Faculty Professional Development through the Advancing Excellence in Online Teaching Program

Thank you for the patience everyone and to get see it. Before I start, you may notice I have a QR code up here for a pre session survey. It's just a few questions. A lot of you already filled out. If you want to, fill those out, have a little glitch in that I don't have internet on my presentation computer. So when we get to I'll tell you what they say, but I'm just gonna warn you I can make up whatever I want to because you won't see the live stuff here.

I have not presented an unstructured con. Well, let me rephrase that. The last time I presented an unstructured con was in parts of Utah, and I had my arm in a sling because a previous night, I broke my collarbone into potato sack race. So it's really nice that they chose to put me on the first night this year to make sure I didn't have much of an opportunity to ensure myself before my presentation. I'm gonna move on.

Hopefully, you all got that code if you needed that. So I saw I heard an I'll leave it up there for a minute. I'll go back, actually. So the title, faculty professional development it through the advancing excellence and online teaching program. So this is not a typical talk for me.

I tend to be a little more of a techy person, and I like to talk about how to do x y z, how to do this innovative integration. That's not what today is about. Today is really more about stories. And it's gonna talk about a journey that my school took and how we've dealt with faculty development for a while, sharing some things that maybe you'll take away some things can take back to your own instances, to help at your own school. So to start, we're just a little bit about Yeah.

That's me. My name is Rick. Birch Schafer. I'm the director of academic technology at the University of Nebraska Omaha. I've been working and hired read academic technology for about twenty four years.

And most of that time, I I specialized in learning management systems. I've worked with lots of them. I've been a Canvas user since two thousand eleven, which for those of you, I don't know. Anyone else here been using long. Got a couple.

Yeah. Good stories from back then. Right? From past infrastructure cons. But yeah, I have been using it quite a bit great story about how I learned about it, which we don't have time for today, but hit me up with a beer, and I'll tell you about it. I have implemented Canvas at two tools.

First school, we were moving from we migrated from Blackboard to Angel, and then Blackboard Body. So that we ended up migrating to Canvas. Anyone here use Angel learning management system in the past? Yeah. I still miss that system, to be honest. It was good.

I I'm sorry. I didn't catch that. No. You didn't like it? Well, anyway, we won't go into that. The second school that I'm currently at, I migrated them from Blackboard to Canvas, and it's been a great experience.

I'm a former Canvas coach, So that means in the community, some of you, if you're ever in there, you may see occasional posts for me. They're old, but because I don't do them a whole lot anymore. And I also trained within for about six or seven years, which was a great experience as a contract trainer. So got a lot of experience there, met a lot of people, did a lot of neat things. Let's talk a little bit about my school I work at.

So the University of Nebraska Omaha is not the cornhuskers just to get straight. We are the Mavericks. We're known more for hockey. We don't have a football team. Our FTE is about fifteen thousand.

We're a Metropolitan university. We have we like to say about one point two million people within fifty miles of our campus. And that really goes to part of our core mission, of of working with people not in a rural setting, even though it is Nebraska, more about the the corporate. So we do a lot with graduate programs, for instance, as well. Just a quote from website.

I won't read it, but you can kinda see where we kinda take that. You know, I used to live in Larme, Wyoming, which is two thousand feet higher than here. And I'm here now, and I'm getting winded just talking to you also. Give me a second here. Guess I'm just too excited to be talking in front of you all.

So even though we're not the corn huskers, University of Nebraska Omaha is part of a system for the University of Nebraska. Okay? We like to say, one university, four campuses, one Nebraska. We have our Lincoln campus, which is the corn huskers, ourselves, carnie, and then their medical center. And even though we are part of a system, make no mistake, we're individual schools. We compete for the same students.

You know, we we yeah. We work together, but we also against each other some. Back in two thousand eighteen, we did a an initiative called one IT. Prior to that time each of the campuses had their own IT department. And while we would talk and collaborate and try to bargain for and Zuna software, we really were independent, lots of duplication of services.

We went to a one IT initiative, combined our IT departments for Lincoln Omaha, to create a lot of efficiencies in how we do things. Probably one of the best examples I can give of this, a colleague of mine at Carney. She would often say, before one IT, we were lucky if we had half of one FTE dedicated to security and cyber security. Since going to one IT, there's now a team of thirteen IT security professionals who can help out that campus as well as link Uh-huh. So in addition to those areas, think of everything across ITS or IT, we get a bigger group of more professionals to work on things.

Now, I noticed I put through University of Nebraska Medical Center. It's not that we don't like them. One of my colleagues from those right in the front row. But, they were not part of one IT. Large because they merged with their, the Nebraska medicine.

Okay. So they had their own little aspect of that. And so we still talk to them. We we have we yeah. We have, community practice within our academic technology teams.

We try to collaborate in licenses to get better and things like that. Okay. One last background slide. Last, this is my team. Okay.

We refer as digital learning team at UNO. We consist of one director, that's me, assistant director, three instructional designers, a couple of instructional technologists, and an see those five kind of work hand in hand. They do almost the same thing. One system administrator, and I don't have it here as I've three classroom tech excuse me. Three classroom technicians as well.

We do a lot of things to support faculty at the university. We manage and support all the academic applications, canvas, zoom, respondus, turn it in. You know, whatever it is we have that environment. We collaborate with faculty develop online courses. That's a biggie.

With my designers, my technology, is we we offer a lot of grants to faculty. We work with them collaboratively to try to create the best online courses we can. We want our students to succeed. And then lastly, and this really kinda comes into play, we provide training and professional development to faculty And I included GA's just to point out, you know, at university, you have a lot of grad students who teach courses. Right? Why not include them professional development opportunities.

If your goal is to make your courses better in the first place, you gotta get everyone who's teaching, not just your full time faculty. So we get to now where I was gonna get some the answers from you. One response. Okay. I gotta go to my other computer here.

Give me one second here. So I asked, do your school recognize faculty professional development. And again, this is where I have to take my word for it. Wrong slide. One second here.

Eighty three responses. About forty percent of you said no, You don't really recognize your faculty in any meaningful way for professional development. Twenty six percent. Yes. They have some sort of announcement or recognition for them.

Twenty eight percent about faculty receive stipends for participation. Twenty nine percent. Faculty received some sort of printed or digital certificates of completion. And almost twenty percent of you said yes. Faculty awarded badges for completion and professional development activity.

That's kinda cool. You know, and we're kinda going places with a badge in art when we'll get a little bit more to that as we get further in. The reason I wanted to ask about that is because again, my team, we do professional development. It's important to our to our mission and to our school. And if I go back okay.

Now story time, to about two thousand eighteen. My boss came to me and few members of my team and said, Hey, we wanna start up a program for faculty development. And we're gonna call it bolts. Bolstering online learning let's see. Bolstering online learning teaching strategies, which is a professional development program.

Now I never really found out if this was a name she got from somewhere else or she made it up. It's fine. I just really don't know. And in my mind, I pictured that kind of bolt, but I realized it may have been this kind bold. I don't really know.

So I included both pictures on there. But as we had these conversations, it didn't go anywhere. Okay. I can remember three distinct conversations over the course of a year and a half in an office and we're trying to put things in whiteboard amount can we make this program work? And it just wouldn't stick in our minds. And for me personally, I think one of the reasons why is let me show the kind of trainings we were doing.

These are not meant to be bad. They're just representative. So some titles, making the most of discussion board. You using zoom breakout rooms. Getting students to help improve your course by asking for their feedback.

And my favorite, the picture goes with this one, building a blended course from the bunny slippers Now, again, I'm not criticizing sessions at all. They were good sessions, but they were a forty five minute workshop. And if we're trying to put together something we're gonna call a program, about the only way I could come up with it is, well, if they do x number, they've met the program, and that just didn't seem right to me. We wanted more variety. So it just didn't really happen.

And then in twenty twenty, what I like to call the great pivot, everyone knows what happens there. You I'll went through this in some capacity. I'll just share kinda what happened at our school. Mid March, I think it was three days before spring break. We got a email saying, we're gonna extend spring break, make it two weeks long, and we're not coming back.

And that'll give faculty two whole weeks to get all the courses online. And I'm not criticizing that. You know what? We did what we had to do, right, as a country. But really try expecting faculty to have their courses online in two weeks. My team went into overdrive with warm workshops.

And my team did a great job. I'm very proud of them. We we were actually we really did. Something else we'd all just share. We started doing will drop in support for our faculty, and we're still doing it.

Every day from nine or every weekday. From nine to four, we have a member my team in Zoom, ready for instant help for faculty. And I tell you what, they love it. And it has built so many bridge between my department and theirs. At any rate.

So you all experience this, you know what happened. But something else that started happening, especially about nine months after we're we're all working on this as a country. We are starting to see some headlines. Online school puts US kids behind. Some adults have regrets.

Online learning during COVID nineteen linked to lower test scores. I plan that. Yeah. Just a few more headlines I pulled. The impact of distance learning and COVID nineteen lockdown on students physical activity.

Let's see. Yeah. On their musculoskeletal health. Okay. Yeah.

It's impacting people. I can't say that third word, but association of something with online learning fatigue among medical students in Brazil. And then last one. Zoom fatigue in all nighters. Online learning takes a toll on students' mental health.

And that should also say faculty, by the way, because it wasn't just students. Right? All of us can probably relate to zoom fatigue. But what was happening? If you notice all the ones I select it here. I cherry picked. Look.

I mean, I randomly selected. They're all saying online learning, online aspect, something like that. And I maintain We didn't switch to online learning in March of twenty twenty. We switched to remote learning, and there's a difference How many of you do instructional design at all? Okay. So if you were to talk to my instruction especially before COVID.

And you were asked to need to find, well, what's an online course? We would say, well, it's something that's designed fundamentally from the ground up for online delivery It has assignments that are appropriate. It has assessments that are appropriate. It has interaction between students appropriate for that manner. And I'm not saying remote's bad. Don't get me wrong.

But that's quite different than simply having your synchronous course meet over zoom instead of face to face and learning to have assignments, you know, using CAM scanner to scan them and have students submit them to Canvas. That's great. Everyone learned to do that. Should've been doing already. But again, that's not in itself online.

It's like I say online does not equal remote. But because of all this, I think online learning was really starting to get a bad reputation in many ways, unjustifiably. In my opinion. So we wanted to combat that. Okay? And I mean, you get that to a minute, but I have some more survey questions for me.

We're gonna look at first. So let me make computer again. So first question, and this pie chart's not not correct. Do you currently or have you ever taught classes at a school? I wanted to find out how many people here are actually teachers. And just for background there, only about seven percent of you have never taught.

So largely, you're all teachers here in some see. No surprise there. So for those who are teachers, I asked a couple more questions. For those who have or currently teach, have you ever taught online? Any and let's see what kind of answers we got there. I'm just gonna go so, twenty six percent.

Yes, I only teach online. Give you an idea there. Forty one percent yes, I teach some online courses in addition to in person courses. That's the largest group. Eighteen percent.

I've taught a couple of online courses, but not regularly. And then lastly, thirteen percent I've never taught online courses. Okay. It seems as you break down And then the last question I wanted to ask, have you ever taken an online course? The numbers as they were coming in were in me a little, but that's okay. Oh, come on.

Update. I think it updated. Okay. So of this, forty percent, I've taken a few over the year. Fifty five percent.

Yes. A lot of them. One of my degrees was completely online. That's huge. Congratulations all of you.

I would really love to get some, age differences on there. I'm fifty four. And when I went through all my coursework, I didn't have an opportunity for online courses. And I'm guessing that, you know, looking at you all, you're an unstructured con. You know, you're the cream of the crop of things.

So I'd expect those type of answers. But when you think about faculty you work without your schools, I'm guessing those numbers are a lot different. I think the percentages here was only about five percent. Have never taken an online course. I bet it's much higher for your typical higher ed university K twelve, but I focus me in the higher ed.

So why do I care about that? Why did I ask that? So In our current school systems, higher ed, when we train people with terminal degrees for PhD, What's the focus? Research. Research. Yeah. You know, most fact in my opinion, from what I know, when they get their first job at a university, they have no training on teaching. Maybe as a grad student, they taught a course or two, but no real training on how to teach.

So they're thrown into Some schools are great. They'll have some programs. That's good for them, for new faculty, but really they're thrown in. So how do they teach? They teach the way they're taught. Which sometimes is great.

That works fine. Okay? Get up in lecture, talk about it like this. But what have happened in March twenty twenty? When we had all these faculty who had never been trained to teach, their teaching consisted of teaching the way they were taught, they've never taken an online course. What the heck am I supposed to do? How do we do this? Now, and I'm not being critical. Faculty do a great job.

They do what they can. But this is where a lot of our professional development in my area, we focus on how to combat these things and how to make it better for them to provide some training that maybe they would have been nicer they got when they were younger. So we'll go back to my boss again. The one thing I did bolts. In fall twenty twenty, she had another idea.

She has lots of ideas. But this one was, she came to me, and she said, I would like your team to develop an online course for faculty related to humanizing online. How many of you heard that expression, humanizing online. Yeah. It's not new.

It's not something we came up with, but it was an idea of, hey, you know, faculty. A lot of them were getting turned off line learning because they're just going in doing this remote stuff. They don't necessarily know any better. We have administration that's hearing this as well. We have are hearing this.

We need to take I can't take the expression. We need to combat that in some manner, but by providing better development for our faculty to really show them what an online course should be. And most importantly, how do we engage our students in an online course in a meaningful way. So we did that. A member of my team, Marlena Davidson, created our first one, which was offered in December of twenty twenty.

It was a three week course completely online. And we used it not only to teach about humanizing, about how to have those engaging activities, but we also use as a way to model behaviors in an online course. We were giving those faculty who have never taken an online course the ability to experience one. We had due dates. That freaks out faculty sometimes.

Just like it freaks out students, which is and I'm not saying don't use them. But wow, you get some faculty. It's like, oh, I'm so sorry. I had this going on. I make that due date for this.

And I'm like, and now you know what it's like when your students have that same thing. And hopefully, that's going to impact you a little bit. About how you react to your students in terms of being understanding, not that we excuse everything, but again, putting human face on it. Confetti. Yeah.

I used just full disclosure. When Canvas first came out with confetti on assignments. I was an anti confetti person. Okay. I'm sorry.

My bad. I I've come around. But it was kinda to hear from faculty seeing confetti for the first time. You mean my students get confetti when they turn things in on time? You mean, if I put due dates on my assignments in Canvas or gonna see that. It's like, yeah, we've been telling you that.

So it was a mean experience to get them through here. And of the humanizing online, like I said, we didn't invent this. Michelle Pekanski Brock, she's, I believe, kind of, a credited person that came up with this idea. At her website is about two thousand fourteen is when she started doing this. We took a lot of ideas from her, great ideas.

And in fact, for that first group of students, faculty who went through it. We arranged for a, a meet and greet with Michelle over Zoom, of course. And it was neat to get some interaction with her actually see this is the person who came up with all these ideas initially. So we had a hundred and twenty faculty complete the very first time. And that I don't know what that number seems like to you, but first, I was huge.

We're used to having maybe twenty people at a workshop That was on a good day. So getting this many faculty to actually complete it was huge for us in a big impact. So what do you do when you have success? You try to repeat it. Right? So we we offer the course a couple more times because there were demand. We, as of now, a hundred and seventy have gone through that course.

But over the time, we developed three more iterations of that to kinda carry on. You can see the titles continuing the momentum to the end, hundred and twenty eight people, creating an engaging equitable and inclusive online class. That was a one. I was actually, I didn't go through these. I just kinda proved them, but that was kind of enlightening what my designer put together in that course.

I really did. And then most recently improving the accessibility of your Canvas course, thirty nine. That one we just did in April. I'm sorry, newest one. Just to share some of the topics across all of them, instructor presence, social presence, cognitive presence.

We're really big on presence. Okay. You've gotta be present in an online course if you're teaching that. Learning variability, insights from learning and analytics, strategy for online retention, equitable, inclusive engaging teaching and learning and improving accessibility for course design and course content. All of these things broadly related to again, having success from our students humanizing that part of the course.

I'm gonna share just a few quotes we had from some faculty. A student emailed the first day class to say how thankful they were for the clear and welcoming online presence. By day one, this changes I learned were already making a difference. I was not utilizing even to the amount of features in Canvas as I should have been. I now feel as though I the capacity or sorry, the capability to help my students feel more connected to each other, and with myself through the journey of the class through to their, throughout the journey of the class together.

Can't read today. I like this one because I think a lot of us provide workshops for our faculty, right? How do you speed grader? How to do what if they don't speed grader is? Or what if they're like, oh, it's just this gradient thing. When they can experience it, I think they're that much more likely to actually utilize it in their teaching when they see what that can do. Okay. Last one.

This course was exactly what I needed to make my class more engaging, approachable, visually exciting, and easier to navigate for my students. Boom. That's what we were going for, and and we got it from our faculty. And I didn't just cherry pick these comments We didn't have any negative ones. There were tons of them like this.

Faculty really, they got it. I've got one more quote. This may be my quote. I don't remember. And I didn't put my name on it because I didn't wanna take credit just in case it was someone else's, but it's powerful, I think.

For faculty to be able to support and engage students, they must be supported and engaged first. Okay. That kinda sums up professional development in a nutshell. Right? Why we do it? Why it's important to not only provide and teach how to use the tools, but to model that behavior as well so that they can walk out of there, really understanding why this is important, what we talk to them about so often. So at this point, you're like, wait a minute.

You didn't tell tell me this thing was about humanizing because I've been talking about it a lot. Why does it matter? Why am I telling you about these courses? The reason why is that we circle back to bolts. What was the reason I didn't feel can make a program out of it. It's because we have all of these small training sessions that I didn't really fit fit to a program. And now suddenly, we're starting to develop the menu of a trainee of workshops that I'm gonna call recognition worthy.

You know, faculty had to do something. You know, it wasn't just like sitting here listening to me for forty five minutes where you could be playing Tetris on your phone or they literally had assignments to turn in. They had engagement. And we finally thought, yes. Let's it.

That's it. That's what we've been wanting to do a while. So we put together, we ditched the bolt's name by that point, by the way, just so you know. And we rebranded it, the seen excellence in online teaching program. Now, this slide's a little underwhelming, and that's okay.

So that first bullet he's telling you what is the program? What do faculty need to do to earn that certification if you are that badge? Well, they think of court, court, court, plus three electives. Okay. I haven't mentioned the core course yet. That is what we call a course with, foundations of teaching on line. This is a course we've done for years.

It's one that mainly when we do a, online course development grant with faculty, we'd require an go through this, and was actually built to kind of walk them through that course development process. Since then, we've separated those and allow anyone to take that course, but that's a core. We want to take that if they're gonna be part of the program. The electives, there are four humanizing courses, and three of those, or They can present at our annual digital learning showcase. That's something we do in May every year, just a chance for faculty to come and really short a fifteen minute presentation of what's something cool they're doing in the area of academic technology.

Great for sharing information, and it's pretty good to success. Or an instructional tune up. That's basically the case where we tell them to request that one of our designers looks at their course. Let's do a review. We'll give you some suggestions, what's lacking, maybe, what could be improved.

So that's it. Like I said, it might seem a little under me, just a corn three electives. But hopefully, you see where I got to this, and why it was important for us to get that menu established of actually, again, credit worthy offerings for faculty to do. So oh, we got badges. There's our badges we created.

The actual program on the left, the red one, that's one for the whole program as a whole. The top one is our core, The next four are the four humanizing courses, and then the other the other two electives on there. So you can see we have a thematic element to how it's laid out there and set up. And within badger, we're using badger at Canvas credentials now. We got this all set up using the pathway.

I didn't bother creating a screenshot of the pathways. That's a little underwhelming. If you got the one about what they're doing here in Instructure Con, that's a much more impressive pathway. So I won't bother showing you dollars. So at any rate, awesome.

We're set to go. Right? We got this neat program. We had this all this was about November we were set with this. And we're all ready to start issuing some badges. We had some people that already retroactively earn that, and there was a not so fast our university.

So let me back up a little bit from there. About a year ago, my university, university Goma, as well as our system started to go down the path of micro credentials. Okay. We already had a issue, instance a Canvas catalog, where we're offering some non credit courses. We wanted to have it more official with some badging for recognizing things.

And October, November, when my boss was starting to socialize the idea, I don't know if anyone else uses that term, but at my school, we we the term. We socialize something when we start to talk about a policy before it's a policy to get people's reactions. We got pushback from our academic unit set at Universal Alaska Omaha, mainly from Dean's and the colleges. And it was a legitimate pushback. Okay.

I'm not meaning to criticize them. Large part of it was not understanding what a micro credential is. Not knowing what the badges are. Those are stickers. What are those things? How is that gonna impact my college, my program? Are you gonna be taking away my students now and doing this instead? How do we maintain our not academic integrity, our branding, our our campus branding, and, goes to that.

So we had to step back from that and kinda go to the drawing board to establish all of these process all of these standards for how we're gonna manage this. I mean, rightly so, the dean of the College of Education wants to know if someone's getting the badge for attending to talk that Rick gave for forty five minutes like this one right now. How is someone gonna tell that's any different from my teacher who went to a forty five hour course and gets the same sort of badge. Very legitimate gripes. So we stepped back, and of course, you do we always do.

We made a commit and started working on the groundwork of how we do this. So I'm just sharing some of the roles of who we right now have on our committee. So the division of innovative and learning centered initiatives, should be necessary. That's actually a parent group that's new, created specifically for this. I'm actually part of that group.

So they're kind of leading this. We included our registrar. Is that more thunder? Because believe it or not, if you're gonna start giving badges, you probably want your registrar to know what's going on because they need to work with people like credentialing agencies. You don't wanna be doing things you aren't supposed to be doing. Marcom, our University Communications.

They have branding guidelines. They were very interested in what those badges looked like to make sure that we don't have little cartoon, whatever. Director of care services. That's another key one. They work with students getting jobs all the time.

If we're gonna do micro credentials for students, they know a lot about what faculty want to see. Human resources, they were really in badging for professional development within university, not just faculty, but everyone. It's another key component. Director Division continuing studies, adult educators, again, great audience to be have some awareness from. And then lastly, some representation from my team.

And we've been working on this. We're not there yet. The other key component to look into, instructure Consult Okay. This is actually from last week. Zooming and I grabbed a screenshot.

And we do have three members from instructure who are on a Zoom call with us. Guess what? The problems I'm telling you about right we're far from the school, first school to come up with that or have the same problems. And the instructor folks, they have dealt with schools. They have advice. They can help guide you through your path of how you're gonna make that work at your school.

But of course, every school has different cultures, so you do have to come up with that kind on your own. So with that, let me just show you kind of a draft of what we've come up with right now. It's still a draft. This is not final. We have four broad categories of badging that we're gonna use within the university.

On the left, we're gonna call that an engagement token. To read, used for honors, achievement, and activities, documents participation. It is best suited to award for engagement in an extracurricular activities, attendance in one or more events or active membership and organization, participants should be meaningful in value adding for the participant, but reflection or tangible assessment of participation is not necessary. That's the closest thing to what we would call a stick Okay. And I don't mean to degrade that.

If you all got the pathways about all the things we wanna hear in structure, those I would say would all fall into what we call engagement token. Coming to this session. Yeah. I'm not gonna test you and assess you. So we're just gonna give you a token if you're gonna come to talk like this.

Experiential page for experiences where the individuals prepared for the experience, completed experience, and self reflection or other assessment is pleaded. That's when we really want to be some sort of assessment to go with that. Credential used to acknowledge individuals gain competencies from a variety of different learning experiences. So again, a step higher. And then lastly, our collection badge, which is meant like with that pathways option within Canvas credential when you're going to stack multiple badges.

So our idea is graphically, those are the templates of all those badges would look like. So the experiential badge, it's always that shield with, whatever you wanna call it, and you just would change out, swap out some of the text in reflecting what that is being offered for. Does that make sense? This is just a draft. This isn't finalized. Now, before we go to the next slide, let's take a close look at those four badges, and I'm going to show you my badges again.

To those match, No. We were ahead of the game, right? We did this when we weren't ready to do it. So we have all of the criteria set up. In fact, oh gosh, I can't do it. I'm not not on the internet.

We have all kinds of criteria for all these. That's all laid out fine. We fit within the framework. Right now, it's just mainly graphical. And I haven't had time have my biographical designer do it.

But once we do that and fit in the framework, we'll be able to award these. You know, we could have went ahead and did this back in December. I mean, I'm an admin, right? I can do anything. But it's smart just because you can doesn't mean you should. And that's something that think in all of our areas, when you do have power, so to speak with the system, you need to make sure you're playing within the rules.

And if we're gonna expect the rest university to follow within these guidelines, we better make sure we do as well. So, well, yes. Have I been a little frustrated the last six months about it? Yes. Do I understand why we needed to wait? Yes. Am I really anxious to start awarding these badges real time to our faculty? Yes.

In fact, I had the bright idea. I was going to live, issue them in front of all you. I'm glad I'd been abandoned that since I have no internet. But at any rate, that's kind of where we're at. So just a few last things here to summarize.

First of all, I feel very strongly. Professional development for faculty should be engaging, and it should be recognized somehow. Okay. Whether it stipends, whether it's certificates, whether it's badging that they can share and make available to their students. And, somehow let students, again, identify these faculty wanna want the extra mile to help teaching to make them better teachers.

Faculty professional development can be a great time to model techniques. Again, I feel very strongly in that. I think that's huge. Show someone. Don't just let them experience it, not just see how to do something.

Planning with appropriate state holders is crucial for rolling up badging. I think I made that clear in those last few slides. And then, lastly, be prepared for whether it's a new virus swiping the planet, or it's your Dean's telling you you can't issue badges, just be ready to make those changes roll with the punches know that it's gonna work out for the better once you do get through that particular area. And with that, I am done. Thank you, officer.