cool I had a question for Oliver though um so Oliver you talk about expanding your project so that it's inclusive of of community colleges or all community colleges can you talk a little bit more about like what you envision with that I'd love if my students can participate yeah thanks for that question so the Dolores were to so Sony exhibit is really the vehicle I think to drive attention to the work that I'm trying to do um we've had folks we actually have analytics on the the website and you know people all over the country are using it it's been flagged by the Smithsonian as as a model model visual art or tour so I'm very pleased with that and so what I want to do is try to get teachers who are who are using that in their classroom in some capacity to also think about doing a survey one two three like another idea is like um you know Dolores were to travels all over the country and all over the world so like you know your your your Dolores story like people doing these are these GIS surveys that'd be kind of cool to show the breadth of her work but I I have a selfish interest really to focus on like rural communities um you know the San Joaquin Valley um I I met when I said when I talked about like there's no archives regionally within the area that I teach and so the students stories become the archive and Arc GIS and survey one two three become the vehicle to curate that information um I didn't mention that I'm also doing this other project like on redlining and like uh you know school inequality using Arc GIS and survey one two three and so the whole idea is basically like getting students to engage their families right so it's a it's a powerful tool I hope that more institutions will subscribe to to Esri which is the the the company that does Arc GIS story mapping and and whatnot so uh that's my hope is to kind of package that into the the commons and so you know I'll be able to showcase the work I do create a survey one two three and then get people and kids and teachers to look at the Smithsonian exhibit thank you for that question yeah I was thinking listening to Oliver um it occurred to me that oh wow I'm missing an opportunity to tap students into what's out there publicly so that the National Museum of African American History and Culture I'm going to start now to look at that and see how I can tie students in uh to that so that we can and that's maybe the link to not only business but to their history so thank you for that for sparking that I want to say thanks to Alyssa Cooper she uh mentioned another tool for having students record podcasts um soundtrap.com and Alyssa have you used that before did you want to share a little bit about that um yeah we we create a podcast in my journalism class and one of the the issues that we had was the question that was asked you know how do you do that when when your students are in different locations and this tool for the most part it's free they do have paid a premium when you call it uh yeah where you if you upgrade for different things you can get you pay for but the basics are free and students it'll allow you when you log in it'll say do you want to record an audio with an interview and you send the link to that person and when they click on the link you can then start recording and then it's just this whole online editing I can go in and I can be editing and you're in there as well we can chat with each other as we're editing and share it's pretty cool great nice thank you Sharon it looked like you wanted to say something thank you it was just so inspiring to listen to my colleagues who I've never met just virtually so very amazing and I just wanted to propose um this is not feedback on your presentation I thought it was awesome just a proposal that perhaps we can all collaborate one day um collectively as a team to do an a s triple c um presentation or at the OER OTC um future conferences um if we can definitely spread the word um and expand on the knowledge that was gleaned from this um particular opportunity so just putting it out there I I've done um an OER blueprint with Dave Dillon um and I tried to reach out to a few who had the time I know a few were all busy but I really would like to ask for us to be able to consider how we can collectively move forward and not end when our project is done so that's just wanted to you guys are all amazing I think thank you Sharon and maybe maybe you were not here at the very beginning we mentioned there is a a California specific OER conference this summer Cal OER uh I'll put I'll put the link in the chat one more time it's www cal oer.org uh and that is uh focusing on OER in all three systems of higher education in California it's being organized by all all the systems so uh that would be a really great spot to uh to share out on this and I'll put the drop the link uh in the chat again yeah thank you Sharon and James and the call for proposal is is open for another two weeks I I think it's June 4th is uh deadline for the proposal um and I believe we were going to do kind of an overview uh proposal um around just talking about the program itself um it would be wonderful to have some faculty presentations to go along with that so really exciting yeah so and if you have any questions about the conference just pop me an email I'm I'm happy to respond yes James and his college are a cosponsor I believe yeah together with AS CCC Cal State Chancellor's office uh and lead grade texts we're all working on together oh Cindy go ahead thanks um so great idea Sharon and I'm wondering if there's a way that we those of us that are interested in doing that if we could collaborate and do a joint submission because um I've been doing some of this work I've done some presentations I know you have for AS CCC and um and I think it'll be really a great forum so I'm in and if anyone else wants to join us maybe we could meet and come up with a joint submission absolutely that's my recommendation we can hold each other's hand and go for it love it Cindy yes and you're the one that reached out to sorry so thank you for looking forward to the collaboration terrific that's wonderful I know it's getting late on a Friday afternoon but um we're we're still here if you want to make any comments um ask questions and while we're waiting for just a few last things I'm just going to go ahead and share my screen just um so you can see we do have uh oops I went to presentation mode here um so we do have our final webinar um in June June 18th and we're excited to hear from uh the rest of our OFAR participants who I know will have you know wonderful things to share with us as well and I think you've seen this slide a few times so we won't we won't be labor that one but some great resources there and I think we've gone through questions and so um we want to thank you um and we're still here for a few more minutes um if you have any other comments questions that you'd like to make I think I would say our final um comment is that um there will be a final reflection um form that we will ask you to fill out and I think that will be available um James and you can help me with this I think that will be available the very early part of that first week of June that week of June 1st um we're just kind of finalizing a couple of things correct yeah yeah and I hope you don't mind I just want to ask a quick question um is it possible to do another seminar like this and then have breakout rooms or have it you do the seminar you have the presentations and then like maybe a week later you have a follow-up one where we can break out because I've I learned so much today and I feel like I want to now put it into action so if there was a second one where we could then meet with the presenters and choose like which one like really affected us or we can relate or want to do something similar I think that that would be really beneficial and then my second thing was I think across the state there was a ton of instructors that are doing what you guys are doing maybe not a ton but there are a lot and I think it would be really great to share that with the students that we do care as community college faculty that we do care about our students that we are um that we want to do better we want our world to be better and so if there was some type of marketing that could be done to share it with the students that we do care because I'd hate for them to think that we're I would like them to know all the great work that you guys are doing and we all are doing that's really really insightful Molly thank you that's yeah I yeah both of those are really really thought thought-provoking uh suggestions we will have to have to figure that out figure out both of those absolutely thank you so much yeah yeah really really great suggestions I would love for um some of you I think to share at some of the student conferences that are coming up so we could look into that and and um and see what the what the time frames are on that and love the idea Molly that might be something we could organize in the future is that that um that kind of participation where you could go into a breakout room uh with someone who's done this work and really dig in so love that maybe the conference might be an opportunity at the conference on on us obviously not for every course but yeah wow what a what a what a way to end the week thank thank you everyone for your incredible gift gifts of your energy and inspiration it's just really just an amazing amazing gift that you're sharing with us


So as a committer on Selenium, so I would like to explain first what is a committer.  You can directly merge the changes in which will then be later released. And that is actually a very, being a committer is a privilege that is granted. It comes when the Selenium core contributors and the technical community, they realize that you have been constantly engaging with the community and making significant contributions to the project. So as a committer, it's a two-step process. One is for smaller issues or any bugs filed on GitHub or any bugs that you might have encountered on your own, you can push the fixes directly. That leads to a faster, old churn, better quicker bug fixes. It also helps us to take in, you know, some feedback from the users if they face a bug and if they fix it, which is good that they realize that the community is very active. Then that's one part of it. Another part is if you have an idea for a big feature, you can always create an issue and engage with the Selenium contributors and the rest of the community members to see what they think about it, how useful it is, what is the priority of that feature and how should we work in integrating that. It allows a channel for a healthy, open communication and also gives a responsibility to sort of drive that feature from like a brainchild to an idea to be looked at. There are also additional goals or additional, not goals, but additional duties as a committer where you can review cool requests, you can merge them if you think it is the domain you've been working on. If it sometimes requires variable tool, it depends on your knowledge, right? If you're comfortable in the particular language, you can always share your experience, but if you feel there's a need to pull in someone who's more experienced or has more ownership on the sector, you're expected to call them out and, you know, ask for their help to review the code. So it lets you constantly churn code, add more code, drive the project forward.


It's the building how to build a secret service from Thomas Lohninger and Werner Etter. Your translators are Kay, and my name is Andre. And you're at the 32nd Chaos Communication Congress. The AK Forward is a small little Austrian NGO that has been fighting data retention as the naming clients. And together, Thomas Lohninger and Werner Etter, both from the same NGO, we will tell you something. How you fight mass surveillance in Austria. Two days ago, we had a talk about data retention in Switzerland. We're getting quite a good impression of what's happening in our neighborhood states. And their thesis is the best secret service is the secret service that does not exist, who is not allowed to come into existence, because there's a law proposal in Austria that should install a new secret internal service. Let's have an applause, and the stage is yours. Thank you very much. We'll start right away. Let me explain who's the organization that presents this as AK Forward. Data retention is basically a German name, but they were founded 2009, when Audimax in Austria, the university, was occupied, and there was a quite actual civil society argument going on. And that's the first time we had open discussions about data retention in Austria, 2010, the mission between law people, technician and civil society responsible people. And the first time in the public, there was this public initiative against the planned data retention law. You know that this law was instated very, very late, and then the Austrian government finally decided there was a new connection that you had to do. And we started this civil initiative to, we had to wait until the law was enacted, until we could go against it. We had 106,000 signatures. That's one of the largest among the Austrian initiatives since the Second World War. And that includes written ones on a piece of paper from all the people that would sign it on a piece of paper, but they would still say it's important for them. But data law was enacted, and all the ISPs had to, this is where we had our demonstration. And then we went to court, constitutional court. And you had this on an online, printed out, signed it, and sent it back to us. Rather, not very online procedure, but we got loads and loads of mail. We never realized that the snail mail still comes in bags if it's enough of it. But actually, we had 11,139 written postal snail mail people that would join us before the constitutional court. And we were successful because the Austrian constitutional court deferred the case to the European Court of Justice. And there was this huge, very impressive, very impressive because all the questions we kept asking about ourselves were asked there, was it any good? What has it been done? What's it used for? And nobody knew any good answer. And so the European decree on data retention was abolished, and then included the Austrian law. And we were very, very successful. So it should be, we want to talk about Secret Services, and we want to look back in history. The history I want to talk about starts in 1814-15 with a Congress of Vienna. Someone named Lothar von Metternich lead the stuff with Napoleon. And he just pushed stuff through in German-speaking countries. The secret of transferred letters has been lowered. And he had an anticipate, a liberal state minister of security. This guy, whose name you've just heard, they invented a system which was in the First Republic valid. First police officer of Vienna showed up and told them that Austria needed a Secret Service for Austria. And this service was invented to protect Austria. And it's like it's a similar structure today. Yes, this sort of backs up. This is keeping untranslatable, but we kill everything that before it kills us. This is in the Third Viennese District. This is our, we Germans are coming at the words, this is where the Interior Security Services sit and they used, Mr. Schober had it there and they still do it there. Then the Nazis came. This is the monument on the Vienna-Martin Square where the SS House used to be. The Austrian Gestapo was manned by Austrians, 900 people. Better equipped than the Gestapo in Berlin. And the Austrians participated. Yes, all 70, 70, 80% of the Gestapo people in Austria were Austrians and served their masters well. At the end of the war, this is, you know, the Third Man, the old film, Olsen-Wells, the screen shots here. Then we had the occupation forces. And the Austrians always considered themselves sort of an intermediates square for us. Meetings, you have to realize that we are Third United Nations, based after New York and Geneva. And it's always been, ever since the Vienna, ah, you know, that's the ones, the little spying houses that are all on Austrian buildings in Vienna, NSA. Last year, Erich Merkel presented this talk here and gave the details. Vienna has always been a good turn for spies. This is things we do. We had this in animal law people, where people were persecuted with mafia law. They were taken through the law case for 14 months after being, then they were acquitted. And they were all broke, completely acquitted, free, but broke. Another one of those nice activity in Austria, Michael Ahr, was suspected that he was a leading member of Anonymous, 645. They break in his door, made him do the walk, and everybody found it was not true. Yeah, that's how it works today. The agency, which is about to be empowered by better rules for them. What we planned for 2015, after we won the case about the law, was to be active as well against the Vorratsdatenspeicherung. And what we took is the law which came from the German main law agency. So what we did to, that you should conclude all surveillance stuff and evaluate what does it do. And what we do, what could be done in a complete concept. What surveillance, how surveillance could be measured. And the reason is that we could not only be against surveillance, but we have to hand out concepts against surveillance. And those concepts should be based on science and those facts all include what is the law. We should, we want to empower a screening process how could new laws been evaluated against measures of impact for the... Oh, this was our plan, but then it could have become a quiet year, it should have planned as a year, quiet year. Charlie Hebdo happened at the beginning of January and data retention was back in the argument five minutes later.   This is our interior minister asking for funds for our little organization. We have to realize this is the only money we get. Public funding is not our only private funding. Any donation is welcome. Yes. But we can only get 35% from companies. The guarantees that we are independent, but we have to work by public donations. And now let's go to the state security law. Basic idea is to build an internal secret service in Austria. You had a couple of offices within the army. You must understand there is no law as in Germany or in Switzerland that interior ministry and interior police should be apart from interior security. We have an anti-terrorist office from the police who has been slowly pushing into all the functions of an interior security. And with the new law, they will get there finally. This is this nice quote that we say something if people don't yell very loud, we'll just go on and continue in developing it. This law is very far-reaching. There is no control by court. The director of the agency can decide in itself what they tell the minister and what they don't. Very unconstitutional basically almost. Competence for surveillance. Actually they can basically ask for anything they want to know. Yes, health information from any ministry, from a private company, there is no way you're going to be able to dislike in the U.S. All this data will be kept until six years. Explicitly mentioned is that they will interchange with other secret services outside of Austria. And if the German interior minister says we need the data, they're going to get it without further ask. Even today you must, there's a state attorney and the court order must be given from the enactment of this law.  The separation of, the power separation of the classical democratic state has been broken here. There has been one person responsible, responsible for all of Austria, that will also legalize internet surveillance, open source intelligence. They call it that way really. Without any barrier they can use any software, use any kind of method, whatever, pick up. And maybe that would be interesting for you Germany. And we are introducing what you Germans already have, what we call the people. But we didn't learn anything from what the Germans used, everything that went wrong in Germany. We're going to copy that now. There will be no argument about it. Nobody argued, nobody thought, nobody thought about the consequences. This database will be central database retention for six years. And anybody can be in there. Because not only the suspicious person will be backed in there, but he's, if you're friend with him, you'll be in the same Facebook group, you've got a mail from him. You could be in that database and you might, they might be going to the NSA, they might go to the German Bundesnachlichtenteens. And the evaluation, if this is a danger or not, is internal. Very much minority report. But where is critics? The Ministry, the Secretary of State, like this law, but many, many people, you see on this, all of those criticize this law. Internet provider, religious leaders, constitutional service of the state, criticized it, amnesty international.  So we started this campaign against this law. And we started this in the interweb, and it has about 23,000 signers for today. And you're invited to sign this petition, and we won't track where, which your country of origin is. We also collected signatures on location here, and one of the, one of the people created an idea. You could see this on the slides of this young person with stickers on his face. It was his idea. We didn't push him to this. We created an agency and labeled it as a Landesamt für Bespitzlung, which is whatever. So we are heading to the big summer holiday, and every time before the holidays, you get your signers, which denotes a few, you have been a good student. We try to deploy this signers to the ministry of state. Originally, there were 10 different offices planned. Nice pyramid to try to shoot down. Then the Austrian pirates gave us a hand with a little sticker. Using a few little money, you can get a high impact. We also wanted to offer some information material, especially to delegate to the National Assembly. So everybody got a big information package with all the different commentaries on the proposal of the new law, and you can find them, copy them at the A3 stand, and here we come back to Thomas. Yeah, we have to hurry up now. I'd like to show this video. In the SPO, there's raising voices against the law about the law, and he's just someone has just told us that the law will not come as it was proposed to be. It has been changed from about 100 points, and this law has been changed in many parts. This law will install an interior security service with Austria. The Bundesamt für Verfassungsschutz und Terrorismus, this new super office, and Austria's answer from Jihadism and everything, all the terrorism. This new law should separate police from this security service. I noticed that it's always been told that all the states surveillance services has been part of the police in Austria, and this police has to be a service for the state and the people, and it should be... But the law looked at closely, and it offered another different assumptions, especially advocates and people in... Too widely said, too many competences, no well defined, and without any obviously control. Whenever you are challenging the rights of the people of the state, it has to be cared about, the people and the state. You have to care about the advocates and the journalists and the medics, and every surveillance has to be checked by a... This... Here we are again. This was sort of the middle of the debate. Suddenly we had a lot of more media pressure, we had this action and brought all the politicians together to one table. Had we not started to act, we wouldn't have gotten that far. We knew from the Greens and the Nios that they were against it, and we knew from the Nios that they were sort of not knowing what to say, but the far right was that we never knew how would they position again, and they are just as worried about their freedom. Actually, in the end, only the representative from the Interior Ministry finally was the only defendant, defended the law, even the social democrat coalition partner gave rather critical comments, and they said they were repairing this and repairing that, and would sort of go with hope that this might be sort of a serious development and become quite something a lot more useful than it was originally intended. And definitely we were asking for parliamentary control, and then... Paris came. Paris happened, the second thing in the city, and everybody in a reflex and said, no, no, no, now we really have to cut back on civil rights, and we had another demonstration in front of the parliament in remembrance of the victims of Paris, and we said, don't use this, make it the law, but this is exactly what they did. Actually, on a Sunday morning, there is quite a picture, Sunday morning, small, just a journalist they wanted to have, nothing in written, no ties, and we're going to tell them, and they told them one story for one and a half days, there was no critical comment, because everybody was still shell-shocked from Paris, and three days later in parliament, they had a new presentation, and it's not ten different offices, but only one. They changed another word from German, which is the German word for ideology, and they changed it into the Latin word of ideology. Nobody's been able to explain to me the difference, and this is a really weird German situation. This is Senate with a judgmental influence. We'll have to create that. Will that be the responsible within the Interior Ministry? He just didn't have to accord. They would suggest to have to build the three men's Senate, and they are not forced to decide. One of them has to decide, and one of them has to be a judge, or you stand, sort of very cosmetical and doesn't make any difference. All the judges union vehemently still opposes. Those are the three founding fathers of the Austrian Republic, that, well, you know, that you don't want to see, want to hear, and want to talk about it. Finally, we're made into the Boulevard, that is the epilogue. Now, this law is going to become law in January. The question is, are we still having an influence, still always the question of how much pressure we can keep up. Five red lines must have a control, must have an independent justice. You can't have that internally handled. The database must be changed. It can be data retention lights with acceptance for every NSA in six years. And they can't put everybody in a two-one group, just because you sort of decide they have a clearer definition where they should be able to act and where not. And the V-people, the provocateur, must be basically taken out of the law, because it's just a bad idea. If this doesn't happen, we will again try to take it to court and against taking it to the constitutional court, like we've done it before. And we will fight against this law, parliamentary process has not been over yet. We still have hope. We shall see. And if not, we have to go back to court. We have to be accepted with the... We have a little aspect. There's European mention, it's a human rights law. If that case goes through, and we'd have a lot more clear reason to be accepted by the Constitutional law than my influence also in law cases in Germany, because it's a pan-European decision, and it's exactly about this indirect influence in congruent and internal... Secret services are best avoided by not being founded in the first place. We need your help in the next two weeks and asking for funds. Okay, we'll be taking questions now. Thank you, Rana. Sorry, we don't have any time. We have just... Maybe you could be available after the talk. For personal contact and discussion. So you could see here the addresses and the contact stuff, and just get in touch, support them.