This is Think Tech Hawai'i, Community Matters here. Hey, we're back real live. I'm Jay Fidel here on Hawai'i, the state of clean energy with my co-host and the co-chair of the Hawai'i Energy Policy Forum, that's Sharon Moriwaki. Aloha. Hi, Sharon. Hi, Jay. And our special guest who is here from the mainland from Portland, and he came here to participate in the conference yesterday, the Hawai'i Clean Energy Day, what, what, what? Gapways to clean transportation. Clean transportation day. And he talked about integrating energy and transportation very important. OK, we're going to get to that in some detail. Craig Dirksen, thank you for coming down, Craig. My pleasure, Judy. Thanks for having me on the show. Craig is a counselor in the Oregon Metro Organization, and that means the guys who planned the Metro Organization in Portland, which is a really win, win, win kind of a rig. Terrific thing called MAX, and it gets you all around town economically. Yeah, well, why don't you tell us about yourself? Include the part where you were mayor of Tigard. OK. I'm a resident of the Portland metropolitan area, which is actually 24 cities, including the city of Portland, but 23 others as well. I actually lived in the city of Tigard. Lived there since 1977. And I was the mayor there for nine years when I was term limited and couldn't be mayor any longer. So I decided to run for the Metro Council. The Metro Council is the regional government that has responsibility for land use and transportation planning, as well as some other things, like running the zoo and the convention center. Oh, so this is much broader than just the train, the transit in Portland. Absolutely. In fact, we don't actually do transit. Trimet is the organization in the Portland Metro area that does transit, but we are responsible for funneling federal funding because we're the metropolitan planning organization for the Portland Metro area. So we work in very close partnership with Trimet and the Oregon Department of Transportation and the Portland Transportation Bureau to fund transportation projects all across the region. This is like our Oahu Metropolitan OMPO. OMPO, yeah, planning organization. But it's much broader than what Ongo does. Because we are the only MPO in the United States where the members of the board are actually directly elected by the people instead of being appointed to that position by someone else. I think it is. And it also gives us because we're accountable directly to the people. And being an elected body, it allows us to have our own taxing district so we can raise money to do things. Oh, it's important. So we have some authority there. Most MPOs, all they are is funnels for funding coming through from the federal government. So you've been there for a long time. Well, I've been in elected office now since 2000. OK, see, that goes back. I've been on the Metro Council for five years. I've just been my first year of my second term on Metro Council. So you can come and speak to us about transit in Portland. I can. Yeah, that's the important thing. And he did. He did. So now, Sharon, from your side of it, Hawaii Energy Policy Forum, why did you bring Craig in? We looked around for somebody like Craig because it's not just about transit. It's about transportation and energy. And we are coming from the energy perspective. And transportation has always had its own problems and challenges. So it's been focused on roads and not really. And the planning is where the roads go and not something bigger and seeing the big picture. And so we saw that Portland was doing it. Vancouver was doing it. And Portland had that energy sustainability focus to what it was doing. And it was broader in scope than just transit, just a rail. And so we looked around. And we were in touch with the Spark Transportation Institute people. And we said, who can we bring? And they said, we know the person. All fingers pointed to Craig. And pointed to Craig. And we were so pleased that he was available. They're on break now from Metro Council. So it just worked out perfectly. And we're pleased that he was able to come and join us. And he's been open to meeting with everybody. We just came from meeting with some of the representatives at the Capitol on talking about the issues that we had and how Craig's experience has been able. And he was able to answer questions on autonomous cars even beyond rail. That's very valuable to have somebody do idea arbitrage between Portland, which is a special place, a successful place in transit to Hawaii. So you were there yesterday. You spent the whole day. I saw you. I know. I got witnesses. How was it for you? What did you think of that conference? Well, I loved being there and being part of it and being able to share what we're doing in Portland. But it was great hearing what's going on here in Hawaii too. And then going beyond that, questions like, where do we go from here? What's the future mean when we're looking at alternative fuels so that we can reduce our dependence on oil, on imported oil? And is that the right thing to be focusing on? I really like that you dug right down into the weeds and say, what are our goals? Let's articulate what the goals are. Once we can agree on that, then we can start talking about what actions we can take to achieve the goals. So not taking anything for granted, looking at all different options, and really figuring out what everybody really means when they talk about what do we do next. So let's go back and talk about Oregon for a little while in Portland.  Take a few minutes to tell us. Well, I think I can give a good perspective because Metro is not responsible for transit or just for transit. But we're responsible for all the transportation planning for the Portland Metro area. It's very connected, isn't it? Exactly, my mantra has always been that what a region needs, what a metropolitan area needs, is a complete transportation system that includes all the different modes, whether it's roads, transit, bikes, ped, and you need all those things in the right proportion to each other so that everybody has different options and each person's needs can be met for what they need today. And it is achievable. Absolutely. We have the tools and the software, whatever we needed to achieve exactly what you were talking about, and you did that in Portland. Well, I wouldn't say we've done it, but we are doing it. It's not something that you do and are complete. It's a process that you're continually going through. You mean it changes? Absolutely. So if I look at Portland today, even with the success you had, and I look at Portland in five years from now, it'll be different. Portland is growing so fast. We're growing about 1 and 1 half percent a year, and that comes down to, because of the size of our area, we're seeing about 111 people a day moving to Portland, which means 33 families and maybe 50 cars, more that we need to deal with every day. And so figuring out. Real estate prices is probably going up. Portland isn't the most expensive place to live on the West Coast, but our real estate prices are going up faster than anybody else's in the West Coast. We're going to go. We should go now. Yeah. I've lived in the house. I live in now since 1987. And today, I could not afford to buy the house that I live in. That's so in Hawaii, too. That's pretty new. Yeah. I thought that might be a good idea. That's a similar problem, yeah? So tell us the good things that have been established and achieved with Portland Metro. Well, one of the things that we've been able to do, the Portland Metro has certain responsibilities. There are other areas that aren't our responsibility. But because of our position as the entire region, we can act as the convener to bring together all those people. We've got 24 cities in three counties. All those cities have their own mayor and city council. Each county has its county commissioner board. But we are the place where all those folks can come down and sit at one table and hash out these issues, whether it's transportation or housing or homelessness or equity or water or emergency preparedness. We're the place where everybody comes to talk together. OK, big question now, Craig. Is that table, the discussion of that table, is it rational? Big hard no. We need to hear from you about this. It can be contentious. There's no doubt about it. Portland has this reputation, this certain reputation. But it's not like we're all a bunch, we're a monolith, all walking in lockstep. We've got a large urban center. We've got big suburbs around ex-urban areas where people, it's still rural. So a lot of different people with a lot of different opinions on how things ought to be and how things ought to be done. And so no, do we agree all the time? Oh man, that is not the case. But we have a place where we can all sit down and hash it out, and I think that's what makes the difference. Well, what's the magic? As they say, what's the special sesame sauce? Involve people early and often through the process so that when you do come to a conclusion, the advocates and opponents from different areas all feel like they've had a hand in the decision and some ownership of it. That's good advice. I don't know why, but this reminds me of the way David Bissell talks about Kauai. Because Kauai is a smaller island, smaller population. And yet, and a lot of different opinions there, and yet they have achieved a kind of rational discussion, a discussion which actually is moving the needle in. Which is bolded in, it's a co-op. So same kind of idea where you have lots of people, lots of opinions. But they allow those opinions and they deal with those opinions. Well, but I have to really compliment Kauai and the people of Kauai. Because what we heard yesterday is the thing that makes the difference there is the folks are really engaged and they're willing to go and talk. And air, how they feel. And hear how other people feel as well. That's what makes the difference. Being able to have everybody come and be involved to be part of it. Okay, so now we have the special sauce. We have the rational conversation. We have the five years you've been there, but actually longer. What has been the evolution of transit in Metro Portland? Well, of course Portland had a bus system going way back. But we made the decision, we were looking at in the 1970s a greatly expanded freeway network. And there was a lot of pushback against that. And so we made the decision to basically stop building more freeways and instead build a high capacity transit system. So we started building a light rail system in the early 1980s. And we're still building it today. We opened our fifth light rail line last year. Light rail, is that grade? Most of it's at grade. Typically it's a grade, it will rise on a structure to fly over other infrastructure where you don't want to have an intersection, but for the most part it's at grade. And is that, is it electrical? Yes, it's powered by electricity, overhead wires. I always wondered what happens if the rail car moves away from the wires overhead. Well, the track would have to move away. Oh, okay, this is all on a track. There's no wheels involved. That's great, well, there's wheels, but there's steel wheels. No rubber tires involved. You heard that here on Big Big. Wheels can be steel. Does it make a lot of noise with steel wheels, because that's what people are complaining about. Oh, they've got a lot of discussions about wheels. There's a certain amount of noise. I have to say that on the train, if you're comparing the level of service and the quality of service between buses and the train, the train is so quiet, it is smooth, it moves very quickly through traffic. The beauty of the train, of course, is that it's not in traffic. So no matter how congested it is, the time it takes to get from point A to point B takes the same amount of time, whether it's eight o'clock at night or eight o'clock in the morning. That's really important.  That's right. We're gonna take a short break, Sharon, if it's okay with you. And Craig, when we come back from this break, we'd like to talk about the challenges you have because we have our own challenges, and maybe the way you've dealt with those challenges can help us deal with our challenges. Challenges, Sharon's favorite word. I know. I love challenges. I like to hear how you'll overcome challenges. We'll be right back. 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And he's with the Oregon Metro Council. There's a councilor there. And we're talking about what happened, what they did in Portland, which is really a good study for us. A case study, if you will. So I'm speaking for Sharon now when I ask you. My favorite question. There had to be some serious challenges because you're dealing with an interface of technology and government and the public and everybody's expectations. What challenges? Well, we had, let me give you the example of that I experienced with the last light rail line when that hasn't been built yet that was envisioned as part of the system when we first started talking about in the early 80s. The only line that hasn't been built that was envisioned back then is the Southwest Corridor, which unfortunately goes to where I live. And it runs through the Southwest suburbs or will run through the Southwest suburbs of Portland and then through Tigard where I live and then onto an ex-urban area called Tualatin. And there's a lot of anti-rail sediment around the region. What's it based on? Concerns about, well, there's several things. It's too expensive. There are people who call it the crime train. They're concerned about these. Worried about crime on the train. Yeah, people. Crime coming from the center too. But you did have an incident about a month ago, yeah. Yeah, but yes, we did. But it wasn't imported from somewhere else on the train. It was within the neighborhood where the people lived anyway. The studies have shown that crime doesn't travel. People commit crimes in their own neighborhood. I've given people the example. I picture it's 2026 and the light rail line is in place. And it's 11 o'clock on a Friday night and two guys get on the light rail train in Tigard headed for Portland. One of them's carrying a flat screen TV and the other one has a big bag of jewelry. And they're sitting there on the train trying to look nonchalant. This is funny. My point being that a light rail train is a really lousy getaway vehicle. Because everybody knows where you're gonna be for the next 20 minutes. Everybody's got a cell phone too. And of course, but we've got people who say we just wanna drive everywhere. I don't wanna ride transit, quit spending money, quit wasting money on transit and just widen all my roads. Why do I feel that that is similar to what we have here? So the sediment got so great that when we were going through the early planning process there was a small group of citizens in Tigard who managed to actually get a measure on the ballot in Tigard to change the city's charter to oppose light rail unless it was voted on by the people of the city. They felt like the citizens of Tigard should be able to decide whether that the entire corridor got light rail or not. And it passed and became part of the charter of the city. It's not a way to build a railroad. No. Fortunately, in the response to that, we worked on working with the people. We had dozens of public meetings where we shared what the plans were, showed what the different options were, showed what the different consequences would be and the cost would be for the different options to try to improve traffic through the region. Would you say that Craig? Were you just having there? Absolutely, I was part of it from the beginning. And when we started the process of looking at this light rail line, TriMed and Metro, which I was a member of at the time, I was the mayor of Tigard, they came and said, okay, we're gonna do this light rail line and here's where we're gonna draw the line. And I and the other mayors of the other cities that it was gonna go through said, wait a minute, we all have comprehensive plans with development plans for this region and we know where we want development to happen and we know what kind of transportation is gonna be needed to support it. So let's start with our comprehensive plans and then identify where we want the stations to be to serve the communities we want and then you can figure out how to hook those together. So we actually hijacked the system and made them do it backwards and do the land use planning first and then create the transportation plan to support the land use. Sounds right to me. It's become the standard since then. Yeah, good experiment, good result. So as the result of doing all the public outreach, lots of public meetings, allowing people to come in, look at the maps, look at the plans, we'd give the maps and colored markers and say, where do you think the line should go? Which neighborhood should it serve? Where should the stations be? How did you change the charter? You had to go back and change the charter to make this happen. Well, what the charter amendment said that before you could have a vote of the people on the light rail line, we had to show them what it was going to be. So the charter amendment allowed us to go ahead with the planning to that point and then two years later, the Tigard City Council put the measure on the ballot as required by the charter change. Do the citizens of Tigard support this light rail plan? We never had to change the charter. No, no, no. It was operated within the charter. Well, correct. The charter change was to require the vote. And so we had the vote. Two years later had the vote and the people voted yes, we support it because we know what it's going to be. It's a lot of lessons in all of that. But it took a lot of information, providing people with the information that they needed so that they could make at the ballot box their informed decision. Yeah. So how is it now? How does it work? What are the good points and what are the bad points? Well, it's very expensive, as everybody knows. Expensive to the rider or to the city? To the city. Well, yeah, it's expensive to build. But the thing that you need to... Well, we haven't built it yet. It's still just... Oh, it's over the Southwest car. The Southwest corridor is still in the planning process. We anticipate that we'll probably start construction in about 2020. And it'll be open for operation probably in 2025. It's about a 15-mile-long route, not as long as yours, but still longer than the average. But longer than the average. Most light rail lines that are funded by the federal government are only about eight miles long. So both of us are stretching to the limit. Five billion? No, no. We're anticipating somewhere between 2.6 and 3.2. For 15 miles. Yeah, yeah. Well, why am I shaking? Because we're spending a lot more for miles than you're going to know. Well, you've made the choice to elevate a large portion of your line, which adds a lot to the expense. It's less impactful on the existing infrastructure, but the initial construction costs are way higher. The good news about light rail line, as opposed to just improving or increasing bus system, two things. First of all, you put more buses on the road. You're putting them on a road that's already really congested. It just adds to the congestion. And the buses can't move any faster than the congested traffic that it's in there with. You need to add capacity, not just switch capacity from roads. Can you get sufficient capacity at grade? Oh, sure. Because we've had people speak to both sides of that. In other words, right now, there's a thing called option 2A, which you must know about this. It stops at Middle Street, which is on the west side of the city. And then it goes under option 2A. It goes down to grade. It continues to grade into the downtown and termination, as opposed to overhead in all segments of the project. So does at grade work? Do you think at grade would work here? Do you think option 2A would work? I don't have the facts about each of the two options specifically, but almost all of our stuff is at grade. Does it give you sufficient capacity? The capacity isn't the issue. The concern is travel time. It's going to impact travel time because you're going to have to interact with the rest of traffic. You're going to have intersections with signals. But you can do things where you give the transit signal priority before cars, those kinds of things, to mitigate that. And I'm sure that you will do that as well. That's a standard way to deal with it. Well, let's put your colleague, Eric Sunquist, yesterday from the University of Wisconsin, was saying you make an analysis electronically, the GPS, and all that, and you connect the dots. Literally all the dots are connected to find out where the travel time is. And you use a lot of computer database work to do that. And then you can figure out how this organic thing, this organic community, neighborhood, what have you, city will work and how it will work differently with what kind of rail. That's a great way to model it. The cars and the signals and the trains, it becomes the big, huge ballet. Unfortunately, we've got computer programs that are- Ballet. Did you hear that? You heard it on Facebook. Ballet. Beautiful thing. But we have computer programs that can choreograph it so that it works. The other thing that's great about light rail as opposed to just improving bus services is the operating costs, which is an ongoing cost that the state would burden every year. When you build a light rail line, it's very expensive up front to build, but it's one-time money. And once it's done, you have it for a long, long time. And your overall operating costs go way down because our estimation in Portland anyway is that your average light rail travel per passenger only costs about half to two-thirds as much as a bus trip cost. Interesting. Buses are much higher maintenance. They don't last as long. We're still running the light rail cars that we started with 30 years ago. You only have one operator for every 288 passengers instead of an operator for every 40 passengers. You're going to go automated? Because our plan is to go automated. I think no operators. Because your line is almost all elevated, so you've got grade separation from the rest of traffic, I think that's a feasible option to consider. For us, it wouldn't be. You need a public, you need an adult. You need a human operator. Even with that, we still have problems with cars stopping on the tracks. We have people on headphones walking in front of the train. So you need a human brain there to respond to that. Sharon, you probably want to ask Craig about the energy effect of all of this. I do, and Craig can tell us. Because he's told us, but he's looked at the whole picture, and that's what I want Craig to talk about, is energy in transportation, energy efficiency in transportation, and looking at it with the whole sustainability effort that we've done there in Portland, which we haven't integrated that, and a way of, how do you look at that? How might you give us lessons learning how you pull that together? Well, another way to measure energy efficiency is what kind of emissions do you get from your transportation as well? One of the things that have really driven this for us is that the Portland region has been required by the state government of Oregon to reduce our greenhouse gas emissions by 20% by 2035 per capita. And the state rule. It's a state law, state requirement. And our study and analysis showed that the best way to achieve that would be to improve our transit. So more people use transit instead of their cars. The transit is either with the light rail, it's electrical. Now, in Oregon, most of our electricity comes from very sustainable sources. We have hydro power, is too bad you guys. Too bad you guys can't import the Columbia River. The Columbia River, right there, yeah. We've got a river that runs right past Portland that's half the size of the Mississippi River, and it's got multiple dams on it that generate thousands and thousands of megawatts all the time, whenever it rains. We get more, yeah. What does it pay for a megawatt? I know this is gonna hurt me. Okay, well, I'll tell you what, I'll tell you what I pay as a residential customer. I pay about 6.8 cents per kilowatt hour. Oh my God. I think in here in Hawaii, you guys pay about 33, 34 cents. Depends on where you are, about six cents. Same for us, it depends on where you are, it varies from place to place. So this is really the best source of energy. Use electrical energy for these cars. Right, yeah. And so they're all electrified. All the light rail, the light rail line is all electric. So you never get to the question of fossil fuel because, I mean, assuming people use this, you just use electricity in the cars. All of our buses, the TriMet buses all operate on biodiesel. We have, the TriMet has long-term contracts with a company that manufactures biodiesel. Do you have incentives for electric cars over there? Not very many. The horse says the federal incentive, you purchase an electric car and you get a $7,500. It's a tax rebate. Some people can use that, others can't. You don't really get the money back but you can deduct it off of your taxes. And the state of Oregon just a couple months ago passed a new transportation package and part of the deal was some of the new funding will actually fund a subsidy so you get a rebate from the state if you buy an electric vehicle. So I guess the question, and I know what Sharon's gonna ask you, is whether you have succeeded in getting people out of fossil fuels and into non-fossil fuel? And to what extent? I was gonna say, define success. Have we succeeded in improving it? Absolutely. We are the second highest city in the United States for people riding their bike to work instead of driving their car, despite the fact that our winters are pretty rainy but they still do. And latest statistics I've read that for people who commute into the Portland center city for work, 30% of the people that commute do so by transit, about 5% by bus, about 25% on our light rail system. That shows how well our light rail system, we have over 60 bus lines in the Portland metro area. We have five light rail lines but those five light rail lines carry five times as many people as the 60 bus routes do. You drive? Most of the time, as I said, I'm the only metro counselor that lives in a corridor of the city that does not have a light rail line. That's why you're working on this Southwest Carter project. You want to take rail instead of drive. I sat on the steering committee for the Southwest corridor as the mayor of Tigard when I was in the mayor and now that I'm on the metro council, I co-chair the committee. Nice work. Sharon, it's time for you as a co-host to summarize all of this huge body of knowledge from yesterday, this morning, the legislature, and now. Well, I'm pleased that we were able to get Craig and to hear that Portland, while different, have some similar challenges and we've been able to hear from Craig about what we could do, planning long-term, planning for people, planning so that we have all options and people aren't, you know, the pedestrians aren't taken off the road or the buses or bikers take precedence over cars but looking at a system that is truly multimodal and multi-people oriented and I think that takes us a long way forward if we keep our eye on that price. So thank you, Craig, for sharing with us. My pleasure. Thank you, Craig. One other thing that Portland has in common with Holland Lulu is we also have a volcano within our city limits. Oh, that's right. Well, but it's been dormant for 200 years. All right. Thank you, Craig. Craig Duchess. My pleasure. Thank you very much for having me. Thank you. Thank you. Councilor.


I want to start with a kind of a broader view of property and property rights. Where are the, I mean, Rand has a particular view of why property rights are so crucial and why, in a sense, of the essential right to life and the right to life. But historically, where does the right to property intellectually, where does it come from? I mean, who are the key figures? And then how is it conceptualized kind of in, let's say, in the founding era? It's a great question, excuse me. And yeah, so in the modern era, in the modern era, I've got to count from the approximately the 17th century up to today, the people, if you said, who is the primary intellectual source for our own share of property today, I think people would rightly identify John Locke. At John Locke, he moved beyond a lot of the initial errors of the founders of natural rights philosophy, the modern theory of natural rights philosophy, Hugo Grosius and Samuel Poofendorf, and really situated the right to property within an understanding of why government needs to protect it and why government needs to be limited just to the protection of the rights to life, liberty, and property. And he conceptualized it properly as a result of that he saw it was fitting within this trinity of life, liberty, and property. So how did he connect it to life? I mean, did he see kind of the Rand's view that we have to produce in order to survive and therefore make that connection to life? Unfortunately, no, at least not explicitly. So I mean, there's inklings of it because he was on the right track and he was very reality oriented and he was very, he's really an incredible philosopher and very ahead of his time. But he was still shackled by his commitment to religion and they could not bridge the Isaacat. They did not know how to get it started. So what did it mean that you had a right to life? And so from that perspective, they really just thought that, well, just God basically says you have a right to life. And that's what starts it all. And Hugh Grosius also has this kind of notion as well, it's kind of implicit that you do have to kind of produce and act in order. This is why you have a right to liberty because you have a right to life. And so you act in order to sustain your life and in acting, you make things and you make those things. You know, Locke's famous phrase, you mix your labor, which was his metaphor for productive activities. And that's what then creates the right to those things or right to property. And you can see it's kind of implicitly running throughout. And this is one of Rand's great insights and contributions of her many and many of them, is that she actually recognized the key issue that they all missed, which is that it's man's rational mind that is really guiding everything and that it is the rational mind and the values that man identifies through the use of his reason that actually is the basis of property as serving one's life. So is the fact that they didn't realize this, did that result in a kind of a sense of materialistic view of property? Somewhat, I don't know if it's materialistic or intrinsic. And the two are similar in some ways, but they're still distinct from each other. And this comes out of the initial inability to objectively identify and ground this concept. And so natural rights has the sense of that it's natural in the sense that it's intrinsic in you as a person. And this is where you get all these people who struggle with what does it mean then when you delegate your rights and how do you lose your rights if it's intrinsic in you and things of this sort. And this is Rand's incredible achievements also in epistemology that she recognized. I know these are concepts, these are principles that serve our life. And so, but because they had this intrinsic view of rights being instantiated in you in some way, shape, or form as part of your metaphysical essence, so to speak, as a rational being, it did orient them ultimately toward kind of a more physicalist conception of rights at times. But then again, Locke also had in his theories in clings of, well, no, it applies broader than that. Property can be extended to this. Even in the second treatise, he talks about how well even the, when he's describing his theory of property in his chapter called property, chapter five, he's giving examples of property and he even says that grass that is bit by the horse of my servant is my property. And that's a really, really incredible insightful insight that you can alienate and transfer down through these rights and that you can have moral claims and legal claims that extend out beyond you to things that you've entered into agreements with people over. And so he was, so they were slowly kind of gravitating toward it, but it really took Rand's theory of objectivity and her real key insight about reason as man's basic means of survival is kind of breaking the Gordian knot that they had all been struggling with for so long and fully justifying and explaining what is property. Thank you for listening or watching the Iran book show. If you'd like to support the show, we make it as easy as possible for you to trade with me. You get value from listening, you get value from watching, show your appreciation. You can do that by going to iranbookshow.com slash support by going to Patreon, subscribe star locals and just making a appropriate contribution on any one of those, any one of those channels. Also, if you'd like to see the Iran book show grow, please consider sharing our content and of course, subscribe, press that little bell button right down there on YouTube so that you get an announcement when we go live. And for those of you who are already subscribers and those of you who are already supporters of the show, thank you. I very much appreciate it.


What is going on guys welcome back to the channel critical overload here This is gonna be a quick update video related to Chucky because we actually did get something related to Chucky season 3 today But it didn't come from Fingoria what Fingoria gave us was just a magazine cover of what could be in What could be inside of the issue could be pertaining to what's coming in season 3 because of some words on the Front of the magazine cover, but I'll get to that in a second the biggest bit of news We got today is that Chucky season 3 part 2 will be returning in April on April 10th It'll be airing on the USA and sci-fi networks like it always does and it will come back on that day at 10 p.m. Eastern and then be streaming the next day on peacock now the 10 p.m. Eastern thing did kind of take me back Because hasn't the show been airing at like 8 or 9 p.m. And not 10 So the 10 p.m. Eastern thing was like a bit of a wall. Why is it coming on so late? But I guess it's fine as long as Chucky's coming back. That's all we really care about now Don Mancini also talked to TV line to tease what to expect in the second half of season 3 He said this in terms of what we can expect for part 2 to TV line He said the series will continue raising the bar. We have some great kills coming back or coming in the back half Of the season he teased now one kill in specific that I think we should speculate on courtesy now of this Fangoria cover is related to Devin Sawa's character of President Collins now firstly We already have had the behind-the-scenes image of Chucky holding what I assume is a tarot card standing over a body of a person That looks to be wearing President Collins attire and now with this Fangoria cover I think we are going to be seeing Devin Sawa die once again because it says Don Mancini's Chucky will kill Devin However on the front of the cover issue I think the full statement is if you do not buy the magazine Don Mancini's Chucky will kill Devin Sawa again However, the thing about it is Are they just at this point running with the gag using it as a marketing ploy and confirming to us in our face That Devin Sawa is gonna die So like this is the second biggest piece of evidence we have aside from the body that Chucky is standing over in that Behind-the-scenes image Devin Sawa if he dies again, please stop bringing him back I just think that because this is not an anthology show the man should stop coming back I think it's laughable that people just go along with it in the show. They don't really bring up how he looks familiar Yes, it was nice for season two But doing it now in season three and possibly if you get a season four doing it over and over and over again It's gonna become a little bit unbelievable far-fetched and just something that needs to stop But I again said that this video would be quick and I'm gonna live up to my word What do you guys think about Chucky season three part two returning in April? Are you excited? Are you not excited? What do you think is gonna happen in the back end of season three? We already know we're gonna get a seance scene We already know that Tiffany likely is gonna escape prison Chucky is going through that deep that aging process The good cart good guy creators gonna be involved How do you think all of that stuff will mesh in the back end of season three part two like I've mentioned previously as well I am going to be watching the show live what you guys this time And then I'll drop my weekly recaps right after the episodes air And I'll just do a full review on the second half after it gets done airing live on TV And I will still put out my tweets giving you guys some inside Inside knowledge on what to expect in the coming episodes as I learn these details But let me know what you guys think about all this down the comment section below if you haven't already of course Make sure you go ahead and subscribe turn on post notifications that you never miss a video in the description I will have links to all of my social media accounts I am on Facebook Twitter and Instagram you can message me there of course to let me know if there are any movies news or reviews You like me to cover in the future and with all that in mind guys. I will see you in the next video


All right. Welcome, everyone. This is Una Daley from CCC OER and welcome to our Achieving the Dream OER Degree Community Meeting, Spring 2018. And I understand a lot of people are not experiencing spring weather at the moment, but hopefully another few weeks we'll see the spring. And we've got our main topic here is getting ready for the OER Degree Initiative Summit in Miami. And of course I have Fran Carpenter from ATD and Richard Sebastian here with me who will be sharing lots of good information about the summit and other things with you today. Here's kind of our agenda. We're going to go through some degree news updates. We're going to talk a little bit about some of the conferences this spring that you've been attending. And we hope that you can share some information if we don't have the latest with a focus, of course, on Dream, which was just about a month ago and a very successful conference. And then we're going to get right into the OER Degree Initiative Summit. And we have two very brave folks out there, Madeline Ford and Samantha Ben-Aruso who've agreed to give rapid fire demonstrations for you this morning to show you what everyone's going to get a chance to do at the summit. And then we'll just talk a little bit about other conferences that are coming up and any other topics that you'd like to share with us. Any questions? All right. Well, I think I'm going to turn this over to Richard and Fran to talk a little bit about the summit. And I can give you guys remote control or I can move the slides for you, whatever you prefer. Let's see. Hand me remote control. Let's see if it works for me. Okay. Sometimes I know it's tricky. So Auna is doing that. I just want to say hello to everybody again. We look forward to seeing you in a couple of weeks in Miami. So this, we're just going to give you a little brief overview of the summit. We want to share a couple of things and save a couple of surprises for when we get there. But basically, the summit is, this is our technical, this is technically, excuse me, our last meeting of every one of all of the grantees together. And so that's why this year we want to make sure that we really celebrate you. We highlight things that you're doing and things that you've accomplished. I think I lost the next, let's see what happens. Nope. Oh, no, I lost it. Wait. Oh, no, good. Well, let me go back. So basically, we're going to be at the Miami Marriott and Biscayne Bay. That's on the slide a little bit later. So I want to make sure that everybody has their hotel rooms and that they've registered for the conference. Our registration numbers are sort of fluctuating. They're increasing every day and we want to make sure that we have everybody registered to attend. A couple of things to keep in mind as we move forward are the Lumen deadlines. You all know about these very well. So our next one would be June 15th. You all know that the March one passed already. So our June 15th one is the next one that's coming up. And we really want to make sure that all of the feedback is responded to and gathered so that the summer can go off well. Let me see. Keep losing it, Una. So maybe you click for me, Una, please. Sorry about that. No problem. So then also, we're going to have during the summit a presentation from SRI. And so this is just a slide, basically, that we share every time we have these meetings just so that you're aware of when the collection dates are occurring. So you can just glance at this. We're basically moving into, we're in spring right now for a lot of people, for everybody really, even though it's not really spring. And you'll see that all of the section level data will be finished by June, the student level data by July, and then the cost study data by August. We will share out some preliminary data during the summit so you'll have a chance to see, you know, baseline what things are looking like out there as far as student data and cost data are concerned. All right, next one, Una. So at dream, I actually was a little bit torn between a couple of the sessions so I know that a good amount of you were able to present. So thank you very much. I know some of you submitted proposals on your own and I know that some of you served on a panel with Richard to talk about the early impact of the degree initiative. So thank you. Everything was very well received. We got a lot of good feedback. And actually from the, from the conference, we, during the reception and during some of the sessions, we actually were, we were able to speak with people who are developing degree programs or have questions about OER in general. And they've been thus invited to the degree summit. So we'll be able to see a lot of those people there as well. Richard, did you want to say anything else about this slide? Yeah, so I looked and I don't know if, is anybody on the call today that was presenting? Montgomery, Montgomery was there. Yeah, that was Michael. I don't think so. Yeah. But anyway, so yeah, you know, I think what we, there were a total, I think of about six OER presentations at the summit. Two of those were from colleges that weren't part of the OER degree initiative. So Pisaic Community College and Southwest Texas Junior College, in addition to the ones that you see listed here. So, you know, it's pretty pleased with the kind of the growing interest and number of presentations and OER at Dream. We'll be looking next year, excuse me, hopefully we'll be able to get more of you to the Dream Conference to present as we're kind of winding down the OER degree initiative by then and should have some more kind of solid data. So hopefully we'll have an even bigger presence at Dream of OER grantee colleges. Just a note, I was able to go to, went to the Montgomery and Forsyth Tech presentation, which was, that was really great. I did a workshop with David Wiley on proving student engagement with OER and enabled pedagogy. I thought it went really well. I wasn't able to go to the host's presentation because it ran the same time as another one. And then our panel did a panel on the early impact of OER degree implementation. I thought it went really well, it was really, I mean, well attended, full house. We presented with folks from Hostos, from Lake Washington, and from Bunker Hills. We had a kind of the project lead and faculty member from each of those colleges on that panel. And I thought we got some good questions and it was a, it was really, did a great job covering kind of different aspects of how they rolled out this project and different challenges they face and how they dealt with them. So, so again, I was really, really pleased with that presentation. So, so thanks to everyone who, who came to dream and everyone who presented it was, it was really great to have OER kind of represented it on the, and during the, during the some, during the dream conference. Richard, this is, Una, were any of those recorded? I don't think so. Yeah, we didn't generally do that except some of the kind of main plenary sessions. Yeah. Okay. Yeah. All right. Well, too bad, but that they happened. Yeah. Okay. Um, yeah, I'm sorry, I didn't mean to switch it early. Yeah. Okay. I just wanted to talk a little bit about spring conferences. I've been involved in a few of these, you know, more from an organizational point of view, but I also had the pleasure of co-presenting with a few of you at eLearning. And these are just, you know, I would invite you to share, Pima Community College was a sponsor for eLearning in Tucson, Arizona. Of course, that's where Pima is located. And I know they did many presentations on OER. And Jan or Keith or any of you online and like to share a little bit about what, what you presented on at, at eLearning. Jan. Hi, Jan. Hi. So you're asking about the innovations conference or? Actually, either. You, you have been presenting at multiple conferences this spring. And if you just wanted to share very quickly, what your, you know, what your topic was, what your angle on the OER degree was. Okay, well, we didn't present at eLearning. We didn't go to that one. We were, we presented here at the, are you talking about the ITC? Yeah, ITC learning conference. Sorry, I saw you there. So I know you were there. Yes. Yes. At ITC, myself and two colleagues really focused on the nitty gritty of creating a course with open education resources. So we kind of walk people through how we do it from start to finish and the support mechanisms we have in place for faculty who engage in that process with us. So that was really our focus at ITC. I did just present at innovations as well. Sort of, it was, it was totally interrupted by that snowstorm. I don't know if anyone else was there. But it was terrible. And get I won't even tell you how it was me getting home to Arizona from DC yesterday. But at innovations, we presented on something different. We talked about the development of Pima online within the the college and the history of that. So OER was just a part of it. I mentioned our progress with the grant, but it didn't focus specifically on OER. Okay, did you see the folks from borough of Manhattan there earlier this week? I did not. But I got to tell you almost everybody left on Tuesday because of the weather. Yeah, because I know there was borough of Manhattan specifically Jean Amaral from the library there had a had a submission proposal that was accepted. So no, I did not think we'll have to hear from her another time. And at the ITC eLearning conference also, I was there with Bay College Broward College and Florida State College at Jacksonville. And we had a really fun panel that we did, where each of the colleges did a short presentation. And then we used an online tool called Kahootz to ask questions. The audience got to vote on it. And then the three colleges got to weigh in on how they handle different challenges. So it was a it was a really fun panel presentation. And I don't know if if Joseph or Tom or Peter are here today, but we'd like to chime in at all. Hi, this is Pete. Oh, hi, Pete. How you doing on a good good. Greetings from our spring break. Yeah, sorry. Just sort of tell you something about me like I'm you know, I'm not too busy to be to be on this webinar. So the ITC eLearning conference was a lot of fun. I thought I thought the session that that we did with you was was was really cool. Definitely a little bit different. I also did a one of those little round robin presentations. They do like this, you know, sort of speed dating, where you sit at a table for 10 minutes, and someone, you know, presents or has a discussion, and then you move on to another table. And it was interesting. I met a number of people from different schools and we presented on I presented briefly about how you know, you have all you need to have all of these plans ahead of time in order to sort of plot out your your course, not only at the program level, not only at the course level, but also where your support's going to come from with with your faculty and subject matter experts and the kind of departments that you're working with. And that the timing of each of those things is so important, and none are predictable. So we sort of discussed, you know, what what you can do as as individuals to try to go with the flow. Because you have to have a lot of options on the table in order to keep producing these courses in a timely manner. Great, great. Yes. This is Jan. May I add one more thing? Oh, absolutely. I forgot to mention at the ITC e learning conference that I was inspired by the work of the Santa Anna team. In the keynote they did with the students at the open ed conference in October. And we did something similar at ITC where we brought in a panel of seven of our students to talk about their experience in online courses. And specifically with OER and it was standing room only in that room. And the students just did a great job articulating, you know, what they felt was beneficial for them. And it was just a really rewarding session. Wonderful. Thanks for sharing that. I think I might have missed that I did have to leave Tuesday night from the conference. I missed Wednesday. But yeah, it was an amazing conference. Actually, I've been attending e learning for probably six or seven years with a couple of years where I miss it. But there was so many OER sessions that I couldn't go to all of them because they were double booked. And this is so they've been growing year by year. But it was really impressive this year. And it was wonderful that we had ATD OER degree colleges there. You know, really sharing that the exciting work because I think the other OER presentations I went to were far more basic, which was fine because a lot of the ITC network is still relatively new to OER. But the ones that I attended that were, you know, from our degree grantees were far more kind of nuanced. And, you know, when you get to this level, you'll need to start thinking about this. So it was a nice balance. I don't know if anyone else has attended a conference this spring that's not on here that you'd like to share, you know, either regional or a national conference or one that's coming up. Hi. Hi, this is Javil from Central Virginia. Hi, Javil. We are we are going to have the a new Roycans conference. And one of the panels or one of the tracks is OER. Sheryl Huff is actually in charge of that. I don't think she is in this call right now. But we will be doing some OER presentations. And this is going to be April, April 11 to the 13th. Wonderful. Right. Week after summit. Yeah. She mentioned that to me in email. It sounds like a wonderful conference. For the folks in Virginia, which is a big, big group. Anyone else? Thank you for sharing that, Javil. I know there were some plans to go to ACC, ACC, which is I believe it's in Texas. I think it's in Texas is here. And I know the Texas Consortium was looking into that one. I don't know if they are still presenting there. But I'll check back in. I think San Jacinto was leading that one. We'll see. Yeah. Hi, good afternoon. This is Tom Joconnerly. How are you? Good, good. Great. Yes, I want to we will be presenting on Saturday at I think from 330 to 430 it is located in Dallas. Wonderful. And Gailin would be will be heading up the consortium for for all of us. But yes, we all will be there and we will be presenting. That's wonderful. That's that's a great conference to share your, your, you know, the work you've been doing. Wonderful. I'm so glad to hear that. And one more for SUNY and CUNY are getting together and they're actually doing their conference tomorrow on Friday. I saw something about that on Twitter. Who's speaking? This is Madeline, my apologies. Oh, sorry. Oh, yeah. Oh, yeah. Sorry. Yes. Yeah, boy, you guys are busy. Yes, we are. In a good way. That's wonderful. Thank you for sharing that, Madeline. Okay. And one last thing I wanted to throw in is is OE Global. This is the International Open Education Conference, and it's in the Netherlands this year. It's next month. It's the end of the month. And Richard Sebastian is going to be there, which is wonderful. And he'll be talking about OER degrees on a panel. I also have a panel of folks, some of whom are from ATD, OER degrees and some which are just doing OER degrees on their own on that panel. But we have an amazing assortment of community colleges coming this year. And that doesn't often happen, to be honest, because as many of you know, international travel is very hard for community colleges to support. But we have folks coming from the Borough of Manhattan Community College, CUNY Central, Herkmeyer College, I believe. Bill Pelts, are you coming to the OER Global in the Netherlands? I am going to. This is Juviel. You're, I didn't see your name, Juviel. That's wonderful. Oh, I'm so excited. And SUNY OER Services, so also the general big one. And it's, I'm going to have to add Central Virginia Community College to this list. Sorry, Juviel, I didn't catch. My problem. Wonderful. So we'll have to plan a little get together, you know, to celebrate that because I think the highest number we've ever had in the past is eight community colleges, you know, because of the travel. So we're looking more like 15 community colleges, which is whoa, that's more than I was able to split my expenses between the ATD grant and my professional development money from the college. So, wonderful. Yeah, and the Netherlands is probably about as close as you can get, right? If you're going to go to Europe, we're going to England, I guess, from the East Coast. It's a little longer for me from the West. Anyway, enough on that one. But so glad to have all of you coming. I think you're going to really enjoy hearing from all the countries. As you know, we have, we have members OEC has members in 40 countries. So it's, it's, it'll be a little bit different flavor. I think it'll be very interesting for everyone. I just had a quick open ed recap. You know, there is a report coming out next week on kind of everybody who came and participated. What I know is that as at the beginning of open ed week, we had 31 countries who had submitted events, either online or local or resources in 15 languages. The top three languages were English, Arabic and Spanish, which is which is interesting. A number of you participated with us on the Wednesday of open ed week. We did showcases. Those are on our website. And we'd and of course, we'd love to have you share those on your website too if you'd like. So they were 20 minute presentations about the OER degree that you're developing at your college. And it was Austin Community College, Central, Central Virginia Community College Pima Tidewater and West Hills in California. So really fun. There were hundreds of events and projects that that week. And in fact, in Virginia, it was Virginia Tech had kind of an open ed week a little bit later. And I think it may have been due to spring break, but they had some wonderful stuff happening just this just this last week. There were several multi day events. And there was a really interesting panel on how OER can help overcome higher ed equity gap. And if anyone would like a link to that, I can send that out later on. But it was a wonderful panel with some Community College folks with Nicole Allen from Spark. And so this is kind of the evidence that we need for promoting OER at a national level. Anyone else want to share what they did for open ed week? Sure, I'll go ahead and share. This is Pete Shapiro. Our library hosted interactive OER walls. Depending on the library location you are at, it was either like a pinup board or could have been even a white board and students were asked to put up sticky notes to tell us what they would what they would do with the money they saved. They did not have to pay them pay for textbooks. And we got over 100 responses, which was nice. We are collating them as we speak. We also held four workshops for faculty numbers on OER at the different locations over the week. And we got six of our subject matter expert faculty to step forward. And we're in the midst of having them captioned right now. But we did anywhere from 15 minutes to 30 minute webinar introductions to the courses they designed. So we will have those on our website once that's all squared away. And I hope to actually be able to pull some quotes for that from those by the faculty members about their students for the summit, which would be kind of neat. Great. Thanks, Pete. And I know Tanya from Santa Central also she sent me some different activities they did during open end week and I'm collecting these and I'll be doing a blog post over the next week about those. So I'll send an email reminder but for any of you who would like to include the wonderful work you're doing, I'd love to put that in the blog post because we share that year to year and we use that as a way to help people think about what's a good thing to do next year. And so thank you so much, Pete, for sharing that. And anyone else real quickly because I know we need to move on. We need to turn this back over to Fran and Richard to talk about the summit. All right, well, let me turn that over. And so I'd love to hear from the rest of you as well. And we can share that out more widely among the community. Back to you Fran. Oh, sorry, I was muted. Okay, so as I mentioned before, the summit is April 3rd through 5th. So it's going to be at the Miami Marriott-Biscayne Bay. If you have not registered, please do so as soon as possible. The registration link is here in the PowerPoint and we have emailed it out. If you need it again, I can put it in the chat box for everyone also. A couple of things that are new to this year's summit is that we're introducing the rapid fire updates, which you all are going to sort of hear a little sneak peek of a few today. And those are really just updates for the entire group about where you are with your initiative. Some sort of student impact, any lessons learned advice you would give to colleagues or anyone else who is interested in starting an OER degree or just building an OER course. Then we actually are going to have non-grantees attend, like I mentioned a little bit before. So these are invited guests. So these were handpicked guests. Some of them are from the US. We have some people coming in from Canada, which will be exciting. So they're going to share some of their experiences with everyone. So we're making this really sort of a networking and learning experience for both sides of the house. So we'll need to go to the next slide. Absolutely. So just so that you're ready for the summit, we want to make sure that all of your course plans are updated. So this is extremely important as we're going through the courses that have run that have been Lumen certified and that are still in the queue. So we want to make sure that everything is as up to date as possible.  And you can also make those as creative and fun as you want. Because we have so many we're going to hear from all 38 colleges. So we want to make sure that they're lively also. Next slide. Okay, so I'm going to talk a little bit about the schedule. So on day one, which is April 3, registration will open as early as 11. We have a good amount of you coming in on Monday. So you'll be able to hang out in Miami for the warmth. And then come on over and register on Tuesday. The opening plenary is going to be by Richard. So that's going to be early on. And then we're going to do something a little bit different here with the partner breakouts. We're going to have just two breakout rooms where the partners pair up, and you all just go to one or the other room. And we're going to have the partners sort of swap in and out. So we're not going to break you all up into I think we had three or four groups last time. We're only going to have two this year. Then a break, obviously, and then the president of achieving the dream will come and speak and she will be giving more information about ATD's new strategic direction and celebrating you again as well. And then we're going to get a little bit of a data preview. So that's going to be by RPK group. And then we're allowing the non grantees to come in at that time. I have heard that a few of them want to come in to hear Dr. Stout's presentation. So you may have some some new faces in as early as three. Then we're going to start with our first set of rapid fires. There are six rounds of rapid fires so that everybody we're not going to hear from everybody at one time. So we have a few people signed up for round one. I did pre sign everyone up by alphabet. So if people need to switch, let me know I'm going to be sending out the list of who goes when. So in case anybody needs to move things around, you'll have ample time to change. Then we're going to go directly into our reception and then you have dinner on your own. Day two in the morning registration is early breakfast is also early. We're going to have round two of the rapid fires happening during breakfast so that you know, we're gonna, like I said, separate and chunk these out for people. And then we're going to go into a local grantees spotlight. We're going to hear from grantees and non grantees during this Florida spotlight. So we're going to have Broward, Florida State College of Jacksonville. We may have two others in Florida come and join the panel as well. So we get a grantee versus non grantee sort of perspective there. And then we're going to break into these concurrent workshops. So these topics really came out of needs that you all expressed and things that we think are important as you move forward towards the end of this grant. So we're asking that teams sort of strategize how they want to place people. Because once you're in a workshop, you're sort of in it. So if people want to break up their teams and have some people go to different ones, we encourage that. So we're going to have one on sustainability. And then we're going to have one on effective pedagogy and faculty engagement that's going to be led by our director of teaching and learning here at Achieving the Dream. And then we're going to have an accessibility panel that Eunice has been helping us put together. So we thank you for that. And then we're going to have another one on communication. So this is internal and external communications and sort of getting the word out on campus and sort of in the press around you in your community. So then we're going to go into our third round of rapid fires that will happen sort of right before lunch. And then we're going to break everyone up into affinity groups at lunch. So you're going to be able to sit with your colleagues at lunchtime. So we know that that was a big hit last year. And we want to make sure that we give people an opportunity to connect with people in the same area who might be dealing with the same type of issues or concerns or even celebrations, really. Okay. All right, day two in the afternoon. So after lunch, we're going to let you all have some team time. And we're going to have some sort of action planning for you, some things to think about when you're with your team. So you can sort of plan again for towards the end of the grant. Then there's at the same time, there's going to be a research and cost partner meetup. So if you're part of either the research group or the cost partner group, you're going to go off with RPK group or with SRI just for a quick check in with them. At this exact same time, the invited guests are going to have some programming specific to them. Then we're going to have another plenary in the afternoon. And then we're back again for our fourth round of rapid fires. Another plenary at 4pm. And then dinner will be at the hotel. So we're giving you a break, sort of about an hour and some change break before dinner. And then during dinner, we'll have our fifth round of rapid fire presentations. Right after that, we're trying to arrange a fun sort of social outing in Miami, close to the hotel if possible.  Just a note, so day two is very long, as you as you probably saw. So we're trying to throw in as many breaks as possible, so that people have a chance to sort of regroup and refresh if they need to. And we wanted to make sure there was a good amount of time between the last session and dinner. So on to day three, day three, again, breakfast is somewhat early. And then this is our final round of rapid fire. So this is round six of those. We're going to have a closing plenary. And then we're going to have a concurrent session, which is really going to be again around your team, and what you're going to be able to do when you go back to campus. After that, we're going to have a student panel. So we're hoping to have some students from Broward College come and talk to you about how we are courses and reduced textbook costs have really affected them. So we're going to hear from them at 1020. And then we're off. So we are arranging either box lunches or some other sort of light lunch for people. And then we're off for the whole spring, spring slash summer. Are there any questions about the schedule so far? Nope. Okay. All right. Great job. Thank you. I zoomed through that. Yeah. Okay. All right. Well, now we have some rapid fire demonstrations. I really want to thank Madeline and Samantha for being willing to step up and do this a week and a half early. So Matt, Madeline Ford is the chief librarian and the OER degree initiative lead at Hostess Community College for in, in the CUNY system, the city of the University of New York system. And Madeline, would you like me to run your slides for you? Yes, if you don't mind.  Oh, okay. All right. Well, thank you. So, so as you can see, this is Hostess Community College. And the other team members who are working with me, Jacqueline DeSanto, she is the unit coordinator for early childhood education. And Linda Miles is a librarian here at Hostess, who's been working with me on the early childhood education. And I say I have spelling mistakes there, education initiative that we're working on. So some key challenges and roadblocks that we encountered. Early on, we knew it was going to be a challenge, but the biggest one is finding the OER materials that we needed to support early childhood education. And that remains consistently a problem. It was easy getting our genetic courses done. But the early childhood has been a little bit more challenging. Our next challenge has been expanding to more sections. We've gotten positives from students, but you know, getting the unit coordinators and chairs on board has taken a little bit more effort on our part. And communication lines, how we're expanding it to the broader college audience. So not just talking to our faculty, not just talking to our students, but talking to those people who also help with registration in various areas of our college. So everyone's always involved in student engagement. So just having everybody part of the conversation has been very important to us. And then meeting deadlines, I think that's our biggest challenge here. We have a lot going on at Hostess all the time. So just sticking to the deadlines and keeping faculty on top of the deadlines and with getting things in that has been a big one for us. The other one, which is still working on is adjusting to existing workflows to meet the demands of the grant. Coming into this, we was already we're all engaged in something already are several different things. So we're just trying to figure out how to make this all work. And it's still been problematic trying to figure out how to make it all work with an existing workflow flow. And one of our greatest challenges getting the data that SLRI means from our Office of Institutional Research, they have just been hit very hard by several individuals who have left the office. So it's been back and forth trying to get data from them. And one one hope said at some point that we can just pull the data ourselves and not rely on them to do it for us. So some of our successes and accomplishments. Early on, we got overwhelming buy in from our participating departments, which we did not anticipate when we first did this. And so when we sent out the call, we thought, well, let's just introduce them. What is OER because we figured no one knows and sent some videos with that because everybody likes to look at a video. And we got immediate buy in from our chairs and our unit coordinators. So I said that here's a part of our chairs. And so I don't think I put all the courses here, but we've completed the history course, the English course, math, psychology, and I should have mentioned there's a comma there. We've we've completed, I think believe four or five education courses to date. So we're on track. We got recognition from our chancellor does this every year. And somehow we got recognition. So it was nice to be nice to be known that we're doing some good work and a chancellor recognizes that and shared it out with the entire entire CUNY community. We've seen increased interest in OER from our faculty and staff. So as they've heard about the ATD grant, they've been really excited and say, can we do something? And although it didn't fit into here, we've been we pushed them to our other initiative. We've also started the discussion about where this fits on reappointment, tenure and promotion on the college wide PMB level. And so that's been a really good conversation and a strong conversation. And we're bringing it back to the faculty as well to get their insight on where they feel it would have the most strength. The CUNY first designation for us, that's a big one. Everything lives and dies in the CUNY first. So we have a zero textbook in search field that students can do. And they can find all the courses that are available as their own textbook. Student impact in use. We weren't sure how students will receive this, but by all accounts, students have loved the idea of not having to purchase a textbook, have the materials that they need from the very beginning has been a plus for them. And faculty have seen the difference it has made with the students. Librarian and faculty relationship. That has been amazing. We have some faculty are fine, they can work on their own, but for those who need support of the librarians, we're right there working with them and creating and building. And so it's been a great relationship to have that and a nice trusting relationship as well. And then we created a lib guide because it was so much information and keeping track of all of it, as opposed to just sending countless emails, which can be overwhelming. Putting everything into a lib guide has been very beneficial. All right, I have to tell you that you have used the five minutes, I'm going to let you continue. Okay, that's just good. Good for you to know for the actual summit. Yeah, I realize that. Yeah. Okay. Yes. So student voice and testimonials. So overall, students have loved having access to the materials. I think one of my favorite quotes is a student who said here, they need to take math 100. And although it was inconvenient for their schedule, they registered anyway, because they said they said it had a zero textbook cost, I thought that was great. Other students have said, you know, similar things, it's been really great having the resources right at hand, and they don't have to spend the money. So that's been great. So I'm going to advise two other institutions, create realistic timelines. I think sometimes we overthink it and we say we can get all this done in a week and really as we can't keep all the stakeholders in the loop all the time. So they know what you're doing and where you're at. Encourage collaborations with faculty and librarians. I think that's a wonderful thing. And even with faculty and with faculty, having them work together has also been very, very, very beneficial. And next one, go out the academic box. Looking at how you can push this out to the support services. For us, we have a learning center, we have a writing center, and how can they use these resources as well. And supporting librarians financially, like the teaching faculty, so if they can get a stipend that great, that's great, because it just says they're part of the conversation as well. And last for us in future plans, expand OER to all sections, work with non-academic departments to utilize OER, do more intentional training and more ongoing training. Implement models for sustainability. Looking to see do we want to use a version of TechSeed to support this, or shifting funds possibly from financial aid. How to get printing in place for those students who need that on-demand printing in particular, and making sure we address accessibility, and building and creating platforms, especially within the sciences and math. That's it. All right. Thank you so much. Thank you.  But the content was exceptional. So thank you so much. And a few more times through you, you probably will get down. Yeah, definitely, definitely. Fran is going to be a lot crueler than I am, right, Fran? No, we're going to have fancy music to usher you off. That's fine. No, it'll be more succinct by then. Yes. Well, this is good practice. I'm glad. I'm glad. Yes, it is. Thank you. All right. Thanks again. And now we're going to move on to Samantha Venoruso from Montgomery College. And thank you, Samantha, for also being willing to do this. Thanks. New problem. So I'm excited to share this on behalf of Mike Mills and myself, and the rest of our steering committee. You can go ahead and advance to the next slide. Well, I guess I should say that our OER degree was focused on general studies with an English option, and a psychology option both built off of transfer to some of our close transfer partners. Some of our key challenges in roadblocks are very similar to Madeline's, but I decided to focus in on the letter M, momentum and maintenance. So I think some of our challenges are, you know, when we first started, there was a lot of momentum, a lot of excitement, there was a lot of high profile. Yay, we're going to get this done. And now we're in that sort of trough of, wow, this is a lot of work, we need to keep it going. And, you know, everybody's attention has been distracted by lots of other things. And so continuing to keep the really positive momentum around it is is a challenge. So that expanding sections being able to go beyond the faculty who initially participated and developed materials is difficult. Having an ongoing maintenance plan, so you know, a lot of the faculty put this together, had never taught with the materials or coming back to teach with materials. All of our faculty did this kind of in groups, we didn't have, I think we only had one or two single faculty doing it.  And not necessarily having a really strong process unless they're a really strong team to come back and re-centralize those materials so that they can be made available to everybody. So there's a lot of time around that involved. And so if a discipline or a department didn't spend the time making that plan, despite us asking them to do that, if they didn't do that, it's hard for us to manage that for them. The other piece about that is that we found a lot of the faculty weren't satisfied with what they found, and they wanted to do a lot more creation than we were able to compensate them for. So that I think was a struggle for a lot of faculty is they wanted to spend more time developing materials, but really with a, you know, a five-course teaching load, and we weren't giving them a full release, we're really just compensating from a stipend type basis. It was difficult for them to all be able to create as much as they would like to. So I think that was one of our key ones. Wow, my little thing went down. So success and accomplishments were brought to you by the letter A, awareness and access. So we have 27 courses that we're working on. 19 have been submitted to our new this semester. So they're just starting this semester. And then there's six that we're working on. There were some licensing issues. There's some of the more difficult ones to do. There's three psychology and three literature courses, which are still in the pipeline that should have been finished, but aren't quite yet there. But we've got 19 submitted and we have a bunch certified and we have about 364 sections of Z courses being offered this semester. And that's a really big win. We've doubled our enrollments in Z courses. And I think we have, we have faculty that are wanting to do this work. And we are, we have three other degrees that are building off of the grant courses, because most of our grant courses are, most of our grant grant courses are gen ed courses. So by having those gen ed course available, the three other areas, criminal justice, business and communications are all able to, you know, really focus on their discipline courses. Okay. So from in terms of student voice or testimonials, what I thought was really interesting, taking a sampling of some feedback before we got from a couple different courses, it was about half and half who were now recognizing what Z courses were, which is at the beginning of last semester, fewer students knew what they were. So I think one of the things that I thought was really great was that we are starting to see students that are intentionally selecting Z courses and are recognizing what they are. So, you know, Lorena being able to this, this was a winter session course, being able to pick that course up allowed her to be able to do more in the spring. You know, Michael's coming from another institution, he specifically took some courses here because they were Z, if you want to advance the next one. Again, somebody who knew and felt like the materials didn't distract from the learning and then finally, Carla, who really liked the flexibility and mobility of being able to carry her materials with her and not worrying about having to carry a book. And finally, my advice to other institutions, tie OER work to social justice and student success mission. I think one of the core things that we've pushed again and again at Montgomery College is that connection to our very strong mission of social justice and student success. Identifying support in faculty, library and staff champions, you know, find your champions, find the people who are going to go out and do the argument for you and then build support around them. So, you know, let them go out there, let them go out and evangelize and then make sure that you're providing a support network so that that work isn't just shouting into a wilderness but actually raises the profile of that work that they're already wanting to do. I think, you know, we found faculty taking risks and needing to iterate and needing to make changes and wanting to create, wanting to do this once they got into it. You've got to support that ability to get it wrong and then try again or that ability to recognize, oh, this wasn't exactly what I wanted to do the first time I'm going to try it again. Engaging students and making them your champions also is really important. Making sure that you involve professional development staff and that kind of connects over to the OER awareness and opportunities in other initiatives. So, for instance, if you've already got trainings for other things that are pedagogical or that are sort of longer term, building in, you know, a review of OER or the priority of OER into those really, I think, is a powerful idea. So, for instance, if you're training faculty to do distance learning, why not have a module in that on OER and encourage them to build an OER as part of what they're doing? Or if you're talking about active learning, building in a module about having student-created materials as part of active learning or problem-based learning or something like that, you know, just kind of weave OER conversation so it's normalized and is part of everything. And our future plans, there's a UNESCO Open Pedagogy Renewable Assignment Fellowship that's going to happen over the summer. And that's pairs of faculty or groups of faculty who are designing assignments that go across courses that are based, that are renewable and based on aspects of Open Pedagogy. We have a laptop lend project. One of the things that we found what we were concerned about was that some of our students wouldn't necessarily have access. We have Wi-Fi on campus and, you know, but if students don't have access to a device or something like that. So, we are trying a pilot of lending laptops out each semester and we're hoping that that will continue into the next year. We have additional Z degrees and then we're also involved in statewide collaborations for OER. Great. All right. Thanks. Thank you very much, Samantha. You were a little over seven minutes on here. And I think you, both you and Madeline would have been a little bit faster if you didn't have me clicking for you. But once again, really excellent content here. Maybe work on a minute a slide or something just to make sure it snaps. So, what do the rest of you think? Samantha and Madeline shared some really amazing information. It was great. I thought they were both awesome. Thank you. I look forward to seeing them again and also the rest of the grantees. Great. And I also have to jump off to join another call. I wanted to say that. But thank you very much for doing it. I thought it was awesome. Yeah. Thank you for joining us, Richard. Yeah, this is Fran. I agree. I'm glad that you all had a chance to listen and practice. So, it lets you get a feel for how it's going to go in a couple weeks. So, thank you. Wonderful. Yeah. Thanks again, Samantha and Madeline. Really appreciate you doing that. I just wanted to mention our case studies. We had two that just got posted last week from Austin Community College and Pima Community College. And we'll have another couple up there soon. If you would like to do a case study with us, I think the information is up at the top. We'd love to share your story. So, we have about, we have nearly 10 now. We will have 10 in the next couple weeks. So, we would like to get a case study from all of you. So, it's a relatively simple template that you need to fill out. I know everyone's busy. So, but thank you for considering that.  I think you're probably on our CCCOER list. I also send this out on the OER degree one. We have a really interesting one in April. It will be the week after the summit on how open educational practices support student-centered design and accessibility. So, this is about making your courses, customizing your courses to be diverse and inclusive and accessible, which is, which is an ongoing topic. And, of course, a big, it's a big goal for CCCOER and I know for many of you who work in this space. And then, we have some great ones in May and June too. Hope you can join us for those. I wanted to mention the summer and fall conferences before we end here. I wonder how many of you are going to the Northeast OER Summit or planning on. It's the May 31st and June 1st. So, it's right there kind of on the cusp of May and June. And, it is still open for submissions. So, they are due April 4th. So, you have a little, I think a little over a week and a half to get those in. If you want to submit, I had the pleasure of being at the conference last year. It's in Amherst at the University of Amherst and it was a wonderful conference. Lots of great colleagues to share with and a really beautiful location there. And then, I think, I think many of you know about the open ed conference in October of this year and it will be in Niagara Falls, New York. And submissions are due for that in just about two weeks. So, still plenty of opportunity to get a submission in there to talk about your amazing work. There's many other conferences coming up, not so many in the summer that are still open for submissions, but the ones for the fall generally are still open. As I mentioned, there's a couple that are coming up soon. So, do check out our list here. We have a Google Doc with the conferences, the national conferences. If you have regional conferences you'd like to advertise, please put those out on the list or email me and I'll add them to this list and share them with people. Those conferences that are focused on OER. And this listing has tabs. So, you'll end up in spring of 2018, but if you go to the bottom of the Google sheet, you'll see summer and fall and you'll be able to get over to those. All right. I think this is open discussion time. We had a couple of things in the chat window, Fran, did you? Okay. Oh, all right. Great. It looks like you answered all those questions. They should be covered. And if you are part of a consortium and you did not get the template, please let me know and I can send it to you. There are some questions about the UNESCO SDG Open Pedagogy. This is Samantha. This is part of the UNESCO project and it's, I'm not exactly sure how all of it's connected because I'm not really involved with it, other than knowing that we're doing it, knowing that it's happening. But I can send some more information to Una that she can put out for everybody if you like. Wonderful, Samantha. Yeah, there was a call for proposals that went out. I can't remember now when it was to work on this project. Yeah, that would be wonderful. Samantha, you can send it directly to the OER degree list. Okay. Everyone should have posting privileges. If you have any problem, just send it directly to me. Sure, I'll do that. Thank you for sharing that. And I know there were some comments here. Normally, I cannot use my keyboard while the presentations are going on, which is why I can't answer questions because it causes the slides to advance. But there were a few comments and questions. So if you had, if you posted something there in the chat window and you didn't get it answered, please, if you have a microphone or just re-enter it into the chat window. If there aren't any other questions, I think Fran and I'll be online for a couple more minutes. But we want to thank everyone for coming today and looking forward to seeing you in Miami in just a week and a half. And here's hoping for milder weather ahead. And thanks again, Fran. Any last comments from you? No, I just want to thank everybody and I look forward to seeing you soon. All right. I'm going to turn off the recorder and we'll be here for a little bit. Okay. Thank you.