 And I'll send all these slides to everyone too as well so as we talked a little bit already, you know, COVID had a huge impact on our student learning, and in particular when you're looking at quantitative reasoning or math. And, and I know when our students are coming in their ability to be successful in math has a correlation with their success in college. So, you know, they characterize this impact of COVID on math as learning loss. And so how can we, you know, really enable these students to be successful and accelerate their learning. Now that they're our students right, you know what happened as their juniors and seniors in high school now be impacts us when when they become our students so so this is really what's, you know, what was driving us to think about how can we use affordable affordable learning solutions that are going to enable our students to be more successful and, and asking these questions of, you know, what can we do to help them achieve these, these skills that are going to be important, not only in school but being able to have the kind of reasoning skills, the thing through, you know, financial decisions to think through esports decisions okay if it were right, all this probabilities issues and stuff along those lines and how do we assess it in a way that is, I'll say helps reduce some of the burden on the community, but also brings students assessing their own knowledge in a very explicit way so they can develop those metacognitive skills and be successful. And of course as as you all know I, I've been pushing affordability is such a critical issue because if students don't have access to the content and curriculum, how can we expect them to learn effectively. So, so these are coming some of the kind of the issues about what we need to try to address here. And, and this is where, looking at Merleau, with a lot of the resources that we have, and what intellect is can bring to the table. And in, could be part of this affordable learning solutions and, and I'll say part of this learning solution idea here is that many times the quantitative reasoning general education requirements have been specific to just college level algebra. What institutions have done over time is has expanded it to statistics, including statistics as that quantitative reasoning. And, and I, I, I want to applaud that applaud that and I think the statistics strategy for developing quantitative reasoning is, I think, a more relevant and powerful as a learning system for students. And so that so that's why we kind of put together this this approach to say, and now I'll just say statistics is still a problem that students have in passing those classes so how can we help them really be successful. So, when we look about for our students, helping them develop their analytics problem solving skills with all the support services that scaffolding that helps them make all those little decisions that that gets them on the right path of quantitative reasoning, and the models of how to solve these things show them examples. So, so, so these are some of the things that we think are really important for students for faculty is kind of how do we reduce some of that burden of all that interaction that practice that students need to have, and how do we make some of that and provide that when students need it. And that as I said for the institutions, saving their money and, and just you know all this stuff that that I'm kind of zipping through here is. I also put it up on a website here. So this is part of what we call an innovation project and affordable learning innovation project. And so here this is the background is around, you know why we're doing this project, you know, using statistics as affordable learning solution, and often statistics as Jim said, you know, engages with some of these technologies that are really challenging to use for our students and for us, can be a real difficult application when you have a semester when you're trying to learn technology and not become and not become a computer programmer. So this is why I looked at intellect statistics, and on the right hand side is kind of how we, you know, how we think we can run this program, and we'll talk more about it on the website to, you know, I just we put information about what is this software project, and and more background about the learning law so I have some links to the evidence about learning loss in K 12. Also how statistics can be very effective in in and satisfying quantitative reasoning gen ed, etc like that. Okay, so just so you know as we're just going through all this. I just wanted to make sure to know that we've thought a lot about this, and just trying to provide some, some background here. So, alright, now. So, so the purpose that we have is to help your students succeed and accelerate their learning in the quantitative reasoning skills through the use of statistics. And before we get going on this right. We, you know, you are the people who would have to try to implement this to say, you know, is this really going to work. How can this fit into an online course of blended course. How can it really be integrated into our, you know, lower division, you know, math stat courses or psychology courses or sociology or health or whatever it might be. Okay, so the first step is, this is about you sharing your questions and what you think, whether this could really work on your campus and let us know the pluses and the minuses Jerry. That sounds great. No, you know, that's a problem. And then then the next part would be, if you think it might be useful. Would you think about it, you know, trying to pilot some of this in the spring is, you know, we can do something in a little pieces, summer and fall could be larger. So let me stop there just to see if you have any questions about what we want to do right now on this webinar here. Does sound okay. Jerry, I'd go back to this earlier to after after people put in but but please go ahead first other other folks. So, like, are you finding this, this issue of students quantitative reasoning skills being a challenge on your campus. And it goes without saying. Okay. All right. And, and, and Veronica Southern or a full idea. I'm going to ask Dr. Hart to respond because she actually teach the course. Okay. Yes, I'm sorry. Yes, being that I'm teaching psychological psychological statistics, I think that this might be beneficial for me as well, not even just students, but it might be something that can go hand in hand for faculty and for the students as well. So I'm very interested to maybe get some hands on with this. Great, great. And that's what we're going to do next here is Jim is going to show you kind of what this actually is and, and just so you know, the, you know, when I saw this, I'm thinking, boy, this would make my life as a researcher a whole lot easier to I'll tell you. So, and Jim, did you want to say anything before I move on. I just wanted to say with respect to this slide that I think there's three takeaways from this presentation, which is want you to take away that we want students to achieve. We want the idea that with that achievement there's an assessment of that achievement so that there's scholarship opportunities for faculty. And then that we're adding the affordability piece and doing our part to reduce that gap. So I wanted to highlight the achievement assessment and affordability of this innovation project. And so. Great, thanks Jim. Yeah. All right. So, so now what I'm going to do is I'm going to stop sharing. And, and I'll pass it off to to Jim here. Great. So everyone can see my screen here. Yep. Okay, so this was one of the web pages that Jerry just showed us. And this will talk a little bit about, you know, who we are. And so this this tool, and this course. Training has really come out of 25 years of experience from ground up from what students and faculty really need. So it wasn't a really a top down that's designed for everybody. It's really designed for those community colleges, undergrads and professional students. That's the market for this, this product. And the tool was built with that in mind. And this is going along that same vein is really mostly conceptually based. I mean, if I had my druthers, when students leave, they have some analytic framework in their brain of saying, Oh, I could test different things. And I have some sense of the different tests I can use to assess that that could be used in lots of different things. It's a way of thinking that I hope that they get. If they satisfy the math requirement rate, if they can actually do some stats, you know, five years now great, but I wanted to think differently. I think is the real essence of what we're trying to convey here. And to practice in that mode of thinking, you know, we have several different modules with lessons built into those. And the modules are going to cover things like what are the concepts around descriptive statistics or T tests, and then have them do some math. We didn't put in regression math, but we put in other basic math to satisfy that requirement, but also get them to think and be more fluid analytically. We talk about the tool, which I'll show you in a moment, both the tool and the course. There's free faculty training. So we want that to be assimilated very seamlessly and introduced adopted seamlessly and me and Melissa and Jerry will make that happen. We have lots of other built in things like videos and so forth, but I okay. So, the tool is easy to use the course both those are online by the way. So students can access some access them from anywhere. I spoke with faculty member early today they're like, well, we kind of have some, you know, online and students really have to go by themselves. You know, and so forth. So here you can access it from as long as you have a URL. Okay. The, this is one module. Okay, called tea test module, and you can see what's in that module. So there's an introduction and the layout was again given the concepts show them the assumptions of the assumptions in general, and then slot in those assumptions into the module. And you can be proficient at actually doing things like conducting an independent sample tea test, being able to interpret that being able to understand the assumptions and then present it. Half it's doing it happens presenting the doing. So we really support both of those. I would say for a one sample tea test and just to give you a flavor of this thing, you know, so we've made it not overly text heavy. We wanted to be engaging and interactive. There's assumptions. So it's just kind of business, and it takes, I would say for this particular module, you know, an hour and a half or so. Okay. I would also like to highlight that there are knowledge checks throughout. So students are taking knowledge checks throughout, and then as a summary quiz at the end, and that summary quiz will go to your grade book. So that's so it's a competency based course is also calculations. Again, simple calculations to conduct a one sample tea test. And then step by step, how to actually do that. And if I could jump in here I think this aspect of explaining in a non overwhelming way, and then showing modeling step by step, how you can complete this analysis. And a student space right when they can do it online and go back and forth and and and learn it at the speed and rate that they want actually will help accelerate the learning for them. Versus when you know I used to teach statue in psychology. And when you have 30 students 40 students in the class. And then going through a saying pace, you know, it's like 10% of the students probably are on top and some people are going faster than you some people are going slower than you. And it's hard for them all to follow step by step through so that that this is one of the aspects that I thought was really helpful. And those knowledge checks as a faculty member. It helps kind of embed assessment in a much more regular way. So the students can know. And have I learned it by checking themselves, not just what I have to do, you know, as a faculty there. So, before I go off into the tool. Thank you. Before I go off into the tool. I'd like to see that the course comes with the course behind your learning management system. It comes with an ebook for each module. Those modules are customizable if you only want five of them. Now, seven of them, you get those. It also comes with a PowerPoint deck and syllabus to modify and the training. So, there's a lot of faculty resources that come with the with the course itself. Okay. That's the course. The tool. The tool was also web based data can be uploaded from different file formats or entered in or pasted in. Or what compliments the course is the numerous example data sets built in. Once the data is uploaded. I have a simple data set open here. Students can learn to manage data. Students can learn to plot data and to visualize it. I have a 6 and a 7 year old. There's a different kind of math out there in the world as we all probably know. And that different math is they wanted to visualize it just not memorize it. They want them to see it. So they can actually concretize it in their brain in different ways than we did perhaps of just memorizing things. So, so visualization is part of this. And I'll just share a quick profile plot. This would be an enormously helpful plot if you're doing a two way in over between between sex and over time for pretest post test to be able to see in one snapshot. What's happening females are doing better than males. People at post has to do better than pretest. So the visualization components are very helpful. And that is in fact one of the modules. These different, these eight different, excuse me, 10 different plots. Okay. And Jim, yeah, before you go on and does the. So one of the things when I look at this as a faculty member who's teaches one having data sets available of all different topics that I can bring and I can say, oh, what's relevant for my students, right. And, and it could be and, you know, you see all these different possibilities that then you can contextualize for your own students there. And it just, you know, it just takes a burden off of me as a faculty member. And it also allows students to explore lots of other data sets that might be interesting, right, whether you're in in biology or psychology or technology or education or whatever it might be. So, so that I just wanted to highlight, you know, that aspect and again, coming back to learning solutions, empowering the students to learn to have that mindset, as Jim was talking about I thought was really useful. Okay, sorry, Jim, I didn't mean to interrupt you again but the Jerry this is how we do it. Yeah, okay. Managing data, managing data, visualizing data. So the analysis. It's a very robust tool that we can really do things from descriptive statistics to structure equation modeling. In this context, students will certainly want to know about descriptive statistics. They'll want to know about a very good correlation. When they read the newspaper and say there's a relationship between a and B, they'll be able to say, Oh, I know what that means and have some other elaborative, elaborated knowledge about that. Learn how to do Z tests and T tests, and maybe tests of apportions and other things, and certainly maybe non parametrics like chi squares. So, there's definitely all of those modules are there, all the lessons are there. And the, with the auto grading, and with the practice math as well. So, and I'll just run a few of them to give you a flavor, and also to highlight the distinction between what we've all grown up with. Okay, which has been wrong output. Okay. Jim real quick. And so when you rolled over descriptives, right. Right. Just so people see, you have this embedded, you know, definitions. So if you forget, because a lot of terms in stat are new for people right. And, and so you have this context specific help that when I need to know what the heck is that or if I, if you roll over crumb backs alpha, right. It gives you a definition of what that is right. It tests, it tells you these because that's where people start forgetting. And again, learning solutions is helping students learn in the context that you're giving them so sorry, I just wanted to go ahead. You're good. Okay. For all of these different tests. Basically we're selecting the test. We're putting into variables and hitting calculate the difference between this tool and every other tool. As you can see things are in planning lush. So it's modeling. How to report things like descriptives here. So here. For those that are in education or psychology or healthcare. APA 7 is the format. So we're kind of introducing them to some of that APA format of tables. And one of the things that the tool has is an auto drafting technology. So what it's doing is it's going into the table and auto drafting what those findings are. And that's very different than raw output. With the scale variables, we have an APA table. As Jerry mentioned about in terms of embedded definitions, we also have embedded definitions within the output that can also show and explain to students what these different terms and symbols indicate. I'll go one more. Parity test. Again, I'll select the variables. And as you can see, you don't need to program. Right. I can't tell you how many in learning SPSS and BNDP and SAS, you know, you spend your time here but here it's, you know, you know, click buttons that gives you choices. And one of the things nice is the tool will only give you choices to do analyses that are appropriate for the data that you have if it's nominal, ordinal or interval type stuff. So it really helpful then. Right. So it streamlines the type of analysis that makes it harder to make a mistake. And also, you know, Jerry mentioned the scroll overs on the analysis. I've mentioned the scroll overs and the tables. We also have embedded videos at every step of the way to help students have a quick three minute how to video. Okay, so. And students as they work through the course, they're going to be, there's a lot of hands on of conduct this test, what does it mean and so forth. So there's that little math piece. There's the actual understanding conceptually, and then the doing piece and presenting. And then the conductive parity test, looking at differences between pre and post for all these tests. The assumptions are built in. It's defining what the assumptions are. It's introducing a students of the type of test. The tool then runs the test. And the tool ensures that the students accurately interpreting what a non significant test result indicates. And realistically, it's showing them how I would report on an assumption of a test as simple as a tea test. Jerry, please. Yeah, and, and so so this this is something that really got me excited here is that, you know, students have, you know, when they come into the class, they haven't done any of this stuff in their entire life statistics. Creating models that help them understand what they need to do, and they can do all different types of models using different data sets. And over time, they begin to see that there's that there is a structure there's not a mystery to how statistics works right that that there's a way of reporting this, and they can learn it too. But when they don't have good models, then they're kind of all over the place right and they're struggling. So, so this is really one. Being able to generate natural, you know, natural language descriptions of what a test means so they can read through and say, Oh, that's what I tested. Oh, this is what it means. And then the other aspect, presenting it in a PA format was like, oh my goodness. Right. So, so it gives them a model and then as a teacher, you then can as say, alright now let's take the next step. Now how do you interpret the meaning of this data. You can spend your time on, and not all the mechanics of programming, or, you know, figuring out how do you put a graph together because it does a lot of this for you. And the implications of it, right. I mean part of it is seen hey gosh, my intervention worked, whatever that is from pre to post test, but now I can think about what's the implications, theoretical or practical as well. Moving on down the path from after the assumptions. Then we have the results. So, it is stating clearly. There was significant differences there. A table introducing them to that introduce them to the appropriate plot with helpful scroll over to help interpret that plot. And helpful scroll overs as well. So it's familiarizing these students with this. Parity test in this case. Then when you download, let's just say that's everything we want to do. So, once we have the. Oops. Once we have the analysis we want. You know, students can then edit this. Okay, and say, well, here's my descriptives frequency. Here's my parity test. Okay, it even comes with built in references. Should they go on and use it for a project as an undergrad or grad. Okay. Then we also embed a glossary that's curated to the test that were conducted. So here I conducted descriptives and a tea test. Okay, so I have a curated glossary for that. That's all included. I also have a way of adding notes at the individual level. So the couple of things. So I just want to highlight two ways of leaving notes. One at the, I can leave notes at the test level. Like you may ask the student put this in your own voice and put that into the note. I also could have notes at the project level where I could also ask general questions. Yeah Veronica. I just take this wasn't around when I was working on my doctor. You know, I was, I was going to ask Veronica, I was going to ask for a show of hands of who had that thought because they just had that thought a minute ago, and it comes up very often. Right. So what the, what the online tool was offering is an easy way to enter upload data to manage data to graph visualize data to conduct analyses and two ways of having the notes. Then what the tool also offers is a quick way of sharing those five things with faculty. So by just putting in student and faculty, I can share and that whole project goes to you. Okay, live. So you can now comment and look at their notes and so forth. So we have for the tools part. Kind of a complete built in package and ways of collaborating around those assets. Here's an example of some data that's been shared and you can see, ah, this individual added four new plots. Okay. So you can see if they added notes and so forth. So, and by the way, when you share, if I was sharing with Jerry, he would get an email Jim wants to share a project with you, and then he'd get notified to accept a decline. Now we get notified whether he accept a decline. So this collaboration built in and a communication around that collaboration. So just to highlight some of that. And I think from this point, I think I'll just stop there for a moment, Jerry. And just to sum up here, I'll just say, remember, what we're, when I looked at this, and I've been working with Jim and Melissa for a little while on this too as well as is that this is a learning solution. Right. And Veronica, I agree. Our grad students who are trying to get through their degrees, really helpful. And our undergraduates to and you can simplify these things down where they can begin to have a tool that can stick with them throughout their careers. Right. And and and the modeling that that's what I think is so valuable. It's an easy way for you to understand and learn, and to be able to generate like a Word document that has the findings of my results section it doesn't have the interpretation because the computer can't do that that's your job. It's a way to model how to represent statistical findings that just can ease a burden off the student and the faculty member big time and I think can really help, you know, students learn more successfully. So, so that's the, you know, hopefully you got a good sense of the of what the tool is. And then what we want to do. So now really is just to say, oh, just to let you know, let me get this next thing here. Well, so the affordability right now for, you know, for a semester for the training the course and everything. It's affordable like under 30 bucks. But one of the things that that we're going to look at is, if you would like to pilot it, you know, we're going to cut it down to under $10 for a student to be able to use and this substitutes for the textbook, the course materials and the software. So that's make it the affordable learning. And, and, and I'll just say, you know, let us know if that's doable and, and if it's, if you have challenges, let me know and we can figure out a way. If you really want to use it for example, you know, Angelica if you say boy this could help me and what I'm doing it, you would have it free right for you for your students. You know, if you say, ah, you know what 10 bucks is, you know, right now is tougher at our students in because they already have a book whatever it might be. Talk to me and then Merleau can look at what we can do to help make that more affordable for your students. All right. That sounds good. All right. And if you feel that it's too inexpensive, give us that feedback too. You don't often hear that but it but people do have said over time, it's way too, you know, we really want your, you know, intimate feedback that you may say look 10 bucks is too damn cheap they can't even rent a book for that, or the whole package. You know, I kind of mean that seriously that hey you know what the value should be around $35 not $39 or whatever so you know at some level, it could go the other way as well. I'm testing that out so. Right. This is laughing inside at me. She's saying Jim what are you possibly thinking but it's true that you know where we're here testing the water and and want your feedback on it, including the price. Right. So I have a couple of questions. Sure. The 29. We go back to the pitch, you know picture of 2999 and 950. So that's for the semester. Correct. So, okay, they won't be able to utilize this material. Pass pass the semester right or where they always have access to that specific course that the professor ball or that they bought. So they don't have access to it for that semester. Yes or no. So they'll have access to the. I'll give you one use case, one use cases, the students are buying it back to getting the course and the tool for free. The student is getting it for six months. Okay. The tool and of course, but in that offering, there's an ebook for every module. So they'll taking home that ebook with them. And they have access. So they'll have all of the materials that are in the course is presented in that ebook. And I'm completely comfortable with faculty sharing the PowerPoint as well. So they'll take that with them as well. Right. Right. Yeah, so a full year that that's the, you know, the, you have the, the ability to take that content for those materials. And then, and that just comes with you so so that's the, you know, the real affordability the free stuff in a sense, you're paying for it but then you have it for as long as you want. Okay, okay. And then if, so let's say if I wanted to do, or let's say john jock wanted to do a webinar at Edward waters for his faculty members. And do we have to literally invite you guys back or is there a tool or website that we can show them and then we send you the teachers that would like to use this tool or how will we go about that for other faculty members. So part of the commitment piece that there's a slide for that of your of your commitment is. Thank you, which is to attend to training webinars. If you want the trainers just to attend, that's fine. If you want the trainers as well as faculty would tend that's great. What you have to do is to make sure it's, you know, fully seamless on your side. So, at least the trainers but if you want to do the trainers training the faculty that you have a more intimate relationship. That's fine. If you want us to be part of that we'd be happy to do that as well. Okay, thank you. And then whenever you get the sign up. So the dates for those two training webinars that we just don't have those yet we can we can work around your. Your calendar. Okay. All right. Thank you. Yep, our pleasure. Yeah, and all these again, as Jim said, we're testing the waters on this stuff so if you say, Oh, you know what. Having us identify people by January 15. Because they come back on January 23. Right. Then let us know. If, if, if, you know, the issue of training, you know, how would you like those conducted. We're flexible on how that, you know, how that works. If you say, you know what, I can give you two faculty members. Okay, that's okay. Right, you know, and it might be. And the other thing about this is that the spring semester, you know, getting early feedback would be great but someone doesn't have what doesn't have to redo their entire course right now. Right. You know, they might say, Oh, maybe I'll just take when I get to tea tests. Oh, my students have they get confused about that. And so maybe I'll just bring the module for tea tests in for that or a novice or whatever it would be along those lines. So they have that flexibility. And that's why the prices down to 950 is, you know, we don't know how people are going to use it and how long they're going to use it. But, you know, again, this is our first first cut at this and just to remind you what Jim said to is faculty have free access to this when they be when they adopted for teaching. They can use it for all their, all the all their purposes for their research, whatever else they want to do. It's their tool to use. Okay. Do they have bulk pricing so let's say, if a lot of our faculty members will like to use it or we can all, all of, you know, we can all make you already see that hey it's going to be beneficial to our faculty members is there like a bulk price that we could get it, get, you know what I mean. The price we brought down. Melissa, do you want to speak to that pricing. You want me to go with our general. Sure. Okay, yeah, so we typically deal with their faculty or graduate students but we do have bulk pricing. I'm just going to pull it up. So I wasn't ready with that. Okay, so this is like an institutional license, right, that would allow any faculty and students to use it. If you pay that institutional license. And are they all are you all undergrad institutions or the grads there as well. We're grad as well. You're grad as well. Okay. Yes. I'm going to share my screen to show it or sure. I'll stop sharing so you can do it. So these are typical tears. For the open access. I know there's a lot of them. So what open access means is the tool goes behind your LMS with a single sign on everyone in the whole institution can access it. The course goes behind your LMS. You can use that as many times, which means zero cost book texts, zero cost textbooks to everybody. So with these tears, it includes the course and includes the training and includes the tool. This is typically for the for grads. So I think we'd have to figure out a more nuanced grad undergrad. How many years this is work for a second year. How many students in fact you're in your institution if I'm if you roughly We have about 9000 students. Maybe an additional 1500 to 2000 faculty members. Okay, so let's just call it, you know, 10,000. So you're at about 20, 2250 a piece. Is that my doing that math right. 10,000 $2,025. I think if I'm doing my math right, right. Right. 20, 20, 20, 20, 250 to say this. Wait, I'm sorry, 10,000, sorry. 10,000. So 3,015 cents per user. We're in a 10,000. Melissa, if you could highlight that. That's the 10,000, 7,000, 10,000 tier. So, you know, if you, right, if you had, if you had 10,000 people in your home institution. All right. All right, you're at $3 and 15 cents. But Jim, if I can ask you if, you know, every student, you know, doesn't take statistics. Right, right, right. Some people are into art or art history and right. So, but right. I mean, yeah, and we're happy to figure out, hey, how many folks are actually using it and navigate that but at the moment it's, you know, how many, what is that capacity, or maybe it's not for that to say look, we'll come in and say, you have really got 4,000 using it. And then we'll assess at the end of the year. Hey, gosh, you only get 4,000 use it or gosh, you really had 7,000 using it. So that, so we can scale that to what's actually happening and, you know, give us the best guests. And then we'll figure out, it might be, let's just say for, you know, 50% of the folks would be interested in something of this sort. Right, right. And then up and lower the following year based on that. Right. So, even if it was worst case, right, we said $3 and 15 cents. Now it's $6 and 30 cents. Well, that's still heck of a lot better than $29 and 50 cents. Right. And, you know, if I had to manage some contracts and SPSS is like a whole lot more than this. Right. So, so, so that's, that's one of the things you can say, you know, this is a user. And, and again, I'm just talking among friends here right is this is a whole lot more usable, powerful, and a whole lot less expensive. So why am I paying for SPSS and, and we know why because there's a history there's people use it that's what they learned, but you know that's something to really look at is, you know, you can save money by using this instead of SPSS type stuff up. You know, so yeah, I understand that I don't understand because SPSS is free at TSU, but I fully understand what you would, you know what you mean because just in general, a product that they may be using outside of SPSS. It probably costs way more than 2999. Yeah, but the, you know, but your campus is paying it. Right. And someone is paying it. Yes. So if you said, Hey, listen, you know, I, you know, because those are the conversations I used to have is as you know, wouldn't you like something less more affordable. And then if you pay for this, then you have extra money to do whatever else you want, right. Very true, very true. You know, so, but anyway, I didn't want to get too much tied into. But this is really helpful. I would like to go back to the, to the pilot cost, because we have very few students maybe enrolled in our specific classes. And the Dean is, is, you know, join us. Ms. White on the line and she actually teach the class also. And I think it'll be something that will be interested in, but I would like for her to actually see it maybe at a different time. And I would like to know how long it's the training. I know you said to training period, so that are how, how much time the faculty need to invest in learning this system. We, you know, the tool is simple and love itself. The training will be two one hour trainings. But if you wanted more training, you can have more training. But I think at a minimum, to be able to get like everything else, you need a proper introduction to it. So want to give you a proper introduction to it. And let you play around with it, and then come back, train and then answer questions as well. Okay. And so, after you receive the training, the faculty member that's actually using this tool, how long will they have access to the tool. So they're going to have access on going. Okay. What about how can you use this tool outside of the classroom. It says it says limit list as your imagination. Okay. I'm asking that question, especially by institutional effectiveness in people and also my team run a report every day that we actually manually take Excel spreadsheet and, you know, I'm just wondering, can we actually use that in my office. So, yes. So, so, so educators are using it. And it's a simpler, you know, visualization and analysis tool just to even run descriptives and have that downloaded report in a Word document. You won't need all the references and everything else, but you'll have a nice set of tables and nice description of those tables already formatted in Word. So, absolutely. Okay. So I would need to talk to my colleagues because we are the faculty actually is finishing as I had finished. But to see if there's anything possible, maybe we can schedule a training, you know, within a couple of days, or coming back, you know, in January, but I really would like to see that. Hey, are you guys going to demonstrate this at another time because I really would like to miss white to see it. And I think he would be excited about it. Melissa, you just want to send Veronica my calendar. Yeah, we're happy to just do another second. I'll send that to you. And then let that fit into your into your you and Mrs. White's calendar is sending to me as well, please. Yeah, great. No problem Vanessa and Veronica. What you just described as how you can use this tool as an academic administrative tool is wonderful, right. So, you know, and being able this to be a case study about how to streamline administrative decisions where you have evidence based decision making using a statistical tool that can really help present the data so people make informed decisions. I think that that's a wonderful thought and you can say how does it save your time, and all that other stuff would be great. And so if you need any help on that you can count on me to support you to okay. Well I need help. And I'm happy to support with the training on the tool for you for sure. Absolutely. Yep, great. Have a webinar during the spring semester. So we can invite all the HBCUs to it. Yep. So we're planning and I think Jerry said February or March, February March. So let's we'll get some dates sent out and then this way we can really introduce it to to everyone and invite other folks as well. But, you know, I think it's February or March, but we'll we'll we'll get your dates. Yeah. Thank you for sharing that as well. Yeah. So, so the bottom line, you think this is a worthwhile project and tool and course. Absolutely. Absolutely, absolutely. Absolutely. Like, like you all have stated I wish I had this for my doctoral program as well. I've taken statistics at the undergrad and the graduate level, and honestly that first time around we felt alone. But when we got to the doctorate level, you know, we have developed our own little group, you know, we had a little study group and that's how we pretty much support each other, especially with being online, which is a big, big issue with especially taking these type of courses. This right here is just like a game changer. This semester I actually did a psychological research project with my students, of course, using the scientific method, and the other psych research methods as well and I wish I had had this to introduce, you know, to introduce this to them. This would have been very intriguing to see, but not only with the students but I can use this for my personal research. I'm very, very, very, very, all capital letters, very intrigued and interested and impressed with this software. So I, for one, would love to use it for my side courses. Wonderful. Wonderful. And, and you know it, Angelica, this is what the other thought we had is, you know, you're, you're working with your students, and you can see if it, how much of a difference it could make. And then we can, in a sense, think of this like a research project to where you can say, this is what it's like in the old way. Now we use this, this innovative technology. Look at the benefits to the students, and then present at a conference, right, and, and we can go to the, you know, Merlot, OLC, Innovate Conference and present at that so you get some scholarship out of this as well as, you know, teaching, you know, right, right, absolutely. And those benefits, right, you know, I mean, you know, seeing and tweaking and say, well, you know, what's really happening but also sharing that information. Yes, absolutely. This helped me run reports, this helped my students, and so forth. So I think, you know, for the greater good, which is the ultimate of that process. And as you mentioned before, in the very beginning, you know, our students are so ill prepared. I asked them, I said, hey, I show up hands, how many of you guys have actually done a research project. Just a simple research project, maybe two students raised their hands. And so they're just at the, I don't know what's happening. And at, you know, the high school level when they're juniors and seniors, but somewhere the ball is being dropped, because we know at our level that they are just not prepared for college. And they're failing so many courses because of this. So this would be very helpful for those students who are, you know, having, you know, low scores or weaknesses in these areas. I'm excited. And just to piggyback on that, if in fact, they're not doing well in the courses, they may well be a catalyst for dropping out so that retention rate may decline as well. Right. Right. Right. So that's the impact goes all the way through from, hey, I'm not even going to start to, I might not be there in a year. Right. Right. You know, worry for our students is, you know, they're coming in less prepared. But we, now that they're students, how can we accelerate their learning so they can be successful because they got to make up time and that's, that's really hard to do in education. It is, you know, at our community level, we have the advantage so we can kind of pick up the ball from there and get them prepared for that next level. So yeah. Right. Yeah. It's impossible to get a copy of the PowerPoint so I can go back and look at it. You bet. I was thinking this meeting was at three o'clock. So I'm sorry. It's recorded to. Okay. I'm going to go get the PowerPoint and everyone will get my calendar. And so the recording that my calendar so we can do training and then PowerPoint. Yep, we'll get it all. Because, and here is, you know, this is. And, and enabling the HBC use to take a lead on this innovation is, you know, kind of fits within our, you know, the Hewlett grant what we're trying to do is push that, you know, the leadership and the engagement. And forward so that that's another reason why, you know, I really appreciate all your feedback. So, so we know if we're going in the right direction on this. So thank you so so so much. We would like to schedule a training Tuesday morning. I have confirmation from my colleague. Most of all we just scheduled that right here. Okay. Or, yeah, Veronica, what do you want them to follow up with the schedule or do you want them to look at something right now? What's your preference? We can, we're ready. Oh, okay. What's happening. What, what time that's for you guys by 10 o'clock maybe. Yeah, that sounds fine. I'm open. Is it possible to do 11. 11 is that okay with you guys. Yes, that's fine. I'm open anytime 11 o'clock. I do an all hands meeting the 10 so I'd have to change about 10 people. So, the 20th correct. Oh, I'm sorry Tuesday. Yeah, either either. It's still 11 would be great if that works for you. Yeah. East coast time. Central. So it's 11. So then 10 o'clock your time. So that's fine. It'll be 10 o'clock your time 11 o'clock our time and I'll send you a meeting link. Sounds good. Good. All right. And I know we've gone a little bit over I apologize. But I just thank you so much. Thank you. You know, it's a. Your experiences. And the context that you bring about whether this is a valuable tool is, is so important to us because. We, we, we thought it was a good idea, but we're not the people have to use it and you are. And so that's why we want to make sure that it can work for you. We want to make sure that it can work for you. And we want to make sure to support you, you know, all hands on deck for us to make sure you're successful at it. Okay. Thank you. All right. Thank you all. Thank you. Thank you all so much for your time and for your interest. And I look forward to the trainings and. I look forward to more conversations with you also. I sincerely appreciate everyone's time so much. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. All right. Thanks guys. Bye-bye. Bye-bye. And Veronica, any news. Okay. All right. All right. Anything I can do to help you let me know. Okay. Okay. I sure will. Thank you. All right. Bye-bye. Bye-bye.