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  <Title>&#8220;The Lone Soldier&#8221;&#8212;Being the Only Advocate in the Room</Title>
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    <p>To quote myself from the start of my first semester here at UMBC, “I have somewhat of a unique position in that I often find myself standing in the middle of the line–I am biracial, bisexual, nonbinary, and have lived below the poverty line in an upper middle to high class area. I straddle many fences, and those experiences have made me sympathetic to both sides. It can be difficult to bridge the gap between marginalized and privileged groups.” I said these things in a reflection on my own activism, contemplating whether or not I could consider myself an activist. To be honest, sometimes I still don’t quite feel like I deserve that title, but I do my best.</p>
    
    
    
    <p>Since then, I have learned quite a bit (which one would hope would be the case, considering how much tuition costs). As is the case with any knowledge, situations will arise where you are the only one in the room who is knowledgeable about the subject. Sometimes the conversation is trivial, and it doesn’t matter how much or how little you know about the subject. Sometimes the conversation is important, and your expertise is vital to understanding.</p>
    
    
    
    <p>I have often been told that the way I speak, with assertive confidence, gives others the impression that I know what I’m talking about. While I do spend a lot of my free time learning new things, <a href="https://www.jstor.org/stable/3178066" rel="nofollow external" class="bo"><span>I am by no means an expert in anything but my own experiences</span></a>. When I have to talk about something I haven’t experienced, I try to pull on what I’ve learned from others who have. But of course, trying to talk about something I haven’t experienced is much more difficult than talking about something I have. And this poses a problem when I’m the most knowledgeable person in the room on the subject.</p>
    
    
    
    <p>Most recently, this situation arose while talking with a friend about MoistCr1TiKaL’s response to <a href="https://www.youtube.com/watch?v=iRkCfOuW_u0" rel="nofollow external" class="bo"><span>iDubbbz’s apology for his racist content</span></a>. For those out of the loop, both MoistCr1TiKaL and iDubbbz are white YouTubers. MoistCr1TiKaL’s content largely focuses on commentary on internet culture and news, and iDubbbz is most well-known for his past comedic content. Unfortunately, a lot of that past comedic content was racist. iDubbbz recognized this, albeit years later, and apologized for the harm his content caused. <a href="https://www.youtube.com/watch?v=FWTtcg76BNY" rel="nofollow external" class="bo"><span>MoistCr1TiKaL then responded</span></a>, and subsequently <a href="https://www.youtube.com/watch?v=WYOMGWidgCA" rel="nofollow external" class="bo"><span>doubled down</span></a>, that iDubbbz’s apology was unnecessary. MoistCr1TiKaL’s own audience disagreed with him, and several other YouTube commentators put out videos running down the whole situation. <a href="https://www.youtube.com/watch?v=McEWh87szQY" rel="nofollow external" class="bo"><span>D’Angelo Wallace’s</span></a> and <a href="https://www.youtube.com/watch?v=e4sb5DU4pu8&amp;t=900s" rel="nofollow external" class="bo"><span>Kat Blaque’s</span></a> videos discussing the topic provide comprehensive rundowns of the situations and a nuanced discussion about racism and accountability, for those interested.</p>
    
    
    
    <p>While talking with this friend, they mentioned not finding the situation all that important. They said they found it almost laughable when people used slurs because, to them, it devalued the racist meaning of the word and made the user look like a fool. This came from their experiences of being both Black and Hispanic and experiencing racism that was much more difficult to deal with than a random creator on the internet. I pointed out that this kind of racism was harmful, too, and it normalized it and harmed others, even if it didn’t personally hurt my friend. But I felt out of my depth; I am <a href="https://metro.co.uk/2021/05/06/what-is-white-passing-and-is-it-problematic-for-mixed-race-people-14522039/" rel="nofollow external" class="bo"><span>white-passing</span></a>, and my personal experiences with racism are complicated. The way I move through the world is completely different to how my friend moves through the world. In helping my friend understand why such content was harmful, I had to stare into the abyss of my (lack of) knowledge—and it stared back; I was wildly unequipped for this conversation, but if I didn’t have it, I wasn’t sure anyone else in my friend’s life would. So I sent them Kat Blaque’s video on the situation, trusting that her words would make more sense than mine, and that her experiences would resonate more with my friend.</p>
    
    
    
    <p>But being the only advocate doesn’t always mean you’re the one who knows the most—sometimes it means you’re the only one willing to speak up. Some groups are so stigmatized that broaching the topic with the wrong crowd can cause conflict. Take, for example, <a href="https://theconversation.com/what-are-furries-debunking-myths-about-kids-identifying-as-animals-and-litter-boxes-in-schools-193908" rel="nofollow external" class="bo"><span>furries</span></a>. Last semester, I wrote a literature review that argued against the bias that academia holds against furries, and ended with a call to action. This was not, however, a popular topic; most people seemed startled or uncomfortable with the subject. Furry fandom was not something I was very familiar with at the time, but my paper was born from frustration at constant criticism of furries, and even genocidal jokes about them in group chats, largely fueled by misinformation and harmful stereotypes. My concerns about the popularity of using furries as a punching bag were overlooked, even by close friends.</p>
    
    
    
    <p>Discussing taboo topics is not easy; you are liable to be given a label you don’t identify with, or even a derogatory one, <a href="https://journals.sagepub.com/doi/full/10.1177/1363460713516338" rel="nofollow external" class="bo"><span>when you defend a group people love to hate</span></a>. The main question I received when writing the literature review was, “Are you a furry?” While the frustration of being asked that question did not stop me from continuing my research, the implications can stop others from publicly advocating for a group of people. Sometimes the barrier to being an advocate is simply not wanting to be the one who’s targeted. But the less people who speak up, the harder it is for others to. For some closeted queer people, advocating for queer rights can be dangerous, as it could draw unwanted attention that could pose a physical threat to their lives. The more often we advocate for the fair and equitable treatment of others, the harder it is to target individuals, and the easier it is for others to get involved.</p>
    
    
    
    <p>But knowing that doesn’t make it easy. Even with as vocal as I am, I get nervous when I share my opinions. People can be unpredictable; even those you know best can manage to shock you. For courage, I follow the mantra they teach you in kindergarten: “treat others the way you want to be treated.” When I don’t have the courage to speak up, I hope that others will in my stead. How many times growing up did I witness something that I felt powerless to change, if only one other person had stood up for me? Making the world a better place sometimes means stepping up and being the person you needed when you were younger.</p>
    
    
    
    <p>Activism looks different for everyone. For some, it is going out and marching or walking out in protest. Some choose to utilize social media to spread awareness and use the algorithm for greater good. For myself, I like to use the definition Dr. Kate Drabinski gave us in her GWST 200 course on activism: “living life in accordance with one’s values.” Whether you choose to be vocal or provide support from the sidelines, it is important that we show up for each other—especially when it may be difficult to do so.</p></div>
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  <Summary>To quote myself from the start of my first semester here at UMBC, “I have somewhat of a unique position in that I often find myself standing in the middle of the line–I am biracial, bisexual,...</Summary>
  <Website>https://womenscenteratumbc.wordpress.com/2024/05/16/the-lone-soldier-being-the-only-advocate-in-the-room/</Website>
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  <PostedAt>Thu, 16 May 2024 14:58:40 -0400</PostedAt>
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  <NewsItem contentIssues="true" id="132989" important="true" status="posted" url="https://dev.my.umbc.edu/groups/educ/posts/132989">
    <Title>FREE Books, School Supplies, and More&#8230;</Title>
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          <div class="html-content"><div><div><strong>FREE Books, School Supplies, and More…</strong><br></div><br>The
           UMBC Department of Education is giving away textbooks, research books, 
          office/school supplies, teaching materials, and more. The entire 
          contents of the Resource Center for Language and Culture library must 
          go.  Thousands of books need a good home!<br><br>Make an appointment to take as much FREE stuff as you want (bring your own bags or boxes).  Contact <a href="mailto:lmister1@umbc.edu" rel="nofollow external" class="bo">lmister1@umbc.edu</a><br><br>Available days/times are:<br><br>4/27 - 12:00-3:00<br>4/28 - 12:00-3:00<br>5/1 - 4:30-7:00<br>5/3 - 4:30-7:00<br>5/4 - 12:00-3:00<br>5/5 -12:00-3:00<br><br>Sherman Hall | UMBC Main Campus<br><br>Campus map and directions:<br><a href="https://umbc.edu/about/visit/directions/" rel="nofollow external" class="bo">https://umbc.edu/about/visit/directions/</a></div></div>
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    <Summary>FREE Books, School Supplies, and More…   The  UMBC Department of Education is giving away textbooks, research books,  office/school supplies, teaching materials, and more. The entire  contents of...</Summary>
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    <PostedAt>Wed, 26 Apr 2023 12:14:37 -0400</PostedAt>
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  <NewsItem contentIssues="true" id="132375" important="false" status="posted" url="https://dev.my.umbc.edu/groups/educ/posts/132375">
  <Title>Education URCAD Presenters</Title>
  <Tagline>See Them Live on Wednesday, April 12!</Tagline>
  <Body>
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          <div class="html-content"><div><div><div><div><div><div><div><div><p><span>Mitchel Agate | </span><span>Writing Interventions to Support Student Writing Performance on Advance Placement Tests </span><span>| Dr. Linda Oliva | Education</span><span> </span></p></div><div><p><span></span><span> </span></p></div><div><p><span>Karen Carpio | </span><span>Engaging Writers Through Multi-Modal Activities </span><span>| Dr. Cheryl North | Education</span><span> </span></p></div><div><p><span></span><span> </span></p></div><div><p><span>Francesca Cohen | </span><span>SPEAK UP! BOOSTING ARGUMENTATIVE SKILLS USING HISTORICAL DOCUMENTS </span><span>| Dr. Linda Oliva | Education</span><span> </span></p></div><div><p><span></span><span> </span></p></div><div><p><span>Tim Edwards | </span><span>Math in Music - Solving Rhythm Equations Using Whole, Half, and Quarter Notes </span><span>| Dr. Kimberly Feldman | Education</span><span> </span></p></div><div><p><span></span><span> </span></p></div><div><p><span>Ruth Ferguson | </span><span>Improving Performance on Constructed Response Questions </span><span>| Dr. Christopher Rakes | Education</span><span> </span></p></div><div><p><span></span><span> </span></p></div><div><p><span>Carly Gernert | </span><span>A Holistic Approach to Improving Mathematical Reasoning</span><span> | Dr. Christopher Rakes | Education</span><span> </span></p></div><div><p><span></span><span> </span></p></div><div><p><span>Erlinda Martinez | </span><span>Empowering Learners in Foreign Language Acquisition </span><span>| Dr. Linda Oliva | Education</span><span> </span></p></div><div><p><span></span><span> </span></p></div><div><p><span><span>Christopher </span><span>Mavronicolas</span><span> | I</span></span><span>mproving Student Test Scores Through Pedagogy </span><span>| Dr. Cheryl North | Education</span><span> </span></p></div><div><p><span></span><span> </span></p></div><div><p><span>Ethan Na | </span><span>Increasing Student Ability to Collect and Analyze Scientific Data </span><span>| Dr. Jonathan Singer | Education</span><span> </span></p></div><div><p><span></span><span> </span></p></div><div><p><span>Siven Odenwald | </span><span>Effect of Utilizing Weekly Structured Review Sessions on Student Performance in IB Mathematics Classrooms </span><span>| Dr. Christopher Rakes | Education</span><span> </span></p></div><div><p><span></span><span> </span></p></div><div><p><span>Patrick Smolen | </span><span>Practicing to Perform </span><span>| Dr. Kimberly Feldman | Education</span><span> </span></p></div></div></div></div><div><p><span></span><span> </span></p></div></div></div></div></div></div>
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  <Summary>Mitchel Agate | Writing Interventions to Support Student Writing Performance on Advance Placement Tests | Dr. Linda Oliva | Education          Karen Carpio | Engaging Writers Through Multi-Modal...</Summary>
  <Website>https://urcad.umbc.edu/</Website>
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  <NewsItem contentIssues="true" id="119403" important="false" status="posted" url="https://dev.my.umbc.edu/groups/educ/posts/119403">
    <Title>Congratulations to Professor Zane Berge!!</Title>
    <Tagline>Recipient of Donald Creighton Outstanding Faculty Award</Tagline>
    <Body>
      <![CDATA[
          <div class="html-content"><span>Congratulations to Professor Zane Berge who has also been honored by the Graduate Student Association with the Donald Creighton Outstanding Faculty Award which celebrates an adviser, mentor, or faculty member who cares about the holistic well-being of their students.  We are proud that two of our faculty members were recognized with the award this year. </span></div>
      ]]>
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    <Summary>Congratulations to Professor Zane Berge who has also been honored by the Graduate Student Association with the Donald Creighton Outstanding Faculty Award which celebrates an adviser, mentor, or...</Summary>
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    <PostedAt>Fri, 13 May 2022 08:58:26 -0400</PostedAt>
    <EditAt>Fri, 13 May 2022 09:09:36 -0400</EditAt>
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  <NewsItem contentIssues="true" id="119339" important="false" status="posted" url="https://dev.my.umbc.edu/groups/educ/posts/119339">
    <Title>Congrats to Professor &amp; TESOL Program Director Dr. Hult</Title>
    <Tagline>Recipient of Donald Creighton Outstanding Faculty Award</Tagline>
    <Body>
      <![CDATA[
          <div class="html-content">Congratulations to Professor and TESOL Program Director Francis Hult!  He was selected as a recipient of the Donald Creighton Outstanding Faculty Award by the Graduate Student Association which recognizes an adviser, mentor, or faculty member who cares about the holistic well-being of their students. </div>
      ]]>
    </Body>
    <Summary>Congratulations to Professor and TESOL Program Director Francis Hult!  He was selected as a recipient of the Donald Creighton Outstanding Faculty Award by the Graduate Student Association which...</Summary>
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    <Group token="educ">UMBC Department of Education</Group>
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    <PostedAt>Tue, 10 May 2022 14:19:45 -0400</PostedAt>
    <EditAt>Fri, 13 May 2022 09:09:56 -0400</EditAt>
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  <NewsItem contentIssues="false" id="119194" important="false" status="posted" url="https://dev.my.umbc.edu/groups/educ/posts/119194">
  <Title>MELCP: Do you want to be become a leader in ECE?</Title>
  <Tagline>Maryland Early Childhood Leadership Program</Tagline>
  <Body>
    <![CDATA[
    <div class="html-content">MECLP Applications are now open for 2023:<div><br></div><div><div>Dear Educator,</div><div><br></div><div>With optimism that Covid is behind us and with the opportunities presented by the Kirwan Commission’s early childhood recommendations, MECLP is delighted to announce that the Application to identify MECLP fellows for its 4th Cohort is now available. We are thrilled to announce that, pending sufficient registration from interested applicants, we may offer two cohorts in 2023: one at the University of Maryland, Baltimore County (UMBC), in Catonsville MD, and a second cohort at the University of Maryland Southern Maryland Regional Center, in California, MD. (If we do not receive sufficient applicants from Southern Maryland, southern Anne Arundel and Prince George’s County, the Cohort will meet at UMBC.) The Maryland Early Childhood Leadership Program (MECLP), an initiative of the Sherman</div><div>Center for Early Learning in Urban Communities at UMBC, is an early childhood workforce pipeline designed to accelerate leadership development in early childhood and mitigate the current leadership gap in Maryland. We are increasing the diversity of ECE leaders across the state, positioning Maryland as a leader in developing strong ECE systems and creating a Maryland Early Childhood Leadership Hub. MECLP has created a two-tiered early childhood pathway to leadership culminating in two 3-credit graduate courses leading to an Endorsement in Early Childhood Leadership from UMBC. Future plans include developing two additional 3 credit graduate courses to formalize Tier II – a 12 credit Certificate in Early Childhood Leadership from UMBC. To extend the course work, MECLP created a vibrant Community of Practice which encompasses a robust mentoring component; Leadership in Action forums, a series of webinars on ECE topics of interest, field experiences and an annual Leadership Institute. MECLP’s current course, Leading for Change in Early Childhood Education, a research based curriculum, was developed by the Institute for Early Education Leadership and</div><div>Innovation (IEELI) at the University of Massachusetts. The modified curriculum is tailored to the specific needs of Maryland’s early childhood community and focuses on seven core leadership competencies - leadership vision, leadership skills and values, personnel and resource management skills, organizational capacity, data analytical skills, creativity and innovation, and public policy knowledge. Fourteen early educators participated as Inaugural Fellows in 2020 and are now part of MECLP’s Community of Practice together with Cohort II Course completers. Fifteen (15) additional outstanding early childhood professionals are currently participants in Cohort III</div></div><div><div><br></div><div>Previous cohort members:</div></div><blockquote><div><div>• “I love being an active participant in change and having access to early childhood</div></div><div><div>decision makers at the state level.”</div></div><div><br></div><div><div>• “The readings, homework and capstone project align perfectly with my work.”</div></div><div><br></div></blockquote><div><div>MECLP is now accepting applications from outstanding early childhood professionals and their colleagues in related fields representing the ethnic, geographic and early childhood affiliation diversity across Maryland. The 2022/23 MECLP Fellows will participate in the year-long Leading for Change in Early Childhood Education Course, starting with an Orientation in December 2022; classes will begin in January 2023.</div><div><br></div><div>Applicants need to submit the following:</div></div><blockquote><div><div>1. A complete application with resume and unofficial transcript(s)</div></div><div><div>2. Two professional letters of reference.</div></div></blockquote><div><div><br></div><div>Both of these forms are also available to be submitted directly through our website. They can be filled out and submitted online or submitted via email.</div><div>For more information on MECLP, please visit our website - meclp.umbc.edu. An Overview of MECLP, and Frequently Asked Questions are available.</div><div>Applications are due June 24th either submitted online or emailed to</div><div><a href="mailto:meclp@umbc.edu">meclp@umbc.edu</a>. For further information, please email <a href="mailto:meclp@umbc.edu">meclp@umbc.edu</a>.</div><div>Please consider applying to participate in this exciting opportunity and help us circulate its availability to interested Maryland early childhood professionals in your programs, agencies, groups, organizations and networks. 2022-23 fellows will be joining their colleagues on their collective ECE leadership journey supporting the Maryland early childhood workforce pipeline – a commitment we all share.</div><div><br></div><div>Thank you.</div><div>Warm Regards,</div><div>Louise Corwin</div><div>Maryland Early Childhood Leadership Program</div><div>Sherman Center for Early Learning in Urban Communities UMBC</div><div><a href="http://www.meclp.umbc.edu">www.meclp.umbc.edu</a></div></div></div>
]]>
  </Body>
  <Summary>MECLP Applications are now open for 2023:     Dear Educator,     With optimism that Covid is behind us and with the opportunities presented by the Kirwan Commission’s early childhood...</Summary>
  <Website>https://meclp.umbc.edu/</Website>
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  <PostedAt>Wed, 04 May 2022 14:42:54 -0400</PostedAt>
  <EditAt>Fri, 13 May 2022 09:10:17 -0400</EditAt>
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  <NewsItem contentIssues="false" id="119157" important="false" status="posted" url="https://dev.my.umbc.edu/groups/educ/posts/119157">
    <Title>Congratulations to EDUC students who received a SHAB Award!!</Title>
    <Tagline>2022 Student Honors and Awards</Tagline>
    <Body>
      <![CDATA[
          <div class="html-content">To see all those who are recognized, please find the 2022 booklet by following:<a href="https://provost.umbc.edu/files/2022/04/UMBC-Student-Honors-2022.pdf" rel="nofollow external" class="bo"> https://provost.umbc.edu/files/2022/04/UMBC-Student-Honors-2022.pdf</a><div><br></div><div>Special Kudos to those who received the Department of Education Specific Awards!!! </div><div><br></div><div><strong>Outstanding Early Childhood Student</strong>
          Superior academic achievement and performance in early
          childhood education and the field-based portion of the
          Education program
          <strong>Fritz, Zoe</strong></div><div><strong><br></strong></div><div><strong>Outstanding Secondary Student
          </strong>Superior academic achievement and performance in
          secondary education and the field-based portion of the
          Education program
          <strong>Provost, Timothy</strong></div><div><strong><br></strong></div><div><strong>Outstanding Elementary Student</strong>
          Superior academic achievement and performance in
          elementary education and the field-based portion of the
          Education program
          <strong>Lee, Chelsea  </strong>and<strong> Pineda-Gallo, Christopher</strong></div><div><strong><br></strong></div><div><strong>Nita Barbour Award</strong>
          Student who demonstrates the spirit of Early Childhood
          Education
          <strong>Dunn, Irelynn</strong></div><div><strong><br></strong></div><div><strong>Audrey Jewett Living the Mission Award</strong>
          Student whose achievement and performance
          demonstrate professional dispositions consistent with the
          Department of Education’s Mission Statement
          <strong>De Sande, Vicky, Williams, Ariana,</strong> and
          <strong>Parker, Maia</strong> </div></div>
      ]]>
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    <Summary>To see all those who are recognized, please find the 2022 booklet by following: https://provost.umbc.edu/files/2022/04/UMBC-Student-Honors-2022.pdf    Special Kudos to those who received the...</Summary>
    <Website>https://provost.umbc.edu/files/2022/04/UMBC-Student-Honors-2022.pdf</Website>
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    <PostedAt>Tue, 03 May 2022 14:37:14 -0400</PostedAt>
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  <NewsItem contentIssues="true" id="113547" important="false" status="posted" url="https://dev.my.umbc.edu/groups/educ/posts/113547">
    <Title>The Long Covid Task Force and Student Disability Services</Title>
    <Tagline>Read all about it on Inside Higher Ed</Tagline>
    <Body>
      <![CDATA[
          <div class="html-content"><div><span>Campus disability support departments want to get the word out about how students may be affected by long COVID.  The Long COVID Task Force work, including the role of UMBC's very own Service Coordinator within Student Disability Services, has created tips and resources to help them navigate college with lingering effects from COVID.</span></div><div><br></div><div><a href="https://www.insidehighered.com/news/2021/10/22/workbook-focuses-supporting-students-long-covid?utm_source=Inside+Higher+Ed&amp;utm_campaign=03676a43e3-DNU_2021_COPY_02&amp;utm_medium=email&amp;utm_term=0_1fcbc04421-03676a43e3-233853693&amp;mc_cid=03676a43e3&amp;mc_eid=6be49f18ad" rel="nofollow external" class="bo">Learn more about the work for Supporting Students with Long COVID with today's lead article from Inside Higher Ed, linked here</a>.  </div><div><br></div><div>The article covers how students working with health care providers may work with departments like <a href="https://sds.umbc.edu/" rel="nofollow external" class="bo">Student Disability Services (link)</a>.  For those new to the process, learn more about <a href="https://sds.umbc.edu/getting-started/" rel="nofollow external" class="bo">Getting Started with SDS here (link)</a>.</div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div>A photo of man getting tested for COVID with a nasal swab by a masked and gloved woman wearing white with a red hijab accompanies this post.  Credit: Jakayla Toney via unsplash.com.</div></div>
      ]]>
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    <Summary>Campus disability support departments want to get the word out about how students may be affected by long COVID.  The Long COVID Task Force work, including the role of UMBC's very own Service...</Summary>
    <Website>https://www.insidehighered.com/news/2021/10/22/workbook-focuses-supporting-students-long-covid?utm_source=Inside+Higher+Ed&amp;utm_campaign=03676a43e3-DNU_2021_COPY_02&amp;utm_medium=email&amp;utm_term=0_1fcbc04421-03676a43e3-233853693&amp;mc_cid=03676a43e3&amp;mc_eid=6be49f18ad</Website>
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    <Tag>accessibility</Tag>
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    <Tag>covid</Tag>
    <Tag>disability</Tag>
    <Tag>education</Tag>
    <Tag>higher</Tag>
    <Tag>ihe</Tag>
    <Tag>long</Tag>
    <Tag>recovery</Tag>
    <Tag>resources</Tag>
    <Tag>sds</Tag>
    <Tag>student</Tag>
    <Tag>thompson</Tag>
    <Group token="accessibility">Office of Accessibility &amp;amp; Disability Services</Group>
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    <Sponsor>Office of Accessibility &amp; Disability Services</Sponsor>
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    <PostedAt>Fri, 22 Oct 2021 15:52:12 -0400</PostedAt>
    <EditAt>Mon, 25 Oct 2021 15:00:37 -0400</EditAt>
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  <NewsItem contentIssues="true" id="100638" important="false" status="posted" url="https://dev.my.umbc.edu/groups/educ/posts/100638">
  <Title>Education Presenters at URCAD</Title>
  <Body>
    <![CDATA[
    <div class="html-content"><div><p><span><strong>Join us for URCAD Online, April 19-25 at URCAD.umbc.edu</strong></span></p></div><div><span><strong><br></strong></span></div><div><span>Simi Bakhshi | </span><strong>Support Your Claim: A Scaffolded Approach To Making Arguments </strong><span>| </span><span>Jonathan Singer | Education</span></div><div><span><br></span></div><div><span>Elizabeth Braughton | </span><strong>Academic Vocabulary Across The Content Areas </strong><span>| </span><span>Cheryl North | Education</span></div><div><span><br></span></div><div><span>Mikaila Donaldson | </span><strong>Utilizing Evidence-Based Argumentative Writing - Preparing Students To Engage In College, Career, And Civic Life </strong><span>| Timothy Johnson | Education</span></div><div><span><br></span></div><div><span>Nicholas Gaffney | </span><strong>Perfecting The Art Of Persuasion </strong><span>| </span><span>Cheryl North | Education</span></div><div><span><br></span></div><div><span>Peter Galik | </span><strong>Definitively Defining </strong><span>| </span><span>Jonathan Singer | Education</span></div><div><span><br></span></div><div><span>Kathleen Garcia | </span><strong>Applying Art Vocabulary To Art Around The World </strong><span>| </span><span>Jennifer Harvill | Education</span></div><div><span><br></span></div><div><span>Victoria Grier | </span><strong>Education The Development Of Student Skill In Claim Evidence Reasoning Skills </strong><span>| Timothy Johnson | Education</span></div><div><span><br></span></div><div><span>Kameron Harrison | </span><strong>Learning Through Observation: Developing Student Understanding Of Rhetorical Analysis </strong><span>| </span><span>Cheryl North | Education</span></div><div><span><br></span></div><div><span>Justin Levine | </span><strong>Advancing Student Evidence-Based Writing Through Scaffolding </strong><span>| Timothy Johnson | Education</span></div><div><span><br></span></div><div><span>Manuel Miranda | </span><strong>Develop Scientific Skills With C-E-R Tified Methods Of Writing Conclusions </strong><span>| </span><span>Jonathan Singer | Education</span></div><div><span><br></span></div><div><span>Anthony Nguyen | </span><strong>Claim-Evidence-Reflection </strong><span>| Jonathan Singer | Education</span></div><div><span><br></span></div><div><span>Max Trumper | </span><strong>Contextualization Of Social Studies Content </strong><span>| Timothy Johnson | Education</span></div><div><span><br></span></div><div><span>Jacob Weinstein | </span><strong>Theoretically Speaking: The Impact Of Music Theory Instruction On The Performance Ability Of Middle School Musicians | </strong><span>Brian Kaufman | Music</span></div><div><span><br></span></div><div><span>Jennifer Wells | </span><strong>Improving Student Writing By Analyzing Author’s Craft </strong><span>| Cheryl North | Education</span></div><div><strong><br></strong></div><div><span>Mairin Wright | </span><strong>Visual Source Analysis </strong><span>| Timothy Johnson | Education</span></div><div><span><br></span></div><div><span>Sofia Zarate | </span><strong>Is It Balanced? A Look Into Student’s Progress Of Balancing Equations </strong><span>| Jonathan Singer | Education</span></div><div><strong><br></strong></div><div><strong><br></strong></div><div><strong><br></strong></div><div><span><br></span></div><div><strong><br></strong></div><div><strong><br></strong></div><div><span><br></span></div><div><strong><br></strong></div><div><strong><br></strong></div><div><strong><br></strong></div><div><strong><br></strong></div></div>
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  <Summary>Join us for URCAD Online, April 19-25 at URCAD.umbc.edu      Simi Bakhshi | Support Your Claim: A Scaffolded Approach To Making Arguments | Jonathan Singer | Education     Elizabeth Braughton...</Summary>
  <Website>https://ur.umbc.edu/urcad/</Website>
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  <Tag>education</Tag>
  <Tag>research</Tag>
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  <Group token="undergradresearch">Undergraduate Research</Group>
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  <Sponsor>Undergraduate Research</Sponsor>
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  <PostedAt>Tue, 06 Apr 2021 15:01:02 -0400</PostedAt>
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  <NewsItem contentIssues="true" id="98561" important="false" status="posted" url="https://dev.my.umbc.edu/groups/educ/posts/98561">
  <Title>On Language and Disability: Some Considerations</Title>
  <Tagline>Person-first, Identity first and more. Ask.</Tagline>
  <Body>
    <![CDATA[
    <div class="html-content"><div>Words matter, especially when it comes to disability, and oftentimes, our department engages in both formal and informal outreach and informal communication about how disability - as an identity, a function of identity, concept and experience. - is communicated.  While the <a href="https://ncdj.org/style-guide/" rel="nofollow external" class="bo">National Center on Disability and Journalism has a Disability Language Style Guide (linked here)</a> remains an excellent in-depth resource, it's good to cover some basics.</div><div><br></div><div>The two primary ways that we identify with disability in language are <strong><em>person first</em></strong> (person who uses a hearing aid) and <strong><em>identity first</em></strong> (<a href="https://www.hearinglikeme.com/zoeys-extraordinary-playlist-deaf-performers/" rel="nofollow external" class="bo">Sandra Mae Frank</a> is a Deaf actor).  Both options have implications for how we, as a community, think about disability, and it is important, when working with individuals to glean  their preference for either centering on identity, or identifying as a person first, which can create distance, especially based on their lived experiences to date. Someone with a person-first perspective may state, "I identify as a person with a disability to separate my Self from the stereotypes and stigma that others associate with disability."</div><div><br></div><div>Similarly, identity-first language challenges the miasma of negativity by claiming disability directly.  This directness embraces the diversity of how brains and bodies work, and the how inaccessible systems, structures and environments  persist and are slow to evolve.  It's important to emphasize that identity-first language is an option.  Lenny Letter exemplifies this with  "<a href="https://www.lennyletter.com/story/i-dont-have-autism-im-autistic?mbid=lenny-newsletter_061218_&amp;bxid=5a57b1413f92a4054ae9992e&amp;utm_term=Lenny_Letter_Active&amp;utm_source=Sailthru&amp;utm_medium=email&amp;utm_campaign=Lenny_Letter_061218&amp;utm_content=Final" rel="nofollow external" class="bo">I don't have autism, I am Autistic.</a>" The <a href="https://www.nad.org/resources/american-sign-language/community-and-culture-frequently-asked-questions/" rel="nofollow external" class="bo">National Association of the Deaf embraces identity-first language and also acknowledges that Deaf and hard-of-hearing people have the right to choose what they wish to be called</a>.</div><div><br></div><div>When referencing disability, naming it explicitly is important.  Accessibility and Disability Services and Student Disability Services embrace the word  "disability" and work with people with any health condition that may qualify as a disability, regardless of how the person self-identifies.   In the same vein, avoid coming across as condescending by not using euphemisms such as handi-capable, diverseability or differently-abled.  We agree with Lawrence Carter Long's <a href="https://www.publichealthpost.org/research/say-the-word/" rel="nofollow external" class="bo">#Say the Word Campaign</a>.  Other terms have been retired or don't apply in higher education where the emphasis is access and <a href="https://adayinourshoes.com/disabled-instead-of-special-needs/" rel="nofollow external" class="bo">on not being "Special"</a> and acknowledging that <a href="https://www.nrcs.usda.gov/wps/portal/nrcs/detail/al/about/outreach/sep/?cid=nrcs141p2_022150" rel="nofollow external" class="bo">"handicap" is very Last Century</a>. </div><div><br></div><div><span>The following resources (many with direct links to content) were informed by recent communications from our professional association the </span><a href="https://www.ahead.org/home" rel="nofollow external" class="bo">Association of Higher Education and Disability/AHEAD</a><span>. If you would like to explore further, check out these links and books:</span></div><div><p><span><br></span></p><p></p><p><span>●</span><span>    </span><a href="http://r20.rs6.net/tn.jsp?f=001mpu89dliWgdAZtwlPGT81uenEUoVTLHoOq39f3h8dAlXH_P_-f8D1VQTon0PLq3_5Vk583T6Q4REDLN0iVsKZnQLZCN0IyqVPeYSHRRIeSBxqDPD92OsblO97JUJ-O8aXBMFLnRRVzTNzO23mHP03dIN3YxH3xhV3RS2iAuoq1eOhob0f9YJjCRlIzdgyWg-Pqvql-AGxtJjVjwql8vA1KigD75S1LmPy47Qb9vlpDz_AiAUIKkORZz4UWQbnC8S&amp;c=FEr7nPRXK_gFKqrbNDMrh_U5gCGdyqOLTQOcZ9UPmkdXBA5XaE3_HQ==&amp;ch=-QGFlKxbBQ5FfTbFulxpdV9_QahLZkYv67oSvNS8q8rtZZs5CQGYbg==" rel="nofollow external" class="bo">Becoming Disabled</a><span>: Rosemarie Garland-Thomson*, </span><span>New York Times</span><span>, 2016</span></p><p><span>●</span><span>    </span><span>Being Heumann: An Unrepentant Memoir of a Disability Rights Activist: </span><span>Judy Heumann (Beacon, 2020)</span></p><p><span>●</span><span>    </span><span>Brilliant Imperfection: Grappling with Cure</span><span>: Eli Clare (Duke UP, 2017)</span></p><p><span>●</span><span>    </span><span>Claiming Disability: Knowledge and Identity</span><span>, Simi Linton (NYU Press, 1998)</span></p><p><span>●</span><span>    </span><a href="http://r20.rs6.net/tn.jsp?f=001mpu89dliWgdAZtwlPGT81uenEUoVTLHoOq39f3h8dAlXH_P_-f8D1VQTon0PLq3_BcEL8ZVfTomoXAYRzVBLi-ldUmf-FFI6i0YsOx4uqwkqJctwjdQy5kNzXHaFtF1O-M6e-JKvQL3SQlyuqY4fJYKT-URKEpErcNO2euJprrL2xk5Tj7xEOfEKbi9-fVdhKZhQaBGby2AqVIn9hjkd6WijQ_6a2PZsLfmotzD09vtaKCIi1c7LHoRUjSzIW5JS&amp;c=FEr7nPRXK_gFKqrbNDMrh_U5gCGdyqOLTQOcZ9UPmkdXBA5XaE3_HQ==&amp;ch=-QGFlKxbBQ5FfTbFulxpdV9_QahLZkYv67oSvNS8q8rtZZs5CQGYbg==" rel="nofollow external" class="bo">Disability as Diversity</a><span>: Lilah Burke, Inside Higher Ed., 2020</span></p><p><span>●</span><span>    </span><a href="http://r20.rs6.net/tn.jsp?f=001mpu89dliWgdAZtwlPGT81uenEUoVTLHoOq39f3h8dAlXH_P_-f8D1VQTon0PLq3_xGqAa0pPzZEUl7tMyLTMLA1AxEz1QT636xbpUF7KpKwOjkuYGk2SAO2AnZvAIBKo04zufU-boNvwiAufQFvhbRgOgm4GtNB9FoZEdMcJUmo=&amp;c=FEr7nPRXK_gFKqrbNDMrh_U5gCGdyqOLTQOcZ9UPmkdXBA5XaE3_HQ==&amp;ch=-QGFlKxbBQ5FfTbFulxpdV9_QahLZkYv67oSvNS8q8rtZZs5CQGYbg==" rel="nofollow external" class="bo">Disability Visibility Project</a><span>: </span><a href="mailto:DisabilityVisibilityProject@gmail.com" rel="nofollow external" class="bo">Alice Wong</a></p><p><span>●</span><span>    </span><a href="http://r20.rs6.net/tn.jsp?f=001mpu89dliWgdAZtwlPGT81uenEUoVTLHoOq39f3h8dAlXH_P_-f8D1VQTon0PLq3_mnQpihMtcdjqpR-a_Kw7XkAuL4MYCbuDrSajsmbZkw3P90cLDy8Xujr1WrcbF106qjIIoAiHnm4gllfPmVWsqqQAIKXZvJxcOjPBqT51a7j9qzdH69j9rvPzcn9_Fw1ASeLbHjCPA9uL3z1EiIR6q_dDQMcOZXgufqyA5Z8DyM8=&amp;c=FEr7nPRXK_gFKqrbNDMrh_U5gCGdyqOLTQOcZ9UPmkdXBA5XaE3_HQ==&amp;ch=-QGFlKxbBQ5FfTbFulxpdV9_QahLZkYv67oSvNS8q8rtZZs5CQGYbg==" rel="nofollow external" class="bo">Disabled: Just Say the Word</a><span>: Barbara J. King, NPR, 2016</span></p><p><span>●</span><span>    </span><a href="http://r20.rs6.net/tn.jsp?f=001mpu89dliWgdAZtwlPGT81uenEUoVTLHoOq39f3h8dAlXH_P_-f8D1VQTon0PLq3_gMCeofIOnTmGtQccSM7_ulLz-0BeWNmHTMI44VX75EBxBlc-OlXYMFXS4o8lBLupmIYnMNU3p9KuapfuVIFoapLRi-uJQ3dzinOwpBn-Ky405ILVxQaWsg==&amp;c=FEr7nPRXK_gFKqrbNDMrh_U5gCGdyqOLTQOcZ9UPmkdXBA5XaE3_HQ==&amp;ch=-QGFlKxbBQ5FfTbFulxpdV9_QahLZkYv67oSvNS8q8rtZZs5CQGYbg==" rel="nofollow external" class="bo">Disabled Person or Person with a Disability</a><span>: Annie Elainey</span></p><p><span>●</span><span>    </span><a href="http://r20.rs6.net/tn.jsp?f=001mpu89dliWgdAZtwlPGT81uenEUoVTLHoOq39f3h8dAlXH_P_-f8D1VQTon0PLq3_XybjOT_zzGtQyBI1yaG4gCJPASM1N4WEp8kDjtWNbR5i34KsIUfrpPI_VLKMwweb1EV-rZzkm1mBdiIOdKyBSmYhl8_sKaBrvK3sfqKu9EjN-jtWVpvIDRxGP3OzFNGl88YkKG1TMvKUMO0-_aK3ErRFv4B_u6xiztE2MlWasV2A78pCbDXZyIrwoTl0OL_9Ly9EU70PMfDTOpaRrckEmw==&amp;c=FEr7nPRXK_gFKqrbNDMrh_U5gCGdyqOLTQOcZ9UPmkdXBA5XaE3_HQ==&amp;ch=-QGFlKxbBQ5FfTbFulxpdV9_QahLZkYv67oSvNS8q8rtZZs5CQGYbg==" rel="nofollow external" class="bo">Guidelines: How to Write About People with Disabilities</a><span>, University of Kansas, Research and Training Center on Independent Living</span></p><p><span>●</span><span>    </span><a href="http://r20.rs6.net/tn.jsp?f=001mpu89dliWgdAZtwlPGT81uenEUoVTLHoOq39f3h8dAlXH_P_-f8D1VQTon0PLq3_eJfVK0-epoeUhyjO9C_EtD6P6xYMpO0ww9yhbHPEfew08oaCeRTaMFYD4_GDy9KpEutzACUebmNPoyn-ulanMhnb15cUrm59tGNggsIV0bE=&amp;c=FEr7nPRXK_gFKqrbNDMrh_U5gCGdyqOLTQOcZ9UPmkdXBA5XaE3_HQ==&amp;ch=-QGFlKxbBQ5FfTbFulxpdV9_QahLZkYv67oSvNS8q8rtZZs5CQGYbg==" rel="nofollow external" class="bo">Guidelines for Writing About People with Disabilities</a><span>: ADA National Network</span></p><p><span>●</span><span>    </span><a href="http://r20.rs6.net/tn.jsp?f=001mpu89dliWgdAZtwlPGT81uenEUoVTLHoOq39f3h8dAlXH_P_-f8D1VQTon0PLq3_9bCthnx5QDJqOPtpYT70pjk-ZJQUZ4ya9iuH0YBwHIPAqCpprGO6Qwf8-5GdGvY6QGrqTATwnJx34p2apJbbradcklPM04Zjdh0x7wzhdMyhLXricYcIQ3-aTk8Q9yZJBK1anrUli24=&amp;c=FEr7nPRXK_gFKqrbNDMrh_U5gCGdyqOLTQOcZ9UPmkdXBA5XaE3_HQ==&amp;ch=-QGFlKxbBQ5FfTbFulxpdV9_QahLZkYv67oSvNS8q8rtZZs5CQGYbg==" rel="nofollow external" class="bo">Identity-First Language</a><span>: Autistic Self Advocacy Network (ASAN)</span></p><p><span>●</span><span>    </span><a href="http://r20.rs6.net/tn.jsp?f=001mpu89dliWgdAZtwlPGT81uenEUoVTLHoOq39f3h8dAlXH_P_-f8D1VQTon0PLq3_FMUKdM9Jd8Env5IlH4p3uzFJJPwbSRnkJApU_SK5DLVEu7zGThSZirBFvyGDLcPssLOhxez-iyR-0gs3YrKj2U5dM0DmeDOLwgzFv5sE_6ZVKzADc1qRnslRss6R1hklnXDJien8mUBuCBvHstbkuA==&amp;c=FEr7nPRXK_gFKqrbNDMrh_U5gCGdyqOLTQOcZ9UPmkdXBA5XaE3_HQ==&amp;ch=-QGFlKxbBQ5FfTbFulxpdV9_QahLZkYv67oSvNS8q8rtZZs5CQGYbg==" rel="nofollow external" class="bo">Language and Disability</a><span>: Explore Access, UA Partners for Inclusive Communities</span></p><p><span>●</span><span>    </span><a href="http://r20.rs6.net/tn.jsp?f=001mpu89dliWgdAZtwlPGT81uenEUoVTLHoOq39f3h8dAlXH_P_-f8D1VQTon0PLq3_qByC4U_yjSoXRAa53XdCuzyiZR22jQ6SkXRuvU5Jl3GRvlclN5C4rbD64sfqJK5QdQm7KV_-FdGqvSnbGFTPyMtpZiguXKP6TDGNh-lI0H2NY6HlAIP_SDGSeytL8onC0Mouzkzsq0ekxrNZSM9kiZBFW4lSUPryiq3P8yKBeQ9qMNeNpVnA_A==&amp;c=FEr7nPRXK_gFKqrbNDMrh_U5gCGdyqOLTQOcZ9UPmkdXBA5XaE3_HQ==&amp;ch=-QGFlKxbBQ5FfTbFulxpdV9_QahLZkYv67oSvNS8q8rtZZs5CQGYbg==" rel="nofollow external" class="bo">The Language of Disability Activity</a><span>: Disability as Diversity Toolkit, Explore Access, UA Partners for Inclusive Communities</span></p><p><span>●</span><span>    </span><a href="http://r20.rs6.net/tn.jsp?f=001mpu89dliWgdAZtwlPGT81uenEUoVTLHoOq39f3h8dAlXH_P_-f8D1VQTon0PLq3_KIyuqdQAoYoN_Q0vn2-2TXYfzB0jzRxkH0x3pjhotVMy6V0tu-8HdXqKyAuDgR4UUPObiSNs5t8IqsvJtF8XHQH8XFNz5rnTOVjI_KasK04_sgssj4bU3w==&amp;c=FEr7nPRXK_gFKqrbNDMrh_U5gCGdyqOLTQOcZ9UPmkdXBA5XaE3_HQ==&amp;ch=-QGFlKxbBQ5FfTbFulxpdV9_QahLZkYv67oSvNS8q8rtZZs5CQGYbg==" rel="nofollow external" class="bo">Language Guide</a><span>: Disability Cultural Center, Syracuse University</span></p><p><span>●</span><span>    </span><a href="http://r20.rs6.net/tn.jsp?f=001mpu89dliWgdAZtwlPGT81uenEUoVTLHoOq39f3h8dAlXH_P_-f8D1VQTon0PLq3_T-vM_ThUzTYxHwdRg50uEwFmN_xwlvIjUNbYyolQVEkrwgZBpsChiqJ8CEBCT25OO72maN7erppgluVvZalx2XLyb_kUt4zjaGiFi6BhUMWjSdS_A5yVyw==&amp;c=FEr7nPRXK_gFKqrbNDMrh_U5gCGdyqOLTQOcZ9UPmkdXBA5XaE3_HQ==&amp;ch=-QGFlKxbBQ5FfTbFulxpdV9_QahLZkYv67oSvNS8q8rtZZs5CQGYbg==" rel="nofollow external" class="bo">Leaving Evidence</a><span> (blog): Mia Mingus</span></p><p><span>●</span><span>    </span><a href="http://r20.rs6.net/tn.jsp?f=001mpu89dliWgdAZtwlPGT81uenEUoVTLHoOq39f3h8dAlXH_P_-f8D1VQTon0PLq3_vHTo4m7QIB_yypG16-7lS2ASWUOXeEipQ4EnLVyFEch6E3VgeebAfBYL7T6KN8yzubz6-p5s_buXoA61f6DrOK2Vc_Trwz4i1ert3mW9EGTat2b-NypX045AOubXOPEh8ayXkM_xG9hUl234Azg8pwe_gnIsgvt50XPd0eTlHWVT6PsnTWNbNYe3F9J3C-_7rbFV3XTQgErN8XG0vH0Jqm0yV4BTUrJZJAxXPhvjlL0aVAjsxeP-yXaQUNqKDCKvKtjf_JfyKoqrSH241XArKygElzj9AR8EShiCvvKSSE6e-gMxPwPXWL7Bml6cDo1umXWkAJrJBjOidRF5YrHDlvfuh2WKPC8inpN_k3Sdq4lImgHqfCkzz4DdT2Nht1UIvAJlUxEbWoUyyl-Nfcjby2Bcx6eNeGMNnCGBIBxOKrrUoc-qiJKWTI80gOmJW_uKRI-M8oaIccQT5nwAMtMqIkPgkFPh11ZG&amp;c=FEr7nPRXK_gFKqrbNDMrh_U5gCGdyqOLTQOcZ9UPmkdXBA5XaE3_HQ==&amp;ch=-QGFlKxbBQ5FfTbFulxpdV9_QahLZkYv67oSvNS8q8rtZZs5CQGYbg==" rel="nofollow external" class="bo">PC Labels Do a Disservice</a><span>: Stephen Stern, Inside Higher Ed., 2020</span></p><p><span><br></span></p><p><span>*<a href="https://www.youtube.com/watch?v=FGR35yFiC7w&amp;list=PLuDaeOkiypVr0eRpVY-OeMxzs2AW_K2KI&amp;index=13" rel="nofollow external" class="bo">Rosemary Garland-Thomson came to UMBC as a speaker for the Dresher Center's Humanities Forum on May 8, 2019</a></span></p><p><br></p><p><br></p><p><span>A photo of Scrabble letters stating "choose your words" illustrates this post. Credit: Brett Jordon via unsplash.com</span></p></div></div>
]]>
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  <Summary>Words matter, especially when it comes to disability, and oftentimes, our department engages in both formal and informal outreach and informal communication about how disability - as an identity,...</Summary>
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  <PostedAt>Fri, 29 Jan 2021 17:21:31 -0500</PostedAt>
  <EditAt>Fri, 29 Jan 2021 17:21:50 -0500</EditAt>
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