 My name is Virginia Foley, and I have been at East Kansas State University since my 16th year. And in those 16 years, 105 dissertations did. Part of the success I submitted when we started this, but before we get started, there were aliens. You would have extracurric, trans-real aliens. And they were going around and observing and getting the specimen. And when they went back to their home planet, they were reporting out. And when it came time to the person who was reporting about people, somebody said, What is school? And he said, well, school is a place where we're very young to go to watch the movie. So I know that story to you all, and I know that story to my students who are all full-time, and so I'm going to try to get a set up for the platter process just like we have here. You can try to integrate the extra camera on the set up. This is going to work. I don't know if all of you have the possibility of panning. It isn't that easy. I'll just get to the speakers a little bit. I'll be right back. And Emily, how do you name yourself? I don't know you. What is it? Okay. Emily is the person whose job is involved. But I first met Emily, she was the person. She still does that. I would say that Emily's primary job is the first person to do that. Okay. Her official job is the 12th grade. She will make the best. The most important job she has is to serve as an MPC coach. While they're working on the first slide, our graduate school good camp was our former dean of the graduate school faculty. We had a lot of students and they were primarily students in educational leadership because we have a higher education among the kids. Students in educational leadership and students who were called to nursing who were running out of time. And so she had read about this camp and we created a team. And one of my colleagues volunteered me for the team because I already run a mom. I teach classes on Saturdays and I have class these Saturdays. And I expect to see you in the computer lab next door during class and I'll check in with you at breaks. If you don't want to do that, send me something to read. And something I can show up and I can come in and that's a three minute conversation when I have a team to get started. You know, a background track and then it will work. Plus they were fine. And through all of them, it's plain bad things were right. So they couldn't stop doing that. They couldn't go walk the dog. And so they were making progress. So that's what my colleagues volunteered me to be on the good camp team. And our original team was, I guess, the report of our colleges that were on our graduate school council. And then it was our dean. We had a librarian. And then Emily. And we, at the time, we had a grant. But so we all went in our, and originally, like I said, nursing and educational leadership, we used to have people that would handle graduate students. The other disciplines in our college, a lot of times some of them become students. And so their progress is more focused. But the good camp was open to any of us. The time we started, our library was, did not have expanded out. And they closed it. And they did open again as well. And our good camps were Friday night from nine to six. The library was open one way. Once they were there, they couldn't get out of the building without, it didn't really work for us in the way that we did some work. We also had some mini workshops. The first two generations of youth camp. What we felt like, and still feel like, the thing about good camp is the dedicated space that, you know, kids aren't staying long. You can take me, you know. And you're not supposed to be long away from the watchers and the guards. And we saw tremendous progress with our fresh graduates from those first-year students. We charged the first-year students, and they were all the kids. But what we charged for was food. We fed them supper Friday night. We had coffee, burns of coffee the entire time that they were at the meeting. We ate down breakfast Saturday morning. So we didn't want them leaving, because if they left to go pick up food, they wouldn't come back. And so, and then we go dinner. And that's what the charge paid for. It was just the food. The food camp team was volunteering their time. And when our students registered for food camp, they did a great job of emailing their elected people and emailing them and letting them know that students were looking into food camp, we invited the chairs for lunch, and to try to entice them to come do their students. And then, well, last week into food camp, we closed it out in a big celebration. And we talked about progress. We really built community. And we had repeat attenders. Some people didn't finish what they wanted to accomplish during the first meeting. So they were welcoming. The structure and the timing initially, we were trying to get them to close our attendance. Now, some people came back from the next one. So they were welcoming the divisions and events. Some people were still welcoming the proposal. But we scheduled it early enough in the semester to meet the corrections. So that we weren't having a play during the semester. Every other weekend, the first three, and then one. So we agreed on that. That's, and we did have a bottom line for how many people came in. And we capped it, I think, first. But I think probably the most we've had in school on break, is probably very warm, very hot. And we changed food vendors. I think we would have 60 virtually. We had a possible amount of food. We used food. But we just modified, again, the logistics, or anything about the grad school. That's the thing. Let's take a pause here to make sure. My kids tell me I can't go. My children tell me I can't go, but I can talk loud and I can do everything else. Anyway, I'm going back to the history of it. When we got into dating in the library, so we expanded the library, I always see absolute retail students think you're going to come in early at work, but if you're not strongly. We changed libraries. A library that helped us get started who was my age, who was our work manager at the meeting. Oh, we need to protect them. Yeah. Our work was our kids' work. We were there 23, 247. I love the library. So what's the issue? She left. And while the constant support of business. The workshops, they don't want our students. So they saw some more technical things that we didn't have. So that's pretty much the structure. And the weekends, different workshops, different weekends. We were rocking and rolling. We had faculty who asked they had come to meet with their students who were there to allow us the value of just those few minutes. I mean, it was a Saturday, they could drop by, they could have lunch. And meet with usually more than one student. I encouraged my students to come. As I said, I'll be there. And so we can talk. And so I had a lot of students. My department had lots of students. Part of the reason is that our high-ranked students didn't have to make. It was a piece, it was a, it was a difficult kind of agreement in the state. So if you're a high-ranked student, you can make classes with a lawsuit. And so they didn't have as much skin in the game. My students were picking out lunches, paying for themselves. And so they weren't in for a hurry. But committing and being in the library, being free from distraction, helped students move on. And then again, I have no idea. Oh, I'll talk about the in-person part. Then we had COVID. And I think we had to do camps before we had to go remote. And we can discuss for both options before because we had a lot of long records. Again, it does, the team moved in, felt like it was being in the library for the distractions. And some of our people who were to look for workshops really did not. And so we did make the shift and finished out virtually in spring of 2020 and planned for a 100% workshop. So the whole group camp was virtual, but our library was open. I had students who would come to the library with their students about three weeks ago and our big shift came in. And the switch to, oops, I'm sorry, we also had, we were designing the big camp. We had homework because these are people who are, you know, scholars and they work for deadlines and say that we felt like if they had a homework assignment, and our homework assignment was knit 10 pages. And the 10 pages were due Thursday for the next few people. So we felt like that might help some students all go up to work and generate some content. And Emily would be the content and she would send it to people who might need to also review it. Thought all students turned their homework. So we did, more did than didn't. And so that got them on a good start. The, we also had discussions in there and some speak-offs was one of our workshops. Sometimes people would post their struggles. We also asked them, they would also post in there, I'm stuck, another group would post on there. So there, that would also help the community. And we did that when we were face-to-face and virtual. We had our first weekend in the hybrid writing and we've got more students with discussions than we've had in a long time. So they just jump right in. You're on me in patience. Thanks for my question. Emily is 42 years old. We've got since she was an email artist. The president is about to carry on. Now that we have our visual, I'm just going to come through so this is the first slide. The slide, why did it start? When we started, our dean at the time was really looking at to sustain an oriented person who she was very focused on. Looking at the numbers, the numbers were showing a drop-off in, or too well, a drop-off in retention and graduation, right? With certain students. And at the time also, Bukim was on a new idea to see if she was hearing about it and all about Bukim or ETSU and how to apply it to ETSU or kind of what we're going to do with you all today is what is Bukim and could it be applied to your institution? So it was discovered around 2010-2011 and decided to apply it to nursing students and education students because they seemed to be the ones struggling the most with completing their needs for dissertation. It was a great progress in coursework to then stop at the key of the dissertation stage more quickly. So that's what our focus was. We thought this being the opposite. And we offered it nice and easy rather than during the day. And so, whoever your population has to go through this, if you don't know and you have to go through the data and you're not sure who will benefit most from the data, that's what we're going to be talking about today. But this is our starting point. And it was everyone who was invited to come and also and I think it's a good time for us to actually support the professionals and get involved in that. If we want to get fancy later in the next week. If not, we know this. Our team is very important. And I always see volunteers and our communication partners ideally on all things logistics so there's nothing else but it's a clean and it's a very good thing. We've got policies and we're looking at how that has changed. We thought about it originally but maybe we had to change it. So registration started with the rules and then we were looking at in our survey, we had to be you know, so we saw the difference between keeping the students in the lobby and kept them going and they're not hanging around as much but it totally changed everything I do know. So we were looking at that point anyway before COVID and then COVID happened. So it naturally moved to of course no fee because there's no food. The fee was for the food only. So everything moved online and you see here a lot of it was live registration rules. And as soon as the fee dropped off we had a large new college and we tweaked a few of the things I was doing online and I was surprised that the students who were too many were still very very happy to be connected so sort of just set up for the online portion creating a space within their own space to be able to be in way for the distraction at home. This is why we never considered any online distribution also that there's a whole worker from their distraction. So we had students from where in East Tennessee upper New Jersey we had students all the way from Los Angeles to the city of New Jersey to the city of California as well. We had a great experience with career in the community as well. We had a great time and we were very very happy to be here. It was a great experience and it flew me down the street on the street and I mean than anyone along the way to hybrids, so we're going to take that from that table. We need to adjust, and this is going to be normal, to try to get the person in here, to try to accommodate those in the room. So, not much change from lunch hall. We checked all the same workshops with everything on Zoom, and the only thing we added in was the options for lunch in person, because there were fewer people coming in person. We're still watching, we're still in a trial mode with the time limit, any time limit is going to be the way to go, but we're seeing that, you know, the four people away from the registration and getting them in the library was the start of the launch of this. We're seeing real COVID, and now after, it's been a whole year, last year, two weeks, where the time is. Notice fewer people, minimal people were coming in person, much more online, of course, convenient to use them. So, the only adjustments there were to notice that, and to kind of come in on, okay, it's not so much about being in the library, what do they really need? So, if you're going to let that go, and just reworking it online, this is more of a workshop series for right now, and focus on the workshop, focus on the information delivery information, and not so much being doing that way. I want to tell you that one of our students who graduated this summer did five people and he's a teacher, and so he did go to the library, and in his acknowledgments of the dissertation, he put, special thanks to the fourth floor to share the library and he mentioned, you have been a dear friend throughout this process, and I feel like you may be more about the fine satisfaction in knowing it, but you really did appreciate the space, and don't think you would have started that space without her. So, it's a very valuable student to come. We had students last weekend, we do every other weekend, the last two kids, she's in the room, she's come in, she decided to come in because of the advantages of being in the classroom, so we may see a triple back into that, of course, a lot. We talked about why has the campus moving along and coming from where to send out the workshop. This is a list of workshops that we currently offer in our new campus, and this year we have reduced it from four weekends to three, and we wrote them up into a getting started weekend, and we had a weekend in each one of them, and then the second weekend, it's a working resource project, and then the last weekend, it's finishing up, and these are all broken up into those three weekends. So, things like getting started and choosing a topic, researching a topic, there are a lot of things going on, also with the renovation, and we do that energy process, look with you, maybe a workshop, qualitative and overview system, and really the reason why we dropped the fourth weekend is because we had the fall break and other holidays that were not allowed to happen every other weekend, so we lost students dropped off that fourth weekend, so we kind of focused it more on the workshop, put the workshop more back in that, and again, deliver the information. So, three weekends, all of these workshop, this goes back to, this is great to have, but if you don't have anybody to give them what you have, this is what we're going to ask you all to think about, is who I have available to do this, who is volunteer to do this, and I'm thinking, you know, it depends, we're going to discuss how things are going to happen, because you really didn't even know. So, that's good to hear from, absolutely. Good to hear that they've assessed the program, why it's kept going. Again, it's Wendell, the first person Wendell, but I think that's because we have so many resources around here, and it was known that we knew about it within departments, changes were made because it exposed needs, and so that, you know, we won't go into the data and provide the registration manual, but it absolutely does work. I'm part of those that ended with students who came for our students, and so, higher inside of our department created resources that students were getting at the beginning of the coursework, by the program that I want to bring you back, because, of course, it would be cleaning, the dissertation reader said he'd style me for responsibility, and so, you know, we immediately started looking at it. So, again, a lot of departments, one of those who was just the result of it, and we knew about it. We have, you know, quotes and forms, which came first out of, which is grateful that that was the thing. Because what we're doing is we're really pulling the heavy hitters, with regard to writing on campus, the writing centers, all in one plot, one thing. In short, all new guys. Now that we've presented what we do at UTSU, you cannot ask the question that you can tell what we want to do. How many of you currently hatch-offs or write new pages? Anybody who tried and abandoned it? So, we kind of cover some of pre-COVID. It was very well done. Very well. We have not had it before. So, we're trying to find a way to go hybrid. Is there to be interact with anyone else? Sarah? Sarah Chat option for people a month? Yes. I'm watching it. Okay, thank you. I can say that we've only done one. It was hybrid. The community-building aspect of the in-person folks was really, really valuable. And they formed some writing groups of their own, because they got to know each other a little bit. I think that's really, aside from the dedicated time and space of a boot camp that you actually go to it and you don't have your kids and you don't have your job, the community-building aspect of it, of being in the same room at the same time, is highly valuable. It is. It's knowing that somebody else is stuff like you are and then cheering them on and helping them lead to, of course, the on-campus chat section. And it's really great. It's universal. But also, as a person there, three people from the same department come and help each other. So, the community, I don't know what people think about it now. This is kind of on-going and nothing. We'll go around the room and have you all talk about it. We wrote down all the kind of talk that they all agree. One thing that thinks about the resources you know on-campus that help the writers. And you know, we have a writing center, we have a graduate school, we have a graduate school manager, any of you in your library, you know, think about that. And then spaces on-campus, that's a big deal for those who come. Nothing about the library just means open-ended work. So, we did this stuff. We had a five-fourth of a minute and there was a change in it. But our librarians have, we have a graduate student research librarian dedicated to be part of the work, just part of the community. So, think about that. If they want students to graduate, this is how I get them. Yeah. Graduates. Back with your staff, that may be motivated that you have in your area to help. And they have them for the skill set or for the logistics. And not that anybody wants to add anything else to your job, but, you know, this is... Well, I didn't, I don't know, except faculty. Well, we all have faculty, so we know, so we're all awesome. So, it's just that balance. My skillset, I retired from college. And it's always addressed to success for me. My career, my research. So, if it is, I'm finding those people are successful with graduate. And going to them, and that's what you're seeing, but, you know, then you won't be part of it. So, involving faculty, we really saw the success when we first started and we were bringing them lunch on that first progress our students made. And that's when they saw, okay, the value of this, and they might actually, the students they're around were important to the students in the period and did they move on. That came off as huge. So, that's part of, and it is about the free-buying of that. In another world, so we're going to be widely on the job-maker board of students. Yeah, take the students. What takes the students? We know it's about the international field. You're going to see your scientists and your professors. Yeah, and some students start at the very beginning of their semester's writing and some don't write to the end. Noticing who might need to help. For this slide, we want you all to think about that. Write it down. We'll go around the world hearing a five-minute program and even online and share the work. We're working on audio. We really apologize that you all have problems with that. Hopefully, they'll work out and everybody else needs to do some sessions. And you can contact us and with email or whatever. Let us know. If you want to line up and share what they've written or if you need to give anyone a share or a line. We can see the chat over here. Up there and another there. Well, let's just go over here. Yeah. We want to start. Sure. So we have a research reason but we also have writing classes for the beginner to advance so we have library instruction we call in. So I think that might be a good chance for us to get market suites and all that. And we also have scholarly communications workshops which have a management classes and also classes I want to share your research. So there's lots of good information and those are actually here towards graduate students and faculty. We don't have like a break but I can service them or function maybe and then also have software training classes and one of the classes is how to format areas where we can add classes to that and then also have really you just have to be able to schedule it. Thinking about that but you're all about pooling all of them at this time. We have it and which is why I think that would be a good idea to pull people from each I think especially for students or students with resources who wants to go next. We have morning comments which are here and while we do come in I teach formatting and really work shots of semester and then which we have to collaborate with so that they keep in contact instead having them start out and then we can publish their book through the website at the site and in our website it is only available within the library and it will be cute and cute and but it will be Yeah, that's what I tell my students to do is to go see members of the chair of your committee and they're going to try to get some intel on what their documents look like and what they expect. And then I think that's a good conversation, starting to have students go to their event and say, hey, I saw this. Thank you, because we accept APA, MLA, CHAPO, and CIPL. It would be quite helpful for students to know what the information is and how they can share it. You're welcome to share it. We were not inspiring you. I think that... Excuse me, can I just tell the online folks that if you want to share, we'd like to hear from you. Please turn on your audio and video. One of the things that... because our work does evolve. We had a request one time from an international student to practice their defense. They've been a good camp. They mentioned that. So, we're a biology student. I don't speak biology, but Emily said, okay, we've got a student who'd like to request who would be available to come. Of course, I went and I could just do that, you know, slow down. So, that student got to practice, got some feedback from us, which helped them get more confident. And so, we have led people. It's very nice to have us do that, because we're strong on their committee. And so, it's not correct. Do you have anything else that you want to share or new ideas or resources or spaces? Or are there any online? There's an audio window. There's an audio window. So, just click to your headphone jack. Okay, this is the headphone jack. So, we've had a few years that we've been in charge of that and we've been offering that resource in a while. But we need to hire someone to fulfill that role. So, this is kind of an opportunity for us to maybe assess what we did and kind of recap it. As far as resources of Kansas that we have. Our office, the Office of Described Education, offers different formatting workshops for dissertation degrees. And we also have a lot of resources on our website, a lot of voice templates. Guides to help them get their dissertation format as well. We have plagiarism and copyright tutorials. As far as dedicated spaces, we could possibly go to the library. Or our office also, and I would say sort of dedicating classrooms. I could hold 30, 40 people. We've also been talking about the different students that would maybe benefit most from this. We have a few departments to, you know, there's like a 10-year limit when it comes to doctoral degree completion. So, we have some departments that are constantly or consistently having students that appear on that list where they're reaching that limit. So, we're going to be reaching those students that they've been writing. And also, we have a very large international population. So, thinking about kind of different citation expectations is something that we're always thinking about. And how we can help them with completing a dissertation that may be in a language that they are not most comfortable writing in. Great idea though. Thank you. Well, Tommy, we're going to have someone virtually ask a question in just a minute. Is there anyone else here who wants to? I do think that identifying students in our own population, and that's a little bit wrong. And so, keeping track of those is helpful. I see it as faculty's responsibility, but I also think it's responsible for this teaching, that I'll have some NIH grant that I'm managing and supervising labs, which makes a difference. So, keeping track of those and inviting those students to take advantage of these resources. Again, it's helpful. And I'm going to say that if you have an isolated space and say you abandon an isolated space, I think you just ask those people to come to a similar space to offer it so that students can take advantage of it. And I can say that I think the targeted communication is a really great thing to do, especially with these students who maybe their faculty members are not as involved. Maybe they're doing other things, and so just those messages are just like, hey, we're here. We want to support you. We want to help you. Here are some opportunities to do that. And so, I think that someone who's written a dissertation is a very lonely process. You're all by yourself. You feel like nobody knows what you're talking about. Nobody can figure out what you're talking about. And so maybe it's not your own job, you know? So having that communication just helps them know that people care. I think a lot of times I get students, like, I just don't like that to be to care about me. And so, like, those communications really mean a lot. And so thinking about the way you're coming up on this role is like we want to. And this is like, you know, the faculty that is that volunteer for our group, they can speak to everyone and they can help you support everyone, even if it's not their readers' background, but it's still the same type of message, approach, generally, and you can get to learn stuff. But yeah, my approach is, if I were to chair, this is the advice that I would give. If I were to chair, the doctor probably told me, I should do this. What is this? You agree? And they say, she is so on. Fix it. Or they say, yes, we're on my track. And also, how can we first start it? The invitation for chairs to come have a lot of people speak to me from my presence. So it's kind of your luncheon. So I do think that if you have that knowledge, a lot of times, information, workshops, these types of things are given on campus by different entities. And you don't know that you're giving the same information as someone else over here reaching out and asking. I've mentioned you who will be involved in writing on your business. You never know, career services can actually be a workshop that could integrate into a centralized luncheon for graduate students. So it's kind of thinking outside of that and collecting and not duplicating the effort in the work. So that should kind of go up and down. So we don't have to do it on one hand. And a bonus that my students have said is a lot better than Virginia. A lot of your students really are having trouble. Could I come and do a workshop for your class on this? First class of your program. And she does. And it's about two hours. And they have a research paper that's first class. And the first semester they're covering gets them on to a mental solid start. I agree with how many that it can be a whole new process. For any participation, a lot of students feel like they're cordial link in terms of writing support, wall support, taking centeredness. And we found that our participants, although I haven't seen them make a lot of progress, I haven't seen them. A lot of them come to the office in the boot camp. But they felt very supported. And, you know, during the boot camp, and if they were able to report, I got this much farther on my literature review. I wrote this many more pages and I have been stuck for two years or something like that. And I think it's also to the idea of giving them this toolkit that they have pulled from. And maybe they don't necessarily feel like they need to go to the boot camp every time, but they gave the tools that they needed to be able to grasp their skills in the long run. So it provides what it means for all different types of students. Well, I don't know. I didn't talk about knowing more to what we had offered. Okay, the three of you can say, if they registered for you at the other end of the game, if someone only needs the finishing up weekend, they can call the labor force. So we'll tell my students who are registered for me, you need to make sure you attend these two workshops. You need that approval. I might have a student there right now, and then I'll say, you know, if you need the time, and then the stress-relieving workshops we have so the chair of our office, because it's not so much that they walk out and it's a clear understanding of exactly what they need to do. They do get some understanding of that, but more than that, they be the chair of the IRB, and she is friendly and warm and communicates through them. We want to give you, but just that stress-relief of having a colleague. Dean is defying the process. Well, yes, Dean is defying the process. Yes. I can't remember what you had on the workshop slide, but I was just wondering if you had thought about having someone from the counseling center or if you're a campus husband or some wellness, you know, just to talk about work-life balance. We, it's actually one of the different persons and Emily secured the massage therapist that would come on to you. And then if you move forward, I'm happy to come. So we did that. And in the Getting Started workshop, we talked about, you know, I really don't know, but we did talk about where you're sitting or, you know, those mini milestones, identified, and rated, and go, we did both for pleasure. And then come back to it. We did talk about that, but we haven't. Yeah, I guess in our chat, each or any of our team members they do get into that. They talk about their stroke. They can post an omniscient in there. They can desk out a new chair. They can really get it out. And we had to have an emotion, you know. We did talk about that. One of the activities we did at Getting Started was write down all the things that you need to do that are not related to your pieces of dissertation or what's on your plate. Not just tasks to do, but happenings in your life so that you can write it down instead of just, this weekend's about writing it into progress and get that information. Take that and put it aside. It's addressed in a very formal manner. Align yet? Yeah. We want to add a Getting Young panel so that we have recent grads who've recently finished and talk about their experiences of how they actually got finished. They haven't done that yet, but we want to. I think that's a very good idea. I can remember in my program when I was sitting and I'll be on for a class when we can, and somebody walked in and said, you know, but it was just inspiring. I liked what they did. There is a white at the end of this. So one of the last things we were going to do, it was going to be, I think this is going to be an individual who's going to be talking. It reminded me, because we have some people who didn't know or who tried one. In the auto building, we have done a writing program. Writing, and it started out as a thesis dissertation at the end, but it was an educational leadership. You were taking your leave as a commentator because of your other obligations. But we do have thesis due back when we were feeding the thing. It was focus, time, space. It could be work. My partner chair, she turned out a paper. Just the idea, and they don't even work, they need a comment space. And I like who we're feeding. This is the main thing, but I also love that they'll have to mail. These are the main things. Building on what Cynthia said about the get it done phase. I think the other piece is the working ahead to the next step space, because you know, I don't know about other people, but like I gave my dissertation to my committee, and then I have like three weeks of nothing to do. And so I definitely, my CV, I could do informational interviews. That sort of thing. So thinking about next steps. So it's not like a positive, oh my God, I have to find a job now. Another workshop that we've done and it's super successful is having someone from our University Press come in and talk about turning their dissertation course. What do you do? That's great. And in fact, I didn't even like to follow up or maybe add bringing your completed dissertation. What do you support? Because even though they're alumni, and they're ours, I think that would be a good, and now we've had postdocs, we've had assistant professors come to that so that they want to know too, they need to write for tenure. Sorry, you're running around with your day-to-day staff today. So, in and out of the world, small barriers, though if you already have a few people on you, not what could be, what could be an ideal world. No barriers, no really go there. Don't think of it like this person with a lot more kind of tenure jobs. No, everyone's on board. Everyone says yes. Faces are available. What would it look like? But maybe you send a stuff or put it in. Is there a special location here where people can chat? There's a chat. There's a chat, okay. We limited it to Q&A, but post in the chat, I mean they could link something in the chat if they wanted. Can you give me that, if we ask John to set up like a shared folder for us to share resources? If you want to ask me to do it. Yeah, I have three ideas to add hours for you all today. So, if you weren't limited by I mean, if you weren't limited by anything, what would you support? An ideal world. So just a little bit of background, currently in my position as a graduate, master's and Ph.D. students that are masters, arts, engineering, they are document to ensure that their meeting office doesn't assist with any writing. In an ideal world, I would like for our office to be not necessarily that central point for writing, but to be another stepping stone for students. The idea of the writing workshop is just amazing to me. You live in a computer lab, you can't do anything, but you can write. I mean, I'd love to be able to provide that for a student whether it's for discipline specific or not. Of course, in any institution, just as you mentioned, you have faculty that are willing to give that extra time that you have faculty that are just kind of in this boxing, their own area of research, and where we don't want to step outside of that. So while that, obviously would be an area, in an ideal world, we would all be disciplined to assist these students in every area of the writing process. For our institution, something like that would be well attended, but going back to those barriers, I'm not 100% sure that it would actually work for us. We would have the necessary resources to provide these students. So in an ideal world, I would love for our office to be able to kind of broaden our scope so we could be able to service our students in that area. One of the things that we first started, we had the student success center, and the coordinator would make sure that the student success center agreed to come and do some work. And then periodically it would be an actual, and so we realized that we didn't come on rough, so we had to find somebody else. And there was an instructor of student history, he was, he was an active faculty member of the English department of the American American, and he was, that he was interested. And so, this is back when we were so hard to move people money out and Joseph got some money from the workshop, and Joseph also was advertising himself and put permission for editing some work. And so, we did have an effect. Right now we have an amazing person who she comes and she works with and she really adds value to the experiences so we know, but we really did in our private school thing that who started this was very committed and so, it was really some money. But so, she was really just seeking out and finding those individuals that are and all I did was contact me. The other thing is that when you meet them, you are looking on research and service. You have junior faculty and they need some service. And so, if they are getting their favorite English person and they are getting good student contact with your department, you have someone who supports technical writing and then you reach out to them and say, is it your value and service? Are you going to delay two hours to do a workshop for us? You know, because if you can get the letter, thank you so much for the amount of time. There are ways to tap in and that will help the faculty member as well as our students. We have a graduate student funding as a who can go in under that with utilizing resources from the library. A graduate college I'm sorry, go ahead and then I'll share with you in my ideal world I'd be able to take every person with whom you chair at our university and make them take the workshop. But if they actually know I'm going to tell you another format in one day because that's the way they have to do it at their university compared to the other workman. Maybe that's something that should be required. If you're a graduate faculty you have to see how we do it at this university that's part of your graduate faculty getting a freaking graduate faculty for your students. Yeah. I get frustrated with people a lot have to do this a lot have to do this a lot of things like this not really. And you probably did it in France a lot of times. I was telling somebody in a day when I did my dissertation I was so impressed by people in the library to look at stuff. You all can do it online give them a shout out to them. She partnered with our school social work and so students were doing their master's in social work you get a graduate assistantship and they are student success specialists in that they help students with other needs. So if you've got a student whose grant has gone up and others of course and you do that so many times and they they're typically there for a year right now you have two two. So Janine you have two. Yeah. And if you were to write a history and listening and I'm knowing all the reasons for that there's food bay there's you know and those kind of you know there's those kind of things there's a place you can go and get clothes for you and you know so it's the social workers that know that. So they are getting some and so our students are getting I mean then cost students but it's not a huge and what else in your ideal world provides formatting services for just due to the volume of students we deal with and the limitations of our staff we cannot provide content feedback and we get that request so often particularly like Allison mentioned because we have such a large international student population they ask a lot about I just want grammar feedback it's my infrastructure again by using the commas currently and while that is our background you know English majors and everything like that we do not have a bandwidth to provide that to you know 10 years of education is going on so many so in an ideal world I think our office would have the you know fleet of graduates you know our partnership with their office to be able to find students with more of a just feedback we've been understaffed for a while so just getting through formatting has been a challenge so yeah I think so again and it's just a suggestion you're reading a you're looking at international students who are struggling with this so then we contact with them and say we do a workshop and when you say this is a better one I mean you don't have time to do that but somebody might be able to structure something they can get dumped on and they're tapped to do everything or they nobody don't let my students come in but this would take them hopefully if they're not in the template and I've told them that that's fine but you've got to put in the template so I think making sure you didn't want to see the template from the beginning and our department's philosophy is the chair of the law and he's making this useful it is about one thing that I've heard and actually at this conference a few years ago is he gets University of Central Florida and they have kind of a blackboard or compass or canvas or whatever they want these days they have a force in there for faculty that they should opt into and they can also make their students going to a course on their formatting department so each page so like I had a call with somebody there you can tell the browser is the person in charge there but I had a call with them and they showed me what it looked like they showed me what kind of stuff with it so that's a thought to help faculty and students to set up a program oh yeah that's okay so I think the University of Central Florida has a canvas compass whatever site or that's tutorials on formatting for both faculty and then also for students and I think for faculty too and students it's about the what you mentioned you need to do the IRB if you don't do the IRB and you need to you're going to be in big trouble and so it's like justifying what other things need to happen and what happens on the grand college and behind the scenes it's not just part of the paper it's like I think what they did was that there's like a different page or like this is how you do the title page this is how you do the body this is how you do this and I think you can wrap it in like tutorials so on our website I've found those Microsoft 4 tutorial videos and I've kind of looked that in there too and then just I do this here's the link to the Microsoft 4 you want to do that and you know sometimes when you graduate you're not putting the job you're going to have much resources on our what and slash ETV and I think they actually made this I don't think they made the faculty take a quiz but they made the students take a quiz as they did definitely look them up they'll show you everything they've got and there's well a pain point at our university is it's going to be every five years now you have to apply for a faculty still maintain your scholarship I think it would add and it's not about me I mean for me it's about me but I have to list all of the students in our chair I have to the things I've served on all that stuff well if I could just also we're starting to push work more the other thing that's really nice about having it on canvas or whatever you need it in here so if you need it at 2 a.m. that's when you're going for my participation then you have it and you don't have to wait you know and you may have gone through it and you think you know and then you get that point and you go back and make sure you in my online like you are too charging and water coffee and water and all that there's a huge difference I would do that and then I would also invite those chairs when we get some of the information so that students are interacting on the basis while they're working because that's a great idea but the take away here for you to go back I think we've gone through what we do how we're doing and what we like to do what can you go away to you know to get support data is data speaks I'm not a data person but it really does speak to me I'm just going to do the number isn't that showing a need with those numbers and so getting buy-in or getting volunteers or getting leadership involved in the recruitment or for the dean the forward dean was so able in getting these major departments or entities on campus to come together to launch this new camp so you know we have we talk about the graduate coordinator meeting sometimes the information presented at that meeting a lot of faculty who want to hear it who want to renew the graduate coordinator but is there a central meeting or an orientation or anything that happens that involves faculty that can take they can present this idea to and show the need and show the benefit and throw some interest you know and then then seems to go and even sometimes making a connection it may not be me in the eyes but I know someone and then you go follow up slightly off topic but still to remain I think one of the things we've done is to identify where the information breakdown happens right so we have what we call a graduate council that has assistant needs for research we have graduate chairs and then we have program coordinators graduate program coordinators and there has to be one of those spaces one of those liminal spaces that information about our services and requirements and resources get shared because there's a breakdown you know faculty don't have information students come for to upload their documents to an IR so we're working on closing that gap it's critical a lot of things in a way that we need to add so I've taken away some some additional work for us I can't emphasize the important thing from our graduate school days I was dreaming faculty but again I've already come and so I've been able part of that I've come to very much meeting I've come on Taylor said your students should be willing to make sure it happens last night I came back on the same thing I did five semesters ago but you know I can do more work so the team invited who are willing to make services after the exam yeah plan this conversation thinking about I mean you mentioned those quotes that you got from students about how helpful that is I mean if you send an email to all of your old department you can include those quotes in there or you know if you don't have the quotes if you have messages from students saying can I have this and send it to everybody and that's to our last slide here everybody do a QR but that's our good input our testimonials for your funding work it's gratitude so help yourself contact information or ideas if you go back and you launch something or you add it just it's amazing please that's really amazing thank you thank you thank you thank you all for participating I'm sorry about the time of your team and we are sorry please use our contact information and ask us anything or please share with us anything to your idea or thank you all thank you and we still have a wonderful workshop we're really glad you're here thank you for your patience and we'll see you at lunch virtual folks we will see you during breaks for the plenary that is coming up let's see yeah at 1.30 we have our plenary ETD formatting and reviewing topics and questions with folks from is it beautiful to Tennessee okay great bye see you soon