Stop, collaborate and listen: compare and contrast of campus engagement strategies across three institutions

Good afternoon. Good afternoon. There we go. Alright. Thank you all for, coming to stop collaborate and listen. My name is Dave Long from the University of Iowa.

We also have Karen and Christina, and we're gonna talk today about some things and go through some slides. So I think first up I know. I was gonna say hi first. Hi, everyone. My name Hold the mic next to your mouth.

Sorry. Hello, everyone. My name is Karen Condoff, and I am the senior training coordinator at UT Justin. We migrated from Blackboard to Canvas in twenty twelve. So you, UT is unique.

In that canvas is managed by ITS, and I'm not gonna go through this entire slide. But just because we are housed in you ITS, we have to collaborate with a lot of those other academic, if you wanna think of that provost center for teaching and learning. Academic affairs. A little bit about UT Austin, we've got fifty two thousand students, about thirty five hundred faculty. Eighteen colleges and schools, hundred and seventy undergraduate graduate fields of study.

I'm not gonna this for you, but, UT is big, but we are prior to the pandemic. I would have said we were federated, after the pandemic, the word is distributed. So we have experts all over campus. And with that, I am going to hand it off today. Alright.

Thank you And maybe my clicker died. Oh, there we go. Alright. So, University of Iowa, we migrated from Desire to Learn, to Canvas in two thousand sixteen. We, our, we, our support is provided by a central ITS help desk and our LMS support team locally refer to this as icon or Iowa courses online.

So, thank you Canvas for branding your conferences as icon twenty three. It it really resonates with, people back home in Iowa. And this is managed by, we're located in the central IT unit, not Office of Teaching Learning and Technology that's made up of, learning spaces team that does classroom technology. Instructional Services, which is the group I'm under for, academic instructional technologies and then a research and analytics group. And we have a lot of partnerships with, different groups across campus from academic information systems, helps programs, a lot help program, a lot of the custom integrations and things like that with SIS Center for Teaching as well as other campus partners.

Thank you. I'm standing down here just because crowded up there. So we're all telling a little bit about our university, and you'll hear why in a little bit, but this goes along with our introduction. So Yale migrated from Sakai around twenty sixteen. That's my team over there.

And so they can help answer questions later if you have some for us. So we are the Canvas owner's educational technology team is, and EdTech is actually located within our center for teaching and learning, which is the poor vous center for teaching and learning. And so that mentioning that here as it can be kind of important because a lot of, canvas is usually owned by ITS. And so we like to make that distinction as that is part of our, highlighting three different ways Canvas can be run across an institution. So that means that we partner extremely closely with our colleagues in ITS as well as the university registrar office, which I'll be using the shortened term URL.

And also, we do have some partnerships with the Yale University Library for obvious reasons. So I put a little bit of stats down there if you can't read from where you are. Our FTE count's about twelve thousand. And we have fourteen residential colleges, sixteen professional schools, and we all met from our our one peers group. So I wanted to throw that on too.

Alright. Thank you. So that's a little bit about us. And now we're gonna move into the next section, which is what this presentation is about. And so in the spirit of the times, I took our proposal and, and abstract and ran that through chat GPT and asked it to write a summary in the style of ice ice baby by vanilla ice.

So bear with me here, but, we'll see how this goes. You'll listen up. I'll tell you a tale about Karen Dave and Christina. They never fail. They're presenting how we engage.

Yeah. It's true. On learning management systems, Canvas LMS, they do. Campus governance feedback and planning, you see. Central versus distributed IT groups the key.

Working cross departmentally, that's the way to manage cultural change and make it stay. Delivering a stable, reliable, responsive service, LMS for the campus, they never get nervous. They'll, navigate the politics. That's for sure, running focus groups and finding problems to cure. Stop, collaborate, and listen, my friend, feedback and strategies they defend.

Karen Dave and Christina on a mission, engaging institutions with precision. Stop collaborate and listen. They've got the flow. Canvas LMS Engagement, now you know. So I I don't know exactly how much that fit with the the writings came with the thing, but I don't know.

It was it it felt like it kinda summarized things. But what it's really about, you know, thinking about stop collaborate and listen, it's not This is more on the people in the process side, and less about some of the technology parts of things. But with Stop, you know, think about make sure you have a plan before embarking on a change. Make sure you understand your governance process and building influence. Collaborating with central and distributed support working with campus partners, stakeholders, running needs analysis, those types of activities.

And then also listen, finding good ways to listen to, different inputs that come from your this. All of these help with delivering a successful LMS service. So to talk about stop a little bit, we before you embark on some sort of big change, maybe it's, making a change to an integration, rolling out a new program, purchasing a new piece of technology, make sure you it's useful to understand that you, that you understand your governance process, you know, how are decisions made at your university? Which stakeholders do you need to engage and how and where? And sometimes with So, actually, here's a question for the audience here. How many people have a very clearly defined decision making process at your institution. A couple hands.

Alright. How many people think it's sometimes messy and sometimes varying and different depending on I can I raise both hands for that? So, you know, there's thinking about this, sometimes, depending on the scope and the change, there's more of an informal approach you can take to governance process, and maybe it's just informing people or telling people about a change and things. Other times it may be more formal depending on the scope. Funding often across our three institutions, funding is one thing that definitely pushes things more on the formal side of the decision process. If we have to buy a new piece of software, we were looking at, you know, I personally am interested in impact.

I don't know if I can get buy an institutionally to pay for that. But to do that, that would have to be more of the formal side. However, if we're thinking about things like, hey, turning on new analytics or analytics new, adjusting some sort of smaller change, smaller scope, implementation of something. That may maybe more on the informal side. And we just inform people or tell people through the various venues.

And so when thinking about governance and things, it's also useful to do, you know, road maps and planning for the year head so that you're taking an intentional approach, to mapping out what things you want to accomplish, what work you wanna do. Also across all of our three institutions, we we found that it's useful to align strategic objectives from our institutions or I'm sure everyone has a strategic plan of some sort, aligning that with what changes we wanna make in canvas. Right? So if you're thinking about, hey, we're on Zoom and we make it out of teams at some point, and drop zoom. That's something I was considering. What things do we need to change with integrations in Canvas to help support those larger strategic initiatives? Also, to making sure that you're responsive to changes that come from canvas, they release a new feature, they have a new large thing coming out, new quizzes, other things like that.

That, you're shifting your priorities and needs based on what canvas has coming as well. Also, then thinking about governance, all three of us have, a variety of faculty governance groups. There's, you know, IT governance groups at Iowa, we have a LMS steering committee made up of faculty members where we can present ideas, get feedback, get input, things like that from them. Before we go out to a larger audience and say, Hey, what do you think about this idea? What do you think about some change? Or what what would be a better way that we could support you or help you in the work that you do. Also, too, it's, it's useful to, be intentional about how you're navigating politics.

You know, there's the political cultural and strategic lenses to think about changes through. And sometimes, you know, having you have a big meeting coming up. There's that technique of having the pre meeting with a smaller group of people to discuss, get on the same page, align, have the actual meeting, and then sometimes you have the post meeting to do a debrief about what that what that content of that meeting was or what decisions were made. All three of us also too. We looked to a lot of our peers to, see what others are doing, like Canvas, r one peers, any consortial groups, things of that area, because that can help, influence the ideas that we have in the directions that we want to take things.

And and part of that too is, like I mentioned, influencing future directions and also advocating change, you know, because sometimes a lot of change comes top down, or side to side, but sometimes we can influence change bottom up by saying this thing here is a really big problem. It may not necessarily be on fire today, but in the future, this is gonna cause more problems and more choose. So on to collaboration. And here I thought UT was unique in that, Canvas was, centrally supported, in ITS Originally, it was three different portfolios, ITS, academic affairs, central teaching and learning, and then our IS, in a different portfolio. Our IS now is in the same portfolio as, ITS, but being able to collaborate across portfolios.

ITS was selected because we had experience with those big enterprise solutions, those platforms. And we had a documented process for clear communication with our stakeholders. And so again, we do collaborate with those other Tities. This isn't an ITS, service. This is a campus wide service.

And with that, our supports staff experts are central, but they're also distributed. And so there was the need to identify, who are these people? That we are going to be communicating and collaborating with. When we sent out the call, we were looking for another LMS, the evaluation, We paid attention to who came to those meetings, to those demos, who was asking for a sandbox, who was asking questions, some of these, people we knew. They were your usual suspects, your registrar, your academic information systems, the libraries, the center for teaching and learning, but at UT, we also have local IT departments that were interested. Instructional designers and academic support staff.

As Dave mentioned, there is that infrastructure for faculty, faculty, senate, and faculty council. But at UT, we found there was nothing for that support staff. And so what we did was we created a educational technology coalition. Back when we first went to Canvas, they were called Canvas TSCs. But we quickly learned one that they weren't all technical school contacts.

And two, our toolkit just exploded, and it wasn't just canvas. And so that's why we kind of rebranded educational technology. But they have been instrumental in providing that collaboration and that support So we communicate. We communicate with monthly meetings. I'm very proud to say that twelve years into Canvas, we're still meeting monthly.

And the first thirty minutes is still dedicated to sharing knowledge, sharing experience. We also, created a Lyft's List serve, and we spun up a team's channel. So we're not only chatting with one another. We've got an area to share files. With that, distributed support came the need for established protocols for academic support.

I'm central. I do the bulk of the training. I do consults, but working with the different units having that relationship, having that collaboration, I know that there are some units that would rather be the first point of contact for their faculty. So again, that relationship is really vital so that I'm not stepping on anyone's toes. The need for elevated access this was something again because UT is very distributed, that we looked at who had what business need.

And so we went about giving them subaccount admin access so that they could support their faculty in the way that they were used to. And so there was that need that process grant elevated access. And with that working group now that Canvas has admin analytics, excuse me, we've spun up a working group so that they can look at this and they can look at what permissions are needed so that if they want to give someone in their unit access, they can do that. I put the slide here You saw that UT was at Blackboard first. We were on Blackboard for thirteen years.

We were self hosted. It was ITS servers. ITS did the updates. I TS turned on the features. ITS did not do the record retention, but you can believe we enforced the two year course deletion because this was server space.

At the end of the day, it kind of felt like we thank you for your cooperation. When we moved to Canvas, again, fifty two thousand students, thirty five hundred faculty ten, twelve thousand course shells a year. We had a very small IT team. Maybe three or four feet. We knew that we wouldn't be able to move an institution that had spent thirteen years prior.

So we engaged those stakeholders. We engaged those units and that EdTech Coalition to help us move. They were vital our boots on the ground. So I mentioned a bit about how we identified them and so we did. We leveraged their diverse expertise and their perspectives.

That relationship that we had built helped us when we needed to lean on others for workshops and documentation. I school went to Panopto two years before the entire university did. They had built phenomenal documentation, and they have courses up comments that anyone can use all about how to use Panopto in canvas. We would not have been able to do that without their assistance. ITS is really big if you will on fostering cross departmental collaboration, but more than that, we really wanted to encourage that porting back.

One of the biggest complaints, and I forgot to mention, while we were on Blackboard, only sixty percent of faculty used it, eighty percent hated it. And the biggest complaint was that no one knew what anyone else was doing. So in those ed tech meetings, that's why it's important that we've got that first thirty minutes of sharing. And so we're encouraging that collaboration, but if you're gonna collaborate, you need to come back. And report what worked, what didn't work, and share that knowledge.

So we've leaned into those relationships and those collaborations. They kind of tell us what worked and we're like, okay, let's pilot it for the rest of the universe. When we first started on Canvas, I believe it was the University of Maryland, said communicate until it hurts. And my entire team went But overcommunicate to inform and engage. If your message is relevant, you're not spamming your faculty.

ITS, again, we had that process for open channels of communication to keep the campus informed and engaged But we also had a mechanism for feedback. We're pushing out information. It was just as important that we got feedback from our campus. I will tell you that the times that we have heard from our faculty, the times that we've got pushback from our staff have been times when we did not vary our We depended only on email. We didn't follow-up with a global banner.

Sorry. During the pandemic, prior to the pandemic. I would say that not anyone knew who did the global banners in canvas, what they were, how they could get their message up. During the pandemic, we quickly realized that canvas was our digital campus, and everybody wanted to do a global banner. And not just words.

They were bringing gorgeous graphical banners pictures that were huge in taking up the entire dashboard. I'm sure no one else had this problem. And so quickly we knew we needed to create a policy. And so we engaged that EdTech coalition again because we wanted to get their buy in. If we're going to abide by this policy for global announcements, we wanted to make sure that the sub accounts were also abiding by this policy.

And so, again, we went to that group and we came up with something that everyone could agree to. Because no one wants to have the provost tell you, I heard you had an entire page of announcements in your Canvas course. Well, in your Canvas dashboard. Sorry. And so we set about having that policy put in place.

Now I mentioned that we deliberately reached out to the EdTech Coalition for the global banners for the admin analytics. And that was because we didn't want Canvas to be seen as an ITS service. This was a campus service And so that inclusion equals ownership, we wanted that buy in. We wanted to engage them so that they felt that this was their service more than ITS's. So we involved them in the decision making and the planning.

We also engaged them early on to address their concerns. And we highlighted the benefits of canvas over Blackboard. Now, I like to mention this one to my faculty, and I know some of you, if you're new to canvas, This is this is nothing new to you. But when UT first embarked, announcements sent by me, messages sent by me was not a thing in no notifications. And this was huge for our faculty because I had students putting themselves in their courses as students so that they could get that ding.

You've got mail because they knew if they received that announcement, their students received that announcement. So, we went to the EdTech Coalition. We started feature requests. We had faculty. We talked to our CSM.

And we got it added to notifications. Again, twelve years ago, but this was a huge win for our faculty because we could say We listened. We heard you. We got your feedback. We went to the vendor, and we've got this for you.

It's set apart a or it's set a positive impact for them. And so how you implement, how you support can affect in structure and staff expectations of other changes. I will tell you that the way that ITS set about the Canvas implementation engaging the stakeholders early, constant communication has been set at UT as the gold standard. It's the way all other services they expect to be rolled out. That collaboration and that feedback encouraging instructors and staff to collaborate, to work together, to come back, share their best practices, and provide that all important feedback.

This is what helps our campus have a successful Canvas implementation. And again, we've been on it for twelve years. But it starts with listening. If we were not listening to our campus, then we wouldn't beat where we are. Okay.

So I have the listen fees. And, so I really just wanna say first, I hope that what you're starting to take out of this is that, we're all so different at our institutions, but it's really it's been fun for me to work with them to see how many similarities we have. So, with everything that was just said, we're gonna focus now on the importance of how we listen to our constituents and how this listening really helps us, amplify the use usage of our LMS. So in doing that, we kind of already talked about it, but thinking first about like who is the community that we need to even be listening to. So obviously many of us are in ITS.

So we need to listen to our ITS partners, the URL and our Canvas account administrators. And, I have another bullet here called school administrators, and, I was talking to my colleague, Claire, because she does a lot of our permissioning and roles about how how do we define school administrators? Like what are these people and how can I express it to everybody? And we kind of said that we use this maybe more like school liaison. So, like, Karen created and mentioned the EdTech Coalition, and I love that, and I kinda wanna steal it because it is a coalition of, like, people working across the institution from different professional schools or departments that you can really leverage to be, like you said, like boots on the ground, what's going on in these departments, and in these programs, what do they need, and how do we listen to these members of our community? Another important group that I feel like sometimes I forget about, oddly enough, or the student and instructor voices because we can get so in the weeds on the technical and how things function and how things work properly. And at the end of the day, yes, we're all doing this for students and instructors, but it's really easy to, like, forget that that's our main group to focus on. So listening to these partners across institution, ITS, URL, and our Canvas admin.

So we kind of touched on it a little bit, but I wanted to use slide to kind of highlight how often we do talk and meet to the with these different people. So as I mentioned, at our institution, we're, in a center for teaching and learning, So our touch base with ITS happens weekly, if not more often that my team meets with them, just to be on board on par with everything going on and running through the system. My team also has our monthly check ins with the university registrar's office, and I think there's two monthly check ins for different groups of people in the URLs office. And this is also not just to doesn't count the one off meetings about other topics having to do with our SIS or other things. And then, my colleague Ryan sitting over here leads our quarterly meetings with the Canvas admins or maybe we it would be an EdTech Coalition.

Are those scholiers on? And, we mentioned to kinda like having a team space, which we also, have a team space, and we're thinking to, like, how what what's the best platform to leverage this communication to them? And also, I think, when we were thinking about using Microsoft teams for them how to not make it like a backdoor ticketing system in some way. So there's lots of things to think about in terms of how can we bring them together as a group? For, like, really community of learners, in that way. So we meet with them quarterly, and we like to maintain these relationships, kind of just like having a meeting because we talked about changing that to maybe a newsletter or something. But at the end of the day, it seems like everybody really likes having that opportunity to, talk to us. It it kind of makes us feel special when they say nice things about us.

We're like, okay. Thank you. And then Dave mentions that he does the instructional technology community meetings, so it's kind of a similar group at Iowa. So listening to our administrators in these committees can kind of help everybody understand, like, why decisions are being made so they don't feel like things are being forced or impressed upon them. So keeping our school admins liaisons as EdTech Coalition up to date on decision making process and really working with them on why we are making decisions that we're making can really be helpful.

One anecdote I have is the submit on behalf of feature. We just never turned it on because really it just seems kind of, scary and very powerful for our, you know, our residential programming. And, so we, we took it to them and said, like, what do y'all think? And they were, like, okay, Like, no one had any fears. So we're like, then why do we have fears? And then after a while, we just ended up turning it on. So little things like that, as you're mentioning, the governance can be pretty informal.

We really rely on that group to give us feedback and, either take what we say back to their group, or do the opposite. And then LMS steering committees are very popular. We used to have one, which we don't anymore, but it was started whenever we went to our campus implementation. And then also two in the same realm, the academic technology governing council. So keeping all of these people in mind, can really help you know, when you're spreading the message of why you're making decisions the way that you are.

So, listening to students and and instruct I mean, this should be so obvious, but sometimes it's really hard to think about how we are listening to them because, I don't know about you all, but we could get a lot of tickets and so trying to think about this tickets and the numbers and, you know, what are we gonna do? Like, we know that people are unhappy because we get a lot of these anecdotal comments, but what do we do with that information? So using and relying on our ticketing system can be really important and also thinking about our focus groups and advisory committees. I feel like whenever we bring things to an advisory group specifically us, the, student advisory group that we have at the Porvo Center for Teaching and Learning. I feel like they, feel really heard, so they give us really great feedback, and they know that it's a safe space to come to. So when you present it in that light and in that realm, you can get some really great feedback. And so how do we once we hear and listen to this information, how do we verse it.

So we kind of talked about, banners, obviously are important for sharing listservs, but also, thinking about, other ways to share, you know, faculty buy in for using things can be really important. So doing things like UT Austin has a technology enhanced learning symposium, is a great way to just like share this information that everybody's doing. We do or did, and we hope to revive our canvas at Yale Lightning Talks, which is just a series of our, I don't want to say power users, but those that we get really great survey info from, we ask them if they can do, five minute presentation, which really lowers the barrier for them of saying no because it's just five minutes, right? Who doesn't want to do it? So that is really good to get people. Like, I think the last time we did it, it was just something as and I mean, now I'll say simple, but it wasn't back then as using mod because people were like, what is modules? And so we had somebody just talk about it for five minutes and it was very helpful. Newsletters can be very powerful especially when you're really, thinking about that faculty voice.

And then also, what we're trying to do this year is something called blank canvas and the hopes of that is to kinda take, like, almost an instructional design or a course design approach and bring it to faculty to help them think about how they're designing their courses, And why? So we have a bunch of different groups from our center for teaching and learning who are going to, showcase and do some sessions on that and we're really going to rely on them. And then an academic technology update that UT Austin does. These can be in the form of newsletters, but they can be really super helpful. Okay, so I have a slide that has a lot of information, but I'm gonna talk about it in the sense of thinking about how we listen and, structuring almost like our ticketing system because you can get so much information from those tickets that come in, but it's really hard whenever you start thinking about how are we gonna parse this out? Like, because we'll we'll meet as an ed tech team or a Canvas meeting team and we'll say like everybody's really upset about blank. And it's like, well, what does that mean everybody's so upset? Like, was it just two angry faculty tickets that came in, or was it, like, twenty cases that came in.

So this slide is really just to highlight, the different ways you can kind of use your ticketing system to listen to what your community is saying. And so, for the three of us, UT Austin and Yale, we do use the canvas support hotline, the chat, and the email, that tier one. And then, what happens next, is it's usually escalated, and I think that's kind of where we differ. It all kind of comes through a pipeline and then you know, we give out the information. So in those KBs that you give to instructure, you can really start seeing like what they're pulling from and what information they have taken and what's important to them.

At Yale, we use Salesforce So, my supervisor, Pilar is really awesome at, like, giving us tags. So we can say, like, a ticket came through, and it was for an external application. Turn it in. It was for, using, the WordPress installation, which we have Canvas pressed. So we're able to really, define the types of tickets that came in.

So if you have questions about that, it's Clara. I've been sitting over there right there in the green. She's amazing at at doing that and then pulling out those reports and even saying like, here's how many tickets we got throughout the term. And here's how it fluctuated and here's what, here's what the topics were. So along with ticketing, how do we become aware of current happenings just maybe outside our institution or what what people are talking about outside of the norm, I guess you would say.

And, so we talked a lot about, utilizing online forums, and I thought it was pretty cool that Karen, said that she's scribes to her school subreddit, and here's a lot of things about, what all of the UT Austin population is talking about. Right? So not just canvas or any canvas product, but everything, I guess. Right? And then Student perspective. Yeah. So then too, it is I mean, I feel like community guides can be really helpful when you start digging into the notes and the comments that people are saying underneath, maybe a new article that was, pushed out.

And then also to social media, like jumping on Is it even called Twitter anymore? I don't know, threads? That thing. Social media. And then, so really, and then I can't, say enough good things about the community that we have through the r one institutions, which is where I met them. And so if you aren't in the r one institution, think about like What's your conference like? Are you in big twelve, big ten? Like where can you seek support from other schools that are like you? And like what we all are finding at these types of conferences is really, like, we're all kind of doing the same thing in different ways. And so people are really excited and happy to talk about it.

So, reaching out is just such a strong, like, community and really lifeline. So again, student panels, in those focus groups and advisory groups. And then also you can get some really great information from surveys And so we, Claire really helps us out in developing our qualtrics survey, and then we put it as, announcement in Canvas, so it can click and it links out to a call trick survey. And, I think like our first question is if you're instructor or a student, and then it just branches, so we can just make one and then parse out, the data from there. Thank you.

Thanks. So all of these, different parts together, stop collaborate and listen. Like we mentioned at the beginning, you can also think of this as sort of a continuous improvement model, right? Because if you're thinking about your governance, you're thinking about ways that you're collaborating with your campus partners, with different units, with instructors, with students, and ways that you're also listening to their feedback and understanding their needs. This can help fit in, continue improvement plan for delivering Canvas as a service to your institution. Right? Because if you're listening, you can then react.

If you're collaborating, you have those good relationships that then can pay off again in the future the next time something happens. Right? If you're understanding your governance process and and know how to navigate whatever whatever sort of path needs to happen to get you from point a to b, from your current state to your future state. That can help move your institution forward. The three of us too, when we were working on this presentation, we also saw some things happening across higher ed, and, just a few things we wanted to call out that, we thought were awesome that neither of us are doing, but things we would hope to do, is, you know, like one example northwestern has a a really interesting program yes, exactly. For, calling out, like, Canvas hall of fame.

Right? Like, students can nominate their course their teachers' courses. There is a assessment process, and then teachers that win are awarded like a certificate. Right? So it's a little bit of, like, it sort of flips the model from, like, teachers saying, hey, that's a good course or administrator saying that, but students showing recognition for good work likewise, too, a lot of other institutions have a, annual canvas or otherwise instructional tech focused conference. I know Ohio State is one example where they have, annual conference, and it's a big day. It's a big two day, big day and a half sort of thing northwestern does other institutions as well.

And so finding ways to get more of a focus and get people together to talk about instructional technology and the way they use these things. Also to being more intentional about, pilot process for new feature you know, we have these, different options or different features that come from Canvas, new integrations, new services may not be Canvas, maybe something else. And I know, Indiana has a really great next dot Iu pilot program, where instructors can get involved and help provide feedback early on in the process things before something gets launched and rolled out. So, a lot one of the common things we talked about through this, through this presentation is working across the institution, I never went to school for that part. I sort of learned it on the job.

And these were some of the books and, articles that were useful. And there there'll also be, links to all of these things at the end. There's a QR code at the end of this whole presentation. But, and this is not an exhaustive list either, I think. But, you know, if you're thinking about, like, man, I'm stuck on the governance part, or I'm stuck on the collaboration.

If only I could get this other group to collaborate or I'm having trouble getting input or being aware of different things, try looking out to other, resources. Right? If you have LinkedIn learning or, your library may have subscriptions to different training content and things like that. There's other things out there that you can look to for inspiration to apply at your own institution. Alright. I know we're at the end of the day.

It's been a long day. I think we're between you and drinks and dinner sort of thing. So, does anyone have any questions? Yes. Hi. I'm Abby from Northwestern.

Happy to answer any questions about our Canvas hall of fame. We're in our second year of it. The question I had was about your student panels. That's something we've thought about doing, wanted to do. And I'm wondering how you source your students.

How do you? Cause we are also IT based. So, like, We've tried going to student government. We've tried partnering with our academic service and learning advancement team, but should get like a broad scope and perspective of lots of different students. How do you all do that? Well, I think I know the answer but I don't I'm not the person who puts everything together, but being, at the center for teaching and learning, we might have a little bit more leverage in that sense because, There can be a wider range, and then we do have a group who works directly, a few groups who work directly with the undergrad population. And then also to, we pay them.

That that that all was awesome. We pay them. Yeah. At at at I I can speak for Iowa. We have a annual student panel through our academic technology advisory council, and and they when they're when putting it together, they're very intentional.

It's, you know, twelve, fourteen, fifteen students, but some undergrad, some graduate, some professional schools, some PhD students, and, you know, a variety of backgrounds first generation university students, people that have, maybe is, you know, fourth or fifth generation that has been through, higher education and things. And I think it's a lot we find those people was through talking with instructors. Sometimes they have a really motivated undergraduate who works in their lab or somebody they know, from class work and things, and also paying them. Yeah. Other questions? Once twice, three times, final call.

Lunch time. I mean, dinner time. Go get in the line early. Thank you.