 All right Well, welcome everybody. It's nice to look out here and see some friendly faces in Stytle building and do we have anybody online yet? We have Stevie online, so we're glad we have Stevie online. We may have some others joining us too You just heard that we are recording so we'd like to put these recordings up on our website So that they're available for other people to listen to you after the fact But I think we already did introductions My name is Emily Baxter and this is James Sutterland and we are learning designers in the Dutton Institute And the food for thought series is a monthly professional development series this fall We really focused on academic integrity issues And so over the last two sessions this fall, we've talked about what those issues might look like We've heard from the EMS academic integrity committee about how to deal with those types of issues if they do come up in your classroom And we've talked about some sort of broad brush ideas ideas like question banks Things that you can implement in your course to try to mitigate academic integrity issues But Jane and I were thinking that it would be helpful today to do a session where we could Go a little deeper and think about what the culture of a classroom looks like where students don't feel hopefully so inclined to To find the easy way out and find opportunities for cheating So our hope today is that we can kind of look at things that you may already be doing in your classroom Or and we also have some hopefully grab and grow grab and go ideas that you can take with you and be able to implement in your classroom and to really Cultivate that culture within your your your classroom where students don't feel inclined to take that easy way out So That's kind of the big picture idea of what we're doing here We thought that to start things off. We wanted to this will be I'll tell you all of an Interactive session, so we'll hopefully get to know a little bit more about each other as we go through our session today But to start things off We really wanted everybody to think about a time when you really felt motivated to do your best work So you can think back to a time when you were in school yourself Maybe maybe there was a particular teacher that you felt was very motivating But it could be someone that was maybe a coach on a team that you were part of a leader for a club or organization that you were part of and it doesn't have to be something from your childhood it can Be an experience that's more recent too But we're really interested in having you think about whoever that leader was that teacher or that coach And think about some words that might describe that person That you found to be particularly motivating if you think about their leadership style or their teaching style What was motivating and we're using this pull everywhere? so we're hoping to put together a little word cloud with your Association so if you have a laptop with you I see at least one out there and probably online too You can go to this URL and you can just type in any words that you think of that might describe that person If you have a mobile device you can text as you see up here to put any words in that you think describe That person or people if you can think of multiple people and we'll take a look here in about a minute to see what responses we have All right, you can continue to add to this if you would like but we should be able to see kind of a live Capture which maybe isn't I apologize a couple of oh there. That's a better arrangement Very clear with the biggest response there was encouraging so It looks like a lot of you are thinking of a person or people that really encouraged you and whatever It was that you were learning or working on Lots of great words in here inspiring helpful positive responsive engaged Passionate Engaging so I'm taking a look at all of these words. I really want you to think about those words and how they Were part of that relationship you had with that person you're thinking about we're going to be talking today about the importance of Your relationship with your students Excellent, okay, I have an activity for you and Stevie you can participate with this online as well Yeah, go ahead and switch to the next slide. I'm going to pass out I'm going to set my timer and I'm going to give you about 45 seconds to look at this list of words and phrases I just want you to count the number of vowels that you see in this work. So go ahead and begin Okay, and stop Yeah, I can't get my phone to stop Here we go. Okay, so I just want you to Fold that paper over or turn it over so you can't see the list of words and then or words and phrases And then I want you to write down as many of those words and phrases that you can remember Okay, I've stopped seeing pens ready. So how many how many words could you remember 10? 9 4 5 I'm sure I start 5 4 3 Excellent now. Why do you think? Why do you think that is why why did you have trouble remembering those list of words? Yes, Megan Because I asked you to count vowels and then ask you to do a different kind of task. Okay, so flip the words back over I'll let you try this again and this time See if you can find some sort of a pattern With that list of words read them Yeah, thank you We've done that let's see if you can find some sort of a pattern or organization to the list Okay, and then flip your paper over And I'll give you the same amount of time and see how many words you can remember this time Okay, so this time how many words were you words of phrases were you able to remember more than three more than five? More than ten not more than ten Okay, well, well again, what was the difference between those two activities? What helped the second time versus the first time? What we Right, okay, so that's exactly right. So both of those things were helpful one you were clear of the goal What was the goal of the activity? What was the goal of the? Assignment what was I trying to focus you into and then to Helped give you a list of and this one was pretty basic. I can go back to that If you didn't find the cycle or find the pattern I was going in things in order numerical order So dollar bills one dice would be to a tricycle three four-leaf clover four hand five, you know to try and help you and that We're trying to relate the information Just something that you were very familiar with To help you remember that so trying to help students and trying to in in this activity or a process And I can remember back to my English Days in high school when this teacher would say I want you to read chapter It was till two cities are in the book explicitly She would say read, you know the chapter and then the next day will discuss and I was like I mean she give us this read did you read it quiz and I was like this is not a did you read it quiz because I read it twice But I didn't know the answers to any of these questions. So it wasn't a did you read it quiz It was a did you understand it quiz and I didn't I miss like all the subtle nuances of that text because I didn't have good direction or good focus on what I was really trying to read So these are things in your class trying to help these students figure out the relevance of what what it is That they're doing in that activity. Is it that I'm just trying to solve these Problems or is are my most interested in the procedure that you took to solve the problem When you're reading a text, what should I be looking for? What should I be? Focusing on in the text Okay, one more Well, not really one more but Another group activity. This might be a good opportunity for us to learn a little bit more about each other too What we'd like you to do just for a minute or two here is to think about something that you are Good at it can be something professional something you do your personal life bike riding knitting Playing an instrument singing anything that is something that you would consider yourself reasonably proficient at and we'd like you to not only think about that activity but think a little bit more about that think About why you're good at that particular activity How have you gained that level of proficiency? Did you you didn't just jump on a bike and ride it for 50 miles the first time you rode a bike? So what what contributed to that and what you've done over time to make progress toward that level of mastery And we thought giving you an opportunity to kind of talk amongst yourselves Stevie online if you want to put in the chat anything that you would like to share and we'll make sure we share that out, too So we'll give you about a minute just to share quickly with the people around you if you want to pair up and have a little conversation So it's good to hear so many good conversations out there Hopefully you've learned something new about the people who are are sitting near you and Stevie shared online first was And lots of knitting and YouTube so in her case lots of practicing And using YouTube videos observing other people spending time watching other people doing it So do we have any other people in the audience here that would like to share out some observations? You made about how you have become proficient at whatever it is. He's talked about But you want to share practice, okay, so lots of practice Anything else Okay, okay, so for those online. Yes, Stevie April was talking about baking cookies with her grandmother And so she was noting that practice was important, but she was also getting feedback from her grandmother as she was practicing Don't mix up teaspoons and tablespoons good advice. Yeah anything else we haven't said already any other observations Instructing instruction, okay Yes, as Stevie pointed out she saw instruction from YouTube. Mm-hmm, right Right So a lot of common themes there, but what's coming through is that repeated practice doing something over and over and over again And also perhaps getting instruction or feedback from other people who are experts So that's gonna lead us into kind of our framework for the next part. Yeah, so I mean just finishing up on that rigor Example is that you know, this was something that you're interested in doing so you were interested in doing the practice You're interested in putting in the hard work. I know mr. Franklin Down the street can get those players to get up at all hours of the morning to do all sorts of weightlifting and Exercises and all sorts of rigor that most probably 19 20 year-old gentlemen on campus are not doing You know because they're they're interested in Succeeding and there's a model that I like to think I made a nice little slide with some the three Rs And I like to bring in all of these kinds of things into our classrooms Into this this framework really fits the relatively relationships Relevance and rigor so just in the brief amount of time that we've spent this morning If you're thinking about positive learning environments for yourself You identified the things that were really important to you about a good relationship in a class in a club and any kind of Exercise where those People that you're working with cared about you they provided you feedback. They were Passion about what they did They were encouraging to you again coming back to the fact that feedback the relevance piece Was a little bit contrived with my my instance post trying to come up with Something to illustrate that when you understand why it is what you're doing You're a little bit more motivated to do the rigor part the work part So those football players are motivated and work really hard because they believe that the coaching staff is going to help them Win the game and maybe their aspirations become a professional football player Or maybe just they just want to be very good at what they do So they're working really hard because they have that the Relationships with the coaches and they know that they're going to be able to to succeed Even if they have experience failure, maybe like last week's game but but then there's opportunities to to fail and to encourage and to to improve So as Emily and I were preparing For this session and trying to understand why it is that students cheat Right because I don't know is we're ever going to be able to completely curb Cheating in our classrooms if they're motivated to cheat We can try proctoring. We can try our test mix There's lots of things we can do to try and prevent that but ultimately it comes down to the student and whether or not they desire to cheat or not and in these kinds of Environments if you think about times in your own life or maybe experiences in classes, why do some faculty have less? Cheating than others, you know, what kind of environments are they providing for those students? So the cheating is not as desirable From the student perspective. So we did a little research and we did a lot of research on looking at Actually what the research says about why students want to cheat and it comes back to these three areas Relationships relevance and rigor. So if we look at the relationships piece Um students were You know wrote that faculty that ignored them or didn't understand them didn't take time to Stress the importance of academic integrity. They were more likely to cheat They didn't feel and then in all my class, maybe the they don't feel any presence from the faculty member They don't really feel it. It doesn't really matter whether I cheated or not. They don't really care, you know, those kinds of things Students were more likely to cheat They also found that students were easier It's easier for them to ship the blame as to why they were cheating when they didn't feel connections With their faculty member. Well, it was, you know, this faculty members fault that, you know, they left this wide open That's why I could cheat. So Not having those good relationships for relevance and we saw very easily how, you know, you can You might have been tempted to cheat Look back turn the paper back over and look at the words when you're in a situation where I only have two these down and My grade depends on this and I want to get to the next level and I need to get at least 10 You may have been tempted to turn turn that over But me as an instructor if I had given you that the second set of instructions first You experience more success and you wouldn't might not have felt that need to turn it over because you Were we set the framework better? They understood the relevance. So working hard to try and put some sort of understanding and Putting in that piece of relevance into activities and into your courses will help with that And then going back to the research that some students noted more appealing classes Curved their children a curbed their cheating really because it was more interesting and They understood that it was really important And so I mean we probably experienced that too and we looked at that rigor piece Why was I most more motivated because it's something really interesting to me I was really into music and I really liked it. I'm going to be willing to put in more practice for that Also when students tended to see their assignments as busy work They really see the relevance of what they were doing They were more apt to cheat or work with a partner get answers from somebody else because they really didn't understand that that was really Going to help them or help them in the professional workplace And that was another thing that came out to that even even though students understood it Academic integrity violations, maybe in the classroom They didn't actually apply that to how that might influence them into the workplace. Well, that's just school And it'll be different once I get to the workplace And so trying to help them make those connections that it really doesn't matter making those connections both places And then collaboration and their personal skills Was more valued If the more we value that the more students felt less likely to cheat if they know how it was going to affect people that they got to know in their classrooms as well and Then back to the rigor part That when you are structuring your courses and the main goals of your courses are just test scores and High levels of test scores that students feel that pressure to do really really well and may be more likely to cheat whether Whereas if the focus is on the learning and the steps learning and you've built in things along the way in your classes to help Allow students to fail somewhat so that they can Understand maybe what they need to work on for to reach that competency then they're less likely to cheat to because they have built experiences and Know what they need to learn or what they're not good at what they need to work on Etc. And I've been especially interested this fall We've been having lots of conversations about study techniques by students and what does that look like and how can we build in some of these? Practices into our courses just naturally so the rigor is kind of built in As we go along so we might be able to look at some of those things But what do you think that we're doing in our classes now? What are you doing and you're planning to do in the spring with your course? And what do you see that ties into that that we're doing really well now? anything Being technically smart The old doesn't necessitated So for me one things that I've done is taking the structure is about this Certainly reporting the best forecasters That's part of what it said I mean more heavily towards those who are learning for Examination is we're actually figuring out how the process works in learning during the states that they feel like I Right Right, but helping them understand the difference of that forecasting and that it's important to Make a lot of those mistakes. I think we'll even highlighting that. That's really good point Any of our folks from that and see things going on in classes that Really very good at that helping with these three relationships role events and rigor I think we can even think of this at a really basic level. I think that The faculty that I work with that are very responsive That's that's really important whether resident or online Respond Not necessarily three in the morning when a student might like hope that you would respond but responding to emails responding When students are reaching out and they're getting some kind of help I see a real positive response from students when And I like to see faculty that set up You know topics and units for the students like okay last unit We were looking at this and and we're carrying this over and this is how it It relates to what we're going to be moving into and kind of setting up those kinds of frameworks. I think help students to Get focused on on the concept and then they also see that The faculty member is interested and paying attention to what's going on in class the Lessons within the force to sectors in Professional life that these students will actually move into and so they are actually see real problems in the class that Are in that sector and then the students job in the class is to figure out a resolution some of those things So he's really tying Relatives between what it is they're doing in the class and what's actually happening So that seems to be Absolutely, so is steamy were you able to hear that? Okay, good She she is extremely responsive, so she responds Students make sure that she reaches out to them and makes them aware of what's happening in the class So she really works hard to cultivate those relationships. I know she said to me In the past too, and we've been working that she really does hope to get to know something about each of her students She likes to provide opportunities for them to be able to share something about themselves whether it's related to the Academic topic or not. So she feels like she can really get it what motivates them and really Is who they are I know that she also as part of that she likes to know what their interests are and she's very well connected in her professional field And I know that in some of her courses, she's worked really hard to try to connect students with other professionals in that field so then they can They can grow as young professionals That's something that that's been important to her and she needs to cover all of those things the relationships Relevance and rigor in order to find out what her students are really interested in and find ways to help Nurture that and help them learn So thank you for that And typically when when faculty get frustrated with what's going on in their classroom If you look at these three r's something is not as strong as the others You know if we're we're focusing on the rigor piece and You know my students just aren't working hard. They're not turning assignments in on time. They're not You know looking at the rel do they see that it's what they're doing is relevant Do you have good working relationships with them? What can you do to enhance those things and sometimes that rigor? You know will come up Which kind of helps as well Um What we have some um I can go through and we can actually go through each one of these Relationships I have more notes about what we can do and we've got A lot of different ideas for activities if you're interested What we can do to enhance some of these Relationships relevance and rigor if you'd like to go down that road as well And if you've got some ideas, we'd love to hear them Um as well. Yes, we go through these it made Job your memory of something that you've done in the past or something Do in your courses now or someone else another copy does and so if you would like to share that that would be great We can add that to our And I think in the relationships piece We've covered a lot of the things that Emily and I jotted down ahead of time but just to try and summarize um again those timely responses to emails and and I would even go one step further is Is to even to communicate to students what that expectation is it doesn't have to be You know I'll respond within an hour to to be communicative But even to say I'm going to be checking emails Whenever you like to do that, but if something were to come up just to communicate to say hey I have to go run to a conference. I'm not going to have availability to email You know be in that proactive kind of thing I think students appreciate the fact that you took the time to think of them While you were you know going to to a conference and things. I think they they value that um And there are lots of opportunities to utilize the tools that we have to communicate to students via canvas Even via wire path, but canvas has a lot of good tools built in that make it easy for faculty to Um communicate to students through announcements through email through discussion forums Through the grade book Yeah, even if you took time to uh, let's say A handful of students did not particularly do well on an exam There's a feature in canvas that you can message students who and then you can set their criteria So let's say message students who scored less than 50 percent You could directly send an email to them. It would look like an individual email You could say hey, I noticed this didn't you know exam was a little bit rough here some suggestions Or I noticed that this area was an area that you might need to work on Whether you're willing to work with them or send them to resources or to review the material Discuss study technique those kinds of things. I think students appreciate appreciate that I mean research on and on and on has shown that feedback is probably the number one Identifier uh for success in the classroom And they know that the teacher is giving them good feedback and cares about whether they're going to do well or not They tend to excel And that being said we know that your time is valuable and finite So exactly as nice as it would be to send an extensive email to all of your students, you know Every week or every day. Um, that's that's not necessarily practical. So what's nice about some of these tools in canvas is that they can Still convey that that message but on your end it involves much less much less time so that You can do that mission too. So we're always available at the Dutton Institute to to help consult on any of the any questions that we can kind of figure out Yeah, and there's different formats too in canvas that you can convey to students Whether it be be a text or you could do a short little Introduction video if you don't want to take time to type it all out There's audio recording that you can quickly just even on an assignment instead of giving Typed comments you can turn on the microphone and say, you know I really enjoyed the you know paper your research was well research. I'm not giving very good feedback examples But commenting specifically in person With audio instead of of writing all over it can also be I think students appreciate hearing that voice And then you also get to tell With that as well our international students Also appreciate that because sometimes they can understand the verbal Easier if it's a new language English is not their first language. Sometimes it's easier to hear it than to read it as well Um, let's see I'm making yourself available Um, but again going back to what Emily said not Need to overextend yourself so that you're so available Um, what kind of things did we jot down about relevance that you can build into your courses? um building us um assessments To the real world more of what um april was saying How do we connect that to what it's going to be like in the workplace or into the real experience? So she a final project for her course her course really models something that students would be doing if they were working as a consultant in their fields Um, and so she's even modeling her peer review process on the qa qc process that would be done in a consulting firm Um, so for students they're they're feeling like what they're doing is really very practical and preparing for what they might do When they're um, they're finished with the program. So that's just another example to throw in there. Mm-hmm um There some people do not like to put collaboration kinds of activities into their course because they feel like Collaboration equals cheating Sometimes collaboration does equal cheating especially if that's not the intent of the assignment So, you know if students find that experience, you know collaborating with other students a valuable one Where can you set up experiences where they can can collaborate or can you shift the assignment? requirements so that Collaboration is a part of that Industry is absolutely asking for graduates to be able to collaborate and work on projects And be able to communicate and work with people So finding ways to incorporate that even on a small level Into classes can also Help I mean ultimately if you can teach it You know, you know the information so finding ways even as small as that having students teach other students in the classroom Um, I found especially on very very tough topics or very complicated um concepts that sometimes students that have just recently learned that Are actually better at teaching that to a newer student because they've just learned it And they can kind of get bring it from a different perspective um That other all students might not get from an instructor because sometimes you're thinking why can't you get this? It's so obvious, you know, and they're you know, it's just kind of a road a roadblock But if they can come at it from a different perspective getting more of that student teaching in um Okay, and then rigor Helping students structure their whole time management and this is like I said earlier This is a whole piece on what I've been looking at this fall and that students really are terrible Studyors. They don't really understand what good studying looks like. I went to that study smarter Not harder session that faculty member from psychology and also from science put on and it was excellent. Um, They really they spent an entire hour Helping students set up different strategies on how to Study and it's not just about reading the textbook over and over and over because that builds confidence in that, you know the material but Then when they go to the exam, they don't do well What I found most interesting is that the research all shows that their confidence is like, okay Well, I'm going to do better next time. I'm just going to study harder and then They go and do just as poorly on the following exam and then they do it again And they know I'm going to do better this time and they're not so they're not changing what they do They're just doing more of what didn't work And so helping students, you know, come up with different strategies to help uh with understanding the material better Um, I think it's something that that's very fascinating to me and things I want to incorporate more into a class So what do those kinds of things look like? Yeah, kasha that studies There is a website uh learning scientists.org And they they are their social psychology or clinical psychologist social psychologist cognitive psychologist some sort of Their research is all about how how do people run and they've recently been awarded some Money to help. Okay. Now that we know and have good ideas about how do people learn? How can we share that so their audience? I would say is more k to 12 However, um, I've been let they have a blog that you can follow. They have a podcast. That's really good They have all sorts of PowerPoint presentations and pdf handouts that if you were in a class and they recommend So after students don't do so well on the first exam, they're kind of interested in how they can do better They're more apt to be willing to listen um to that so that's where They they have been squeezing it into their their classes Is after the first exam and then giving them techniques and they like I said the learningsciences Um dot org has all sorts of presentations and tips about First students helping them Yeah, that would be That would be really interesting and some of the things that it just it's very repetitive to me Like I'm I'm coming back just like this relationship relevance rigor thing You'll notice in all the kind of literature. I can always kind of Fit it in one of these things that it kind of keeps coming around but same with the the learning models the make it stick Um The idea of spaced practice, you know, which seems Um Sort of obvious, but we don't see that all too often. So what that looks like is um If if I'm in a resident instruction course and we're doing some, um Um lecture material then I might ask the students at the end of the class, you know, write down Three questions that you might have had from today's lesson There's one say that showed exactly They took the class divided into one half of the class just asked the questions the others Half the class did not They didn't answer the questions. They didn't grade the questions. They didn't Have other students answer the questions They just had them ask the questions and on average that half of the class did a whole grade letter higher Then the students that didn't and why I think it just It forced them to re kind of think about what was covered in class and to come up and formulate questions Um for themselves and and help build structure into their heads about that Another idea along those lines that they talked about was um is retrieval practice So I know it's hard when you're lecturing and you have so much that you know You need to cover during the course of a lecture and feel that pressure But it can be very helpful and again research has shown us that if you can even pause You know every 10 or 15 minutes during your lecture just to give students a chance to even turn to people next to them Maybe compare notes again, the Learning scientists in the presentation we attended they reiterated that the research shows just handing students Your slides or handing them a print that set of notes is not valuable What is valuable giving them a framework that they can fill in So if you've already sort of organized those topics in a way that you don't make sense the way they go together And then as students are listening to you lecture and you fill in that important information But if you pause during your lecture and give them time to compare notes to talk about any questions that might have come up um that that is also very very helpful and again the idea is um They talked along these same lines with retrieval practice that um you want to avoid students cramming So studies show that students who cram right before an exam initially they may score higher than students who were not cramming But when you look at long term and you evaluate those students farther out the students that weren't cramming and had taken time to um go over the The material at different intervals those are the students that are going to retain that information better So when you can incorporate that into your lecture when you can maybe go back In a lecture and revisit material that you had discussed with you before the lectures prior That's another good way to have students Be able to retrieve that information and ultimately it will help that The retain that which I know we've talked to so many professors who do feel frustrated when they get a group of students And they say oh, they've already been through this course. How can they not remember this material? So that's a comment that comes up very frequently And incorporating these types of ideas and research that really does help students retain that information long term Not just learn it before that exam and then have it disappear And sometimes if you can the question was, you know, how do you um Make time to not just compartmentalize I'd say if if you can somehow Figure out how to cycle back to things or bring up how they relate In future lessons and or try and do part of She had given you the idea of start a topic Stop start a new topic Come back to the first topic because then it's harder, right? Because you have to go back and pick up where you left off It's forcing you to think through okay. Where was I what did I have to do where how did this go together? It helps make it it stick as well and so trying to do some of that or Compartmentalizing topics and then maybe three times later. Let's just see how well you can remember from memory What we talked about, you know from or solving this problem or remember this concept or that kind of thing Later she really stressed about trying to have people remember from memory. Um, this is something that I I would as a student go back and rewrite my notes um, and there She said that's a good idea, but you shouldn't do it right after class You should maybe do it the next day to because you're trying to remember From memory what happened and what was being said and that's where it's nice that if you have Compared notes with somebody the gaps that you have filled in or have opportunities to start class with You know what was missing from your notes or some sort of clicker type question or questioning ahead of time and She even gave the example of putting in practice tests that are very worth very minimal Which I would say well, how do you have time to do that? you know, but um even the practice exam she said that Trying could be very similar form or very similar questions than your actual quizzes, but maybe in a different format So maybe it's multiple choice for your um For your practice quiz, but they're open-ended answers for the exam or you know, maybe it's flip-flopped But that didn't seem to you know, it could be exactly the same questions. Just format a different Two other things. I know that using Jane just mentioned clickers having some type of full question like we even just did this full everywhere at the beginning of our sessions That's free. It's very easy to set up Um, and you can do that right in in class the clickers. I know there are a lot of professors who use that I know when we attended this session at the Schreiber Institute We were As low tech is holding up pieces of paper with a bc or d So you don't even need to incorporate the technology and ask students a question and they just you know Show you their answer that way and I know that the presenter used that quite a bit during the session to get a real gauge on What was happening in the room what people were understanding or not understanding as she was talking Um, so that can be something that's quick to put into your course Another suggestion that um has come up in research that's very helpful too is to delay assessment So you may have um if you're teaching online and you have a lesson that students are in in this particular week Or your lecturing on this topic this week not having that assessment immediately follow that lecture or that online lesson But delay that so that students are are hearing or reading that lesson content initially But then they'll be going back and returning to it later in order to appear for whatever the assessment is So that's another way to kind of build in without maybe taking as much time out of your your lecturing time To build in that spaced practice So that's another yeah Trying to build in more of these mega cognitive kind of um practices with reflection, you know How how is this content related to what i'm doing in the previous class or what i'm going to be doing in the future Or what i do at home when i was in the college of nursing We had them constantly relating this new content to different patients or the uncle with the settlement or that you know Trying to relate it and share those experiences not following HIPAA of course, but um But it allowed for students to when you can relate it to a story or an event or a process It also helps students remember them and and then I could say oh, yeah, Emily had an instance where You know this and this and this happened or Um, it'll help make those connections help put it in kind of an order for them So providing opportunities for students to do that or ask them to do that um how did till days You know lecture relate to This and it helped them trying to build the connections Um that way um having them structure the lecture in a different way That was something I thought was interesting too like taking what the content that you had in building a concept map or a table Or a chart or or drawings, you know trying to convert it into something else will also force students Um to remember it um better or think about it differently Actually about sketch noting, right? So that's a really popular concept right now people who are in it, you know attending conferences and And sketching their notes on you know what they're they're listening to and I it's just I'm just talking off the cuff here But I'm wondering if there's any research into oh, yeah people utilizing that because that would be an interesting way of students Representing their learning in another in another way And that that would seem like something that could be fun to see if anybody would want to sketch note your lecture But that idea of just you know thinking about that information that you're conveying and representing it And those kinds of ideas are what that learningsciences.org. They have lots of concrete examples and Then of course the research that all backs that up as well But we're we're I and I know Emily is too. We're really interested to hear how things actually work You know how it works for you like the research says this and These people are saying this but if you try these things out in classes and and it either works really well We want to hear about it or if it doesn't work Well, I want to hear about those things too because I want to understand You know what our students are are looking for and how we can help them We clearly they're paying a lot of money to come here How can we help them feel up when they graduate they not only have gotten a good value for their money But that they have gotten those skills and can take it out into the workforce and you know Be successful and not feel like college was just a piece of paper You know and then now the real the learning the learning really begins You know, I want to kind of shift that kind of idea especially as higher ed struggles to to retain students and to Show the value for how expensive it is. We want to try and make it as valuable experiences. We possibly on can Anybody have anything they'd like to Questions or follow up? Because I think we're just yeah, we're just about out of time Anything well, we will make the recording available if there's something that you want to go back and We visit We'll have that we also Have other resources and things online If you're interested we can send those out as well, but thank you very much for coming And we will not be meeting in december, but we will be coming back in january We're thinking about working on some undergraduate education topics, correct? So that's still in the work in progress, but that's what we're coming up to Thank you for coming Did I oh we do and we also have a bunch of resources from today too If you're really interested in look diving deeper into the actual research We can share that with you as well