 Introduce your name, who you are, what's your affiliation, blah, blah, blah. So I'm Daniel Monroe. I work at the Alma Mater Society at UBC, the Student Society, and my position is Associate Vice President Academic in University Affairs. Great, thanks. Yes, well we were talking a little bit about is there anything you particularly want to speak to? And we are editing this big time. That's good to know. You can start and stop whenever you want. I'm just curious, is there anything that you kind of want to say to that? Yeah, I mean I guess on the topic of why I think open is important for students and for faculty and for the institution as well. Something that is really important to me is that I guess I think of the point of education generally as education and research both to be about knowledge sharing as the main goal. And I think open allows us to do that in a way that's not so restricted by how things are commodified. And that especially on the student side, it allows students to participate in generating meaningful new content that is viewed by a broader audience than just their professor. So rather than just doing an assignment, handing it in at the end of the term, and then never seeing it again, it allows them to share what they've produced with other students, with other faculty members, with people at even maybe other institutions. And on the faculty side, again like faculty, the reason that they're at an institution is to share their knowledge with students and to share their research with a broader audience. And open allows that to be done a lot more freely. And for the institution itself, I think that is also a benefit because then research that's produced at the institution is able to be shared out more widely. And I think that ultimately is the reason that we're all at universities in the first place. So open really helps to facilitate that. I guess since you're in your fifth year, have you seen a cultural shift in regards to this stuff? And do you want to talk about how you see that evolving or how we can increase engagements? I think there definitely has been a shift towards students that are kind of hungry for a more meaningful audience for the work that they do. So I've definitely been seeing a lot of student groups on campus at a more kind of grassroots level creating their own journals for students in their departments. That gives students publishing opportunities, creating conferences where students can come share their research. And a lot of that is done in a very kind of flexible open way. And so I think that's evidence of the fact that students are looking for more of those opportunities. So I would say there's definitely a desire for students to be able to participate in that type of knowledge and content sharing. That kind of the traditional classroom set up where you just have a professor lecturing to students doesn't allow for them to do that as much. And they've been looking for opportunities to do that more. And in your time at UBC, have you seen any examples of faculty sharing their work openly in your discipline? I think something that's been exciting for me has been where cases where faculty share what's going on in their courses more widely. So rather than using a closed learning management system for their courses, they've been using more open course blogs and things like that that allow for students or for audiences outside a course to be able to see what students are working on. I guess a good example of that is when professors use Wikipedia in their courses and get students to contribute to Wikipedia or to the UBC Wiki or whatever the platform is. I've been in a philosophy course where we used a course blog where both the professor and the students contributed to the blog over the course of the term. And now that's there online for basically anyone to see. So I think that's a good example of something I've seen. Do you want to talk about incentivizing faculty with that? Oh sure, yeah, yeah, yeah. Thank you, Jenna. So something that the AMS has been thinking about is how we can kind of put in place more incentives for faculty to get involved in open activities and kind of create a broader kind of culture of open within the academic culture at UBC and one key place where we see that happening is since UBC has a tenure stream of faculty who are focused on teaching more than research and there's the Senior Appointments Committee at UBC which approves tenure information. They have a big handbook which lists a bunch of examples of things that faculty can include in their teaching portfolios when they're going out for tenure information and after speaking with some faculty and with the President of the Faculty Association we've had a lot of support for the idea of amending that handbook to include open educational activities as one example among many of things that instructors can point to when they're going through that process. So we've approached the chair of that committee and she has been very receptive to that idea too so we're hoping that by the end of this school year we'll be able to include that addition and we see that as important since professors obviously care a lot about promotion and tenure processes and we think they'll be looking to this guideline as a place to see kind of what they should be engaging in when they're interested in furthering their academic careers so we're very excited about that.