Hopefully it works. Okay. It should there. Is there like a little recording button for you guys.
Yeah. Okay.
Yes. So I guess I'll go ahead and get started. I sent you guys, you also know the questions that I was going to ask. So I'm probably just going to start going through those. So start off with one of you be able to briefly describe your initiative, just as like a general statement.
I can, okay, cool. I was thought a lot of speaking. Um, okay, so true inclusion is a student led initiative at Rutgers. And we're just committed to dismantling systems of oppression, both of the Honors College and throughout rutgers university as a whole, so that every student experience feels really valued and supported. And so a lot of what we do is we strive to connect with students, faculty administration, just a bunch of different members within our records community, really to advocate for systemic equity. And so we create surveys, we do curriculum proposals, we make media content, for example, through our social media. And it's all for our purpose of building a more inclusive structure and culture at wreckers.
Awesome. Cool. I didn't know you had social media, so I'll definitely go check that out. Um, okay, so moving on what inspired you to create this initiative? And what do you hope it accomplishes?
Maybe I'll go ahead and answer that. So this is Adriana speaking. And, in fact, our initiative to inclusion was inspired by the Black Lives Matter movement. So that's what pushed us to kind of reflect upon our own community and try to see what type of engagement we could do in order to affect change. And so in order to really create a community where students of color can thrive at Rutgers University, and specifically at the Honors College for all three of us had gone freshman year, and we don't notice the kind of inequities that exist in that institution. We wrote this first call to action over the summer of 2020. And so as we inquired into students experiences, when we were writing with call to action, we're kind of more and more motivated as we went along to really dig down to the roots of the issue, because we would hear these student testimonies and see responses to our surveys. And we're just hoping to kind of gain some ideas for institutional improvement based on what students were saying. So that's kind of what pushed us to create initiative. Push through this, I would say to build a more equitable structure at the Honors College as a whole. So fun fact, is actually that like hook about admissions and the decrease in admissions. That was something that we found at the end of writing our call to action. We didn't start out with that. So I think a lot of people might read that call to action and focus on admissions, because it's kind of the most jarring numbers. But our our kind of work focuses on really addressing these systemic issues through curriculum change. So instead of just focusing on admissions, we mostly focus on curriculum change. And then this semester, we're finally starting to kind of tackle admissions. Okay, cool. I
saw you had like multiple projects you're working on. So I'll like, I'll reference them in further questions. So specifically, so we could talk more about those. For now. What was the process like getting this initiative started?
So I think we're all gonna speak during this question, but all I started off, my name is Adriana. And so the reason that this kind of started is actually due to a friend of mine, from my hometown, where I'm from, so that's awesome in New York, and she goes to the City College of New York. And when all the protests of black lives matter happened in New York City, she started asking some questions of her University about their partnership with the NYPD. And so kind of been doing her own inquiry, she came to a series of inequities that she was seeing at university, that she was seeing a lack of black educators on disparate admissions. And she was seeing that they didn't even have Africana studies or a Black Studies Department. And so she put all these kind of questions and issues together into an open letter. And she started a petition and she started asking for change the university. And when I saw what she was doing, my first instinct was Oh, the Honors College. That's her. Yeah, the three lessons center first year, we got to know each other pretty well. And Rutgers as a whole tends to lack certain inclusive cultures and certain equitable policies, especially at that time and the previous records administration, but the Honors College really kind of kind of housed all of that for me. And so that's how we think the Honors College in a way and then just thinking about what to ask for, and what kind of changes To be effective, I actually thought back to a class that I took in high school. And so that class is called racism, classism, and sexism. And I saw that it was just really impactful. So it really brought my high school community together, it caused students to ask a lot of really good questions and start to build bridges and start to change the culture at the high school. And so my first suggestion is like, let's let's make there be some kind of class requirement of for honors college students. And I was going to ask for this an open letter. So I wrote like two pages, totally short. And I obviously wait. So I had a lot of kind of perspectives that I was missing. And so I reached out to Gabby and assata, who were my friends from freshman year, and that's kind of when the conversation really changed.
Cool. Um,
so this is a sada. When Adriana reached out to me, I was kind of just going through it, I think a lot of a lot of us worried with the summer 2020. Everything was going down, and I was feeling. And to be honest, I had just come back from a year study abroad. So I wasn't feeling super connected to the Rutgers community. I'm an out of state student. So I was home in Georgia, kind of looking at Rutgers looking at what was going on in Georgia, looking at the news and just trying to figure out, where is my part going to be in all this? How am I going to contribute? And so I was really trying to answer that question, when I tried to reach out to me so at first, I was like, I need to, I need to see what's going to speak to me the most and get back to you. But what ultimately made me decide to get involved with somebody in the black Honors College group chat, asked the question of Does anyone know when the Honors College is going to make a statement about what is happening right now, every other aspect of records has said something has said some email, just addressing the moment and the Honors College had it at that point. And so for question, this entire discussion and conversation started happening in the group chat of people just sharing their experience of what it was like to be black in the Honors College. And it was just a really powerful discussion. So at the end of that, I was like, this is a community that I feel very close to probably one of the closest communities I feel connected to at Rutgers. So this is something that I know very well that I feel I can actually make a difference in that community. So I think this is where I wanted to get involved. So at that point, I reached out to my friend Gabby, and I was like, my friend HR. You know, Adriana, she's working on this, we should come check it out and get started.
So I got on the project, it was basically written on, and we were like, tweaking it at that point. Um, but it was only two pages. And at the time, the focus, I think wasn't broad enough to really address some of the issues that the Honors College has in terms of lacking cross cultural competency. So when I brought these issues up to Adriana and assata, we decided to go back to the drawing board, and to kind of rewrite the two page paper, and with the suggestion of my brother to rewrite it for 10 to 13 pages, obviously did not happen. And we went, we went over. But um, from his perspective, it was like this needs to be something akin to like a policy report. Whereas not only you're kind of suggesting a curriculum proposal, we're also saying why we should have it in the first place. And so with that assata had a survey that survey the black honors college students, which was basically to talk about the experiences that they felt in the Honors College, and also to support why it would be important, especially for these for marginalized students to have like, a cross cultural competence curriculum. And then Adriana also surveyed honors college students in general in terms of the forum experience, which would kind of support our recommendation to reshape the course. So that focused more on kind of engagement, and really understanding how you can help support a community without doing harm. So ultimately, with you know, getting survey responses and then using previous research, we were able to create a 50 page report. And we it took, it took some time, it really took us like the whole summer, but by the time that we kind of got it out. We had a lot of editors on it. So it took it was a really large project that we did, but it really set the foundation for our Everything we have done since. And so everything that we have done, since we sent out the initial report, um, has been really trying to implement it. And we've been able to make some strides, which I guess we can talk about later. I've had to see my name, Gabby.
Um, Wow, that's awesome. So the 50 page report that included like, the letter, like your call to action, like survey, like stuff like that. Okay, okay.
Yeah, it included the there's like different sections, but it housed our original curriculum proposal. But we also had, I think, an anti blackness section or, right, yes, specifically, so we have the decrease of black students. We also had the experiences of black students in general, from the culture Honors College.
Okay. And then anti blackness was your original call to action from Okay, I remember reading that from the email you guys sent. So I'm gonna say, Oh, I just wanted to go back to what Adriana said in the beginning, about, that's great that you had a class like that in high school, I think that has to become this is like, kind of a spin off, but like not has to become like a class obviously, in high school, because I never had that. And so from here, this is great that you're doing this in college, but hopefully now other people will be inspired to bring this to the high school level. I know there's been a lot of talk of like, adding more black history and, and history about people of color into curriculums, especially, I live in a largely white town. So this is a very big deal that this happens otherwise, like, I don't know, nothing is gonna change, you know, it's important to be learned about so I'm glad you guys are doing this Honors College because that's awesome. Um, for lack of a better like description of it. But and I also wanted to add I I took intro to gender, race and sexuality once I came here freshman year with Dr. Brittany Cooper, she's great. classes. Great. Yes, I love her very informative. I learned so much like from that class about like, and it like completely changed my perspective on a bunch of stuff. So definitely having a class like that required. Is, is fantastic, because that is that wasn't elective, but still like to require it, I think is important as well.
Yeah, I mean, we'll go more into this with regards to our curriculum. But yeah, that's pretty much like our goal is so two part really. So one, we want a specific new course. Um, and so that's like a quick like, one 1.5 credit course, for students to have this discussion to meet each other. And then to, and I'm sure we'll kind of go through this more. But we also have this departmental requirement, which I just want to add that I think is like really important at the university level. Yeah. But like at the high school level, it's important to kind of get to know each other to speak about these things, learn about like your identity, your privilege. But as we go forward in our careers, you know, you can't just throw it out the window as you're on your way to being a doctor. Because these things continue to be important throughout. So definitely, yeah, thank you for saying, oh, sorry, you could go Oh, I
would just want to mention that you said that high schools don't have it or like you hope that like what we're doing can kind of like, go back to the high school level, we do have someone at true inclusion, who sent the report to their town because their town was doing a lot. Surprisingly, it's a very white, predominantly white town, I actually live by it. So um, but they're actually trying to implement something similar or use our proposal, like our actually our our summary report of 2020 fall 2020 to try to implement something similar or inspired by it at that high school.
That's great. That's, that's really good. Makes me happy. Okay, so how did honors college students respond? And how about the university when putting this initiative together?
I can I can answer.
This is the SATA. So, yeah, so there were a lot of different responses to our letter, when we put it out. I would say the biggest one was support. It was a lot of people reaching out to us either saying, Yeah, this was accurate to my experience. Or we've we've known that some of these problems existed. And now we really have the platform to discuss them further. And we feel emboldened to be to take everything a little further. So that was really powerful to hear. We also had students that did not support our initiative and so there was a lot of discussion around I think later wedge that was one in terms of terminology, like the use of cultural competency versus cultural humility. That was something that came up. We also had people that tried to pigeonhole us at times into just talking about, well, I think your problems that you mentioned will be resolved if we fix the numbers are, because that was the most visible thing on our report. Sometimes that was one of the few things that people wanted to talk about. And we had to fight to make sure that the conversation was being expanded to all the issues we addressed, because regardless of what the numbers were at the Honors College, these issues, were still going to be a thing, the microaggressions people not feeling Welcome to the Honors College, that's numbers play a role. But there's a lot of other things at play as well, that need to be addressed. And so also, there were some students who didn't support our initiative. Maybe they thought, just the way we present our information, they didn't like the format. And so then they wouldn't sign on to the whole thing, which was very interesting, because the one is to make sure that people felt comfortable reaching out to us, when we wrote the document, we had a disclaimer saying, this is a living document, we want your feedback, we want your thoughts, so we can update it, and take in new ideas and change things if needed. And so we did have, like some students that maybe were like, I disagree with this section, or I think the way you're saying this should be changed. And we would be able to meet with those people and make some updates. But there was a group of people where it was just like, I didn't like this one thing. So I'm gonna disagree with the entire 50 page document. So that was interesting. And I will also add, I think there's definitely a quiet dissent in the Honors College, that's not as visible, but we know it's there to what we're doing, because the administration has, you know, been working with us and signed on. But definitely, there's some people that are not with it yet. But I think Gabby will continue. Okay.
This is Gary.
So the university in terms of administration, honestly has been a pretty good response. A lot of faculty members have been impressed with our work. A lot of people have been saying that we've been influential on the administrative level, and helping to inspire inspire administrators are, or even like the forum fellows, who teach forum. So that has been really great, because we've been able not only to have an impact with students, but also with administrators as well. I think we've been really fortunate, especially last semester, to be in a space right now, where administrators are taking time to listen to us, and also enacting the changes that you're seeking. So not just, you know, giving an ear, but also, you know, taking it a step further and being like, we actually think that you're absolutely right. And we would like to change something, for example, admission statement machines, in order for the Honors College, to really showcase that it really values diversity, equity inclusion, as something that is integral to the whole institution. Um, we always had it list approach of trying to come from a place of understanding and care. And from that, we were so critical, and that we only want to point out like improvements. Because we think that like, for example, the Honors College can be so much more because it has a lot of potential. I think one thing that we really want to know is that when we started with the initiative, it was at a point where administrators it felt like for the first time, especially on the university level, we're even addressing Black Lives Matter, addressing the death of someone who died from police brutality. And this might just be because, um, you know, we weren't in school, or at records when he had the Was it the Ferguson riots, is that right? So I'm not sure if they said anything about that then. But to our to my like, knowledge, this was the first time for me that I felt like administrators on different levels and different parts of the campus were actually addressing Black Lives Matter and what was happening. So take into that account, and also the arrival of a new president, who has a academic history of looking into black histories and looking into the black experience in America. It really created like a perfect storm for us to really be for us to really be successful or to have the impact that we've had. So Far, um, you know, working with administrators. So I think one thing we really want to say basically is that, even though we've been like doing like pretty well, so far, it's only been because of like certain factors. And it doesn't take away from what other advocates do. This is us, this is something that has worked, you know, because we're in zoom, because there are administrators that have already been doing the work laying the foundation for diversity, equity inclusion, because there are students that have continuously made demands that mean, their voice heard, over the years, whether at records or Honors College specifically. So with all that said, administration has been open, they have been working with us. But I think this is largely because of the work of students in the past. And administrators that have continuously been doing this work and kind of setting the foundation.
So it's like a culmination of like, a bunch of different factors. Got it? Okay. So you kind of talked about how you change the mission help to to change the mission statement of the Honors College. I kind of want to get into your implementation plans for co curricular recommendations, you phrase it was in your article, and maybe from there maybe other potential projects you're working on or stuff like that. So if you want to talk about the two you put into formal curriculum, okay, cool.
Yeah, I can talk about that. So Adriana here. Um, so in terms of like things that are outside of curriculum, what we really focus on has been like student training, faculty training, and admissions. And then our curricular recommendations have been pretty much threefold. So the first thing that we've been implementing or trying to implement is one credit, initial course that all honors college students take. And we're hoping that it will be a prerequisite or a co requisite for the honors college admission course. And so this is called the cross cultural competence course, maybe someone can like throw that in the chat or something. But so what this course really is meant to do is teach students kind of how to interact with each other and engage in these conversations when they're in a really diversities. And we know that it's just such a politicized environment that we live in. And there's a lot of kind of different backgrounds that students are coming from. And a lot of students, you know, America segregated. A lot of students have never lived in such a diverse Living Learning Community before. So teaching students really how to how to engage with one another across these different lines and backgrounds is pretty much the goal of this course. And then our second requirement is to as you move on to the Honors College, if your regular major or minor or courses study does not cover a course that deals with race deals with inequity, Joseph culture deals with some kind of disparity between groups, especially marginalized groups. If you don't already have that, then we ask that you take something within that vein. So that's called the race requirement, because it stands for race, inequity and cultural engagement. Yeah, so everything there. So that's perfect, thank you.
So what we're really hoping to accomplish with the rice course is push students to apply the knowledge and the skills that they gained from that first introductory course, and really apply that to something that has to do with their field of study. But if their field of study doesn't already offer a course, so if you're like a public health major, and you didn't have to take health disparities, now you have to take it. But if you Saira math major like myself, and there's nothing existing in that math curriculum for you, we ask that you, either by using other honors cloud requirements, or just totally on your own, do take a class that teaches you to engage with inequity and culture. Because no matter where you go in mathematics, you will be working with other people, you will be kind of dealing with the foundations and the history of mathematics. And some of those are like problematic, and some people are left out of the conversation simply because of their political views or their historical background, even in mathematics. So that's the race course. And then the last thing that we're trying to accomplish is just reshaping the forum mission course. And so all the student responses that we received were kind of angled towards the fact that there does seem to be a change, and students have often noticed that that mission course had a couple of issues. There is a little bit of a lack of accessibility within the course sometimes, and we did notice that it had kind of a white savior attitude when it was pushing students to do projects in other countries that they might not have had enough cultural knowledge about. So by introducing the prerequisite clerk or co requisite course, we're trying to set that background up so students wouldn't pursue a problematic project in the first place. Then with the new forum course, we try to really weave those discussions in a little bit more. And make sure that when we talk about engagement, we teach students to do it in a way that's respectful. Yeah, so Gabby's here mentioning about the interdisciplinary. So something we like to highlight is that we're not adding requirements, actually, at all. So our goal is that the cross cultural competency course replaces a first year requirement for honors college students to take a burn center. And so that's a 1.5 credit course the students are already being pushed to take by the requirements. So it's really an exchange of something that we think might be more relevant, which is not to say students can't take a burn seminar, many students do, even if they're not in the Honors College. But we are wanting to focus, especially since the mission statement hasn't changed. So that's more in line with with the mission. Yeah, burn is one credit. So we're looking to replace that in terms of credits and like workload. And then within the race requirements, so either your major already offers that course, and you can use as upper level elective, that course that deals with an equity within your major. And so that's perfect, and you just take that course, and then you have nothing to worry about. But another thing that we're really trying to push is their placement, or kind of not the replacement, but the coming together of two requirements. So our school students in their first and second year have to take an interdisciplinary honors seminar. And so that's like a full class. It's usually three credits, it meets however many times a week for it to be three credits. And it's a pretty hard course, pretty engaging course for a lot of students. And it tries to talk about how two subjects come together, often within the context of some greater societal theme. So I know the one that I took kind of merged English and like gender studies, and talked about like, very slow and close reading in the context of an influential book for Gender Studies. But there's a lot of different things that, you know, people can take the interdisciplinary reason, and some of them are more or less relevant to an equity. So we're really asking that if you haven't taken anything yet that has to do with inequity, you would take this. So for mathematics major, like myself, my normal course of study has nothing, I need to implement this requirement. And so when I go to implement my interdisciplinary seminar requirement, I would choose one that's more in line with race and equity or cultural engagement. So I do have those skills before I graduate. Okay, so those are all our curriculum changes. I just wanted to add in here that genius we've already seen, or anticipates soon, we do have a new foreign mission Course Syllabus that's already out there. We have a new mission statement. As you mentioned, we've made tangible changes to honors college student leader training. And we've definitely been able to communicate with different administrators and different faculty members, and create a structure that's a little bit more open to student input. And so the Honors College teams have been open to input from students and advertise that in a way that previously was not really the case. We've seen a feedback form that has been created by a group within the Honors College kind of be more pushed and advertising distributed to students are working inspired the forum fellows. So those are the teachers of our mission course to all come together and discuss the course, rehash their pedagogical strategies, rehash how they talk about D AI, diversity inclusion,
we have influenced the change in the admissions process. And we have heard that from the higher levels of administration at Rutgers University have are not sure how much we can talk about that. But that is something that we hear is going to change. And then lastly, we've had our social media campaign where we not only updates with the Honors College, but also these different holidays that our students might celebrate.
Awesome. So you've really set this up since June and wrote your whole 30 page report. And then you've already accomplished like, so much, it seems, I mean, obviously, it's just a start. But um, I think that's great, like, so you have the two courses or recommendations. Okay. Maybe in the future that will become like a requirement. But
yes, so at this point, they're at the stage of last semester. So first summer, we had the idea come out. And then all of us semester, we had these conversations with the teams, you'd meet with them every other morning at 8am. And kind of try to discuss through what the other issues at the Honors College are, and then also how to implement these requirements. And so we actually had two committees, and they were formal committees. One of them was headed by another honors college team, Dean, Stanton, Jules. And so she headed our curriculum committee, and they wrote an implementation plan for the CCC course and the rice course. And in terms of the forum course, we actually work closely with the med students themselves, which are kind of like the two head administrative teams. And so that also now is in like, couldn't be stages. And we've also released this implementation plan. And we actually just had a meeting with the forum fellows this past week. So now we're really coming together in the implementation. So I would say somewhere between like idea and recommendation and also like tangible sort of implementation,
I would just pop in an ad. So the work of the committee's, and they were comprised of honors college students. And so the fall semester was really meant. It was really used to vet the ideas that we had presented in the summer. So we're saying, okay, we want these curriculum changes. Are they feasible? How can we do this in a way that's not going to add to the burden of honors college students, we don't want to be making them do extra things. So what are the things that we can do in the structure of these courses to make sure that it works for our community the best and so those students, they, they were incredible, so passionate, and we really appreciate all their work. And they, they had those conversations with honors college advisors, with other students, and we have representatives, for students from each school within the Honors College, you guys say yes, Mason, gross School of Engineering, all those different schools are represented in those communities by different students of different class years. And they really did that work of looking into the details of the structure and making sure that it's feasible.
The curriculum committee, okay, sorry, I'm looking at the chat to you. Okay, cool. Um, so you guys, you definitely are doing a lot of work, do you think you'd be able to send me like, just like a duck with like, some of the the achievements only because I want to get like, all the names and stuff, right for the article? Want to make sure I do that. So perhaps I could be helpful. So okay, I'm kind of I guess, like, my final area of question would be, have you thought about expanding the initiative beyond the Honors College? Or still? Are you focused in like, the beginning stages of like, the Honors College or? Yeah,
we actually started expanding last semester, just spontaneously? We, um, we spoke at? I think it was, I think we spoke at the are the records union, right, yeah, the records Union had a event. And we were fortunate enough to speak at it. And we were able to connect with a professor that was looking to bring the AI initiatives to her school, and that is, Professor Dr. Cook tional. She is the Associate Professor of mechanical and aerospace engineering at the School of Engineering. And she wanted or she right now, she's actually heading the diversity equity inclusion committee. That might be the wrong name at the School of Engineering, that is striving to understand where the school is at in terms of di M and what they can do about it. So right now, our measurement team has been working with her since last semester on a climate survey, which we are hopefully going to finalize within the next week or so and push it through the IRB process. Um, and so we've been working on that. So our management team has made the survey, we're currently working on the IRB form. And then once we have everything finalized, then we're going to push out the survey to the school of engineering community. And this would include faculty, students, and staff. And just the main purpose of that survey would just be to understand the climate of the school. And that's basically it. So that's what we've been doing. We don't really know what's going to happen in the future. I think what we're really looking for is sustainable growth, and also something that is natural, we don't want to expand too much when we don't need to, and we don't have enough resources in order to carry out those projects. Well,
I would just add in I would say, our This is a sonnet, I would say our work with admissions has really been something that is not just about the Honors College, because we have been able to talk to people like the Vice Chancellor ruckers enrollment as a whole and like hearing, hearing that there's going to be some changes coming again, we can't get too much into the details. But hearing that there, it's had an impact for the whole university and not just the Honors College. So I would definitely say we're working in many areas, and just the connections that we make expand all through ruckers. So yeah,
great. And that's all within your first year of the initiative. So that's really awesome. Um, I just want to clarify so earlier when we were talking about numbers in the Honors College, that's to do with admissions numbers, correct and, okay, that's what I thought I was just gonna make sure. And then I think we talked about what you hope to accomplish in the future. In the beginning, I think a little bit. If you wanted to just say something to end off like the interview or add anything else that you don't We've covered enough or whatever. I guess this would be like the time to do it if you wanted to, cuz I don't really have any more questions, I think we spoke in really good depth about everything. So
I think that a guess like to send it off, what we're really hoping for is for is for our college to really be kind of like a beacon of diversity, equity inclusion and serve as a model to other, you know, Honors College institutions. To our knowledge right now, what we're presenting, or suggesting for the Honors College is something that's novel for an Honors College, and we want Honors College in general to kind of spearhead really making diversity, equity inclusion or cross cultural competence at the core of what the institution does. I think that in general, you see that a lot of people have, you know, programs, or separate initiatives, which is equally as important, but I think you have to have it as at the center. Because if you don't, people will think that it's just something that you do not, that's something that like the Honors College is or something that the Honors College embodies. Um, we really want the impact of our work to be felt by students, especially the students that are marginalized, or maybe don't really feel as represented in the Honors College community. Um, so we're hoping that we can have that change, we're going to continue to advocate as we typically do, we're always looking for different people, if they're interested in our initiative, I'm going to link on our Instagram right now. But in general, I think we just really want it to be better. To make it really simple, like all the things that we complained about, or that, you know, we did not particularly like about the Honors College in terms of it not being as inclusive, you know, people saying things that were really mean, that came from a place of ignorance, like, we really don't want students to go through it or go through the burden of feeling they have to educate everybody about their experience all the time. This doesn't just include this includes identity, such as having like a chronic disease, or an invisible disease that people don't know about, you know, not having to educate everybody as to like, why you might have to have a walking cane, some days and other days you don't. So that's what we're really trying to bring, and include all these perspectives that are at Rutgers. But people need to know about them so that they can properly engage with their peers.
Awesome,
I'll just throw in. So I just emailed her Summary Report. And that should have everything we've done this semester. It's, it houses both of our curriculum committee and form committee like implementation plans. So that's all in there. It's a little bit long, but that's only because so much is the details of like scheduling and these things. So you should get probably everything you need for like the first few pages.
Okay, I see it, I got it just to confirm. Yeah. Cool. Awesome. Thank you. Okay. And so other than that, is that is that everything?
I just say we're very particular about terms and definitions. And like that type of language. Because there is a lot of like, equality versus equity and like, what's the difference? So all of that all of our definitions should be in that document that Adriana just sent you if you have any, of course, email us if you need any clarification on anything. We're here. Thanks for writing the article. So that should tell you how we define and what we mean when we're saying certain terms as their use throughout the report in the work that we do.
Awesome, that's really helpful. We
also have a glossary or anti blackness report too. So, you have I think, you have the anti blackness report. So those two I think, should it be helpful? Um, we mainly use the terms diversity, equity, inclusion, and also cross cultural competence. Okay. I think we don't use equality. Yeah, they get like,
conflated,
okay, so, I'll try and I'll make sure I try and stick with everything that we talked about and keep it true to like, exactly how you guys said it. Obviously, if I'm paraphrasing, like, I'll make sure I look at the definitions and make myself clear that with the differences and such. Other than that, sorry, I'm just looking at the report. So equity over like us equity more than equality. Okay. Um, other than that, maybe in the chat real quick, would you be able to tell I'm in like, I see, Gabby are full names like Gabrielle. So maybe type in like, what you're like name, you want to be called in the article. Like, if you have a nickname rather than your full name type that your school, which I don't do do use honors college or SAS or like when you're talking about your school, or it's like, yeah, okay, so it just causes like a program like, like Douglas like, Okay. I wasn't sure if you refer to it as your school, so your name your school and then your year, so because we include that one in articles with students, so, yes. So I don't have to hunt you down later.