1 00:00:00,400 --> 00:00:05,720 Great. Well we'll slowly get underway here now and we still 2 00:00:05,720 --> 00:00:10,840 got a couple of folks joining us but we'll get started. Thanks 3 00:00:10,840 --> 00:00:14,640 for joining us here today. It's great to see you all. I'm gonna 4 00:00:14,800 --> 00:00:19,560 just briefly share my screen for a title slide of what we're 5 00:00:19,560 --> 00:00:23,480 doing here today. So we're having kind of like a school 6 00:00:23,480 --> 00:00:27,240 days show and tell and Affordable Learning show and 7 00:00:27,240 --> 00:00:32,040 tell, with some highlights from around the state to talk about 8 00:00:32,040 --> 00:00:36,640 different efforts that are going on a snapshot of some of the 9 00:00:36,640 --> 00:00:41,680 work being undertaken in the state. Hopefully you can see 10 00:00:41,680 --> 00:00:48,120 that slide now hopefully I've shared the right screen. And let 11 00:00:48,120 --> 00:00:52,680 me advance to tell you about who is talking with us today who 12 00:00:52,680 --> 00:00:58,600 will be sharing. So first we have Casey, who is at Fletcher, 13 00:00:59,000 --> 00:01:03,440 Casey is one of our newer Affordable Learning folks in the 14 00:01:03,440 --> 00:01:07,440 state of a newer person supporting Affordable Learning 15 00:01:07,440 --> 00:01:10,960 affordability at Fletcher. And so Casey will be talking about 16 00:01:11,080 --> 00:01:15,000 projects, she's involved in Casey's been participating in 17 00:01:15,000 --> 00:01:18,800 the faculty cohort program. We have a faculty member from 18 00:01:18,800 --> 00:01:22,760 Fletcher who was selected for that. So, Casey may touch on 19 00:01:22,760 --> 00:01:27,080 that as well about that faculty cohort librarian participation. 20 00:01:27,880 --> 00:01:34,320 After that, we have Jim from North Shore. Jim is also going 21 00:01:34,320 --> 00:01:37,520 to share different affordability work that's going on at North 22 00:01:37,520 --> 00:01:43,480 Shore and highlights of that work there. After that we have 23 00:01:43,480 --> 00:01:47,760 Damian from St. Joseph seminary college, and he'll be talking 24 00:01:47,760 --> 00:01:52,720 about impacting the library resources from coursework to 25 00:01:52,720 --> 00:01:57,840 library research projects, following him we have Michael 26 00:01:57,840 --> 00:02:03,080 and Michelle from LSUA, they'll be talking about open textbook 27 00:02:03,080 --> 00:02:08,480 network, workshops, specifically they hosted a spring workshop. 28 00:02:08,840 --> 00:02:12,240 It was the first one that they had led and so they'll talk 29 00:02:12,240 --> 00:02:16,280 about that first time, effort, preparing for it promoting it 30 00:02:16,280 --> 00:02:21,520 leading it, and highlights from offering it both face to face, 31 00:02:21,800 --> 00:02:25,480 and online and how they achieved great participation and 32 00:02:25,480 --> 00:02:29,040 completion of that effort. And finally, we'll have Laurie at 33 00:02:29,040 --> 00:02:33,440 Loyola Laurie will be touching on curriculum driven 34 00:02:33,440 --> 00:02:39,080 acquisitions CDA Laurie always has a great process where she 35 00:02:39,080 --> 00:02:43,040 works closely with faculty to engage them throughout this 36 00:02:43,040 --> 00:02:47,440 process, and that's oftentimes a question that I get from folks, 37 00:02:48,560 --> 00:02:52,720 wanting to know kind of best practices for integrating 38 00:02:52,720 --> 00:02:57,960 faculty feedback into that CDA process and so, Laurie will be 39 00:02:57,960 --> 00:03:02,800 sharing her approach to to that effort. So I'll stop sharing 40 00:03:02,800 --> 00:03:07,520 that slide now and we'll get underway with our first 41 00:03:07,520 --> 00:03:11,000 panelist, which is Casey I'll turn it over to you. 42 00:03:12,160 --> 00:03:15,440 Hi everyone, I'm Casey, I'm the reference and instruction 43 00:03:15,440 --> 00:03:19,160 librarian at Fletcher. I just started in January, and this is 44 00:03:19,160 --> 00:03:23,480 my first library job. Prior to graduating in December. Prior to 45 00:03:23,480 --> 00:03:27,280 this job. I had no idea about Affordable Learning. When I was 46 00:03:27,280 --> 00:03:29,360 in school I always thought about ways I could really save on 47 00:03:29,360 --> 00:03:31,880 items like textbooks I would either share with other students 48 00:03:32,120 --> 00:03:35,000 or very often I just rented them because it was too much to 49 00:03:35,000 --> 00:03:38,000 afford. Though I had no knowledge of Affordable 50 00:03:38,000 --> 00:03:40,800 Learning. When I joined Fletcher they had a great history of 51 00:03:40,800 --> 00:03:43,520 success with Affordable Learning. Um Fletcher first 52 00:03:43,520 --> 00:03:48,040 became involved in 2015. And last year they saved over they 53 00:03:48,040 --> 00:03:50,640 reached the goal of over a million dollars saved in 54 00:03:50,640 --> 00:03:54,000 textbooks for students. And so far this year I've been helping 55 00:03:54,000 --> 00:03:57,120 out with OER tagging. This is where we ensure that courses are 56 00:03:57,120 --> 00:04:00,200 properly tagged and labeled so that students know if their 57 00:04:00,200 --> 00:04:04,000 books are no cost or low cost online that's been fun. I've 58 00:04:04,000 --> 00:04:06,360 also been helping with spreadsheets, for OER keeping 59 00:04:06,360 --> 00:04:09,640 track of how much money students actually saved. And then this 60 00:04:09,640 --> 00:04:12,000 past month I've been a part of the faculty cohort with Miss 61 00:04:12,000 --> 00:04:16,160 Emily. In this cohort various faculty members including one at 62 00:04:16,160 --> 00:04:18,600 Fletcher like she mentioned, I'm a working towards creating a 63 00:04:18,600 --> 00:04:23,040 syllabus for OER. I've learned so much in this, though it 64 00:04:23,040 --> 00:04:27,040 myself I'm not creating a syllabus, I am participating in 65 00:04:27,040 --> 00:04:30,280 the readings and the assignments that she gives out each week. 66 00:04:31,360 --> 00:04:34,280 And I love the open dialect that we have we have a discussion 67 00:04:34,280 --> 00:04:36,480 every two weeks so we all come on and just talk about what 68 00:04:36,480 --> 00:04:39,720 we've learned I typically don't say much I just absorb it but 69 00:04:39,880 --> 00:04:42,520 it's so much knowledge spread throughout the cohort. I 70 00:04:42,520 --> 00:04:45,440 consider myself a lifelong learner and being a part of the 71 00:04:45,440 --> 00:04:48,600 cohort and so much I've learned so much about OER and Affordable 72 00:04:48,600 --> 00:04:50,200 Learning. Thank you. 73 00:04:52,200 --> 00:04:56,000 Great, thank you. Casey that was such an exciting introduction to 74 00:04:56,000 --> 00:04:58,640 all the things that you're working on. I just made a note 75 00:04:58,640 --> 00:05:02,880 about the different tracking and spreadsheets that you have, you 76 00:05:02,880 --> 00:05:07,560 know, I think a frequent challenge is managing all that 77 00:05:07,560 --> 00:05:12,040 data and the fact that you all at Fletcher, have a real active 78 00:05:12,040 --> 00:05:16,000 role in the course marketing effort. So you're doing an 79 00:05:16,280 --> 00:05:22,560 additional level of tracking and managing of data, making sure 80 00:05:22,560 --> 00:05:25,600 that the courses that have adopted either open or 81 00:05:25,600 --> 00:05:30,400 Affordable Learning are designated as such. So, you 82 00:05:30,400 --> 00:05:33,600 know, either here today if folks have specific questions about 83 00:05:33,600 --> 00:05:37,680 that. Or perhaps in the future we'll have to arrange a deep 84 00:05:37,680 --> 00:05:42,520 dive look into those efforts, I think it's always helpful to 85 00:05:42,520 --> 00:05:47,480 have frequent reminders and sharing of how, how we approach 86 00:05:47,480 --> 00:05:49,600 that data tracking. Thank you. 87 00:05:49,600 --> 00:05:50,120 that data tracking. Thank you. Yes of course I'm actually I think my boss is in here now, 88 00:05:50,120 --> 00:05:50,160 Yes of course I'm actually I think my boss is in here now, 89 00:05:50,160 --> 00:05:52,760 Yes of course I'm actually I think my boss is in here now, Yeah, I was just thinking about Jodie's sharing of that as well. 90 00:05:52,760 --> 00:05:56,000 Yeah, I was just thinking about Jodie's sharing of that as well. and remember earlier, what a few months ago maybe she did a whole 91 00:05:56,000 --> 00:05:58,800 Yeah, I was just thinking about Jodie's sharing of that as well. talk about, she dove into it as well. 92 00:05:58,800 --> 00:06:03,080 Yeah, I was just thinking about Jodie's sharing of that as well. 93 00:06:03,080 --> 00:06:06,800 Yeah, we have that recording but you know as your process 94 00:06:06,800 --> 00:06:10,720 changes, we'd love to hear more and feel free to ask any 95 00:06:10,720 --> 00:06:15,480 questions in the chat as we go. We, we may have some time as we 96 00:06:15,480 --> 00:06:20,560 go and then we'll have time at the end as well. So, great, 97 00:06:20,560 --> 00:06:28,960 thank you Casey. So next we have Jim Hey, Jim. Hello. Hey. 98 00:06:30,000 --> 00:06:35,600 So my name is Jim Bass. I am also new to this role. I started 99 00:06:35,600 --> 00:06:40,080 back in December, as the OER and Curriculum Support Librarian at 100 00:06:40,080 --> 00:06:44,600 Northshore Technical Community College. Prior to that, I was 101 00:06:44,600 --> 00:06:49,600 serving my first librarian position at LSU Shreveport, as 102 00:06:49,600 --> 00:06:53,320 the first year, success, and under. First Year Experience and 103 00:06:53,320 --> 00:06:57,840 undergraduate success librarian. But this was actually my first 104 00:06:58,720 --> 00:07:04,720 real interaction with OERs and affordable learning at North at 105 00:07:04,720 --> 00:07:11,440 LSUS my focus was trying to get students used to the new 106 00:07:11,440 --> 00:07:15,760 environment of college to making the transition from high school 107 00:07:15,760 --> 00:07:19,520 to college and how different it can be. But I never thought 108 00:07:19,520 --> 00:07:25,480 about how things like textbooks could play a huge part in the 109 00:07:25,480 --> 00:07:29,600 first year experience until I really took upon this job. And 110 00:07:29,640 --> 00:07:33,720 what I'm seeing is just in the short time, we actually have 111 00:07:33,760 --> 00:07:38,800 numbers for our current OER savings from 2018 2019. And 112 00:07:38,800 --> 00:07:44,840 we've saved a combined over $100,000 just in those two 113 00:07:44,840 --> 00:07:50,480 years, and it's been and we're continuing to try to support 114 00:07:50,680 --> 00:07:56,520 more faculty to take upon these OERs. One thing that I also 115 00:07:56,520 --> 00:08:01,520 serve as is the online bookstore manager so I have access to all 116 00:08:01,520 --> 00:08:04,760 the materials that are being purchased, being able to see 117 00:08:04,960 --> 00:08:08,920 what's being used, but I also am in a position to promote OERs 118 00:08:08,920 --> 00:08:13,720 and I can see how OERs are being used in that capacity. So it's 119 00:08:13,720 --> 00:08:16,520 really been kind of a unique experience to be able to see 120 00:08:16,520 --> 00:08:22,640 both sides of that. In terms of supporting OERs at Northshore. I 121 00:08:22,640 --> 00:08:26,920 recently participated in the open textbook network workshop 122 00:08:27,440 --> 00:08:31,560 where I had several faculty members participate where they 123 00:08:31,640 --> 00:08:35,680 attended this workshop to learn about OERs specifically from the 124 00:08:35,680 --> 00:08:40,880 open textbook network, and how they could possibly use these 125 00:08:40,880 --> 00:08:45,000 free materials in their class. And the response was, was great. 126 00:08:45,600 --> 00:08:49,640 The reviews they gave for those materials were great. My current 127 00:08:49,640 --> 00:08:55,080 goal right now is to really get to the math department involved 128 00:08:55,640 --> 00:09:00,280 in this initiative because it's a huge program at Northshore. 129 00:09:01,320 --> 00:09:05,760 Right now, like it's being able to see work in the bookstore, 130 00:09:05,760 --> 00:09:09,120 you can also see the prices students are paying for each 131 00:09:09,120 --> 00:09:14,480 material, and for each class they're paying at least $65 per, 132 00:09:14,520 --> 00:09:17,960 per their for their math labs. And so being able to do move 133 00:09:17,960 --> 00:09:22,600 something to like MyOpenMath or Lumen Learning or something 134 00:09:22,600 --> 00:09:28,320 along those lines would be a huge step forward to going more 135 00:09:28,320 --> 00:09:32,720 OER for Northshore. And we actually just released our two 136 00:09:32,720 --> 00:09:36,560 years strategic plan, and our goal is to actually double the 137 00:09:36,560 --> 00:09:41,400 amount of OERS that we have now in the next two years, and I can 138 00:09:41,400 --> 00:09:44,720 only imagine, just by juggling it, the kind of saving students 139 00:09:44,720 --> 00:09:48,960 will see, and that it should just make their time in college 140 00:09:49,720 --> 00:09:54,320 more affordable, more less stressful. And just a more 141 00:09:54,320 --> 00:09:58,520 enriching experience knowing that they no longer have to 142 00:09:58,520 --> 00:10:01,840 worry about whether or not they can afford the materials they 143 00:10:01,840 --> 00:10:06,920 need to learn. So it's been it's been it's only been a short time 144 00:10:06,920 --> 00:10:11,000 but it's been an exciting time and the level of enthusiasm from 145 00:10:11,000 --> 00:10:14,400 faculty to embrace OERs has been great. There's a lot of support 146 00:10:14,400 --> 00:10:17,680 from the administration the fact that they would include OERs in 147 00:10:17,680 --> 00:10:22,320 the strategic plan is a huge step that really was excited to 148 00:10:22,320 --> 00:10:28,640 see and be a part of. That's great, Jim, so thank you guys. 149 00:10:29,400 --> 00:10:32,840 Oh and I just wanted to say too since I'm new at this, I'm 150 00:10:32,960 --> 00:10:37,920 looking to learn more about the current OERs that are being used 151 00:10:38,280 --> 00:10:41,880 at different institutions. I'd like to do some sort of 152 00:10:41,880 --> 00:10:46,520 presentation for the faculty Math Department on the 153 00:10:46,520 --> 00:10:52,320 MyOpenMath. MyOpenMath. So if any of you have used that 154 00:10:52,360 --> 00:10:56,040 before, faculty using that I'd love to hear from you. And to 155 00:10:56,040 --> 00:10:58,440 see what your experience has been like, so that we could 156 00:10:58,440 --> 00:11:01,400 possibly use that in our own program. So thanks. 157 00:11:03,640 --> 00:11:09,360 Great yes I know that RPCC has adopted MyOpenMath, I'm not sure 158 00:11:09,360 --> 00:11:13,480 if we've got anyone from our RPCC on the call, but I can 159 00:11:14,240 --> 00:11:20,120 start that connection, for sure. They've got a real avid user of 160 00:11:20,120 --> 00:11:24,120 MyOpenMath. There. Just to follow up on something else you 161 00:11:24,120 --> 00:11:28,040 said Jim, you know one thing I think about with this open work 162 00:11:28,400 --> 00:11:34,320 is the need for collaboration in order for success, whether it's 163 00:11:34,320 --> 00:11:40,000 collaborating with faculty. The course marking people the 164 00:11:40,000 --> 00:11:43,800 bookstore students. It's interesting that you occupy this 165 00:11:43,800 --> 00:11:48,920 dual role also being the online bookstore person, it brings to 166 00:11:48,920 --> 00:11:54,040 mind for me in the, in the OTN Open Textbook Network Train The 167 00:11:54,040 --> 00:11:57,560 Trainer for those who participated in that, either in 168 00:11:57,560 --> 00:12:03,480 the past or this spring. There is a slide in there that talks 169 00:12:03,480 --> 00:12:05,800 about you know what are different ways that you can 170 00:12:05,800 --> 00:12:10,960 strategize your OTN effort. And one of the suggestions is 171 00:12:10,960 --> 00:12:13,760 collaborating with the bookstore and having a conversation 172 00:12:13,760 --> 00:12:18,360 around, what are the highest costs textbooks or what are the 173 00:12:18,360 --> 00:12:22,160 courses where the bookstore might stock a lot of textbooks 174 00:12:22,320 --> 00:12:25,760 and then students aren't buying them for whatever reason so 175 00:12:25,760 --> 00:12:29,840 let's find these areas that might be pain points and 176 00:12:29,840 --> 00:12:33,760 collaborate around that and you as the online bookstore manager, 177 00:12:33,840 --> 00:12:37,920 you have that data that's such an interesting perspective to 178 00:12:37,920 --> 00:12:38,560 hold. 179 00:12:38,920 --> 00:12:43,240 It's fun, it's kind of funny too, because I'm the OER so I'm 180 00:12:43,240 --> 00:12:47,320 trying to make resources free but I'm also in charge of an 181 00:12:47,320 --> 00:12:50,560 institution that's supposed to bring in revenue. And so I'm 182 00:12:50,560 --> 00:12:54,080 almost trying to put myself out of business. In one aspect of my 183 00:12:54,080 --> 00:12:58,520 job which, as ironic as it is, it's, I have a lot of support to 184 00:12:58,520 --> 00:13:04,240 do that. Just because I think Northshore has is doing a lot of 185 00:13:04,240 --> 00:13:09,160 great steps to see, to make Affordable Learning a huge part 186 00:13:09,160 --> 00:13:13,600 of their program. So it's been really great to serve both of 187 00:13:13,600 --> 00:13:14,400 those roles. 188 00:13:17,880 --> 00:13:22,160 Great, so I'm just peaking at the chat to see about the. Any 189 00:13:22,160 --> 00:13:27,480 questions or comments and I see my goal is sharing also an 190 00:13:27,480 --> 00:13:34,120 interest for online lab alternatives. It's good to know 191 00:13:34,160 --> 00:13:39,440 that that's an interest for online labs being like chemistry 192 00:13:39,440 --> 00:13:44,920 labs, Michael or, or like the homework management systems. 193 00:13:47,600 --> 00:13:49,200 Either way, both 194 00:13:49,560 --> 00:13:52,640 yeah basically anything that provides an interactive platform 195 00:13:52,640 --> 00:13:56,840 when I'm trying to wean professors off of My Math Lab a 196 00:13:56,840 --> 00:14:01,720 lot of the Pearson's the Cengage products. They provide wonderful 197 00:14:01,800 --> 00:14:06,080 all in one tools for our instructors. But of course, at, 198 00:14:06,120 --> 00:14:09,760 you know, price point of 120 each for our students it's a bit 199 00:14:09,760 --> 00:14:14,960 steep so the text is one thing but any of that interactive, you 200 00:14:14,960 --> 00:14:15,840 know, whether it's 201 00:14:17,240 --> 00:14:21,880 chemistry or mathematics. Anything I can get my hands on. 202 00:14:21,920 --> 00:14:22,200 Yep, 203 00:14:26,160 --> 00:14:30,160 that's great that brings to mind that we should, you know, I'll 204 00:14:30,160 --> 00:14:33,680 look at scheduling a session where we have some of those 205 00:14:33,680 --> 00:14:38,320 faculty who have adopted Lumen products for the homework 206 00:14:38,320 --> 00:14:43,120 management function or my open math, and maybe they could share 207 00:14:43,120 --> 00:14:46,120 and we could, you know, either share the recording with your 208 00:14:46,120 --> 00:14:49,880 faculty or invite them to that session too and have a dialogue 209 00:14:49,880 --> 00:14:50,560 around that. 210 00:14:52,000 --> 00:14:55,800 That would be wonderful. So, yeah, if there's anything I can 211 00:14:55,800 --> 00:14:59,680 do to help that I'd be more than willing to. Great. 212 00:15:05,000 --> 00:15:07,800 Okay, great. So, I'll keep moving forward and then we'll 213 00:15:07,800 --> 00:15:12,480 have time for more conversation at the end as we go. So next we 214 00:15:12,480 --> 00:15:14,760 have Damien you're up next 215 00:15:14,760 --> 00:15:14,800 have Damien you're up next Hi, my name is Damien, and I teach literature and language 216 00:15:14,800 --> 00:15:18,960 Hi, my name is Damien, and I teach literature and language 217 00:15:18,960 --> 00:15:24,920 here at St Joseph's north of New Orleans near Covington. The goal 218 00:15:24,920 --> 00:15:28,120 always is to foster collaboration between faculty 219 00:15:28,120 --> 00:15:32,440 and librarians library staff, and at the same time, help the 220 00:15:32,440 --> 00:15:36,560 students know that we're there for helping them in any way we 221 00:15:36,560 --> 00:15:41,360 can. And I'm sure all libraries try to foster that spirit of 222 00:15:42,480 --> 00:15:46,720 welcome this to all students, knowing that they can meet 223 00:15:47,680 --> 00:15:51,480 deadlines and actually asked librarians for all kinds of 224 00:15:51,480 --> 00:15:57,400 assistance, we ran into the issue of wanting students 225 00:15:57,400 --> 00:16:02,800 instead or also, to help the library. And so this came about 226 00:16:02,800 --> 00:16:07,480 in a new way. It's very difficult to incorporate OERs 227 00:16:07,760 --> 00:16:13,280 and other digital technology, software for learning languages 228 00:16:13,280 --> 00:16:16,720 because the contact and communication in dialogues and 229 00:16:16,720 --> 00:16:20,720 conversation is always key. However, in a class. There's 230 00:16:20,720 --> 00:16:24,400 always one or two overachievers who seem to be leaving the rest 231 00:16:24,400 --> 00:16:28,080 of the class behind because their memory skills are superior 232 00:16:28,240 --> 00:16:30,840 or because they've lived in a Spanish speaking country or 233 00:16:30,840 --> 00:16:33,840 because they have friends who grew up speaking Spanish with 234 00:16:33,840 --> 00:16:34,040 them 235 00:16:35,320 --> 00:16:40,200 on two overachievers, who I didn't want to be bored 236 00:16:41,400 --> 00:16:45,320 undertook a project with me, we received an acquisition in the 237 00:16:45,320 --> 00:16:49,080 library of a large collection of Spanish books in Spanish. And so 238 00:16:49,080 --> 00:16:52,760 we narrowed it down to 97 to complement what we already 239 00:16:52,760 --> 00:16:57,200 possessed on the stack in the stacks, and the two 240 00:16:57,200 --> 00:17:01,080 overachievers were invited to undertake a project, working 241 00:17:01,080 --> 00:17:06,040 with me, and the library staff to, first of all, decide were 242 00:17:06,040 --> 00:17:09,920 these books already in our catalog. If not, put a bookmark 243 00:17:09,920 --> 00:17:17,120 ring that said NIC. We were also required to find five attributes 244 00:17:17,400 --> 00:17:22,120 about that book that the library could use in the catalog. And 245 00:17:22,120 --> 00:17:25,640 because these were students of Spanish, it not only facilitated 246 00:17:25,640 --> 00:17:29,640 their use and practice of using Spanish in a real life situation 247 00:17:29,640 --> 00:17:32,360 with library books, but it helped them to see how their 248 00:17:32,360 --> 00:17:36,080 Spanish could be used in a very practical manner very practical 249 00:17:36,080 --> 00:17:39,960 way. So they were able to understand, oh poetry novel, its 250 00:17:39,960 --> 00:17:46,040 drama and to write those on information sheet for the use of 251 00:17:46,040 --> 00:17:49,640 cataloguing these books. And so in the long run. It helped the 252 00:17:49,640 --> 00:17:54,120 students learn more about the language undertaking vocabulary 253 00:17:54,320 --> 00:17:57,120 that was present in the titles of books, it helped them to 254 00:17:57,120 --> 00:18:00,920 understand the process of cataloging books, and all the 255 00:18:00,920 --> 00:18:04,840 information librarians require in order to either hang that 256 00:18:04,840 --> 00:18:09,040 book in a mark record or to put it into the catalog. And it also 257 00:18:09,040 --> 00:18:13,120 provided them the opportunity to know that their efforts were 258 00:18:13,120 --> 00:18:16,640 somehow going to impact the catalog, and if they ever went 259 00:18:16,640 --> 00:18:21,040 to look up any of those books in the future, they would see their 260 00:18:21,040 --> 00:18:26,680 work being effective, and then essentially extending the shelf 261 00:18:26,680 --> 00:18:31,280 life of their undertakings in this project. As long as we have 262 00:18:31,520 --> 00:18:35,320 a catalog. And so that was a shot in the arm for them. Wasn't 263 00:18:35,320 --> 00:18:38,600 your typical assignment for a Spanish class, but it helped 264 00:18:38,600 --> 00:18:42,040 them to take part in something that was a contribution to our 265 00:18:42,040 --> 00:18:46,720 library. The other course another idea that came up, had 266 00:18:46,720 --> 00:18:51,640 to do during the pandemic. And I taught, I was teaching World 267 00:18:51,640 --> 00:18:54,640 Literature III. And there was one student who was particularly 268 00:18:54,640 --> 00:18:59,960 slow, so I had to help him with his essay, and as the pandemic 269 00:18:59,960 --> 00:19:03,720 hit and we went into isolation and began using digital 270 00:19:03,720 --> 00:19:09,120 technology for teaching. I came up with the idea of using his 271 00:19:09,120 --> 00:19:17,080 essay to somehow impact the library's catalog. We studied 272 00:19:17,080 --> 00:19:20,760 this book, parts of it Don Quixote, and we actually have 273 00:19:21,120 --> 00:19:24,600 from the films for the Humanities and Sciences, a set 274 00:19:24,600 --> 00:19:30,880 of five DVDs. But if a professor opens up the case, there is 275 00:19:30,880 --> 00:19:36,280 nothing to indicate the content of these five set of CDs are 276 00:19:36,280 --> 00:19:39,360 cased into two different volumes. And so the student 277 00:19:39,360 --> 00:19:45,240 accepted the challenge of watching all five CDs and a 278 00:19:45,240 --> 00:19:50,480 numerating the chapters from the novel Don Quixote on each of the 279 00:19:50,480 --> 00:19:56,000 CDs, so that we would have the ability to produce a little 280 00:19:56,440 --> 00:20:03,520 guide that has all of the episodes. Limunated in on each 281 00:20:03,520 --> 00:20:08,240 of the CDs. In addition that had an impact on the catalog of the 282 00:20:08,240 --> 00:20:14,120 library, because we couldn't find in WorldCat OCLC any 283 00:20:14,120 --> 00:20:18,480 indication that anyone had a listing of the content of these 284 00:20:18,480 --> 00:20:23,040 DVDs, even though they exist in many libraries, and so we 285 00:20:23,280 --> 00:20:28,080 impacted OCLC, or WorldCat as we call it, and our own catalog by 286 00:20:28,080 --> 00:20:33,000 actually placing a listing of all of the episodes that 287 00:20:33,000 --> 00:20:37,760 correspond with the novel, and that also correspond with the 288 00:20:37,760 --> 00:20:43,200 five CDs, CDs or sorry five DVDs, as they're cased and 289 00:20:43,320 --> 00:20:46,920 distributed by the National Endowment for Humanities. So 290 00:20:46,920 --> 00:20:51,280 that was a way to help an underachiever student or an at 291 00:20:51,280 --> 00:20:56,040 risk student contribute to the library and undertake academic 292 00:20:56,920 --> 00:21:00,000 research and scholarship in a way that would make him feel 293 00:21:00,000 --> 00:21:03,640 very proud about his contribution. And again we told 294 00:21:03,640 --> 00:21:07,600 him if you ever look this up on WorldCat, or even our own 295 00:21:07,600 --> 00:21:12,000 library, you'll see your work displayed there as long as well 296 00:21:12,000 --> 00:21:17,080 in perpetuity as long as we hold on to these DVDs and that 297 00:21:17,080 --> 00:21:21,880 format. So that was a surprise for us being able to use student 298 00:21:22,040 --> 00:21:26,560 learning projects that have an impact on the library, 299 00:21:26,640 --> 00:21:30,160 essentially the, the collaboration, but also the 300 00:21:30,160 --> 00:21:32,840 impact on the catalog. Thank you. 301 00:21:36,000 --> 00:21:39,880 Thank you Damian I don't know if you would use this language to 302 00:21:40,160 --> 00:21:43,760 describe that effort but to me, you could think of it as a 303 00:21:44,120 --> 00:21:49,960 service learning type of project where students are, um, you 304 00:21:49,960 --> 00:21:54,000 know, engaging both with like an academic subject matter, but 305 00:21:54,840 --> 00:21:59,960 that that engagement results in something that is supporting 306 00:21:59,960 --> 00:22:01,560 others helping others, 307 00:22:01,920 --> 00:22:06,880 There is a group that is assigned to undertake that. But 308 00:22:06,920 --> 00:22:11,280 these students that actually the requirement for these students 309 00:22:11,280 --> 00:22:14,320 to be able to undertake this project is that they had to have 310 00:22:14,320 --> 00:22:18,800 a working knowledge of Spanish, and that's not true about the 311 00:22:18,880 --> 00:22:23,600 other group of students who undertake that service in the 312 00:22:23,600 --> 00:22:28,960 library. Just as you described it again this was only a result 313 00:22:28,960 --> 00:22:32,760 of somebody both all of the students were students of mine 314 00:22:32,760 --> 00:22:36,560 in Spanish, and so I knew that it would be a great challenge 315 00:22:36,560 --> 00:22:40,640 for them to undertake that. But again, it's something that is 316 00:22:40,640 --> 00:22:44,640 new to our campus that none of the librarians know Spanish, but 317 00:22:44,640 --> 00:22:48,040 the guides were proficient enough in the language, to be 318 00:22:48,040 --> 00:22:51,880 able to use the knowledge they had in one course to undertake 319 00:22:51,880 --> 00:22:55,800 these projects to have an impact on the library's catalog. 320 00:22:57,680 --> 00:23:01,080 That's great. I you know I think there's probably an interest 321 00:23:01,080 --> 00:23:07,720 among a lot of folks on the call about engaging with classroom 322 00:23:07,720 --> 00:23:12,280 learning and finding overlap with library projects, 323 00:23:12,320 --> 00:23:18,320 identifying those shared goals and opportunities you occupy a 324 00:23:18,320 --> 00:23:23,480 unique space it seems like to me. Where you have so much 325 00:23:24,560 --> 00:23:28,680 historical involvement with library efforts and have a deep 326 00:23:28,680 --> 00:23:32,320 relationship with the library so you have that type of knowledge 327 00:23:32,320 --> 00:23:36,040 of both sides of things your class and library efforts. 328 00:23:37,160 --> 00:23:39,920 Oh, we actually gave the librarians, the opportunity to 329 00:23:39,920 --> 00:23:42,960 give input to the students in determining their grades as 330 00:23:42,960 --> 00:23:47,120 well. So, they had a. They gave extra credit for both of those 331 00:23:47,120 --> 00:23:48,760 projects, they thought it was good. 332 00:23:51,280 --> 00:23:54,480 And I see Laurie sharing that they've done a similar thing, 333 00:23:54,480 --> 00:23:59,280 finding that overlap between library efforts in a classroom 334 00:23:59,680 --> 00:24:04,240 with the intro to grad studies course where they did archival 335 00:24:04,240 --> 00:24:08,440 Work, work, I'm sorry, where they the students worked with 336 00:24:08,440 --> 00:24:11,680 archival materials researched on them, and then created an 337 00:24:11,680 --> 00:24:15,240 exhibit I love those examples I think you know as others have 338 00:24:15,240 --> 00:24:18,760 examples to share, please do share them it's so helpful to 339 00:24:18,760 --> 00:24:24,280 have examples to point to as folks think more in this space. 340 00:24:25,080 --> 00:24:31,000 Thank you, Damien. Thank you. Okay, next up we have Michael 341 00:24:31,000 --> 00:24:34,040 Waller and Michelle Riggs from LSUA. 342 00:24:35,480 --> 00:24:39,120 Hello everyone, I'm Michael, obviously, sorry, Michelle 343 00:24:39,120 --> 00:24:42,840 couldn't make it so it'll be just me, but just know that 344 00:24:42,840 --> 00:24:46,400 everything that was done we did it together is very much 345 00:24:46,400 --> 00:24:50,240 cooperation, especially when it came to some of the more time 346 00:24:50,240 --> 00:24:53,440 intensive legwork that we had to do for some of these steps, 347 00:24:54,000 --> 00:24:58,600 definitely needed her help on a lot of this. But, like, Emily 348 00:24:58,600 --> 00:25:00,760 said I'm just going to talk about some of the preparation 349 00:25:01,320 --> 00:25:06,160 execution, and hopefully some positive if we do this again, 350 00:25:06,200 --> 00:25:08,880 some things that I'm going to keep in mind. Some of the 351 00:25:08,880 --> 00:25:11,360 standard preparation that we took was, you know, I'm sure 352 00:25:11,360 --> 00:25:13,720 most of you are familiar with if you've had a workshop on your 353 00:25:13,720 --> 00:25:17,960 campus. We made sure that our finance office had a mechanism 354 00:25:17,960 --> 00:25:21,480 in place to distribute the funds. We then reserved at 355 00:25:21,480 --> 00:25:26,200 meeting space. Then we went on to familiarizing ourselves with 356 00:25:26,240 --> 00:25:29,800 all of the available textbooks. Well, most of them as quick as 357 00:25:29,800 --> 00:25:34,040 we could, in the open textbook library, and we familiarize 358 00:25:34,040 --> 00:25:37,240 ourselves with many of the wonderful workshop resources 359 00:25:37,280 --> 00:25:41,160 that were provided by the network. I can't say how 360 00:25:41,200 --> 00:25:45,720 valuable that is enough on we had a tight turnaround time. I 361 00:25:45,720 --> 00:25:48,480 didn't know that this was a thing that we could do until it 362 00:25:48,480 --> 00:25:52,760 was like, you know, a day or two to decide, and those workshop 363 00:25:52,760 --> 00:25:55,920 resources Emily were like oh couldn't have done it without 364 00:25:55,920 --> 00:26:00,440 them so you know that's really, really helpful. And then one 365 00:26:00,440 --> 00:26:03,800 extra step that I took this kind of standard prep was created an 366 00:26:03,840 --> 00:26:07,320 Open Stax educator account, so that I could sample sample some 367 00:26:07,320 --> 00:26:11,240 of the Instructor Resources. Most of you probably know Open 368 00:26:11,240 --> 00:26:14,000 Stax is one of the main publishers for those open 369 00:26:14,000 --> 00:26:16,920 textbook library textbooks. They're the ones that are a 370 00:26:16,920 --> 00:26:20,040 little bit more polished they're usually more highly reviewed. 371 00:26:20,760 --> 00:26:24,560 They've got a lot of good ancillary resources and I knew 372 00:26:24,560 --> 00:26:27,920 some of our instructors would be interested in some of that so 373 00:26:28,160 --> 00:26:30,800 took about two weeks I think a little bit less than two weeks 374 00:26:30,800 --> 00:26:33,600 to have that approval as an educator, once you do that I 375 00:26:33,600 --> 00:26:37,320 could pull a lot of like the, the course cartridge is where 376 00:26:37,320 --> 00:26:41,760 you can preload into your learning into your LMS. They've 377 00:26:41,760 --> 00:26:45,680 got some really great stuff. Hopefully some of our faculty 378 00:26:45,680 --> 00:26:47,040 will take advantage of that soon. 379 00:26:48,640 --> 00:26:52,320 But some of the more useful preparation steps, really took 380 00:26:52,320 --> 00:26:56,120 advantage of LSUA being a relatively small institution, we 381 00:26:56,120 --> 00:26:59,640 only have a few librarians and it's a small school but we use 382 00:26:59,640 --> 00:27:03,120 that to our advantage. Started with meeting with the head of 383 00:27:03,120 --> 00:27:06,600 our academic affairs to discuss timing applicability and 384 00:27:06,600 --> 00:27:11,480 promotion and beyond some of the just general, you know 385 00:27:11,480 --> 00:27:15,840 communication and relationship building. He recommended some 386 00:27:15,840 --> 00:27:18,600 better some improved times and dates that would work with most 387 00:27:18,600 --> 00:27:22,960 faculty class schedules. So that was super valuable and then went 388 00:27:22,960 --> 00:27:26,000 on to mention some specific names of those who have shown 389 00:27:26,000 --> 00:27:29,680 interest in new methods and resources so we put them on kind 390 00:27:29,680 --> 00:27:34,400 of a priority list. Next I contacted our Office of 391 00:27:34,400 --> 00:27:37,560 Institutional Research and Effectiveness and had them 392 00:27:37,560 --> 00:27:41,280 generate a list of all current courses with the course code 393 00:27:41,280 --> 00:27:44,960 name, description and instructor. The reason for that 394 00:27:44,960 --> 00:27:49,640 is we were going to take some of the, the initial effort of 395 00:27:49,640 --> 00:27:52,920 finding the most appropriate open textbook for a specific 396 00:27:52,920 --> 00:27:56,200 instructor for a specific class, something that they were 397 00:27:56,200 --> 00:27:59,320 teaching at that time. So with that course name and 398 00:27:59,320 --> 00:28:02,440 description, we just went through the catalog found 399 00:28:02,440 --> 00:28:05,120 something that would be appropriate. That way, when we 400 00:28:05,120 --> 00:28:09,760 invite them it is, hey look at this one book, and obviously 401 00:28:09,760 --> 00:28:12,760 they could look at others, but I did not want to invite them to 402 00:28:12,760 --> 00:28:16,200 browse several hundred textbooks, even though, you 403 00:28:16,200 --> 00:28:19,240 know, if we can do more of the work for them I found that 404 00:28:19,240 --> 00:28:22,800 that's really useful for soliciting some response. We 405 00:28:22,800 --> 00:28:28,040 started by focusing on the 1002 thousand level courses, and then 406 00:28:28,040 --> 00:28:32,440 paired faculty with some appropriate. Some OTL textbooks. 407 00:28:33,360 --> 00:28:36,920 Of course this was around the middle of March, and all of this 408 00:28:36,920 --> 00:28:40,640 was in the middle of planning as our campus began to close. So we 409 00:28:40,640 --> 00:28:43,600 had to make some last minute adjustments. Mike had to work 410 00:28:43,600 --> 00:28:46,840 with our court our Campus Coordinator for Safety and Risk 411 00:28:46,840 --> 00:28:50,320 Management to get all kind of bureaucratic approval just to 412 00:28:50,320 --> 00:28:54,240 have us meet in person. Because while some people were working 413 00:28:54,240 --> 00:28:57,440 at home, there were still some who really wanted to meet in 414 00:28:57,440 --> 00:29:01,320 person, and we wanted to be able to accommodate that. And then we 415 00:29:01,320 --> 00:29:04,520 had to work with our IT department to get like a Zoom 416 00:29:04,520 --> 00:29:07,240 Pro account for a couple of reasons I don't remember why, 417 00:29:07,880 --> 00:29:11,720 but just a couple of last minute changes. Then when it came to 418 00:29:11,720 --> 00:29:16,120 promoting it. We created a nice looking event flyer PDF for 419 00:29:16,120 --> 00:29:19,720 distribution. Everyone likes to look at some colors and some 420 00:29:19,720 --> 00:29:24,040 pictures. So I use a lot of the Open Stax textbook images there. 421 00:29:24,240 --> 00:29:27,400 It's pretty good graphic design. So I put together a little flyer 422 00:29:27,400 --> 00:29:31,760 that looks pretty good, and had the link for the application 423 00:29:31,760 --> 00:29:35,040 form built into it so that, again, we could make it as easy 424 00:29:35,040 --> 00:29:40,480 as possible. Out of close to 600 courses that LSUA was offering 425 00:29:40,480 --> 00:29:44,960 last semester. We ended up pairing it down to about 80. And 426 00:29:44,960 --> 00:29:49,760 then we paired that, again, that list down to 23 faculty, making 427 00:29:49,760 --> 00:29:54,360 sure to include someone from every department, because not 428 00:29:54,360 --> 00:29:59,040 only do we want them to say yes, but we also hoping that they'll 429 00:29:59,040 --> 00:30:02,920 talk to others in their department. Now we didn't, we 430 00:30:03,240 --> 00:30:06,000 got only six up from six different departments, we didn't 431 00:30:06,000 --> 00:30:09,880 get every department but most. We then wrote individual emails 432 00:30:09,880 --> 00:30:14,320 to each one of those 23. In it was a specific invitation just 433 00:30:14,320 --> 00:30:18,040 to them, and with the suggested text with a link to it, so that 434 00:30:18,040 --> 00:30:21,760 they just click on it, see what it is right in that same email 435 00:30:21,760 --> 00:30:25,320 and then click on the forum to say yes, I want to just go 436 00:30:25,320 --> 00:30:29,520 straight to the workshop registration. We had planned a 437 00:30:29,520 --> 00:30:32,960 second round of general invitations to be sent to all 438 00:30:32,960 --> 00:30:36,440 the faculty. But that wasn't needed because within about two 439 00:30:36,440 --> 00:30:39,880 to three days we had all 10 registered for the workshop we 440 00:30:39,880 --> 00:30:44,960 only had 10 spots. And we had a couple of others on a waitlist. 441 00:30:45,480 --> 00:30:47,440 We had to tell them that reservations were first come 442 00:30:47,440 --> 00:30:51,640 first served. That $200 stipend went a long way. It really is 443 00:30:51,640 --> 00:30:55,160 useful LOUIS. I'm very thankful has identified one of the 444 00:30:55,160 --> 00:31:01,040 barriers. And that was super useful. So we had a couple of 445 00:31:01,040 --> 00:31:06,560 faculty placed on the waitlist. And that was really important 446 00:31:06,560 --> 00:31:09,640 because there were like three or four last minute dropouts, that 447 00:31:09,640 --> 00:31:13,040 we had to switch around. So that waitlist was useful it was just 448 00:31:13,040 --> 00:31:17,680 a lot of checking email regularly and communication. Now 449 00:31:17,680 --> 00:31:23,240 some of the online and face to face hybrid workshop, it. We 450 00:31:23,240 --> 00:31:25,400 just wanted to make sure that everyone had the option to meet 451 00:31:25,400 --> 00:31:27,160 online for safety reasons, 452 00:31:28,920 --> 00:31:31,400 there were only two participants that couldn't make it. Who 453 00:31:31,400 --> 00:31:36,920 didn't let me know. So we had an eight out of 10 attendance and 454 00:31:36,920 --> 00:31:41,480 three met online and five met in person. If we do this again and 455 00:31:41,480 --> 00:31:44,160 it's a hybrid meeting I'm going to pay more attention to the 456 00:31:44,160 --> 00:31:47,440 hardware setup in the meeting room itself. I made sure we had 457 00:31:47,440 --> 00:31:52,200 basic functionality, the day before, but there really was not 458 00:31:52,240 --> 00:31:58,240 an open conversation between the online participants and those in 459 00:31:58,240 --> 00:32:01,440 the room, they started to try and ask each other questions but 460 00:32:01,440 --> 00:32:04,280 then like I had the camera looking at me and I had to pick 461 00:32:04,280 --> 00:32:07,880 it up and, you know, move them in the mic was on the camera 462 00:32:07,880 --> 00:32:11,760 itself so they couldn't hear our faculty, they really wanted to 463 00:32:11,760 --> 00:32:14,760 talk to each other a little bit more. And it was a little bit 464 00:32:14,760 --> 00:32:17,960 isolating for those online I, you know, reminded them a chat 465 00:32:17,960 --> 00:32:22,840 is a function. But it's still a lot of people not knowing the 466 00:32:22,960 --> 00:32:28,040 etiquette. For a hybrid meeting so you know those are just some 467 00:32:28,080 --> 00:32:32,760 more social. Professional challenges to get over, but they 468 00:32:33,120 --> 00:32:37,800 out of the eight seven wrote reviews. And I yeah that's a win 469 00:32:37,800 --> 00:32:42,200 for me, because there was a lot of communication following the 470 00:32:42,200 --> 00:32:45,720 workshop, and it felt like at least I fostered an open line of 471 00:32:45,720 --> 00:32:49,440 communication between the library and specific faculty, if 472 00:32:49,440 --> 00:32:53,280 it didn't foster within each department. A lot of the 473 00:32:53,280 --> 00:32:56,680 questions I got with the same so I was asked Do I have to adopt 474 00:32:56,680 --> 00:33:00,760 the text, if I want to review it. Do I have to adopt the text 475 00:33:00,760 --> 00:33:04,320 or receive the stipend. Can I select an alternate text to 476 00:33:04,320 --> 00:33:08,760 review, one instructor specifically wanted to pick a 477 00:33:08,760 --> 00:33:12,480 different book in his area just because it had far fewer reviews 478 00:33:12,480 --> 00:33:15,600 and he wanted to be a little bit more community minded so of 479 00:33:15,600 --> 00:33:18,800 course and you know I covered all this in the workshop, but 480 00:33:18,840 --> 00:33:22,120 they, you know, wanted a little bit of hand holding, and I'm 481 00:33:22,120 --> 00:33:26,080 glad to do it. And a couple people wanted to see some of the 482 00:33:26,080 --> 00:33:28,960 additional Instructor Resources which I could provide for them. 483 00:33:29,480 --> 00:33:32,880 And then of course it was just a sorted questions about logistics 484 00:33:32,880 --> 00:33:37,640 and communications, but following that, I think they 485 00:33:37,640 --> 00:33:40,360 felt a little bit more comfortable. Hopefully this 486 00:33:40,600 --> 00:33:45,680 moves us very slowly once, of course, closer to OER adoption. 487 00:33:46,600 --> 00:33:50,160 But we'll see. Hopefully if they're more LOUIS offered 488 00:33:50,160 --> 00:33:53,640 workshops in the future, then I'll jump on it because we had 489 00:33:53,920 --> 00:33:58,600 growing interest I had a couple faculty who called me slightly 490 00:33:58,600 --> 00:34:03,080 angry, asking why they weren't invited, and how dare they, and 491 00:34:03,080 --> 00:34:06,920 I had to. I had to you know tell them it was about a, you know, 492 00:34:07,040 --> 00:34:09,120 the course they were teaching there wasn't really a good 493 00:34:09,120 --> 00:34:12,360 textbook to pair but of course I'll you know meet with you 494 00:34:12,360 --> 00:34:16,120 individually and found out really through some of that 495 00:34:16,120 --> 00:34:18,640 after I smoothed over some of the rest, rough edges that some 496 00:34:18,640 --> 00:34:23,800 place for growth is in the three and 4000 level courses where 497 00:34:23,840 --> 00:34:26,520 instead of them assigning textbooks, they often pull 498 00:34:26,520 --> 00:34:30,440 material from all kinds of different places and a chapter 499 00:34:30,440 --> 00:34:34,280 or two from various textbooks would work better than adopting 500 00:34:34,280 --> 00:34:38,600 the entire textbook. So, next semester I'll be working with 501 00:34:38,600 --> 00:34:42,440 several professors on pulling select chapters and then 502 00:34:42,480 --> 00:34:46,000 updating some of the, you know, updating some of the images and 503 00:34:46,000 --> 00:34:48,760 the references and stuff. But I think it went pretty well. 504 00:34:51,600 --> 00:34:55,400 Thank you, Michael. That was such a helpful, step by step 505 00:34:55,440 --> 00:35:01,640 approach you gave me some very actionable suggestions. Things 506 00:35:01,640 --> 00:35:06,480 to include in future Train the Trainer or on our Task Portal 507 00:35:06,480 --> 00:35:10,880 article things that we're not specifically mentioning, you 508 00:35:10,880 --> 00:35:16,080 know the notes that I took included. How you all went 509 00:35:16,080 --> 00:35:19,480 through the open textbook library and really developed a 510 00:35:19,480 --> 00:35:25,280 sense of what coverages there and what gaps are there. That's 511 00:35:25,280 --> 00:35:29,800 a great idea. The setting up your all's Open Stax educational 512 00:35:29,800 --> 00:35:34,240 account, so that then immediately you can support 513 00:35:34,240 --> 00:35:38,840 faculty as they want to explore those resources, since they too 514 00:35:38,840 --> 00:35:43,320 may have to have that two week approval time. And so by you all 515 00:35:43,320 --> 00:35:47,320 having the account you could really support them. Strike the 516 00:35:47,320 --> 00:35:51,760 you know strike the iron while it's hot. How you worked with I 517 00:35:51,760 --> 00:35:57,280 think it was Academic Affairs to get their timing suggestions and 518 00:35:57,280 --> 00:36:00,800 faculty name suggestions, working with the Office of 519 00:36:01,320 --> 00:36:06,480 Institutional Effectiveness for that course ID course listing 520 00:36:06,480 --> 00:36:11,680 export. How you emphasize graphic design in the flyers to 521 00:36:11,680 --> 00:36:16,440 make them. You know eye catching all of these are things that we 522 00:36:16,440 --> 00:36:19,160 don't really touch on in that Train the Trainer and so it's so 523 00:36:19,160 --> 00:36:24,000 helpful to see how you all built off of that and customized it to 524 00:36:24,000 --> 00:36:28,960 your environment. Also just really noteworthy for me is how 525 00:36:28,960 --> 00:36:32,920 you spoke to the challenges of hybrid, you know, in reading 526 00:36:32,920 --> 00:36:36,720 about what college campuses are thinking about in the fall. So 527 00:36:36,720 --> 00:36:40,200 much of what I see is an exploration of that hybrid 528 00:36:40,200 --> 00:36:45,680 model. And so, I've never done any type of library instruction 529 00:36:45,680 --> 00:36:50,400 or faculty workshop in a hybrid model, not that I can recall. 530 00:36:50,680 --> 00:36:53,480 And so it's interesting just having that little bit of 531 00:36:53,480 --> 00:36:58,200 perspective, from you. Having done this workshop as hybrid, 532 00:36:58,480 --> 00:37:04,080 and some of the, the challenges that you identified a big one 533 00:37:04,080 --> 00:37:07,880 being the challenge of having that type of community, back and 534 00:37:07,880 --> 00:37:12,400 forth and conversation among the in person and online 535 00:37:12,400 --> 00:37:16,280 participants. I think well, just like we've all really, you know, 536 00:37:16,480 --> 00:37:20,560 built a lot of capacity really quickly with Zoom meetings, 537 00:37:20,560 --> 00:37:24,600 maybe we'll also build a lot of capacity really quickly with 538 00:37:24,600 --> 00:37:28,680 hybrid type of stuff but that especially to me was really 539 00:37:28,680 --> 00:37:31,760 interesting. Since I you know I think we'll all be thinking more 540 00:37:31,760 --> 00:37:37,800 and more about that moving forward. Oh yeah and Laurie is 541 00:37:37,800 --> 00:37:40,960 mentioning she'll be teaching a first year seminar and a high 542 00:37:40,960 --> 00:37:49,400 flex model in this fall. It'll be challenging. Yes. I'd love to 543 00:37:49,400 --> 00:37:52,720 hear you know from others here if you've done that type of 544 00:37:52,720 --> 00:37:57,720 hybrid workshop or class library instruction. 545 00:37:58,160 --> 00:38:01,120 So Emily, one of the things that we're talking about for the fall 546 00:38:01,120 --> 00:38:05,520 is having a group of student assistants or student workers to 547 00:38:05,520 --> 00:38:10,360 help the instructor manage the hybrid nature of having some 548 00:38:10,360 --> 00:38:13,320 students in the classroom and some students online at any 549 00:38:13,320 --> 00:38:18,920 given time, as our classrooms are really not set up to manage 550 00:38:19,840 --> 00:38:22,320 the whole class being in their classroom at the same time I 551 00:38:22,320 --> 00:38:24,440 mean, and that's the way it's going to be for me and I'm 552 00:38:24,440 --> 00:38:27,960 thinking I'm going to do, meeting with half of my class 553 00:38:28,000 --> 00:38:31,280 online and half my class in person Monday, Wednesday, so I'm 554 00:38:31,280 --> 00:38:34,520 teaching Monday Wednesday Friday this semester in the fall, and 555 00:38:34,520 --> 00:38:38,400 then Friday doing sort of like a everybody online lab day kind of 556 00:38:38,400 --> 00:38:42,840 thing where we work on some exercises together, online, 557 00:38:43,200 --> 00:38:48,800 probably from my dining room. Um, so yeah, so we've been 558 00:38:48,800 --> 00:38:52,640 talking about the challenges of managing that hybrid environment 559 00:38:52,640 --> 00:38:56,000 and hoping that we will have some of our work studies who 560 00:38:56,000 --> 00:38:59,480 wouldn't who wouldn't otherwise have a job because that job 561 00:38:59,480 --> 00:39:03,960 isn't available to them anymore of deploying those students out 562 00:39:03,960 --> 00:39:08,040 to help help faculty manage the classroom environment like that. 563 00:39:09,480 --> 00:39:13,000 Yeah, and it sounds like Michael to you had like physical 564 00:39:13,000 --> 00:39:15,560 limitations like what you're speaking to Laurie just the 565 00:39:15,560 --> 00:39:20,160 classroom limitations with that hybrid model. So, thanks, thanks 566 00:39:20,160 --> 00:39:23,920 for sharing that Michael because I feel like you. You know, got 567 00:39:23,920 --> 00:39:27,120 us thinking about how the pandemic impacts all of this 568 00:39:27,120 --> 00:39:32,120 work, too, but also how you know there's still opportunity for 569 00:39:32,120 --> 00:39:38,040 these types of efforts, even with a lot going on and pulling 570 00:39:38,040 --> 00:39:42,720 at our attention so thanks for sharing that. And you kind of 571 00:39:42,720 --> 00:39:47,280 ended thinking about higher level classes and how OER made, 572 00:39:47,320 --> 00:39:51,520 typically hit lower level, and different ways to support those 573 00:39:51,520 --> 00:39:55,440 higher level classes. One way that I think of as being 574 00:39:55,440 --> 00:39:57,880 available to support those higher level classes includes 575 00:39:57,880 --> 00:40:01,120 our Curriculum Driven Acquisition Program, the CDA 576 00:40:01,120 --> 00:40:05,280 program. And so, I'll turn it over to you now Laurie to talk 577 00:40:05,280 --> 00:40:09,920 about how you specifically work with faculty in, in terms of 578 00:40:09,920 --> 00:40:10,640 CDA. 579 00:40:12,120 --> 00:40:15,360 Well, I'll tell you the thing about what I do is i'm 580 00:40:15,360 --> 00:40:21,640 relentless. And I've just gotten myself into every opportunity 581 00:40:21,640 --> 00:40:28,720 that I possibly can to talk with faculty about about Affordable 582 00:40:28,720 --> 00:40:33,400 Learning and about etextbooks, and I feel like I still have 583 00:40:33,400 --> 00:40:36,040 such a long way to go. I mean I've been doing this since LOUIS 584 00:40:36,040 --> 00:40:41,520 started in fall of 2016, Casey I swear I want to be able to do 585 00:40:41,520 --> 00:40:44,920 what you're doing in terms of tracking but like, it feels to 586 00:40:44,920 --> 00:40:49,320 me like it's just too much and and we've bought some and LOUIS 587 00:40:49,320 --> 00:40:52,400 has bought some And so trying to keep all that sorted out it's 588 00:40:52,400 --> 00:40:55,880 really really hard in terms of the total impact. I was supposed 589 00:40:55,880 --> 00:41:00,400 to be doing a research leave in July this year and it's just not 590 00:41:00,400 --> 00:41:03,120 going to happen because I wasn't supposed to teach in the fall I 591 00:41:03,120 --> 00:41:07,200 know I am going to teach in the fall. So, um, instead of doing 592 00:41:07,200 --> 00:41:10,200 all that work I'm going to be adapting my class to teach in 593 00:41:10,200 --> 00:41:14,040 high flex. But it's exciting because it means that our 594 00:41:14,040 --> 00:41:16,680 enrollment was high enough that I was asked to teach my first 595 00:41:16,680 --> 00:41:22,200 year seminar again. So what do I do, um, okay. So just like 596 00:41:22,200 --> 00:41:27,920 everybody with CDA, I get the bookstore list, and I go through 597 00:41:27,920 --> 00:41:32,000 that and I, and I have been manually grabbing the ISBNs, why 598 00:41:32,000 --> 00:41:35,600 do I do that I mean it takes a long time, partly because then 599 00:41:35,600 --> 00:41:38,960 I'm looking to see who's using what, and I'm familiar enough 600 00:41:38,960 --> 00:41:43,080 now. With that, that one of the things that I've been seeing is 601 00:41:43,080 --> 00:41:48,640 like for example, people will assign Greek, or Greek texts, 602 00:41:48,760 --> 00:41:51,720 and we own the Harvard Loeb Library so I might go to a 603 00:41:51,720 --> 00:41:54,080 faculty member and say hey you're asking your students to 604 00:41:54,080 --> 00:41:57,720 buy an addition of this wire ease and Harvard Loeb when it 605 00:41:58,000 --> 00:42:00,520 when they're really good translations, and they're free 606 00:42:00,520 --> 00:42:03,040 for the students and we own it like it's not even a 607 00:42:03,040 --> 00:42:06,320 subscription. So those are the kinds of things that I can do 608 00:42:06,320 --> 00:42:10,440 and I can also kind of see where there's been a departmental 609 00:42:10,440 --> 00:42:14,440 level adoption, multiple sections using the same text, 610 00:42:14,440 --> 00:42:18,440 things like that, or just kind of getting a sense of, um, even 611 00:42:18,440 --> 00:42:21,480 if my ISBNs don't match Are there other alternatives that I 612 00:42:21,480 --> 00:42:24,800 can look at. So I do the same thing probably that everybody 613 00:42:24,800 --> 00:42:28,440 else does I paste it into the Gobi alternate format. and then 614 00:42:28,440 --> 00:42:33,440 I create two folders of that I create things we already own, so 615 00:42:33,440 --> 00:42:35,960 that I can kind of look at reuse, and then things that are 616 00:42:35,960 --> 00:42:40,600 possibilities, from the possibilities, I create I export 617 00:42:40,600 --> 00:42:46,720 out a spreadsheet. And to that spreadsheet, I add the course 618 00:42:46,720 --> 00:42:53,680 number. The, the course name the instructor, the enrollment, and 619 00:42:53,680 --> 00:42:58,000 then a textbook cost. So then what I do and let me see if I 620 00:42:58,000 --> 00:43:10,160 can share my screen. Um, see here. Yeah. So this, let's see 621 00:43:10,160 --> 00:43:17,400 here share. This is what I did for the emergency CBA in the 622 00:43:17,400 --> 00:43:23,240 spring, and I would, you know, because I mean normally you know 623 00:43:23,240 --> 00:43:26,680 adoptions may not be great. By the beginning of the semester 624 00:43:26,680 --> 00:43:30,720 but by mid semester when we went online adoptions were pretty 625 00:43:30,720 --> 00:43:34,280 good. And we're you know obviously with the bookstore. 626 00:43:34,720 --> 00:43:39,040 You know we're higher than they would ever have been. So, um, I 627 00:43:39,040 --> 00:43:43,360 ran this, and some of them like this public choice economics 628 00:43:43,360 --> 00:43:48,120 class. He probably already had two books from CDA and I added 629 00:43:48,120 --> 00:43:53,000 three more. Um, meditations on first philosophy is an 630 00:43:53,000 --> 00:43:56,480 interesting one, that was a real negotiating process with those 631 00:43:56,480 --> 00:44:00,440 faculty and Emily knows about this, We had six sections of 632 00:44:00,440 --> 00:44:05,120 that class, and the ISBN did not match the addition that they had 633 00:44:05,120 --> 00:44:10,080 chosen, but there were six sections of the class, and they 634 00:44:10,080 --> 00:44:14,040 weren't necessarily using it until after they moved online, 635 00:44:14,280 --> 00:44:18,280 and I got all three professors teaching all six sections to 636 00:44:18,280 --> 00:44:22,160 agree to use a very slightly different addition, so that we 637 00:44:22,160 --> 00:44:27,720 can move to CBA. So this was a win. So, the other is like you 638 00:44:27,720 --> 00:44:32,320 can see a couple where I've known that those have have 639 00:44:32,320 --> 00:44:37,840 matched in the past like the design the lettering and type. I 640 00:44:37,840 --> 00:44:40,240 just hadn't bought it before because our design faculty 641 00:44:40,240 --> 00:44:43,520 hadn't had a lot of buy in, but I use these kind of emergency 642 00:44:43,520 --> 00:44:46,720 situations to say, hey, let's try. 643 00:44:48,480 --> 00:44:51,760 Or like I don't even wait like that faculty member probably 644 00:44:51,760 --> 00:44:55,640 never responded to my emails, and I just don't care, I put the 645 00:44:55,640 --> 00:45:01,760 books in Blackboard in the LMS. And if, if they don't respond 646 00:45:01,760 --> 00:45:05,880 their students find them. I've had advanced calculus class 647 00:45:05,880 --> 00:45:08,680 where the faculty member have never responded to a single 648 00:45:08,720 --> 00:45:15,360 email that I sent him. And um. It didn't matter. The book got 649 00:45:15,360 --> 00:45:21,520 used 1100 times in a year. So, I'm having faculty buy in is 650 00:45:21,520 --> 00:45:24,880 great, but I would say as long as you have access to your LMS, 651 00:45:24,920 --> 00:45:28,000 it doesn't necessarily it's not necessarily a requirement. The 652 00:45:28,000 --> 00:45:31,720 other great thing that I have at Loyola is really wonderful 653 00:45:31,720 --> 00:45:36,560 support from our provost and from our vice provost, our vice 654 00:45:36,560 --> 00:45:41,120 provost is somebody who was an early adopter Carolyn McGregor 655 00:45:41,320 --> 00:45:47,200 of our CBA etextbooks. In one of her I knew it was a sociology 656 00:45:47,200 --> 00:45:49,520 class but I can't remember it First Year Seminar I think was 657 00:45:49,520 --> 00:45:54,320 an elective. And so she was used to it and she's been just a huge 658 00:45:54,320 --> 00:46:00,000 proponent of it to other faculty and anytime I talk about it on 659 00:46:00,000 --> 00:46:03,320 social media or whatever she immediately tells the provost. 660 00:46:03,600 --> 00:46:06,800 I've done presentations for the Academic Affairs Committee of 661 00:46:06,800 --> 00:46:11,280 the Board of Trustees. I've done I you know the Provost gives me 662 00:46:11,280 --> 00:46:15,200 a shout out every time I get funding from LOUIS, so it's been 663 00:46:15,200 --> 00:46:20,200 great because it just, they hear about it in a relentless way 664 00:46:20,280 --> 00:46:24,640 about what we're doing with etextbooks. Now the one thing 665 00:46:24,640 --> 00:46:29,160 that I haven't gotten as much as I would like is for faculty to 666 00:46:29,160 --> 00:46:32,200 agree to choose a different textbook that might be available 667 00:46:32,200 --> 00:46:37,520 as opposed to just saying, is my textbook available. So, and 668 00:46:37,520 --> 00:46:39,480 sometimes like they hear about the LOUIS funding and they 669 00:46:39,480 --> 00:46:41,240 think, Oh, I'm going to get in on that but of course by the 670 00:46:41,240 --> 00:46:45,160 time LOUIS funding is announced, it's already passed. Now that 671 00:46:45,160 --> 00:46:49,040 said, you know, we did a summer fall pass and I'm hoping that 672 00:46:49,040 --> 00:46:53,400 you know I've been throwing stuff in my order cart. In Gobi 673 00:46:53,400 --> 00:46:57,160 as I've been talking to faculty and I've had a few people where 674 00:46:57,800 --> 00:47:00,760 instead of one particular book that they would have had their 675 00:47:00,760 --> 00:47:04,680 students by they're using two different books, like in a vocal 676 00:47:04,680 --> 00:47:09,040 pedagogy class two different ebooks, neither one of which 677 00:47:09,080 --> 00:47:11,760 would have been okay for if you were only choosing one book that 678 00:47:11,760 --> 00:47:16,040 you can substitute to. So, and I had another faculty member who 679 00:47:16,040 --> 00:47:19,360 wanted to use an out of print book which is a whole messy can 680 00:47:19,360 --> 00:47:24,320 of worms. So I went through Gobi and found some books for him. 681 00:47:24,760 --> 00:47:30,440 Um, you know, and was able to give him some alternatives. So 682 00:47:30,480 --> 00:47:34,680 Teri's asking how has use been overall are CDA titles and I 683 00:47:34,680 --> 00:47:41,480 would say, in most cases pretty high. I'm in our music therapy 684 00:47:41,520 --> 00:47:45,000 program where our students don't really have to buy almost a 685 00:47:45,000 --> 00:47:48,280 single textbook, and we have moved all of their reserves to 686 00:47:48,320 --> 00:47:53,080 ebook. Those are hugely high, and those students count on the 687 00:47:53,080 --> 00:47:57,600 fact that we own everything in etextbook. And the fact that 688 00:47:57,600 --> 00:47:59,880 they, they love the fact that they don't have to buy their 689 00:47:59,880 --> 00:48:04,640 textbooks. In some classes I think where the faculty member 690 00:48:04,640 --> 00:48:09,000 has less buy in, and maybe the books aren't as expensive. We 691 00:48:09,000 --> 00:48:14,320 have less usage. We have I have a couple. I have one book of The 692 00:48:14,320 --> 00:48:17,720 New Jim Crow, that is being used I think in three different 693 00:48:17,720 --> 00:48:21,040 courses, and when I find that out by you know looking through 694 00:48:21,040 --> 00:48:25,680 the through the the textbook adoptions, I'll just throw them 695 00:48:25,680 --> 00:48:28,080 into the class whether the professor knows it or not or 696 00:48:28,080 --> 00:48:32,560 whether they respond or not. So, um, the other thing that I did 697 00:48:32,600 --> 00:48:39,720 this semester was, um, we had a teaching conference. Two weeks 698 00:48:39,720 --> 00:48:42,440 ago at Loyola where it was just all about we're moving to 699 00:48:42,440 --> 00:48:46,040 Canvas, we're working toward moving to high flex we were 700 00:48:46,040 --> 00:48:48,440 talking about inclusive education and all these things, 701 00:48:48,440 --> 00:48:52,280 it was a week long teaching conference. We just had huge buy 702 00:48:52,280 --> 00:48:55,120 in from our faculty about attending the teaching 703 00:48:55,120 --> 00:48:59,000 conference. It was interesting the etiquette. There was some 704 00:48:59,160 --> 00:49:05,080 squabbles going on in the chat, there was no smoking this cigar 705 00:49:05,080 --> 00:49:06,240 smoking. 706 00:49:07,640 --> 00:49:14,080 Um, you know going on there, um, something just happened somebody 707 00:49:14,080 --> 00:49:19,160 shared their screen. Okay, yeah. And, um, but one of the things 708 00:49:19,160 --> 00:49:23,360 that I did at the beginning of that week was, I sent out an 709 00:49:23,360 --> 00:49:27,440 email to all faculties saying we don't know if we're going to be 710 00:49:27,440 --> 00:49:32,120 able to do physical reserves safely in the fall. We also 711 00:49:32,120 --> 00:49:35,040 don't know if you or your students are going to be 712 00:49:35,040 --> 00:49:39,520 physically on campus, which students will be sick and have 713 00:49:39,520 --> 00:49:42,720 to stay home, which students aren't going to have access to 714 00:49:42,720 --> 00:49:47,360 the library, which, you know, when we might we have to at some 715 00:49:47,360 --> 00:49:50,280 point because of a hurricane or because of a second lockdown 716 00:49:50,440 --> 00:49:56,520 move online. Let's think ahead and move to ebooks, as much as 717 00:49:56,520 --> 00:50:01,360 we possibly can. As a result of that I have had many many 718 00:50:01,360 --> 00:50:07,680 faculty reach out to me. Um, about it. And I would say, with 719 00:50:07,680 --> 00:50:12,120 not much success in terms of because they're so set on their 720 00:50:12,120 --> 00:50:17,240 textbook that, um, you know without some wiggle room, but 721 00:50:17,520 --> 00:50:19,880 you know I do have an opportunity to say well we don't 722 00:50:19,880 --> 00:50:22,600 have this book but we have this with this book already in this 723 00:50:22,800 --> 00:50:26,000 like we don't have this informatics for healthcare but 724 00:50:26,000 --> 00:50:30,560 we have Healthcare Informatics you know whatever. And so you 725 00:50:30,560 --> 00:50:34,080 know it's it's been it's been a process and I think just the 726 00:50:34,080 --> 00:50:40,400 more I put myself out there, um, you know to faculty. I'm also on 727 00:50:40,400 --> 00:50:44,080 the curriculum committee so I've been able to work with, um, 728 00:50:44,840 --> 00:50:49,080 we're doing our first inclusive access with Pearson, I was 729 00:50:49,080 --> 00:50:52,360 involved in the negotiation of that and the biology faculty 730 00:50:52,360 --> 00:50:56,080 originally came to me to have me help them. Negotiate through 731 00:50:56,080 --> 00:51:00,080 that process to think about it. I tried to get them interested 732 00:51:00,080 --> 00:51:05,120 in OER. The problem is, those are pretty high. What's the word 733 00:51:05,120 --> 00:51:08,480 I'm looking for high enrollment courses and they really wanted 734 00:51:08,480 --> 00:51:14,080 that easy. grading of homework and tests. They get with the 735 00:51:14,080 --> 00:51:18,880 Pearson product. However, we negotiated a really good deal 736 00:51:18,880 --> 00:51:21,440 for our students and it's going to be a course fee so it's going 737 00:51:21,440 --> 00:51:26,000 to be easier for them to apply financial aid So, and I've been 738 00:51:26,000 --> 00:51:29,200 involved in the whole process, getting together IT, the 739 00:51:29,200 --> 00:51:35,800 bookstore all of that. So, um, I think that's pretty much it. Um, 740 00:51:35,880 --> 00:51:38,960 oh so the one thing that I do I mentioned tonight I create this 741 00:51:38,960 --> 00:51:41,840 spreadsheet and I do it in Google Sheets and Loyola has 742 00:51:41,840 --> 00:51:44,640 Google suite for the whole campus our email was all Google 743 00:51:44,640 --> 00:51:49,080 and we and so what I do, once I create that spreadsheet that I 744 00:51:49,080 --> 00:51:53,400 shared with you is I share that with all the faculty, sometimes 745 00:51:53,400 --> 00:51:56,960 with their department chair or Dean, definitely with the vice 746 00:51:56,960 --> 00:52:03,160 provost, um, just to say like, Hey, this is what I'm doing, I'm 747 00:52:03,160 --> 00:52:07,640 sharing this with your faculty member. Just so you know that if 748 00:52:07,640 --> 00:52:15,280 they don't respond. I'm still doing it. And our Dean's and our 749 00:52:15,280 --> 00:52:19,120 Vice Provost of course are so you know they already know about 750 00:52:19,120 --> 00:52:23,280 this. And so I think then they are going to be much more 751 00:52:23,640 --> 00:52:29,480 willing to nudge their faculty to get them to participate. So, 752 00:52:30,000 --> 00:52:36,400 like I said, I'm relentless. I'm everywhere. And I just you know 753 00:52:36,400 --> 00:52:40,360 i i share. I share the great news and I share the not so 754 00:52:40,360 --> 00:52:44,320 great news you know, and, and I work with them wherever they 755 00:52:44,320 --> 00:52:45,000 want to meet me. 756 00:52:47,080 --> 00:52:52,440 Thank you, Laurie yes I was so curious about if using Google 757 00:52:52,480 --> 00:52:56,120 Sheets had some unique advantage I know just working with you in 758 00:52:56,120 --> 00:53:01,200 the past you all always use that. And so it's, I finally got 759 00:53:01,200 --> 00:53:05,600 to you know see the inside advantage of using that in the 760 00:53:05,600 --> 00:53:10,200 shareability of having it be a Google Sheet versus a 761 00:53:10,200 --> 00:53:11,960 spreadsheet so that's really, 762 00:53:12,120 --> 00:53:15,960 they all see each other's, and then like the vice provost sees 763 00:53:15,960 --> 00:53:19,240 it and their Dean sees it and they see what everybody's 764 00:53:19,240 --> 00:53:20,360 matches where. 765 00:53:21,440 --> 00:53:26,400 Yeah, I love that. Um, so folks feel free we've got about five 766 00:53:26,400 --> 00:53:29,320 minutes left, feel free to chime in with any questions either 767 00:53:29,320 --> 00:53:32,560 unmuting yourself, or in the chat, just a couple of things 768 00:53:32,600 --> 00:53:36,640 that I wanted to mention to you, Laurie. One thing I really like 769 00:53:36,640 --> 00:53:41,440 about how you approach CDA is it is sort of holistically thinking 770 00:53:41,440 --> 00:53:45,760 about your whole collection. So you're going title by title 771 00:53:45,760 --> 00:53:49,240 through those adoptions that must take a tremendous amount of 772 00:53:49,240 --> 00:53:53,000 time, but then the advantage is that you can do that work where 773 00:53:53,000 --> 00:53:57,120 you see okay this is a related to Greek, what do we have in our 774 00:53:57,120 --> 00:54:00,920 collection, what do we have in our databases that aligns with 775 00:54:00,920 --> 00:54:03,760 that and so you're really thinking about collections and 776 00:54:03,760 --> 00:54:08,120 services in a very holistic way that we're at a bigger school I 777 00:54:08,120 --> 00:54:10,840 wouldn't be able to do that I would say takes me about a day, 778 00:54:11,000 --> 00:54:11,240 and 779 00:54:11,240 --> 00:54:15,960 I, and when I did the when I did the emergency one, I actually 780 00:54:15,960 --> 00:54:20,160 stayed in my office, an extra week because it was so much 781 00:54:20,200 --> 00:54:23,120 easier with my huge monitor at work, to be able to do that 782 00:54:23,120 --> 00:54:23,560 work. 783 00:54:25,480 --> 00:54:29,640 And I wonder if you could too just briefly touch on. So you 784 00:54:29,640 --> 00:54:32,360 talked about you know faculty buying is great but the real 785 00:54:32,360 --> 00:54:37,840 power is getting it in front of students eyes and key to that in 786 00:54:37,840 --> 00:54:41,680 your experience is the LMS access. So could you just 787 00:54:41,680 --> 00:54:46,720 confirm are you going into each course shell and adding 788 00:54:46,720 --> 00:54:50,000 something to that course page or how what does it look like 789 00:54:50,120 --> 00:54:52,560 yeah so in Blackboard, of course, like I said, we're 790 00:54:52,560 --> 00:54:55,560 moving to Canvas. And it's going to maybe look a little bit 791 00:54:55,560 --> 00:54:59,400 different but we in the library have administrative access to, 792 00:54:59,880 --> 00:55:03,600 you know, like the back end of Blackboard, and so I what I've 793 00:55:03,640 --> 00:55:08,680 been doing is I go in and under like they'll have their syllabus 794 00:55:08,680 --> 00:55:11,360 and then they have course material and somewhere in there 795 00:55:11,360 --> 00:55:17,400 I add in etextbook or etextbooks folder. And then in that folder 796 00:55:17,400 --> 00:55:20,960 if they have multiple etextbooks, then I'll have like 797 00:55:20,960 --> 00:55:24,720 a heading, where I say, These etextbooks were all provided 798 00:55:24,720 --> 00:55:28,400 free of charge to you by the Monroe library or the Monroe 799 00:55:28,400 --> 00:55:31,720 Library and Affordable Learning Louisiana, give a shout out to 800 00:55:31,720 --> 00:55:36,920 LOUIS. And then I tell them how to log in from off campus give 801 00:55:36,920 --> 00:55:40,480 them the proxy information, and then I tell them that if they 802 00:55:40,480 --> 00:55:43,600 have any problems logging in, they should call the IT Help 803 00:55:43,600 --> 00:55:46,600 Desk give them the number and the hours, and if they have any 804 00:55:46,640 --> 00:55:50,440 other problems that they should email me with a screenshot, and 805 00:55:50,440 --> 00:55:56,000 then under each one. I give them the link a citation. And then I 806 00:55:56,000 --> 00:56:00,680 say like, this is a JSTOR ebook with downloadable chapter PDFs 807 00:56:00,720 --> 00:56:05,320 or. This is an EBSCO eBook with some limitations where you can 808 00:56:05,520 --> 00:56:08,880 email yourself 100 pages at a time if you need more than 100 809 00:56:08,880 --> 00:56:12,280 pages. Here's how to do that. I've even done that with three 810 00:56:12,280 --> 00:56:16,720 user three concurrent user where I've said, because we only have 811 00:56:16,720 --> 00:56:19,680 three concurrent users here's how to get in, get your stuff 812 00:56:19,680 --> 00:56:22,880 and get out and not lock it up for everybody else, and we've 813 00:56:22,880 --> 00:56:27,400 made that work. But it's only because I can, you know, and 814 00:56:27,400 --> 00:56:30,880 some, some faculty members will copy over from their previous 815 00:56:31,280 --> 00:56:34,560 semesters. But what I've discovered in some cases, as 816 00:56:34,560 --> 00:56:37,000 we've changed like how we would log into proxy and things like 817 00:56:37,000 --> 00:56:39,640 that they haven't changed that so it's better sometimes for me 818 00:56:39,640 --> 00:56:40,360 to just go in. 819 00:56:42,080 --> 00:56:44,640 Great, thank you for sharing that process. I'm not sure how 820 00:56:44,640 --> 00:56:47,920 many folks have access to their LMS in that way but it's really 821 00:56:47,920 --> 00:56:51,000 helpful to get a sense of what that looks like and how you 822 00:56:51,000 --> 00:56:55,720 approach that what all you include. So two minutes left for 823 00:56:55,720 --> 00:56:56,600 those who don't 824 00:56:56,600 --> 00:56:59,400 let me have well who don't necessarily want me to do that 825 00:56:59,400 --> 00:57:03,400 for them Emily I send them all the text to put in. 826 00:57:05,080 --> 00:57:09,600 Great. Yeah I know, um working at LSU we would, you know 827 00:57:09,600 --> 00:57:13,000 advocate that faculty early on that they include it in their 828 00:57:13,000 --> 00:57:18,920 syllabus. But the syllabus is not always the most visible 829 00:57:18,920 --> 00:57:25,440 location. A place like that just right within the LMS is so much 830 00:57:25,440 --> 00:57:27,280 more visible to students. So, 831 00:57:27,360 --> 00:57:31,360 I also encourage faculty who have initially adopted a 832 00:57:31,360 --> 00:57:36,640 textbook that then matched, and we added to email from the LMS, 833 00:57:36,680 --> 00:57:41,400 to tell their students that we are providing an ebook version 834 00:57:41,400 --> 00:57:44,600 of their textbook and that they don't have to buy it, to let 835 00:57:44,600 --> 00:57:48,080 them know, because that's one of the few ways that faculty can 836 00:57:48,080 --> 00:57:51,040 just sort of email everybody in the class and I just encourage 837 00:57:51,040 --> 00:57:52,480 them to both put it in the, in the, 838 00:57:53,720 --> 00:57:56,440 in the syllabus and to email their students as an 839 00:57:56,440 --> 00:57:58,880 announcement to let them know. Great. 840 00:58:01,520 --> 00:58:06,400 Great. Well, we are, we timed that really well, um, any, were 841 00:58:06,400 --> 00:58:10,680 there any last minute questions from folks that I'm not giving 842 00:58:10,680 --> 00:58:20,400 time to, I think, I think we, I think we did everything. It 843 00:58:20,400 --> 00:58:24,400 looks like. Everyone got a lot of good information so thank 844 00:58:24,400 --> 00:58:29,560 you, Casey Jim Damian Michael and Michelle and Laurie This was 845 00:58:29,760 --> 00:58:35,360 so helpful for me to get a lot of clear information and ideas 846 00:58:35,360 --> 00:58:40,920 of what folks are doing, I feel like I have a full page of messy 847 00:58:40,920 --> 00:58:45,200 notes, things that I'll be including and thinking about so 848 00:58:45,200 --> 00:58:48,520 I appreciate you all sharing that today and thanks for 849 00:58:48,520 --> 00:58:52,400 joining us. Everyone wishing you a safe and dry afternoon. 850 00:58:53,600 --> 00:58:54,360 Thanks Emily. 851 00:58:54,760 --> 00:58:57,040 Good seeing you. Bye everyone.