Okay, so we'll start, so our next speaker will introduce us with subtitles in HTML5, please welcome Andrea Steyer. Thank you, it's also subtitles in XML, you already heard that I like XML, XML is great. I'm from the IRT, IRT is the Institute for Rundfunk Technique in Germany. It's an R&D organization funded by the public broadcasters in Germany, Switzerland and Austria. And we've been doing some work on our IMACJS as part of our European project immersive accessibility. We're working with partners so that access services get appropriate representation in immersive media, especially in 360 degrees. And you will see later how we plan to make this happen with IMACJS. So, this is my third talk here at the open media room of FOSSTEM. And my talk is always around how open source can help adoption of standards. And the last two talks, they were more on the direction, yeah, I would like to see it this way. And I think with IMACJS, I think we are already pretty there, where I think open source can help standards and standards can help open source. So, IMAC stands for Internet Media Subtitles and Caption. It's an XML format for subtitles. It's based on the time text language of the W3C. It's a subset, a profile of TTML. So, all IMAC documents are also TTML documents. If you heard of EBU-TDD, that's also a subset of TTML, specified by the EBU, the European Broadcast Union, who also co-organizes this event. So, IMAC is a superset of EBU-TDD. So, if you have an EBU-TDD document, it's always also an IMAC document. So, an IMAC renderer will always render EBU-TDD. So, IMACJS is written in JavaScript. It has a pretty free open source license, BSD2. And because it covers pretty much of what you would do with TTML, it's not only an IMAC renderer. It's a good TTML renderer. And because it has not only a text profile, but also a profile for images that may be useful if you do not have the font available on the device, especially if you want to deliver some Asian languages, or subcontinent Asian languages, then you may use the image profile. It's, of course, hosted on GitHub. And so, also, it's PLMU. And PLMU is also the editor, the responsible editor of the IMAC spec. This work for standardization, but also for IMACJS is sponsored by MovieLabs. And MovieLabs is an R&D organization funded by three, no, I think six major Hollywood studios. So, I picked three use cases for IMACJS I want to look at. One is for reference, so how you can use IMAC as a reference implementation. How it can bridge the gap in HTML file as polyfill. And just one slide would just point out some ideas how you could use IMACJS as a toolbox. So, what is the value of a reference implementation? Some developers, I see also some developers here in the room, don't like to read long, complex standards. They really like to work by example on the learn by example how to implement it. So, therefore, you need a reference implementation that does the right thing with some input. So, for IMAC, you get some XML subtitle documents and it renders the correct subtitle presentation. And some developers prefer to implement some standards. But this could be done also with something that is not open source, it's just free and you have access to it. But the value of open source here for reference implementation is that you can also look under the hood and you can see how it's done or it's a guidance also how to implement. It shows you in algorithmic form how the standard is built up. And I have to say, after looking in the code of IMACJS, that I learned a lot about the standard myself.  So, what are the process steps of IMACJS? Of course, first it needs to be parsed. It will be translated in an object model. So, you have the document as one object model. Then, from that object model, you can, for every point in time of the play time of the video, you can generate a presentation, a static presentation of the subtitles. It is called ISD, I come later to that. And at the end, of course, you want to render it out somewhere. And I look at it if you want to render it out to HTML. So, that you generate an HTML fragment from the ISD. So, you can build. You can use the IMAC code with the grunt script to one file. You would normally use that if you use it in the browser. But you can also use it with Node.js. It's written in modules. And the parsing model is doc.js. The P generation model is IC.js. And HTML.js covers the function of rendering. So, first, parsing. That's quite simple. I assume you will build IMAC from code with grunt. And then you have IMAC object. And the IMAC object as property piece has the main functions that you need. And one is from XML. You give it a XML string. And then it generates this JavaScript representation of the XML document. Pretty simplified example how it looked like. For example, on the console, if you want to see what is in there. It not only rebuilds the structure. It also already do some helping stuff. It resolves the times. So, there are different time expressions possible in our HTML. So, it all translated to our media time in seconds. And traction of seconds. Yeah, and it does some other helpful stuff that eases processing later. So, ISD generation. What is ISD? ISD, oops, not much. ISD stands for Intermediate Synchronic Document. I give an example to show why you need it. So, if you have word-by-word subtitles. You may know it from US captions and also from some live UK subtitles. Then you would also do it possibly like that. So, you want to have I and at first time coming up word-by-word. You start with with the I and then leave it on screen for the complete time, which is three seconds and at the M start is one seconds and at first time are two seconds. And this could happen pretty much everywhere in the document. So, you could have a lot of different content elements having different timings. And at rendering you really do not want to get track or track all this different independent time content elements. So, you want a static representation of what happens at a certain time. So, you want a representation at one, zero seconds where just the I would be in the content element and the P in the paragraph in this case. In one second it will be I am and three seconds it will be I am at first time. So, in the intermediate synchronized document everything was not relevant. It is a specific point of time where you want the result of the subtitle rendering plane. It is pruned out and you got just what you need to render. And then you can do whatever you want. Pretty simple what to do with I am and C you use the function generate ISD. You gave it a JavaScript model generated before the offset. You want every offset that makes sense from the beginning to the end of the playtime of the video. And then you get this ISD representation and it looks like that. So, it is similar to what we have seen before but all times are gone. So, the ISD has no time at all. It is just a static representation of the rendering plane of the subtitles. And what is also done with this step that is done by ICJS is that all values for style attributes are computed. So, there are different ways for example to specify color. You can use hex code or RGBA with decimal or different values for text alignment. All this is normalized and in the ISD document. So, at this point, you could render a doubt as SVG. You could do it whatever you use in your player. But I think a pretty obvious use case would be to render it as HTML. So, you need a wrapper element where you hook in this generated subtitle DOM fragment. Usually, you would use I think a container where you have the video element in. And then use this container element as wrapper. But you could also just create one element. And then you give it the function render of IMSC. Give it ISD generated before. Yeah, this element, this wrapper element. And if this wrapper element does not have explicit height and width, usually it would have, I think, then you need also to provide this as parameters for the function. So, this is how it looks like. So, all the HTML specific style properties are mapped to CSS as inline styles. It's pretty straightforward, but still some tricks you have to do. So, it's really good to look at HTML.js if you want to do it yourself. IMSC as HTML is not natively supported by browsers. Nonetheless, by a lot of people, possibly not all will agree, it's seen as part of the web platform. So, if you want to have to support it, you need a polyfill. So, a polyfill is not only there that all the browsers support some new stuff. It's also there to have some new features or unsupported features of the web platform supported already in browsers. So, and here IMSC.js does exactly that. It gives you the opportunity to use our HTML in the HTML5 ecosystem, and it does it quite well. And how could you do it? It's really super simple. I assume you have a video element somewhere. You've got it already in the view variable. You add a track to the video. And then you have two choices, possibly. You first go to every point in time where some subtitle presentation changes. So, IMSC has also the get media times function that gives you an array of all these different times. So, you iterate through that.  So, the time itself and the next time when something changes. Or you already know that you have simple subtitle block with beginning and end. And then also from the media time it's quite easy to figure out where's the beginning and where's the end. And then you generate VTT queues from that. And of course nothing in the text. You don't want that VTT itself to render it. We just want the queue and track implementation. So, what we want is to use the callback functions that can be used together with on end and on exit events of the queue. So, every time the queue starts, you would generate an ISD and you would render it out. So, that's all.  And of course you should not forget on exit to remove it again from the wrapper element. And then at the end add it to the text track of course. So, I just touched briefly how to use IMST.js as toolbox. Possibly you do not have a TTML document or you have a really static presentation of your subtitles. So, you may not want to always generate the ISDs from the TTML document. Of course it iterates quite a few times over the structure. So, you can use an ISD directly and just manipulate the text for example or the position or whatever. So, that would be quite simple. You actually could use also VTT. You can load it in the text track and then iterate over the text track queues to just change the ISDs and use IMST.js for that. You also can server-side rendering of HTML fragments. As said, you can use it with Node and to generate the DOM fragments, of course you need some DOM environment on the server side. So, and I think JS DOM would be the first choice for that. So, drink, some water. So, it's used already in operation. So, and the most popular and kind of known framework that uses this is Dash.js. SoLen and EBU, they did some subtitle implementation in Dash.js. SoLen presented it two years ago in the OpenMedia deaf room. And now, Dash.js replaced the subtitle rendering of TTML with IMST.js. You can see it live on the IOT demo streams for CMAP or subtitling.it.d slash CMAP. There's some recorded live stream and this is a real live stream from Bavarian Broadcast. And, yeah, the real live stream, it's, yeah, you can watch it also outside of Germany if it has no geo-blocking in. And I come back to the immersive accessibility project. We are thinking about how to present subtitles in 360 degrees. So, a colleague of mine, Peter Topesh, he worked with IMST.js. He did exactly what I said before. He took the ISD and just changed the position. So, because if you have, for example, some position subtitles that should stay regardless where you are in the, yeah, in this 360 degree environment, then you need to change the position based on the user actions.  You play it next to the guitar player and if the guitar player moves left or you look right, then it moves together with the guitar player to the left. So, yeah, this is already working with IMST.js and works pretty well. If you have some interest in that use case, I think my colleague Peter Topesh will be happy to, yeah, get some feedback or just email him and so you can discuss other use cases. Okay, so I'm already at the end, 54 seconds to go. I will use that. Here are some links. No, there are some links for the IMST specification, IMST.js. There are also other open source projects working on, oh, I see I made a problem. Yeah, mistake. Okay, there's the Time Text Toolkit. There's the Live Toolkit. It's, of course, not the IMST.js link. It's a different one. I replaced it in the slides. They're not uploaded yet on FOSSTEM. Sorry for that. I will do it later and there is a subtitle conversion framework also on GitHub. Okay. Thank you, Lars. We still have five minutes for questions. Is there any question? I have a mic. I jumped. I see you use TTML, but it seems like Web VTT is used a lot on the web mainly. So what's the reason for using IMST in a TTML-based format when, especially towards the end users? I actually had some slides in my presentation that had the headline questions I would ask and one was what is about Web VTT? Because this comes up, of course, every time. Web VTT has been chosen by the browsers as the subtitle formats they want to support. For a lot of organizations, our DVB, EBU, SIMT, ATC, it's very important to get a certain quality of subtitles guaranteed, not just text on the screen. So they have chosen TTML to do that. And if you want some guarantee of presentation that works all over devices, I think IMSTJS and TTML are possibly, from my point of view, the better choice because you have very different implementations at the moment from Web VTT, maybe the changes in the future, and also not all features are supported. And what is also very important for our shareholders, who are the broadcasters, they want to not change format. So they will also produce, most possibly, their subtitles in the future in TTML. BBC already does, so therefore they have no loss of transformation if they also use TTML for presentation. Does it answer your question? Thank you. There's another question. Thank you. Do you have support for multilingual streams? Yes, I mean, this is not a feature of TTML itself. So in one document, you can't have, I mean, you can have possibly, but it's not designed to have more than one language in the subtitled document file. But what you would do normally with streams is to have different tracks, or, yeah, you use dash in HLS and you will have different, what is it, representation, I think representation sets for dash. So it will not be solved actually by the subtitled format itself. One last question, maybe. No? Okay, thank you.


So eminence is back on the menu ladies and gentlemen. Go feast on that eminence. Big thanks everybody here for getting into the action. So we're gonna do the break itself first and then a different dice roll for the giveaway. Four to six, ten times for names and teams. One, two, three and tenth and final time. After ten we got Brian down to Gretchen. Jdogg, what's going on Jose? How are you? Ten times for the teams, one, two and tenth and final time. We've got the Lakers down to the Nets. Now there's no trades in these little filler breaks but you know there's a chance you can get a Luca Donchetson or a Trey Young I suppose. Here's the first half of the list right here and here's the second half of the list right there. There's Dallas, you know Gretchen. Let's get all this on one page. Let's sort by column B. Let's box these up and let's print and rip. And then we'll re-randomize that list right there and see whose names on top and see who wins that spot. Alright, so TJ happy Friday to you too. There you go. April 2nd already in April. Let's see what's in here. Alright, Colin Sexton's been playing some good basketball lately. There's a Luca Donchetson, nice. So that Luca Donchetson will go to Gretchen and the Mavs and I think she also has the Cavs as well so she'll get that Colin Sexton. Alright, there you go. It's Donchetson. I don't know what design this is. Still looks nice. There you go. Alright now let's grab everyone's names again. This is the moment that you've been waiting for. Who's gonna win that spot? Let's roll it. Let's randomize it. Two and a six, eight times. Name on top gets the eminent spot after eight. One, two, three, four, five, six, seven, and eighth and final time. After eight, 29 sad people. All these sad people right there. Brian, sorry, but I appreciate everybody from two down to 30 and everyone in between. Thank you for getting in. There'll be some more opportunities to win some more spots if you like trying again. Congrats to the winner Gretchen. There you go. There you have it Gretchen. Thanks for getting in and congrats again for winning. You're gonna be in that eminent spray. Hopefully we'll be able to do that at some point tonight. I'm Joe. Thanks for watching. I'll see you next time for the next one.


I'm absolutely delighted to have Catherine Paulendahl. It's a little bit of background. Here on the forum for years we've been looking at issues of student support and also at issues of gender. And one of the interesting challenges that's been occurring across colleges and universities that hasn't gotten a lot of support or attention is the fact that a number of students show up who already have children. And in fact some of them are single mothers. So this becomes an interesting challenge. How do you support such students on a campus if they're going to a physical, face-to-face campus, either residential or commuter? Now Catherine runs a program at Miserecordia University in Pennsylvania, which is almost unique. There are very few like it. And what she does is she supports students with children. So the Ruth Matthews Bourget Women with Children program is a fascinating one. And also I want to show it because in the wake of the Supreme Court's summer dobs decision we might see more women with children coming onto campus. So how do we do that? What can we learn from this practical success? Well, in order to explore that, let me bring up on stage our wonderful guest. Here she is. Welcome Director Poladol. Hello. Thank you so much for having me here today. Oh, it's so great to see you. Thank you for coming. Thank you for making the time, especially as the fall semester is hurtling closer to us every day. I have one question for you to introduce yourself. I've been raving about you and your record, but I want to turn around and point in the future. What are you going to be working on for the next year? I mean, in your role as director, what are some of the tasks, functions, programs you get to do or support? And what are some of the big ideas that are going to be top of your mind? Well, I think that at this point, because we're sort of stepping back into another academic year where COVID is still sort of here, but we're still trying to operate and move forward, we'll be doing two major things at the institution. The one is with our Women with Children program. We're actually going to be expanding and launching a fourth home. And I can explain a little bit more detail around our program, but we are expanding. And so as of this fall, we will be able to support up to 20 single mother families within our program, which will make us the largest and only single mother residential program in higher education in the state of Pennsylvania. That's one big piece. And then another big initiative that we are bleeding is also a new program that we're helping to establish here in Northeastern Pennsylvania. It's going to be called the Parent Pathways of Northeastern Pennsylvania. And it's actually a part of a pilot program that has been funded through the Robin Hood Foundation in New York City. And our efforts are to help single parents who are living at or near the poverty line access for your degrees, associate's degrees and high skill trades, as well as technical college. So we're building a system to do that for five 20 footprint. And we'll be hoping to launch that later this month as well. So we're pretty busy. Very busy, very busy. And I have all kinds of questions. And friends, I'm just going to ask a couple of them. And then I want to get out of the way and make room for all of you. Just you teased us with one question right away. What do you mean by homes? So I can kind of give a little overview of the program and what it looks like. So the Burger Women with Children program is a program that's designed for single mothers who are living at or near the poverty level where they would like to come to school and access a four-year degree. We're able to do that by providing free housing for up to four years for all of our families that are participating in the program. And along with that, we have incorporated and built what we call a strong two-generational model that helps both the mother and the child while they're with us. And so in doing that, what we're able to do is enable moms who would not maybe even consider a four-year degree to come to this university, be full-time students, so at least 12 credits or more a semester, while continuing to raise their child or their children. We do accept moms from all over the United States with priority placement to women in the tri-state area of New York, Pennsylvania, and New Jersey. Moms can be of any age, and children can be between ages two through eight years of age upon admission and then no older than 12 upon mom's graduation. So we have that whole sort of age trajectory for the children. And so then we just offer a lot of different types of family enrichment services for both the mom and the child for those four continuous years. We never close, so once a family's moved in and with us, they can remain with us through summers, through breaks. There's no interruption of services at all. And so we're sort of unique in that sense, too. We don't close after a semester or into the summer. And just to kind of give you a sense, along with the free housing, we offer a number of different types of amenities. We completely outfit all of our homes. We provide food pantries inside all of our homes and toiletry pantries inside our homes. Everything's furnished and it's fully equipped, because in fact we do recruit in very non-traditional spaces, I would say, in terms of if you're looking through the lens of higher ed, we'll recruit homeless shelters, domestic violence centers, service centers, things like that, and bring moms from all over the place into our program where they reside with us. So, you know, and again, I think the other piece that I think is extremely important that we talk a lot about is sort of the marriage between higher education and then all the other types of provisions of services we can provide for a family, both in the community, as well as with subsidies. So we do work with all of our moms to be compliant and to be on subsidies like SNAP, childcare, we utilize the ELRC program here within our county, WIC, as well as any other services that they might need in order to best enable them to be successful, whether it's community counseling and support services, family counseling, and then we do a whole bunch of different types of services within our own institution too. So, I basically say the best thing to do is mine, all of the assets of your own institution and utilize them in order to support these families and that's exactly what we do here at University too. So. Oh my gosh. Well, first of all, thank you for delivering that rich and concise description of what you do. That's a lot. How is this funded? Is this funded by a charitable gift from a family? It's a confluence of different funding streams that make this whole thing possible. There's a lot of moving parts and so we have to constantly pay attention to what the needs are of our families. I always say what we're sort of in combat all the time with poverty. So anytime there's a barrier, we mitigate that barrier and a lot of times what we have to do is pursue, actively pursue funding in order to make that possible. So we have funders that are private donors. We, I'm a grant writer as well as the director of the program. I write numerous grants every year in order to fund different initiatives that we run. We also have private individual donors that will give us specific funding for specific purposes, whether it's scholarship dollars for certain academics or students, as well as then with the state as well. We have some funding through the state too to help support our housing component. All of our moms are zero EFCs. So they have no estimated family contribution. So we do everything we can possibly do to create a robust financial aid package that then includes women with children, scholarship dollars every single semester because our goal is to keep our women's tuition debt load as low as possible because they do pay for their tuition, their stakeholders and their education too. But our goal is to keep that, that debt load as low as possible so that once they graduate, it's an affordable debt that they can then pay down along with gaining their professional careers once they graduate and go on to successful futures. So that's just kind of give you a sense. That's the funding and the funding is constant. It's something that we have to pursue all the time along with the subsidies that help to sort of keep this whole process buoyant. I imagine that's a big chunk of your time. Well, and this is the kind of thing that I think any sane campus should fund and fund well. Let me ask a second question and this is kind of a big picture question which is do you see other programs that you draw inspiration from that do this or are you consulting with other universities to show them how to do what you've already done? Well, I would, I will say that at this point what I'm seeing or experiencing, I've been with this program for almost 10 years now and we're really at a position where we have a lot of other institutions and including the state of Pennsylvania asking us for direction and asking us for help to create more of this type of model in other respective universities and colleges in the state of Pennsylvania. But I'm in the recipient of calls from all over the United States to just people inquiring and asking how we're doing this and what we've done and what we've learned from it. So I would say that we're in that kind of position right now only because we've been around since 2000. And so because of our longevity in higher education already, I think we're sort of in the position of being an example. But yeah, which is good news because I think the more communication we have and the more inquiries we receive, the more interest there is in institutions creating more services or provision of services for families on their campuses. Sure, sure. How long have you been with the program? Yeah, for me, I've been here almost 10 years now, nine and a half years, but the program has been around since 2000. And it actually started, there was a sister of Mercy at Ms. Recording University. Our university was founded by the Sisters of Mercy and one of their big charisms or initiatives is to help women and children out of poverty. And so at that time, it was decided that they would take a closer look at what's going on. They had a lot of women were applying to our university but not coming. And they kind of went back and looked and did some surveys and found out that there was a common denominator among them, which is that they were all single mothers. And it was the burden of rent that was making going to school cost prohibitive. So the idea was provide free housing. They actually, the sisters don't need a convent. Our original house is a former convent with six spaces for six families back in 2000. And the idea was to bring these moms to campus with their children, where they could go to school full time and not pay for the rent or the cost of housing. So we've really evolved since then, we've expanded three times because there's just been this ongoing demand for services and programs like us. So yeah, that's sort of the trajectory of the program. Wow, well, that's great. And congratulations in advance on your upcoming 10 year anniversary there. Thank you. We have some questions and comments that have come in through the chat. I just wanted to share, John Hollenbeck mentions a couple of schools, San Francisco State, he says used to have a great childcare center. He also mentions University of Phoenix used to do this. Lisa Durf mentions someone, quote, someone in my class had a kid and we all supported her even to changing diapers in the middle of the night, unquote, which is great. And then Roxanne Riskin offers kudos to Sisters of Mercy and to the former position I had was founded by the Sisters of Mercy in Milford, Connecticut. So friends, this is the time for your questions and your comments. So please just click the raise hand button if you want to join us on stage, you can tell we're all friendly or just click the Q and A button and type in your cue or your comment. I'm gonna grab one question for you right now, Catherine and I'll turn the comment into a question. Tom Haynes mentions that Houston Community College, they were interested in this, but quote, one of the things we always ran up against was liability, unquote. How do you handle the insurance angle on this? Yeah, I think it's a big issue for a lot of institutions and especially administration, looking at through the lens of liability, how do you manage this? And I would say that to me, the fastest solution to that is creating a partnership with a group or agency that would assume that component of liability if you're looking at bringing state minors to campus if that's your concern. One of the, I think one of the best recommendations that I could make right away that I have seen work very effectively is to start to collaborate with Head Start. There are a lot of community colleges that are working with two types of programs. The one is Head Start parents and then engaging them and incorporating them into the institution while their child is being cared for through Head Start. So that's a core collaboration that could be really cost effective and they would take the liability component away from the institution. The other piece is to consider what other services or provision of services can be offered through other types of community programs like parents and teachers programs, for example. Oftentimes they have more of a sort of a two generation focus. And so if you crop with them or collaborate with them, you might have an opportunity if it's not on your campus, it might be nearby. And so if you're able to do that and maybe even work with them on transportation, you might be able to solve or resolve that type of barrier going forward as well. And definitely getting buy-in from your institution and your leadership is going to be certainly important. So I think offering these types of options and inviting leadership from these types of programs in to have these conversations is also quite effective. So we've actually brought in the head of our County Head Start to meet with our president at the university a few years ago, just even have that discussion to see how we could work together and collaborate. Wow, those are great answers. And I can tell this is something you thought through very, very carefully. You mentioned two generations. Here's a straight question from me, which is how many of the kids, you said that they were all minor, I'm sorry, they're all preteens, 12 and younger. How many of them have enrolled as adults at Misericordia? Well, at this point, we don't have children who've been actual students here yet. I'm hoping that that's going to be a goal. Certainly we have a lot of kids right now who are still quite young and middle school or maybe even in high school, but I will tell you that the earliest graduates of our program do have children that have graduated from college and have gone on to extremely successful years as well. So not at Misericordia, but different other institutions throughout the country because a lot of our moms do relocate after they're completed with their degree and maybe even pursuing graduate school and or a particular jobs. So we've been tracking them. And what we're finding is that we are breaking the intergenerational cycle of poverty. Our children, if you look at even from just the collegiate level all the way down, we see that these children are all performing very well. Academically, a lot of them are involved in other extracurricular activities too. And that their overall health and wellbeing has substantially improved since they've been through our program and then proceed on with their moms once they graduate. So we know that a deep investment like this is certainly worthy cause and we also see that the overall wellbeing of the family is intact and or improved as they go forward and especially when mom, they actually say that the most important factor for the degree of which a child will thrive in their own lifetime is the degree of execution of the mother. So if you look at that, it's directly tied to a lot of different types of components of development for a child and the success that they arrive at later on in their own lives. Wow, that's terrific. What a grand picture.  We have questions coming in. So I'm gonna stop talking. Here's a quick question for Dr. Lisa Durf who asks what majors do most of the women in the program choose? Well, the women have the freedom to select whatever major they want. There is no parameter whatsoever on that. So they select from a medley of different types of majors here. I would say that we have a number of programs that are sort of standout programs at Ms. Rekordia that also attracts students to us. Like for example, speech language pathology is a great example. A number of our students were nursing majors. A lot of them have been everything from education to social work, to business, marketing and communications. So there isn't one sort of dominant major here. It's just the medley. But I will say that 100% of our women who graduate through our program go directly on into a professional career and or graduate school. So if you get through our program, it's met with a lot of success once you are finished with your undergraduate work here. Wow, great. Lisa, good question. And that's just, would a great window into this. Thank you, Catherine. We have your question from Jeanette Mulhern or Mulhern. I'm gonna try not to mangle her name too badly. He says, we are just starting a family resource center at our campus, Cosumnes River Community College, a physical space along with online support. What would you recommend prioritizing? Sure, that's a great question. I would say that, if you're looking at, if you're doing this, you're obviously paying attention to who your student parents are and perhaps what their biggest needs are going to be. But for us, the big ones are childcare and childcare access, transportation and how you might be able to support that and also food insecurity. Those are like the big three, oftentimes that you wanna take a look at and make high priority. I also think that if you can position a person to be in that center that can serve as a case manager for those parents, you're going to find that not only will that be very effective in helping them feel that they are part of the institution and getting support, but it could also activate not only their ability to then access other additional services they may need, but also have a positive impact on their retention rate. So I think that, those are the big quick priorities that I would identify very quickly for something like that. And that I know that for myself even, I learned very quickly that all of our houses needed to be equipped with all of the basic needs of the family. So anything that you can do in your center that highlights that and helps them fulfill that is going to be really effective. I'm sorry, just a quick question. You mentioned you had three priorities and the third was food security or food insecurity. What were the first two before that? I started running it down. I don't wanna lose it. Childcare and transportation. Transportation, that was it. Thank you. Thank you. I was just reading an interesting article about rural Tennessee this morning and higher education where they said that they couldn't get broadband in some areas. So the campus started giving up gas vouchers and gas cards so people could drive to that. That's a great question, Jeanette. Oh, well, Jeanette also just followed up with a follow-up question which builds on this. Do you work with community college and if so, how have you partnered transitioning students who transfer? Yes, another great question and we do. We actually, we're partnering with the community colleges and particularly in our county right here in our area with the parent pathways initiative that I mentioned at the beginning of this conversation. But we also have, we work very closely with community colleges, particularly in our region with a number of different intents. The first is to provide information on our program and certainly collaborative services to help them transition. We do have articulation agreements with our community college, which I also think is certainly beneficial if you have that and can establish that. But also to, there are in the state of Pennsylvania, there's a specific program called the keys program. It's kind of like a junior version of our program because it's designed for community college students. And it's basically for any student that's SNAP eligible, they can receive additional resources and support at their community college through the state run program. And so we collaborate closely with the keys program at our local community college. So I think it's important to sort of take a look at other types of programs that might be out there. That would be a good match and a good fit to connect to if you're looking to serve student parents as well. So you can also go deeper and you can also think about that from the high school level too, because there's also what they call the elect program for students who are high school students who are parents too. So anywhere you can create pathways that help students kind of migrate from high school to community college to say a four year. We accept moms as two year transfer students all the time. So you don't have to be just a four year traditional undergraduate student. You can certainly transfer in and complete a four year degree by sort of that hybrid approach as well. We certainly encourage it, especially if it's a cost effective, affordable way to go for a parent. Well, this is great. And Jeanette, thanks you in the chat saying this is very helpful. And it is, this is great. People can really learn from that. Friends, those are examples of text questions. I'm gonna throw up a few more of them as they come in. Our friend, John Hollenbeck, who always likes to see the big picture and a lot of history, he asks this question. This reminds me of Jane Adams' whole house in that it's a first step towards considering the family first in learning. Maybe an ultimate goal would be a multi-generational higher learning institute. Well, John, you're kind of speaking my language right there. That's exactly what we would hope for. I think that, you know, I kind of make bold remarks sometimes and I'll make one right now, which is I really think we need to change the landscape of higher education in the United States. And I think if we're gonna do this, we're gonna have to pay close attention to who are the modern learners in today's country, our country, in terms of access to higher education. I think when we talk about diversity, equity, and inclusion, those are all huge priorities and we need to pay attention to them. But I think there's a word that's always missing and that word for me is access. And so if we can make higher education accessible to more people in our country, you're going to see that it's gonna entail a family. You know, it's gonna involve more than one generation coming to our institution at one time. And I think the more that we can take a two-generational approach where we can collaborate and cross collaborate and really start to think of ourselves in a way where we're key stakeholders in a multi-sector approach, we're going to do a lot more effective work for communities and people in our communities if we can create that true access point. Well, great thought, John. And I put a link to the official whole house website. If you don't know it, it's a great part of 20th century American history. Thank you, Catherine. There's a big theme here and I think that matters a lot. I have more thoughts, but there are more questions just piling in. This is great. And there's two questions coming in from a former student of mine who is a brilliant guy. Jordan Davis says, how difficult or easy it is for the single parents to find community in a sense of belonging on campus? Is there programming to encourage that? That's a great question, Jordan. And I think a very important one. I think for us in terms of our program with women with children, because it's a residential program in four different homes, we have a community that is established because of those connections. Our women live together, they work together, they study together, they raise their children together. And because of that, the cohesion in that just results, the byproduct of that is a community. And I think it's one of our biggest assets. So I think anything that can establish that kind of culture of support in your institution is extremely important and you may be able to do it in different types of ways. For us, of course, it's the residential aspect and then all the programming that we wrap around our families all year long. But in any type of institution, you can create that or you can certainly build it in a way that people are gonna see, okay, I'm a part of this too. And I will say, and I will emphasize this that it comes down to practicality. Are you really thinking about how your spaces are outfitted for families and student parents? Are you looking at even the visibility of that? If a student parent doesn't see themselves anywhere on your campus, then you're already sort of disenfranchising them from the community. We need to create the visibility and we also need to incorporate that into leadership. So for example, a quick example would be like, we have one of our moms that serves on our SGA. That there's presence of leadership, there's presence in a voice and we certainly encourage that. But I think that it takes a lot of investment and it takes some leadership to also encourage it and to foster it. So anywhere you can do that. And then also, I think the other step to that would be to create that in the larger community too. And how do you kind of create a semblance of, we're creating a presence for student parents on our college campuses, but they're also stakeholders in our communities. And we have a lot of community members that come in and really work with our program. We have an advisory board that works with our program where we have people who are serving as mentors, serving as advisors to our students in terms of even just considering what types of career paths they may choose and even just being a source of emotional support. So it's not just located in the campus, but also embedded in the community too. So I think there's a lot of cross collaboration that can happen, but how you establish that is something that I think creates a lot of thoughtfulness. And then I think when you start to look forward on a campus, you're gonna notice where the gaps are too, where it's missing. So how do you incorporate and add that value in as you go forward too? Wow. Well, again, that's a great question, Jordan. You really hit a very, very important theme. And Catherine, I'm so glad that you guys had thought and planned so deeply into this. Jordan follows up with a question and Lisa Durf echoes this. So let me just, this is a good key question. Are there any single fathers who've enrolled in this program? I get this question a lot. Right now we don't have single fathers because we've just served single mothers historically, but I believe that that's where we're changing things now. So with the parent pathways of Northeastern Pennsylvania, it's for all student parents.  So I think we're paying close attention to that as well. We know, I mean, the reality is our demographics speak volumes in terms of it is sharply skewed towards single mothers and mothers as student parents in higher education in the United States. They also represent the largest demographic living in poverty in the United States, including in our area, in our region, single mother households live at the poverty level more than any other type of family household. So we do know that our numbers are skewed, but that doesn't mean we shouldn't be paying attention to other single parents needs as well, including single fathers. So that's our next. I think our next driver, which is something we're about to establish. So hopefully we're effective with it. Lisa and Jordan, great future-oriented question. Catherine, thank you. I just see this keep growing and growing. I think we're gonna be able to say, yes, we knew Catherine when, before she picked over all of higher education. Shin Lee Wong shares this personal experience, quote, I've been trying to take sign language courses in local colleges, but the classes are offered either in the late evenings or whole day on the weekend. It's impossible when I have a little human to take care of. And then she goes on to say, I can only imagine how hard it must be for our students who are also parents. Great example. Good for you, Shin Lee. It's definitely an issue. The other part of it too, is just what they call like time poverty.  So it's, there's a lot to contend with. And I think that's one of the most important aspects of our program, because we leave really the burden of other financial aspects of their lives for a period of time. They're able to actually spend more quality time with their children. And I think that's also a very important aspect of our programming and why we pay attention to family enrichment so much. Excellent. Go, Shin Lee. You're awesome. Now, all of these have been text questions or questions that I've hoisted up from the chat. Let me now bring one of our community on stage. This is John Hollenbeck, who has at least one question. Possibly. I always have it up. Forgive me, I was doing gardening. I didn't expect to be involved in this conversation. I'm sorry, but this just reminds me of a project when I, in like the 90s, when I was working in a college where there was a school district in a Hispanic neighborhood. I think it was 70% transient population. But what they did is open the model up to the children who were there in the day. The adults came in at night and it became a true interweaving of generations and learning. And there was actually coaching and all this kind of stuff. And I just bring that up, because you already talked about Hall House and all that other kind of stuff, but I was very excited to hear you say, yeah, we need to start thinking beyond the model towards the need. And that just gets into my theme right now, which is imagine you were designing a learning institution with today's tools right at this minute from scratch, what it would look like. But certainly what you're talking about, and I think just not just mother, but grandparents, younger children, everybody. Right, and depending on your capacity, I think the other part of this that I sometimes encourage people to think about is how do you rethink spaces in your own institutions? I think one of the big themes that we've talked about in higher education recently is the stagging enrollment numbers and having a lot of open spaces. And can we look at some of these spaces and reconsider how we conduct housing and how do we support families? Are there innovative ways we can do that? I mean, we've done everything from outfit spaces to make sure we have playgrounds, children's gardens, children's libraries, play areas that historically we're just maybe for a traditional college student to utilize and now we have children between ages two and 10 using those spaces. So I think it's a unique and an interesting time for higher education to maybe reconsider how we could be outfitting our space, looking at our infrastructure and frankly looking at how we can create affordable ways to do this. Because we all know that those are some of the biggest barriers, there's just the financing of these types of endeavors. Yeah, one of the last students I had before retiring was a woman who left an abusive marriage, had two young children, was living on whatever she could, she was living in a car for a while and she was trying to get through college in a traditional way and it was just her, just brute force. And I think the other part of this that was really important that we haven't, I hadn't heard in the discussion is how much the curriculum needs to be flexible for somebody who has major priorities outside of your class. And so much of what we do with her, everything was a semester and a half with her because that's just the time it took. So again, the institution needing to become folded for the need. That's right, that's right. And recognizing that there are compatible ways to do that and certainly there are students out there that need that. So I think maybe that's one of the silver linings of COVID-19 has been the sort of virtual platforms that we now exist on and some of the work that we could be doing. We mitigate transportation issues with that, obviously some of the expense with that. And if it's a way for us to continue to connect with students then I think it should be a part of what we're doing. Doesn't have to be the only thing we're doing but certainly a part of it. And I think that makes good sense. Yeah. I think the last comment I would make is there does seem to be a tendency to let distance education be the answer to this problem. And I think that is distance education is the lousiest way to teach somebody who is new in college especially with young children around. And yet everybody says, well, we have distance learning so they can learn that way. And that was kind of what we did here in Wisconsin. Yeah. Well, and I totally agree because I think that you don't want just one default button that would be a little bit, that's kind of like the easy way out perhaps, but I think the other component is what Jordan was asking earlier, which is how does that encourage community? I think that that's where you see a lot of those challenges and I think it creates a more of a remoteness, a lot of times for people who have been sort of historically marginalized in the first place. So I think we have to find a balance in it and I think you can, but I think we have to pay attention to it. Thank you so much for what you're doing. This is fabulous. Thanks, Brian. Well, thank you, John. And good gardening. That's a great thing to do today. Enjoy. Enjoy. Speaking of spaces, we have one of our favorite members of the community. Tom Haynes has done professional work on spaces both in terms of design and writing. I just wanted to bring him up to see what he has to add. And in fact, in honor of that, I'm going to give you all the really funky, nice layout just to emphasize how exciting Tom is. I'm not in the blue room today. It's still kind of blue. You got a blue chair, you got a blue wall. It looks pretty blue. That's true. So, I've been doing a lot of work lately on thinking about fluid spaces and building that around fluid environments. And I'm thankful for your presentation because actually, that really made me think. One of the problems with commuter schools, and I teach at a community college, is the students not staying on campus and the students losing that learning community and they visit school, right? Instead of being part of that environment. And that's something I think that small liberal arts colleges or boarding schools, the Phillips Exeter, that's where they have their huge advantages because people exist in that space for extended periods of time. And so the idea of having, one thing we do need to do is, I agree with John that we need to get rid of Distance Ed, but we need, not the technology. We need to create environments that span all modalities. So we're not just talking, we shouldn't have Distance Ed in normal classes anymore. There should be classes that have remote aspects, they have classes at the same class that has in-person aspects and so on and so forth. And the students need to float between those depending on what the needs of the learning are at the time. Sometimes it makes sense to do things off campus, sometimes it makes things to do on campus. But the idea of coupling that with childcare to where you've got a place where people can be watching the kids. So the students themselves are not watching the kids when they're doing homework, when they're working with the study groups and other students, that would be really powerful, especially for a lot of students who have to juggle that. Because, yeah, I mean it's, I've had students bring kids to class before. And sometimes that works and sometimes that doesn't. And I know colleagues that get really crazy about that. I try to be as flexible. I mean, I generally, my general feeling is, as long as it doesn't inflict on what other people are working on, then that's great. I've done that when I was in grad school. I brought my- But it depends on the kid. Yeah, it depends on the kid. And it's a lot to ask of a kid to sit there quietly and some kids will do it, some kids won't. No, but thank you for that. I mean, I do think that, have you done planning around your physical space design at the college? How has that affected that in terms of the way you've got these childcare facilities, this childcare facility set up? Or is it off campus? Yeah, so we've been very, I think we've been very thoughtful, very mindful of what we need to do. And this kind of touches on the question around liability a little bit too. So maybe it's a two-pronged response. We are located, all of our homes are truly like residential looking homes, which I also think is important by the way, because if you're raising children and you want the space to feel like home, then it should look like home. There's nothing institutional like in terms of like the look or the feel, they're all homes and the other pieces and they are community living environments. So when we thought about this in terms of safety is the number one, the children's safety is the number one threshold of which we design everything. So we're card access only, we even have cameras by the doors and things like that. We have green spaces behind the homes, playgrounds behind the homes. And then we've incorporated it very intentionally, again, spaces inside the homes to create that two-generation feel and approach. So play areas for the kids and children's libraries where like books are highly accessible, having them wifi'd and just equipped with everything the moms need to succeed. We have studies in the houses for the moms, so places where they can study, where maybe other children are sleeping inside each home. So I think what we've done is we've thought about, and we've also asked our families, we've asked our students, what do you need and what are you looking for? What would make this ideal for you? And we've responded with those types of offerings in those spaces and so they are on the lower campus. That's the one piece where I will say that's been great for us because we're contained. So we don't have a lot of overlap. We don't have a lot of traffic of other students at the university going through those homes or even near those frankly, but they're close enough that if we have special programming that we're doing or anything else, you're still part of campus. In fact, the newest house that I mentioned before that we're opening is quite literally right next door to the president's house at our university. So to give you a sense of how embedded our program is and then sort of the layout of the land, we're very much a campus community environment and it's conducive to our families, but we have enough containment also to keep our families and especially our children safe. And I do have, we have a full housing contract, a community living contract that our families all sign every semester. So we not only have the structure and the infrastructure to support what we're doing, but we also have a lot of rules and civility codes and governance with our families and the houses too. So sort of that internal flexible balance. You're building these houses fresh and I mean, these are new build or the conversions from existing buildings? Where are you finding the space for them? Well, they're all conversions. So like as I mentioned, the first house was a convent. So what we've done is we walk through and then we start to allocate the spaces to meet the needs of our families and we get creative, we get really creative but it's worked out really well for us. We've been lucky we've had some funding through grants to do some capital work, some renovation work and we're able to outfit them including the playgrounds that I mentioned. Those were all grant funds that we utilized to establish that in our program as well. Do you realize how ironic it is to send unmarried mothers into convents, right? Oh, we're not gonna go there.  No, it's okay, we're not, we're not. Tom, thank you for your perspective. Great questions and good luck in Ohio. Say hi to Jeremy. Thanks, we'll do it. We had a quick question on that from Jeanette who asks, do you have images or a virtual tour perhaps of the parenting residential community? You know what, we actually are about to do that and I'll certainly share it so that you will have it. We have been, we've been very careful about how we share information on our houses because we are very protective of our families. What I mentioned to before, it's no exaggeration to say that some of our moms have been through some pretty difficult circumstances. They have been through domestic violence situations. Sometimes there's a PFA involved. So we don't necessarily want to heavily advertise exact location and spaces for their privacy and protection. However, we are doing a video to show our new house that we're opening so you can see an interior and see how we have our main floors, our community living environments, all of our moms then get their own respected bedrooms, their children get their own bedrooms on the other floors of the homes. So they have their own outfitted spaces. Moms don't really have to bring much. I always say this, more often than not, our moms are coming to us with maybe a car, their child, and maybe a few garbage bags of clothing. So we're prepared to outfit and make sure that they're ready to go, whether it's to start school. We do free books. We provide help with car repairs. We provide gas cards for transportation. We provide food for food insecurity. Literally all of those issues that you see that poverty creates and surfaces for families, we're just sort of, we're knocking them back down, we're knocking those barriers back down, so. Yeah. Well, that's terrific. And by the way, in the bottom left of the screen here today, you should be able to see a kind of mustard colored button and that should take you to the program's homepage. So there's information there as well, some media. Thank you for that answer, Catherine. That was an example of, that's two video questions. John and Tom both came up. So if you want to ask a video question, just click the raised hand. We had a couple of comments that came into Jeanette, who is all over this. Jeanette is just really on this topic today, where you two need to connect afterwards. She says, our department, early childhood and education, will be installing high-flex technology to help support student flexibility and physical attendance. So that's an interesting blend there. And to link back to Lisa's question about majors, and to give you all a sense of history for a moment, Vanessa Vail writes that, by the time I got back finishing a BA in 1989, it was a relatively new program for displaced homemakers, but only for nursing or business courses. So from 1989 to 2022, you can see that arc of history change. Oh, this is great. We have more questions coming in. And this is a question I can't display on the screen. This actually came in from someone who really wanted to be here, but couldn't make it because of a conflict. And I promised I would ask this question. This is Christine Wolfe Einstein, who is a wonderful person. She asks, I've been seeing the number of on-campus childcare centers trend down over time, while the number of parents in college is trending up. Recognizing that on-campus childcare is costly and complex to provide and scale, are there other practices and policies that campuses should be considering, especially with respect to allowing student parents to bring their children on campus? Yeah, I mean, I think that goes back to what we were talking about before in terms of collaborations. I think part of it is also institutional buy-in on creating a campus culture that can be a little bit more kid-friendly, if you will, or student-parent-friendly. There are a number of ways you can mitigate that. Part of what we do here is another good example of it is all of our education majors are required to have clearances completed and are already working with children. And we do a number of programs here, including tutoring for our children with our ed majors on campus. And they're a good fit for that. We also have what we call a Kids on Campus Program, which is an activity-based program where moms get a little bit of a break for about two hours and they can go to the library or run on campus, things that they might wanna do, while their children are having this sort of fun, family-enriching experience with college students who have all of those clearances in place with us and are invested in working with kids and are gonna be future educators themselves. So we do different types of things like that that could help perhaps provide services on campus, maybe even while parents are in class and they have another opportunity on campus to perhaps have something like that occur. That's a good fit. But the other thing are collaborations. We have a really great working relationship with a lot of the daycares within our community right here that are literally within a few miles of campus. And so when our moms go to school and are in school during the day, the children can be in daycare within a mile of campus. And we help them to do that. And we also help them with the subsidies that can help to make that a feasible option. So, and I will say another key thing to think about would be priority placement for federal work study jobs for parenting students who are looking to make sure they meet the subsidy requirements for the hours they need for the subsidy. So our women, for example, get that priority placement here on our campus so that they can accomplish the 10 hours of work a week that they need in order to maintain the childcare subsidy in our county. That's, again, I'm just amazed, Catherine, how many hats you wear between your tax attorney, your federal government wrangler, your community organizer, it's just tremendous. And poor Sarah Sanguario one of our good friends here says, right in line with our discussion, my toddler is now throwing a tantrum. Which has happened during my classes. I like that director Paul Adol considers the needs of the kids to be able to be kids. And then also in the chat, David Ron mentions that at Cuyahoga Community College, they partner with Cleveland State to build a scholar house across from our city campus, which is, let me see if I get the quote right. This is a, for single parent children, sorry, for single college student parents and their minor children. Wow, this is terrific to see. Friends, we have only five minutes left. I want to make sure that we get all of your questions. And we have one that comes from Charles Finley and Charles asks another very practical question. I don't know if I can get it. What is the responsibility of the students to participate in the Catholic faith tradition of the university? Well, our student, we have a mercy heritage here at Ms. Ricordia, but we have no requirement of that nature with our program. So, we have women from, like I said, all over the country, from all of different aspects of religion, spiritual presentation, whatever it is that you would like to call it. There's absolutely no requirement to be a participant in our program of that nature. So, we welcome every student who wants to be with us. That meets our basic requirements for our program and we're certainly welcome to join us, Sal. Well, that's a good question. That's a good question. And thank you for that very, very clear answer. Roxanne Riskin mentions that libraries can offer assistance. And I'm just wondering, as a big fan of libraries, what's the library role at Ms. Ricordia, sorry, either the Ms. Ricordia University academic library or any public libraries in the area? Well, if I speak to the Ms. Ricordia University library, they're wonderful to work with and collaborate with us all of the time. They offer individual and group sort of tutoring sessions to become familiar with the library and the resources and the different assets they can offer to our students. We include them in orientation and they also will come to the houses. We've had librarians that actually came to the houses and would sit with our families and discuss the types of resources they can access in the library. We also have a built into the library is a children's library on the university campus. So there is a space for children in the library too where they can access resources, children's books, videos and things of that nature as well. So they've been extremely supportive and I think it's been very nice to see too that they've helped us even to replenish the children's libraries that we have in our homes for our program too. So early learning and early literacy programming is a big priority in our program. So they've fundamentally been very helpful in that regard as well. Wow, that's... Brock Sanham, I'm so glad you brought that up and that's a wonderful connection. What a great partnership. Lisa Durf mentioned it's so important for young children to have access to print books. And so we have let's say one more question and this comes from Jeanette and she asks, what's the size of your parenting cohort and how are you identifying the parents and sharing information with those running the program? So in terms of the sizing of our parent cohort, we have our capacity goes up to 20 single mothers. So right now that's certainly our capacity and our goal to serve that number annually every academic year. And we certainly wanna make sure that between myself and we have two staff persons, myself and a coordinator and we work collaboratively together all the time to support all of our families. We do work also, as I mentioned before, mining all of those assets of our institution. We pretty much collaborate with every division and office within our institution here. And I'll give you quick examples. I've made swimming a requirement of all of our children learning how to swim, we think is a fundamental safety goal that all children should accomplish. But we do it for free with our swim academy here at the university. So all of our families are invited to participate in that. We work with our cap center, our counseling, our tutoring, our student success center. So there's all this cross collaboration that happens all the time. And with a lot of the approach that we have in-house, we wanna do everything we can to ensure the success of our students. So by working together with the coordinator who really serves as our primary case manager for our program, we're able to not only provide access to all the services that all of our students do, but then also connect them to all the different types of awesome provisional services that we have on our campus, campus way throughout the year too, that they also engage in and work in. So we're always sharing and working with all of our families in that regard as well. Wow, wow. Oh, that's a great thing. Just thinking about me, all these service, what a transformative experience this must be for the parents, but also for these children. What a great experience. Speaking of great experience, I'm afraid we have to bring this experience to a close. We have just hit the top of the hour and I like to close by asking you a question, Catherine. What's the best way to keep up with your work on this? Well, I would say, certainly, to check out our website, I think that's where we house a lot of our work and also we're on social media on Facebook as well. We do a lot of posting there in terms of different things that we're doing and driving initiatives, working with families, highlighting our outcomes and the success of our graduates and I think even with the parent pathways of Northeastern Pennsylvania component as well, we'll be continually updating and creating more options for information and information sharing on our website too. So I would say check us out there on the Ms. Reportia website, look for us if you have or have any questions and want to follow up with me, feel free to contact me. All of my contact information is there as well. I think it's on our QR code as well. So I encourage as much collaboration and learning as possible among institutions and I think that's just certainly the way to go in order to best support our families that are looking to access higher ed. I agree, I agree. I think we all agree and thank you so much, Katherine. This is tremendous work and I'm really glad that you took an hour out of that wonderful work to share it with us. Thank you so much. Thank you. It's been a real pleasure and it's wonderful to speak with all of you and meet you today too. So thank you very much for having me. Well, great. Take care and be safe and keep up the great stuff. Thank you. Thank you, you too. Friends, I'm so glad you were able to make it today. This has been such an inspiring and exciting project to learn about.  Listen, if you want to keep talking about this, just hit the hashtag FTTE on Twitter or at me at Brian Alexander or Shindig events or head over to my blog, BrianAlexander.org. We'd be glad to keep this conversation going. If you want to look back into our previous sessions, about any of these topics, including parenting, including motherhood, including space on campus, just go to tinyurl.com slash FTF archive and you can see them there. If you'd like to look at some of our upcoming projects or sorry, upcoming themes, everything from the climate crisis to reimagining education, just go to forum.futureofeducation.us to learn more. If you have any projects you wanna share with me, hit me up by email so I can share them with everybody else. And above all, thank you all for your time, for your thoughts, for your reflections, for your great questions. It's been exciting to learn about all of this and very inspiring. I hope you're all inspired and I look forward to hearing from all of you as the fall semester starts. Until then, take care, be safe, and we'll see you online. Bye-bye.


The future is looking a little bit brighter for Park Rapids pre-schoolers. The play and learn school is set to receive at least $140,000 to send students to school for free. The funding comes from the voluntary pre-kindergarten program through the Minnesota Department of Education. The district was able to provide the program at no cost for the first time this year using state funds. Of course, funding is everything when you have quality staff and they're paid on the teacher's scale, so it really helps a lot so we can offer it free of charge to the families. The school district would like to hear from families with four-year-olds if they are interested in enrolling before March 17th so they can plan for next year. If you've enjoyed this segment of Lakeland News, please consider making a tax-deductible contribution to Lakeland Public Television.