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Implementing Culturally Responsive Teaching Practices in STEM, Part I - Shared screen with speaker view
Abraham Romero Hernandez
28:54
Good Morning!
Selena Silva (ASCCC)
28:55
Hello! Please follow this link to access the closed captioning: https://otter.ai/u/Jev7CKr7q8x_SI5kvs-fhSpknXg
Janet Fulks
29:20
Good Morning Everyone. So glad to see you all here.
Bing (Irene) Chang
29:21
good morning.
Alex Rockey
29:36
Good morning!
Jacquelyn Sims
30:37
Hey Jamar. Great to seeing you. Looking forward to this workshop
Selena Silva (ASCCC)
30:43
Hello! Please follow this link to access the closed captioning: https://otter.ai/u/Jev7CKr7q8x_SI5kvs-fhSpknXg
Jamar London
34:28
Great seeing you hear as well Jacquelyn:-)
Selena Silva (ASCCC)
34:46
Hello! Please follow this link to access the closed captioning: https://otter.ai/u/Jev7CKr7q8x_SI5kvs-fhSpknXg
Rebecca Wyler
37:22
So upsetting and unfortunate how many students come in thinking they can't achieve in math and science. It's wonderful showing those students that they can do it and are welcome!
Jing Liu
41:56
let students see themselves in STEM
Jacquelyn Sims
41:58
To make the content more engaging, applicable and relevent
Tina Walker
42:03
Improve retention in sciences, to improve student success, help them reach their dreams
Melody Schmid
42:04
build on student's lived experiences
Kerry Ferreirae
42:16
because science and math is universal. It's teaching should mathc.
Nora Zepeda
42:16
It provides students accessibility to these fields.
Rita Higgins
42:16
To help all students to feel they "belong" in that classroom.
Susan Mac Leod
42:16
to allow all students to connect and relate
RICHARD BARNES
42:18
Trying to teach to students prior knowledge
eugene mahmoud
42:21
giving student choices
Bamdad Samii
42:21
To provide a sense of belonging
Alejjandra Rueda Guerrero
42:23
Students will feel more conected
Jonathan Brown
42:23
It is vital that students do not view mathematics is something as a product of a particular culture.
Robin Kurotori
42:23
Acknowledging and validating individual experiences and challenges makes all students feel welcome and as if they belong
Linda Hintzman (she/her)
42:26
So they feel they belong in STEM
Kevin Taylor (he/him/his)
42:27
If our instruction is not culturally responsive then it becomes a barrier to students learning.
Schetema Nealy
42:27
Students must be able to identify with the content to help them stay engaged.
Melissa Salazar
42:27
Taking the stand that all students are deserving and can learn
Rebecca Wyler
42:28
Students need to see themselves in possible career paths in order to really go for it. They need a sense of belonging
Nery Chapeton-Lamas
42:29
To show students there’s nothing wrong/deficient in them, how (or more like WHO) we teach to is the issue. We are the issue, not them
Dan Lawson
42:30
To allow students to feel that they are part of the class community
Patricia Ramos-Butterfield
42:30
I think that is pass on from our family at an early age.
Justin Tolentino
42:31
STEM benefits from diversity
Collette Gibson (she/her)
42:31
Contribute to students believing in themselves
Jacquelyn Sims
42:33
Acknowledge their social capital and build on that
dawn Veltre
42:34
acceptencae for who they are and think
Bing (Irene) Chang
42:35
hands on exercises
Alison McCurdy
42:38
Students build knowledge - this helps them see relations to prior knowledge
Trishana Norquist
42:39
Scientific decisions that are equitable starts with scientists who have equitable lenses
Derek Mitchler
42:39
To build a sense of community for all in STEM
Karin Gruet
42:40
To show they can do it
Indika Walimuni
42:43
To relate more to students
Rosanna Hartline
42:44
So students know that STEM IS for them. That they ARE capable. That they ARE important. Recognizing science is really about curiosity and science is power.
Janelle West
42:44
make students comfortable so they can feel confident to stretch themselves & learn
Megan Brophy
42:52
Encourage students to build their identity as a scientist
Maribel Arias
42:53
understand what can work or NOT in a culturally diverse classroom
Nora Zepeda
42:54
If they see themselves in STEM, they might pursue a career path in one of these fields.
Frederick Ringwald
43:00
To have any chance at all at teaching them science. Many of my students come in unreachable, no matter what I do.
Patrice Loomis
43:00
To help the student make personal connections to the material for better understanding.
Acuña Acosta Susana
43:01
Students feel confident in Stem.
Joshua Ludtke
43:04
STEM affects all of us so the more people that contribute to it, the better
Clark-Ibáñez Marisol
43:06
Engage in the material in new ways. See themselves in the content. Draw on their previous knowledge.
Ryan Petitfils
43:09
So students can self identify and determine their affective domain "How do I fit into this?" Are there Scientists that are like me?
HIMGAURI KULKARNI
43:17
It is important for students to realize that everyone one has science capital that they bring
Gilbert Ayuk
43:53
Let students see themselves in the curriculum
Kyle Strohmaier
43:54
To show that we acknowledge students are people
Abby Tatlilioglu
43:56
in math we always hear, “when will I ever use this in real life?”. so it can build interest in subjects that they don’t necessarily connect themselves to...yet
Mike Smedshammer, Modesto JC
44:26
It may help to define culturally responsive teaching, specifically in STEM
Rebecca Wyler
44:29
huge for combatting the effects of institutionalize racism and allowing individuals to better their socioeconomic situation
Talwinder Chetra
45:48
It is important the students needs to belongs to classroom and feel comfortable to speak out
Rebekah Stassinopoulos
45:54
Zaretta Hammond's book Culturally Responsive Teaching & The Brain is a great resource, although not STEM specific
Mike Smedshammer, Modesto JC
46:14
Great book, @Rebecca
Susan Mac Leod
46:19
no, never
Rosanna Hartline
46:21
No
Rebekah Stassinopoulos
46:23
nope
Tonya Huff
46:25
I do not recall a single one.
Kerry Ferreirae
46:26
nope
Kyle Strohmaier
46:27
Nope. Never.
Rebecca Wyler
46:27
nope :(
HIMGAURI KULKARNI
46:28
no
Karin Gruet
46:28
unfortunately, no
Abraham Romero Hernandez
46:28
Yes, they gave me respect
Jacquelyn Sims
46:28
Please send more information regarding Friday's meeting. How do we register for that
Kim Fouad
46:29
No
Nery Chapeton-Lamas
46:29
Not really
Talwinder Chetra
46:30
nope
Bing (Irene) Chang
46:30
I felt my prof. were culturally blind
Indika Walimuni
46:30
nope
Kimberly Rosales
46:32
no
Janet Fulks
46:34
Great comments we will save these comments and use them to construct definitions
Trishana Norquist
46:36
Not at all
dawn Veltre
46:37
I am Caucasian so I did not notice..
Stephanie Nobles
46:38
sadly, no
Jacquelyn Sims
46:38
Not in the STEM courses
Melody Schmid
46:39
tide charts in math class
Patricia Ramos-Butterfield
46:43
no!
Nora Zepeda
46:44
no
Dan Lawson
46:46
I recall the racist professor
Alison McCurdy
46:47
Not really
Abraham Romero Hernandez
46:48
Yes, they gave me respect
eugene mahmoud
46:50
In my Ethnics Studies class - George Lipsitz, Possessive investment of whiteness
Acuña Acosta Susana
46:56
Not in STEM.
Melissa Salazar
46:56
My professors had a deficit mindset about students
Karin Gruet
46:56
ta the time we were supposed to be blind
Sara Decelle
46:57
I never got this as a possibility until I got my BCLAD credential!
Jamar London
47:01
I think of culturally responsive teaching as including my students lived experiences in course content delivery
Jyothi Suresh
47:02
Not really sure what culturally responsive means, so I don't know how to answer this question.
Rebekah Stassinopoulos
47:07
I asked a question once in freshman chemistry office hours and was told to change my major. I am not a college chemistry professor :)
Frederick Ringwald
47:09
No. Almost none of my K-12 science teachers knew more science than I did.
John Zamora
47:22
Yes, I recall some of my professors taking time to understand my culture and where my thinking was at the time.
Schetema Nealy
47:30
Only in my multicultural education class.
Abby Tatlilioglu
47:46
I had one Speech professor who was aware...created group speech projects for a “company” that needed help navigating the different cultures within a company
Ryan Petitfils
47:57
My English Composition teacher. I remember her sharing poetry and songs that had cultural relevance and our discussions revolved around identifty and culture
Melissa Salazar
48:11
I was told to change my major many times. That I was not B.S. material, and that I should switch to the B.A. and become a teacher.
Sara Decelle
48:31
I got some in Spanish classes, none in Mathematics courses
RICHARD BARNES
48:52
Yes I had a great professor who taught African politics he helped people understand the complexities of these issues.
Abby Tatlilioglu
48:57
Math History courses discussed contributions of multiple cultures
Jyothi Suresh
48:59
Can I please get the link to register for Friday's meeting?
Patricia Ramos-Butterfield
49:04
not motivating teachers on the subject, that I recall
Kristin Bridgeford
49:21
Teachers who build community and demonstrated respect and rapport.
Clark-Ibáñez Marisol
49:43
I was encouraged to write about my native country, Peru, in various literature and writing classes. Biology classes that mentioned Latin American focused on jungles ecosystem and yet always seemed to bring it to drug production.
Jonathan Brown
49:55
Not a course I took, but here is something nice to see: https://www.ams.org/journals/notices/202102/rnoti-p205.pdf
Kathy Williamson
50:12
My HS had a more "celebrate diversity stance". Some math teachers shared contributions from different cultures, but not a lot.
Kathy Williamson
50:23
In college - nothing I can recall
Susan Mac Leod
50:49
I will have to leave for class in 5 min so will watch the recording and be there on Friday
Maribel Arias
51:00
If it hadn't been for minority science programs that supported me and opened my eyes to the possibilities in science throughout undergrad I probably would've changed majors
Abby Tatlilioglu
51:01
My HS English teacher had us read African American poetry. I collected all of the books later.
Medha Dave
51:06
I am teaching intern and trying to learn how to improve my teaching for all students. I don't how to culturally improve teaching in STEM. I am curious about it
Rebeca Blanquet
51:12
Not in stem, I took world literature and this teacher did a great job.
Jonathan Brown
51:13
A seminar I took was partially about this issue. But I have not taken a course not specifically about this in STEM, that included this thinking.
Abby Tatlilioglu
51:17
Nothing of note in my STEM courses
Sara Decelle
52:22
I have had a student do the same! She did talk to me and I wasn't able to convince her to stay.
Jacquelyn Sims
53:11
Representation soo matters. Time to be intentional about hiring
Abby Tatlilioglu
54:05
was he not also a botanist?
Patricia Ramos-Butterfield
54:41
my daughter is going to school to be a nurse and was told that she should drop the class because she was not be able to pass. well she did not, and she is doing very well in math.
Melissa Aguilar
54:47
Try incorporating this tool that my colleague Jeff Schinske created: https://scientistspotlights.org/
Rodney Powell
54:55
Only path is to be a doctor, holds true for may first gen or low income students as well who are not exposed to the variety of fields available
Rebecca Wyler
55:09
Love the scientist spotlights took from Jeff! It's wonderful.
Janet Fulks
55:30
YES. American Society of Microbiology educators have produced free posters showing pictures of diverse microbiologists. It is important.
Melody Schmid
56:15
https://www.stempathyresources.com/
Janet Fulks
56:41
Thanks for all these great resources will put together in a resource page
Jamar London
56:52
We can maintain rigor and be flexible
David Beydler
56:58
Here's a Flipgrid page with short clips of women scientists talking about their jobs: https://flipgrid.com/7bad90
Talwinder Chetra
57:33
We really need to think outside the box for our grading system. Most of current grading system not helping most of the students.
Gayathri Manikandan
58:11
https://gradingforequity.org/
Raeanne Napoleon
58:34
Sam - could you please share those numbers in a document? I’d love to have that for conversations at my school around this and why it’s important
Raeanne Napoleon
58:53
A link, perfect! Thanks!
Raeanne Napoleon
58:57
Sure, thanks!
Abby Tatlilioglu
58:57
Our campus book club is reading “Won’t Lose This Dream” this semester. About Georgia State’s triumphs in raising graduation rates for students of color.
Abby Tatlilioglu
59:12
And first-generation
Sam Foster
01:01:09
https://beta.nsf.gov/science-matters/science-behind-hbcu-success
Patricia Ramos-Butterfield
01:01:20
I Went to school in Mexico and long time ago I need it to demonstrate teacher what I had learn with my own words and work. In other words I had the opportunity to show my way of learning and progress. I hope that this will be available to all the students.
Peggy Campo
01:02:20
Patricia- I too studied abroad, in Argentina, and found that our multiple choice system in the US does not necessarily demonstrate what our students know. Agreed.
Patricia Ramos-Butterfield
01:06:28
Thank you for doing that It is so important!
Rebecca Wyler
01:08:24
That's a great idea :)
Sam Foster
01:09:03
I've been using the Pronto app and that seems to have empowered students to ask questions more frequently
Nora Zepeda
01:09:40
Yes, me too, Sam. It's an informal platform for them to use.
Gilbert Ayuk
01:11:45
Hence the need for frequent feedback and one-to-one check ins with students
Marisol Clark-Ibáñez - CSUSM
01:12:05
Another great resource: http://www.escalaeducation.com/Teaching STEM in HSIs
Janet Fulks
01:12:27
Terrific resource thanks
Jyothi Suresh
01:12:34
@Sam, I love pronto for all the discussions and questions I get.
Rebekah Stassinopoulos
01:12:44
ESCALA is an amazing resource
Jonathan Brown
01:13:57
Unfortunately in the pandemic that ratio has gone the other direction.
Jyothi Suresh
01:14:17
One thing that I want to learn is how to guide such social justice conversations in a math class. Math faculty are not trained to handle such conversations.
Nery Chapeton-Lamas
01:14:20
Theres a fine line between sharing your challenges learning in a stem course vs. lecturing at students about what they *should* be doing (vulnerability is key)
Jacquelyn Sims
01:14:27
Some if not most STEM folk feel that they are special because they understand this "complicated" material. We almost feel like we are in a special club and restrict entry to only those who get it like we got it. And this is the attitude that needs to change
Don Roach
01:15:08
How their questions are received is critical. Each question must receive the proper attention, and be viewed as important.
Jonathan Brown
01:15:21
@Jacquelyn, absolutely! Math is a very human topic and the natural result of discussions about certain ideas. We must teach it this way.
Janet Fulks
01:15:22
Agreed our planet is complicated but everyone needs to understand basic science and everyone can understand more when exposed
Rebecca Wyler
01:15:36
Absolutely @Janet!
Marisol Clark-Ibáñez - CSUSM
01:15:39
Liquid syllabus - https://ccconlineed.instructure.com/courses/6771#:~:text=A%20Liquid%20Syllabus%20is%20an,welcoming%2C%20student%2Dcentered%20language.
Jamar London
01:15:45
Here is my help seeking activity link……feel free to use it
Jamar London
01:15:49
https://drive.google.com/file/d/1Wmw6e9e8a8jcekCqrIYTqi5RQus9qGXc/view
Rebecca Wyler
01:16:06
Thanks!
Jamar London
01:17:21
@Jyothi - I am not trained to handle such conversations as well and I think the trust I try to build with my students permits me to learn with them in such occassions
Sam Foster
01:17:55
Labs are also great for providing immediate interventions and empower students.
Jyothi Suresh
01:17:58
@Jamar-Thank you
Tina P
01:17:59
Wow great idea!
Janet Fulks
01:17:59
Great point, we are all learning. And will continue. My classroom of today is not the same as a year ago
Patricia Ramos-Butterfield
01:18:23
wonderful! because we learn by listening to those questions.
Rebekah Stassinopoulos
01:18:57
I had syllabus language that said I wouldn't accept late work, but if a student approached me and explained the situation, I would make exceptions. Over time I realized this created an equity gap that favored my extroverted, assertive students, and cultures; while my more quiet students or rule-respecting cultures were not able to access the same exceptions to late assignments. I changed the wording to be more clear about my policies and more inclusive
Jonathan Brown
01:19:16
Use a deck of cards, the size of the class. Makes a great & simple randomization tool for calling on students.
Indika Walimuni
01:20:05
@Jonathan great idea!
Patricia Ramos-Butterfield
01:20:09
I think that all students have the opportunity to learn their own way. Every year I start with a fresh year. I do not want to know how a particular did with another teacher. I give a fresh start to each student.
Rebecca Wyler
01:20:18
I've started teaching study skills at the beginning of every course. It's helped my students immensely
Rebekah Stassinopoulos
01:20:50
@Rebecca I do that as well. Study skills based on cognitive learning theory
Rebecca Wyler
01:21:05
That's awesome!
Janet Fulks
01:21:17
Agreed study skills, particularly the ones useful in STEM with all our formulas and details, are things they cannot be expected to have learned from non-STEM faculty and teachers
Jamar London
01:21:39
I have had to do a lot of work with trying to get Black males to succeed in my class
Sam Foster
01:21:46
@Janet That's a very important point!
Jacquelyn Sims
01:22:18
Yes. We have to challenge our campuses including administration to put our money where our mouths are. Diversity in hiring, among other things are important
Tina P
01:22:26
Yeah!
Patricia Ramos-Butterfield
01:22:27
excellent!
Jyothi Suresh
01:23:10
^^Jacquelyn
Melissa Aguilar
01:23:18
A great place to start is with equitable syllabi. Here is another resource from my colleagues at Allied Path Consulting: https://sdce.edu/sites/default/files/iep/5The_Equity_Centered_Classroom_%20Syllabi_ReDesign_by_Allied_Path.pdf
Marisol Clark-Ibáñez - CSUSM
01:23:19
A CS colleague used the DACA application in a coding assignment. (Nery Chapeton-Lamas)
Rebecca Wyler
01:23:37
I have a study skills video that I've made if anyone wants it, I'm happy to share
Erica Beam
01:23:42
Review the names and images used. Do they represent your students? Age, race, color, ability, etc
Trishana Norquist
01:23:43
Ethics at the beginning will show why it is so important to diversify and to care about science. minorities individuals are the ones who tend to fall victim. This wakes them up and engages
dawn Veltre
01:23:48
simple strategy of making all my pictures in ppt to be diver peoples
dawn Veltre
01:23:53
diverse
Nery Chapeton-Lamas
01:23:55
Used the nixtamalization process (to process corn into masa to make tortillas) to show input/outputs for functions in a programming course
Jacquelyn Sims
01:24:07
I incorporate affective domain activities. Getting students to talk about their motivation. I also build a growth mindset
Gilbert Ayuk
01:24:14
Take time to know students names
Naomi Bahm
01:24:30
Ask students for examples of questions that would be easy for people from their background that would be difficult for others (illustrate problems with standard IQ tests)
Patricia Ramos-Butterfield
01:24:30
Thank you!
Raeanne Napoleon
01:24:32
I highly recommend this book for STEM educators. It’s not necessarily higher ed focused, but I find it incredibly inciteful: https://www.washingtonpost.com/news/education/wp/2016/04/20/a-black-professor-offers-advice-for-white-folks-who-teach-in-the-hood/
Marisol Clark-Ibáñez - CSUSM
01:24:39
Voter suppression coding projects - again Prof. Chapeton-Lamas (CS)
Rebeca Blanquet
01:24:51
I have an activity before an exam where students summarize their notes. I originally asked for sketch notes (drawn out) but I allowed students to write them out.
Tonya Huff
01:24:54
For our Intro Bio courses, we now have a Study Group Leader program where students who have taken the course previously and done well lead weekly, free group study/tutor sessions (at lots of different times throughout the week). The leaders are chosen based on equity criteria (underrepresented groups, first generation college, low income, etc.) This has been a super valuable program.
LaTonya Parker Ed.D.
01:25:03
Amazing Job!
Raeanne Napoleon
01:25:11
Thank you!
Patrice Loomis
01:25:11
I have been much more flexible on due dates, where I hadn't before realizing that some students have jobs and take care of their family, etc.
Naomi Bahm
01:25:12
Hi! Did you send me a message? If so, it got lost in the long list!
Dan Lawson
01:25:16
Thank you!
Katherine Shaw
01:25:20
Thank you for this great presentation!
dawn Veltre
01:25:20
thank yoU! ThaNK Y OU!
Rebekah Stassinopoulos
01:25:25
Thank you!
Rhiannon Porter
01:25:27
Thank you!!
Julie Kehoe
01:25:27
thank you!
Patrice Loomis
01:25:28
Thank you.
Janelle West
01:25:28
thank you!
Acuña Acosta Susana
01:25:29
Thank you!
Rebecca Wyler
01:25:30
Thank you so much! This was great!
Melissa Salazar
01:25:31
Thank you for your presentation!
HIMGAURI KULKARNI
01:25:32
Assignment: sharing personal connections to content and replying to two students, Lab project on food microbiology in which students decide what they will test and present
Jing Liu
01:25:33
for Friday, could you send link?
Alex Rockey
01:25:34
Thank you!
Indika Walimuni
01:25:34
Thanks for doing this.
Gayathri Manikandan
01:25:34
Thank you everyone!
Peter Beshay
01:25:34
Would you please share the presentation link?
Talwinder Chetra
01:25:37
Thanks!!
Bing (Irene) Chang
01:25:38
thank you
Stephanie Nobles
01:25:39
Thank you
Kristin Bridgeford
01:25:39
The Framework Wheel - Social, Emotional, and Cultural Anchor Competencies Framework from Center for Teaching and Teaching the Whole Child
Priti Brahma
01:25:40
Where can we view the recording of this?
Medha Dave
01:25:42
Thank you :)
Sonia Klenner
01:25:43
This was great! Thank you!!
Kathy Williamson
01:25:46
Thank-you!!
Kyle Strohmaier
01:25:47
thank you!
eugene mahmoud
01:25:48
Thanks
Indika Walimuni
01:25:48
Can't we get the sides
LaTonya Parker Ed.D.
01:25:49
Thanks Team!
Nora Zepeda
01:25:49
Thank you!
Gilbert Ayuk
01:25:50
Thanks
RICHARD BARNES
01:25:50
Thank You!!!
Indika Walimuni
01:25:50
slides
Ripandeep Aulakh
01:25:51
Thanks You
Abraham Romero Hernandez
01:25:52
Thank you
Joshua Ludtke
01:25:55
Fantastic workshop thank you and see y'all on Friday
John Zamora
01:25:55
Thank you!
HIMGAURI KULKARNI
01:25:59
Presentation on diseases and giving options for their choice
Patricia Ramos-Butterfield
01:26:01
Thank you so much! Wonderful information and presentation.
Rebecca Wyler
01:26:15
What are your emails?
Jyothi Suresh
01:26:21
Thank you. Looking forward to Friday's meeting.
Marisol Clark-Ibáñez - CSUSM
01:26:26
Uploaded as many resources as I saw in the chat - if this is helpful
Justin Tolentino
01:26:30
We are trying new 3 part assessments where students have a chance to express what they learned, share it collaboratively, and then update their problem solving strategy. Tryin to use Dr. Kendi Ibram’s form of assessment of evaluating the learner’s desire to learn
Indika Walimuni
01:26:37
Thanks
Melissa Salazar
01:26:38
My organization runs a Culturally Responsive Teaching in STEM course for those who work in Hispanic Serving Institutions. escalaeducation.com
Selena Silva (ASCCC)
01:26:51
Here is where you can find the registration for Friday: https://asccc.org/events/2021-02-12-190000-2021-02-12-200000/webinar-implementing-culturally-responsive-teaching
Peggy Campo
01:27:03
Rebecca our contact information is on the last slide. You can contact me at Peggy.campo@norcocollege.edu
Lara Baxley
01:27:17
Thank you!
Rebecca Wyler
01:27:20
Perfect, sorry about that, my email window was blocking it. Thanks so much!
Jamar London
01:27:31
https://otter.ai/u/Jev7CKr7q8x_SI5kvs-fhSpknXg
Selena Silva (ASCCC)
01:27:33
Here is where the recording and powerpoint can be found shortly after the meeting https://asccc.org/events/2021-02-09-190000-2021-02-09-200000/webinar-implementing-culturally-responsive-teaching
Tina P
01:27:46
thank you all
Laurie Allen-Requa
01:27:48
Thank you all! See you friday. :)
Robin Kurotori
01:27:53
Thanks very much.
Marisol Clark-Ibáñez - CSUSM
01:27:56
Thank you!
HIMGAURI KULKARNI
01:27:57
thank you
Megan Brophy
01:27:59
Thank you!
Derek Mitchler
01:28:01
Thank you!
Collette Gibson (she/her)
01:28:03
Thank you!
Alejandra Rueda Guerrero
01:28:17
Thank you!
Jamar London
01:28:20
Thank you everyone for attending
Sam Foster
01:28:39
Thanks you Jamar for organizing this!
Julie A. Mendoza, Ed.D.
01:28:41
Excellent discussion. Thank you!
Nery Chapeton-Lamas
01:29:05
Thank you all so much! Really looking forward to Friday :D
Peggy Campo
01:29:08
Thank you everyone! Looing forward to Frdiay