Good morning, everyone. And now welcome to the first webinar from the Community College Consortium for OER. The first webinar of the fall series on finding open textbooks and fostering faculty adoptions. I'm Una Daley, the Director of the Community College Consortium. And I have three wonderful presenters this morning who are going to have a lot of great information to share with you. So glad you could all make it. For those of you who are new to the Collaborate system, the main portion of the presentation is going to be right there in the center on the slides. To your left, you are going to see a participants list, which you should appear in. And you're going to see a chat window underneath that. And please do use the chat window to send comments or questions to us. For the most part, we'll be holding questions until the end, but we'll answer as we can when we go along. But we'll get back to those at the end as well. And Lisa, close from the Florida virtual campus is also helping me with moderation today. So we'd like to ask you to tell us where you're located. Thanks so much to all of you who've introduced yourself in the chat window. But if you want to pick up one of the little icons under the asterisk in the toolbar right in the middle of the screen, you can grab one of those and show us where you're located. Okay, we've got some folks that looks like in Sotel, Canada on the east coast. Oh, we've got on the Atlantic coast. All right. Looks like most folks are located in North America today. But of course, we are part of the Open Education Consortium. And sometimes we get folks from overseas as well. All right, excellent. Thank you for sharing that. So today, I'm going to give you a brief introduction to our present presenters. Then we're going to get into a very brief overview of the Community College Consortium for those of you who might be new today. And then we're going to get right to the meat of our presentation today, which is our presenter, Amanda Coolidge from BC Campus, Sinkbiner from OpenStacks College, and finally, Catherine Harris from the California OER Council. All right. If you haven't had a chance, please do introduce yourself in the chat window. I know people are coming and going right now. So let us know who you're from, sorry, where you're from, what your institution is, and any other interesting OER information you might have. And now I'm going to turn this over to Amanda Coolidge, who is the Open Education Manager at BC Campus in British Columbia, Canada, so that she can give us a brief introduction of what she does at her day job. Kyle, Amanda? Amanda Coolidge, and I'm based in Victoria, British Columbia. And as Una said, I'm the manager of Open Education with BC Campus. And my main role is to work with faculty across British Columbia institutions to adopt, adapt, and create open textbooks. So doing a lot of project management, but also outreach as well. All right. Thank you very much, Amanda, for joining us today. And next I'd like to introduce Nicole Sinkbiner, who is the Associate Director of Institutional Relations at OpenStacks College. Nicole? Good afternoon and morning, everyone. My name is Nicole Sinkbiner, and I'm with Rice University's OpenStacks College. Nicole, you need to click on your talk button. It might be turned off. Can you hear me? Okay. Hello. Can you hear me? Well, we'll come back to Nicole in a moment. We'll go to Catherine Harris. Catherine Harris is the California OER Council Chair. And she's also an Associate Professor of English at San Jose State University, and we're very pleased to have her this morning. Catherine, can you introduce yourself? Yes. Good morning. I just want to also note that we can hear Nicole. No, maybe you can't hear her. Everybody else can. Una? So, Catherine, hello. Can everyone hear me again? Okay, great. Wonderful. Sorry about that. We seem to have had a technical difficulty there. Nicole and Catherine, I'm going to go ahead and email you a phone number that you can use because it looks like we may be having some sound issues. And in the meanwhile, we'll go ahead and move on. And I apologize for that. So, the Community College Consortium for OER was founded to promote adoption of OER to enhance teaching and learning. And one of our key goals is expanding access to education for students. And we do this through a number of strategies. One of them is supporting professional development for faculty. And of course, this webinar series is part of that. And although many folks participate with us, we are including four-year institutions and universities, our goal is around advancing the Community College mission. And the Community College Consortium represents over 250 colleges and 18 states and provinces. And we'd love to have more folks join us as members as well. All right. So, this morning, we're going to be talking about open textbooks and adoption. And of course, our presenters here will have a lot more to tell you about that. And I want to say that this is about a student access and success issue. There's been surveys done over the last few years which have consistently found that students are not purchasing their textbooks. And many times, it's because of cost. And students are concerned about this as well. They know that not having access to a textbook can truly affect their success in the course. And I find as we work with faculty that there's sometimes an awareness issue, not so much about cost, but about how to find OER and open textbooks. And so today, we're going to hear from our presenters on how they can find their, how you can find open textbooks out there in different repositories. And the peer reviews that are occurring, which are really going to help faculty to assess if an open textbook is right for their classroom and what the level of quality of the content and pedagogy are. And finally, faculty adoption is a really key piece. And so that peer review and some of that faculty-to-faculty kind of contact is really key to helping faculty feel comfortable about bringing an open textbook into their classroom. And ultimately, we're trying to save students money. And I'm very happy to tell you about a contest that is being put on by the 20 Million Minds Foundation. This is a student-focused contest. It's called Cover the Cost. And I think it just opened up this week. And they are asking students to enter a video or a written essay answering how do you cover the cost of textbooks each semester? There will be three $2,500 book scholarships awarded to the students' projects that are selected. And there will be more information at thebooklessmovement.org. And once again, this is sponsored by the 20 Million Minds Foundation, which of course funds open textbook efforts nationally. All right. At this point, I am going to go ahead and turn this over to Amanda Coolidge, the open education manager at the BC campus. She's going to talk to us about the project that was started about two years ago at BC campus to initially identify the 40 highest enrolled courses and find open textbooks for those and provide an adoption process for faculty. Great. Thank you, Una. So I'm just going to move the slides along here. Okay. So the first question we often get is where is BC campus? And we currently have two offices. We have one in Victoria and one in Vancouver. And we are, for the south of the border, we are north of Seattle. So just put a couple of arrows there to show you exactly where we are. So what exactly is BC campus? BC campus is a publicly funded organization. And we use information technology to connect expertise programs and resources of British Columbia institutions under a collaborative service framework. And we have three frameworks. We have the group of the curriculum services and applied research, which is what I am a part of. We've got the collaborative programs and shared services and part three is the student services and data exchange. So the area in which open education is under is the curriculum services and applied research. And our goal is to support and promote the development and use of open educational resources as well as to support instructors who would like to use technology and teaching practice. So we do this in a number of ways. We use a database called Solar, which is our shareable online learning resources. We have a group called the educational technology users group, which has two workshops in the fall, one in the fall and one in the spring. And we bring together faculty and various educational technology practitioners from across British Columbia together. We have SCOPE, which is a community organization, online community, which brings together a lot of the faculty members and instructional designers and people in the scholarship of teaching and learning. We actually started out prior to our open textbook initiative, the BC campus curriculum and applied services group started out in 2003 with what we call the online program development fund or OPDF. And there was $9 million invested, 150 grants were awarded and the purpose was to build various learning objects, labs, textbooks, manuals and videos to support open educational resources across British Columbia post secondary institutions. And all of these free resources and open educational resources are available on our database called Solar, which is solar.bccampus.ca. And it's a repository available to anyone. So once the OPDF application process completed and the grants were awarded and the projects were all done, we realized that we still needed to go a few steps further. And there really was a problem. The main problem was that a lot of the work that individuals were doing was behind closed doors or as you would say the closed LMS. The concept of lifelong learning was becoming a bit of a closed system in which many of the student or many of the infrastructures were locking students out after they completed a course. And so really the concept of lifelong learning was a bit quick to the side. So we realized that we needed to continue with the open educational resources in some capacity. And then the second problem was that as an alerted to, students are still having to pay exorbitant amounts for textbooks. And as this cartoon showcases, how often do we actually have to use our textbooks? Well, we're just going to use it for one paragraph. So we wanted to make sure that students could have access to the textbooks in a format that was free, accessible, and open to either be adopted, adapted, or perhaps even created in the cases of some of the books with BC campus. So in 2013, the Chronicle of Higher Education did a review of what students think about textbooks. And I won't read through all of this, but it gives you an idea. So there's people who had downloaded legal copies of the PDF version of the books. Some people were actually scanning things, getting them from the library. People, students were finding that the clinical psych book, for example, was over $200. And so it just becomes way too much for students to have to deal with alongside their tuition costs. This is another popular student survey that you may have seen from 2012, which is through the Florida Virtual Campus. And this showcases the direct relationship between textbook costs and student success. You'll notice that over 60% of students actually don't purchase textbooks at some point. So this is extremely high and something that needs to be addressed. You'll also see 35% take fewer courses due to textbook costs. This is something that BC campus as well as a lot of the other Open Education initiatives are trying to see resolved and see the increase in student success. So just to give a little bit of background, what is an open textbook? It's an instructional resource. It can be an e-book. It can be a printed book. It can be an HTML file, an XML file. But ultimately, it uses a Creative Commons license to enable others to further share and modify. And that's really key when we're talking about open textbooks. The British Columbia Open Textbook Project here at BC campus, we started with the 40 top subject areas within first and second year university courses across British Columbia. And we sought to find textbooks that would address the needs of these highly enrolled books. We have recently this year acquired more funding through our ministry to do 20 more textbooks for vocational programs. And these include not only textbooks but also ancillary resources that we continue to work on. And the exciting thing about this project is we're actually the very first province in Canada to do an open textbook project. And we're working with two other provinces, Alberta and Saskatchewan, to help them initiate a similar project. The main focus of our open textbook project and sort of the fundamental structure that we follow is based on David Wiley's work, which is the five R's of openness. Retain, reuse, revise, remix, and redistribute. I won't go into the details of these five R's, but just to take note that this really sort of is the backbone of how we decide how we want the textbooks to be used. So why are we doing this? I sort of alluded to some of these already, but mainly it's to increase the access to higher education by reducing student costs. We want to make sure that faculty have more control over their instructional resources. So the faculty member realizes that a book doesn't contain information that they typically use in the course. Well, why not download, adapt it, and make it available to your students. And we also want to move the open agenda forward in a meaningful and measurable way. So currently the project, as I stated, we currently have 40 textbooks, or sorry, we have 63 textbooks in our collection, but we have 40 which are directed towards the most highly enrolled first and second year courses. We identify 40 of those subject areas and all 63 sort of then go into that category. And then we're working on another 20 in the skills-based programs. What's really nice about our project is it's not just for online delivery and it's not just for print. We offer EPEV format, MOBI format, PDF, HTML, XML in the format of a basic WordPress XML function, and also what we use as our infrastructure is called press books, and we offer the press books XML back end as well. So as you can see, students have a lot of variety in the way that they can access the books, and also faculty have a fair amount of variety in the way they can download and use them. We try to make sure that at least one format of the book is an editable version so that faculty can download and then adapt or remix the work. So the open textbook project started in 2012 and it was established based on three phases. The first phase is harvest and review. The second phase was adapt and the third phase was create. So I'll walk you through those. Phase one harvest and review. What we decided to do was to see what already existed out there. The great part about an open education system is that everything's open and people are looking to share. So we went through open stacks, college open textbooks, sale them or low, and we decided to take a look at which textbooks were already out there that addressed the needs of our top 40 subject areas. And then we asked faculty to then review the content or the books that were up there that we had harvested. We have a great example of one faculty member who we refer to as our most early adopter, Dr. Tekashi Sato who is a physics professor at Kwantlin Polytechnic University. He has 60 students in his class. In one class, in one term, the student saved $11,200 because he used the open stacks textbook of a physics book. So that was one book that was harvested within our collection and he thought that he could be able to use it which was great. Our second phase was adapt. So based on the reviews that came in, we wanted to make use of what existed, but we also wanted to improve what existed. So a lot of the materials when faculty were reviewing the collections that we had harvested, they noticed that there were some areas that were missing, especially oftentimes from the Canadian context. So sometimes the examples were very U.S. centric. And so the reviews noted that they'd like to see more Canadian or international examples. And then we had faculty submit proposals. We provided funding and support so that they could then adapt the textbook. And these adaptations are still underway, but we did just finish two project management and mastering strategic management. So one of the things that we like to say is doing an adaptation is not that easy. You can download and do your own adaptation, no problem, but in order to maintain the quality, the process of adaptation does require an instructional designer, project manager, editors, illustrators often, and graphic designers. So there are a lot of people involved. We do provide the support, and sometimes we provide the emotional support as well. Phase three, this is an area where we took the opportunity to take a look at the top 40 subject areas, and we saw where there were gaps. For example, we had a gap in the political science field because a lot of the textbooks were geared towards political science in the United States. We had a gap in geography. And so what we decided to do was put a call out for creation of textbooks. So there's a few things that faculty are doing. We have some cases where faculty are collaboratively authoring textbooks. And we have cases which happens with geography back in early June. You may have seen tweets about it. And through our newsletters, we did a book sprint. So we brought together five faculty from across British Columbia who are faculty of geography. And they co-authored a textbook within four days. They created a textbook on British Columbia in a global context, which is our geography textbook. And that was really exciting and something we can talk further about it another time. Another way to actually do the creation is we could go ahead and buy the rights from publishers. We haven't done this yet, but that is a possibility. So the faculty who are doing the creations right now, we have an English book and a Canadian history book, which are in full creation mode. And we have a criminology text that's coming up. So those three have been underway and are really exciting because it's really offering a different perspective on the way we've been doing books. So what about the quality? The first thing is we rely heavily on faculty to conduct reviews. We do offer stipends to faculty who do do reviews for us. And we also have graduate students who are teaching assistants, sometimes who are expertise in their field, who are interested in reviewing for experience as well as to give us a better understanding as to what students are looking for in text. So that's been really helpful. Secondly, we've just instituted a program called the Faculty Fellows Program. So we brought on three faculty members from across British Columbia to be advocates of our open textbook project. So their roles will be to do workshops and presentations, to talk to other faculty across British Columbia about the quality of open textbooks, how to make them better, but also to show them how to search for, how to adopt, how to adapt, and possibly create. So that's really exciting. And they'll also be doing some work with us and the OER Research Hub to do some research on the adoptions and student success. We also do a lot of collaborations. So we talk with a lot of other people across British Columbia who may not be directly related to the project, but who have a subject matter expertise. So that's been really helpful. And we also have a number of supporting players. So we have instructional designers. We have editors. We have graphic artists, multimedia developers. And we have technical assistants in terms of the back end of the project. So everything we do is a major focus on quality. And we do our best to ensure that that happens. So here are our results. We currently have 50 reviews of not 21. That's the error. We just got over 30 text reviews. So I sent these to Una two days ago. And so within two days, we now have 10 new texts that have been reviewed, which is great. We also included one more book in our collection. So we now have 63 books in our collection. Our current adaptions are at eight. So we have sociology, psychology, social psychology, research methods, and psychology, database, design, project management, strategic management, and chemistry. We are currently working on four creations. Canadian history, criminology, English lit, and Canadian geography as of the yesterday was fully completed and is now available on the website. The number of institutions we have that are adopting. So we have eight institutions across British Columbia that are our most adopted institutions, which is really exciting. Now I want to talk a little bit about our adoption process in terms of how we actually find this out. So this is a bit, as I called it to Clint yesterday, it's a bit of a rogue process. So we actually don't have a very efficient way of tracking adoptions. What we end up doing is sending out emails to people across British Columbia and finding out if they are using the textbook and if they know of other people who are using the textbook. In that email, we also asked for the number of students who are affected by the textbook and what the previous cost of the textbook was assuming that students were buying a brand new text. So that's how we sort of do our adoption race at this point. We don't ask for email addresses or do a very heavily statistical process. It's a very manual process and one that we do. We would like to see improvement upon, but for now that's how we're doing it. So it's very much word of mouth. Our number one textbooks or our top textbooks that are most commonly adopted include physics, database design, strategic management and social psychology. And since the fall of 2012, we have a known student savings of over $300,000. So that's really exciting for our project. We continue to see excitement among the students as well as faculty and we continue to be inspired by the faculty who are currently adapting and creating a textbook as well as those faculty who are adopting. And some of the adopters, as we mentioned, are adopting on their own without letting us know. So if you're out there and you are adopting and we have a contact, please do let us know. So to find our open textbooks, you're welcome to go to open.bccampus.ca. You simply go to the find a textbook field on the left-hand side and you'll be able to see the 63 texts that are currently available there. We'd love to have you take a look and offer any comments you might have. So open.bccampus.ca. So with that, I'd just like to say thank you very much and I am available by email at acoolidge.bccampus.ca. You can reach me on Twitter at acoolidge. All right. And again, our website is open.bccampus.ca. Thank you very much, Amanda. And that was very helpful. I'd love to hear from you Wednesday to see the process that DCSIGS has gone through and the great progress that you've made in the last couple of years. I'd like to move along now to our next presenter, Nicole Sinkbiner, who is the associate director in charge of institutional relations. And I apologize, Nicole, for cutting you off earlier. I had a little technical issue here. So please go ahead. I apologize, Nicole, for cutting you off earlier. I had a little technical issue here. So please go ahead. All right. No worries. This is Nicole Sinkbiner from Rice University's OpenStacks College. We are the free textbook initiative through Rice University. And just a little background on me. I was originally a chief marketing officer for community college in Battle Creek, Michigan, and then also a community college in Houston, Texas. So definitely come from the community college world, but I'm happy to also work for a university now. I'm having a little trouble advancing the slide. Oh, there we go. There's just a delay. OK. So let me go back one. Perhaps. OK. And you've seen several statistics very similar to this now. But one of the things that I wanted to point out is this is from the US Park Education Fund that 48% of students said that the cost of textbooks impacted how many and which costs they took this semester each semester. And this as well as being just a huge issue for students. So we are under a tremendous amount of pressure as colleges and universities to work on our completion numbers and our graduation rates and our student retention rates. And now we're seeing that textbooks are a barrier to that success. So how is OpenStacks funded? This is a big question that we get. And we're primarily supported by foundation support. And we really thank all of our foundations as you can see on the screen that are very much involved in our work and we appreciate their support. So when we looked at open educational resources, we really wanted to make sure that we were meeting the OER challenge. And so we came up with these four key tenants that would really guide all of our work. The first one is that we ease of use. We want to make it easy to find and use the materials. Faculty and instructional design teams do not have a tremendous amount of time to go looking for these resources nor do librarians. So we want to try to put them into a system that would make it very easy to use. Free is not enough. We need to establish development models to ensure the quality of our textbooks is exactly the same as that out there of the major publishers. Scope and sequence. Again, because so many people do not have time to completely revamp courses and such, we wanted to make sure that our resources support existing curricula. And then we wanted to partner with groups that enhance the content through essential learning resources. And I'll talk more about that in a minute. Okay. So here are our books thus far. And actually PreCalc and Chemistry will publish in just about a month and two months. But a lot of people ask, how are we choosing the books that we are choosing to publish? And it's really a twofold consideration. And it primarily comes down to student impact. So what we have done is chosen the subjects that have the highest enrollment of students, particularly in the U.S. So we know that there are about a million students a year taking economics. We know that there are 300,000, 500,000 students taking physics and biology and anatomy and physiology. The second consideration that we looked at is how expensive were the textbooks that were currently out there? So that's really how we're choosing the books that we're doing. We expect to complete 26 books by the end of 2016. So who is using our resources? Well, we have over 800-plus schools worldwide using OpenStack's college books. And this number just continues to grow every single day. But I put up here some examples, and you can see it's everything from Ivy League universities to private colleges to community colleges. We're really seeing everyone come into this initiative and work with us. And a little bit about our growth. So we have been growing at such a tremendous rapid rate. Faculty and administrators from across the world have really embraced the concept of OpenStack's college. And so just in one year we have increased our number of adoptions 233%. So that's very, very huge for us. So one of the questions that we get quite often when we're out working with institutions is how does this fit with academic freedom? And we're Rice University. We are founded by a Rice University professor. So we believe heavily in academic freedom. And we believe this really enhances it. OER provides faculty with more choices for their courses. It allows for that permission-free editing and adaptation. And it prevents faculty from being walked into a particular platform or system. For example, what we do at OpenStack's college with our books is partner with multiple online homework providers so that the faculty member has the freedom to choose which one will work best for them. So in the marketplace we believe that OER should never be legislated or mandated and that needs to stand on its own vis-a-vis publisher material. So how do students get a hold of the OpenStack's college books? And what formats are they in? Well, we have a variety of formats that we provide to students to use the books. So they go to our website, which is OpenStack's college.org. And they will click on the books that they are looking for. And they will come up with a screen like this with just a wide variety of choices. So PDF, the students have a free PDF that they can download. It never expires. They can print it if they want. There's also a web view that students can use. And a lot of students use that often when they're working on a tablet or away from home on their cell phones. There's an e-pub. There's Bookshare for accessibility. And then we also have, so all of those are completely free. And then we also have two additional options. We do find that some students still want a printed copy of our books. So we do offer printed copies. We sell them basically at cost. So they're typically between $30 and $53, depending on the size of the book and the number of pages. And then we are also very excited to have a partnership with Apple where we have our books on the Apple iBook Store as premium versions. And those cost $4.99 for students. And they're completely free for faculty. Now, one of the great things about how open sex colleges set up is there are no passwords and no registration for students. They can go on our website and immediately begin accessing the book with no issues for registration. The only time that we require passwords and registration is for the faculty resources, of course, to do the faculty verification process. But the students do not have to do any of that. And so a lot of faculty members like using this as an additional resource for their students because they can say, you know, if you're somewhere and you need to study for your upcoming biology exam and you don't have your textbook with you, you can always very easily go online and access the open sex college book. But we also understand that learning these days requires a lot more than a textbook. So what we do is we develop essential learning resources as well as we partner with additional partners to provide additional resources surrounding our books. We have online homework available from many of our partners, including Sapling, WebAssign, Expert TA, and many more. We have online labs, components. We have online practice from partners. We provide PowerPoint slides, pronunciation guides, solution manuals, and textbooks depending on the different books. Different resources are available. Okay. So how do people use the open sex college textbooks? They do one of two things. A lot of faculty outright adopt an open sex college textbook as their main textbook. And so it is replacing the traditional textbook for them completely. The other option is to recommend an open sex college book as an option for studying and affordability. So like I said, that faculty member that I know that the biology book is not his primary book, but he still recommends it as an additional resource for his students. So I also wanted to share a little bit about how we're seeing institutions, particularly in the U.S., implement open educational resources as an institution. And the first thing that we're seeing quite often is what we like to turn textbook heroes. And you might have seen some of our ads and public relations around that. And these are people like Takashi Soto who are out there really championing the OER movement and talking to other faculty members and sharing resources with them. We also find that a lot of institutions, as was mentioned earlier, require that faculty support. So we typically work with a lot of instructional designers and librarians to really work with them to provide that support that faculty need to be able to use open educational resources. And we see the use of incentives, again, not mandates. We want to protect academic freedom. But we do see institutions offering grants to switch to open educational resources. And one thing I'm starting to see is student organizations from across the country, like the Student Government Association's offering textbook affordability grants. So I think that's really neat. One of the things I've noticed is absolutely essential to OER adoption at a grander scale, at an institutional scale, is expressed support from administration. Really having your upper level administration say, yes, this is something that we support and we want you to look into is very, very helpful. And then having open educational resource training days and webinars. We do these quite often where we will go or webinar into a training day for faculty members and work with them on adopting and adapting OER. OK, so real quick, some quick FAQs that we get all the time. The first one, of course, is what's the catch or obligation? You can't have everything for free. Well, these really are for free. We ask two things. Number one, we do not have a sales force. So we really rely on dedicated faculty, those textbook heroes, and word of mouth to really help us spread the word about this. The second thing that we ask is because we don't require passwords or registration, we do not know typically who is using our books unless they let us know. So if you know of someone who is using our books or is even recommending our books, you can send me an email or there's a quick adoption survey form that I can send you and we just need that filled out. That really helps us with our grant reporting back to the different funding partners. Do we plan on switching to a fee model? No, we do not. We have no intentions of doing so. I don't like X or you don't have Y, that's okay. We have a sister site, as was mentioned earlier, called OpenStack CNX, and it has a textbook editing tool in there. So you are free to edit our textbooks as much as you see fit down to the word. Do you have single sign-on? No, we do not, but at the same time, it's not needed because there is no sign-on. We have a lot of different ways to do that. So what I see a lot of faculty members doing, for example, in their learning management system, is they will say, read this chapter in the section of your OpenStack book, and they will just hyperlink that directly to that section of the WebView of our books. You can absolutely adapt and distribute without permission. We really encourage you to do so. Comp copies. So we're a nonprofit, and we have very limited funds. And one of the things that publishers have to cover in their cost that drives up textbook cost is sending out a tremendous amount of comp copies. So we typically do not send out complimentary copies. We really try to encourage people to review the book on the Web site and review the PDF. However, if you're really in a situation where you think a comp copy is really the last thing standing between a faculty member adopting one of these books and saving students a tremendous amount of money, feel free to contact me and I will see what I can do. With no sales reps, how does the faculty and you all get service? We'll have my email address now. But also, there's an email info at opensuckscollege.org. We respond to pretty much every email on that in less than 24 hours. Revision. So because we're not tied to the used textbook market, we only need to revise our books when it's pedagogically necessary to do so. So in some cases, that might be quite often. In some cases, it may not be for a couple of years or more. But if a faculty member has developed a customized version of our textbook, they will never be forced into a revision. Who do you call if you find an error in one of our books? We do appreciate faculty contributing by reporting Arata. And we have an online reporting tool for that. And then, yes, absolutely, your bookstore can order physical copies. We have a wonderful partnership with the National Association of College Stores. And bookstores find it very easy to go into the system and go ahead and order OpenStacks College books, as well as all the other textbooks that they need. So how are we doing? Well, we have been doing this for just about two years. And we have saved students $10.5 million. So we're very excited about that. So that's what I have for you today. And I will also put the email and website in the chat window. But I will pass this back to Una. All right. Thank you so much, Nicole. I know that everyone was excited to see the textbooks you have today and also the new ones that are coming out, the Pre-Calc and Chemistry this fall. Those are going to make a big difference. And now I'd like to introduce Catherine Harris, who is the California OER Council Chair, which she chairs a council composed of faculty from all three higher-end segments.  I excused my technical issues earlier. She's also an associate professor of English at San Jose State University. Good morning, everybody. Thank you for joining us. And I want to thank our two previous presenters as well for demonstrating that there are OER materials already out there and in play and in use and adopted by faculty. One of the things that makes us different on this OER Council for California is that we are partially funded by the state of California, the state legislature. We're also funded by the Hewlett and Gates Foundation to work towards helping faculty to adopt OER materials. And one of the primary things that we found out in surveys that we've done over the past six months is that faculty are both to adopt OER materials because of the peer review process. And so our primary goal in this phase has been to identify courses that transfer across all three segments of the California Community Colleges, University of California, as well as the California State University. Those three segments service over 300,000 students and have 48,000 faculty. So it was a tall order and I'll get started here and try to get it done in about 12 minutes that we've got remaining. So the goal is for this phase is to really increase faculty adoption of high quality, affordable, or free course material to save students money. So we have a little bit of an inverse in terms of that we are focusing on what the faculty need rather than what the students are demanding. The students are part of what we're doing, but we have to start with the faculty. We'd like to increase affordability because the UC schools, the UCSUs, and the community colleges are always concerned about what it is that our students need. And we are the three largest institutional segments in a single state doing this project that nobody else has tried across the United States. SUNY and CUNY are comparable to what we're trying to do, but they haven't been talking to each other in order to try this kind of project. So we are funded by two state bills that were passed in 2012 and the funding came through in January 2014. And then two weeks later the council was put together from all three segments and we were off and running. As I said, the William and Flora Hewlett Foundation provided 500,000 initial start-up just for phase one and the Gates Foundation as well in phase one. So we are managing a larger budget than that as we go through the phases. The first thing we did was select 50 courses that transfer across all three institutional segments. That work has been done and then we selected textbooks that would go with those 50 courses. We spent the summer doing peer review panels for five of the courses to beta test peer review rubrics. We also are promoting the production access and use of OER materials across all of the segments. And it's been a hard sell to faculty because they're so busy and they have so many different choices to make that a lot of times in their teaching loads it doesn't allow them to go back and look at new stuff. So the peer review process was really integral to what we're doing. We brought students on board but that's been very slow. So I show this slide to you not so that you have to read it. In fact, it's just about the sheer volume of what it is that we need to do. We are on this council, we are to fulfill state bill 1052. State bill 1053 is on the digital library side which Una Daily is also involved with as well as Leslie Kennedy. And we also are governed by what's called ICIS, the Intersegmental Council of Academic Senate. So there are two representatives from the community college, the UCs and the CSUs on ICIS itself. And so we report to them so we're not freewheeling and just making decisions as we see fit. And the digital library also interacts with us greatly in order to not only demonstrate that there are OER materials but get these peer reviews out there so other faculty can see. So we are governed in this particular structure as the project coordinator, I handle, we're unfortunately called COERS right now. We are rebranding and trying to get out from underneath that particular title. Oversight is through ICIS and the principal and investigator is Jerry Hanley from the CSU Chancellor's Office. The funding from the state of California and Hewlett and the Gates Foundation. Our membership just on this particular council since January 2014 is spread across several different disciplines. And we've got a great mix including the hard sciences, the soft sciences, the professional fields and the humanities and the creative arts. We had deliverables that we needed to meet with the Hewlett Foundation grant by May through by August, which we've met by now. And our final thing was the established faculty review panels and we just finished the debrief with those five faculty review panels on Friday. We haven't had some time to put some slides together but I have some things to tell you about how the peer review process went. We had criteria for selecting five courses. There actually is a central area where there's course identification numbering system that tells you what courses transfer among the three segments. And there were a lot of people in the state legislature as well as all of the colleges and universities who got together to talk about how we can do these transfers seamlessly for our students. It's still a work in progress but we want all of our students to be able to go from one institution to the other as they see fit and as it fits their specific needs. These are the five criteria that we really thought were most important. And we also based it on GE qualifications, critical thinking, oral communication, quantitative reasoning, and written communication. Five courses that were selected that had at least three textbooks that we selected were reviewed this summer. Public speaking, they had six. They took it on very generously. Microeconomics, US history, just the first part of the US history course. Intro to Chemistry and Introduction to Statistics. We had to actually define what is a textbook. We had a few sites like Kim Wiki that are distributed in terms of how the textbook is put together. And so we had to be very particular about what we wanted our reviewers to do a peer review on. We also needed to create a comments licensing for all of the textbooks. And quite frankly, there's not enough textbooks out there now. So we had to resort to using some textbooks that were proprietary and we'll post those reviews as well as an option. They are low cost instead of being completely free. We distributed a survey to the faculty and as of May 30th, we received only 1,000 responses. We've tried every avenue and we're still researching a lot of avenues and going and making personal appearances because we need more of a critical mass. You can see some of the questions that we asked. How familiar are you with open textbooks in the distribution? We were quite pleased that I have heard of open textbooks but never looked for any. It was a 40% return rate for us. So people know about open textbooks in OER but don't quite know everything about it or how to adopt it. Another question we asked is do you want this to be peer reviewed? And it's very important to 35% of the faculty, important to 32% of the faculty. How about support from the administration? If a textbook makes some money and it takes a lot of time and we had to go back and let the state legislators know that it does take time to create a textbook if it doesn't happen overnight. So this was very important to the faculty when they came back to us and said we want stipends and as well as we want professional support in terms of the technical aspects of it. But we also want professional development credit for it which is important for faculty to take on this kind of big project. And I have to say that when I went to visit one of the student organizations, one student raised his hand and said won't faculty be upset if we start offering open textbooks? Because then they won't get all of their money from it. And I did see the commentary in the BC campus where one student said a faculty member seems to change a textbook just so she can gain more money. I think we need to re-educate students on this kind of thing. Faculty don't make a lot of money off of textbooks. There are a few who do make a substantial amount. But out of the 48,000 faculty in our three segments, there are not a great many of them. So I think that's important to get that across to our students so that there's not this adversarial aspect to adopting open textbooks versus what the faculty really need. Another thing about desire to reduce student costs overwhelmingly. 67% say it's important, very important. 23% say it's important and only 1%, nine of them say that it's unimportant. One of the things that we were very careful about is where were these faculty coming from who were responding? We had an overwhelming response from the community colleges. The UCs, not as much of a response in the CFUs, a better response. We're working on getting better responses from the UCs and the CFUs so we can gauge their opinions. At the base of the survey, the end of it, we asked if somebody wanted to be a reviewer. And then we put them through basically an interview process for reviewing. And then when we put the peer review panels together, we made sure that they were distributed in a certain way so that it was fair. So the distribution of the faculty who were surveyed overwhelmingly were mathematics and English, biology, history, or in their chemistry and psychology. And we would like to get across the board more faculty from various disciplines. So self-identified reviewers were history, communication, math, biology, statistics, education. You can see that there were a lot of different faculty. And we did not discriminate in terms of who we sent the survey to or who we requested for reviewers. We sent it to everybody who wanted to be part of it. It was open to anybody who got the link. And in fact, it is still open. When we surveyed the students, we got 100 responses. So every time we go to see students, we open up the document in the URL and say, please take this right now. It only takes three minutes. And generally they do. So one of the issues that we have is really distributing the survey. And the survey is the foundation of how we created peer review rubric. It's also the foundation of how we're creating student involvement in what we're doing. So it's important to get more student surveys. Our next steps in identifying and invite faculty reviewers. We've done that over the summer. We created an infrastructure for the reviews. We've managed the review panels over the summer. We've integrated the reviews into the Cool for Ed website for phase one. We've changed that name. We are evaluating that textbook selection and proof of concept. And we will run for the 45 other courses. We will run over the next year and a half or two years, six or seven more panels. It's just a matter of managing everybody who's coming in. We've also paid our faculty. Initially, we paid them $1,000 for doing this review and being our beta testers. And from here on out, we will pay $250 per textbook that is reviewed with a minimum of three textbooks. So we value our faculty time in coming in. And we will also run debrief sessions where the faculty get to speak to each other. When we run the reviews, they are open. The faculty understand that they will certainly have their names attached to the reviews as well as their institutions. So when other faculty go in to take a look at what textbooks are being used by other faculty and who reviewed it, we can see that perhaps the UC faculty who love this one textbook isn't an appropriate textbook for a community college faculty member in his or her courses. And we had those disagreements in the debrief. So we will publish all of the reviews, good, bad, ugly, and attach the names and the institutions to them. That was very important to us to remain open. We also report to the California State Senate coming up in the next few months. And we're resolving the student issues and we've reconvened the council already. We did that on Monday and gave an update. And I'd like to just take us over to the URL for the Cool for Ed to show you what happens. So I see that it's already been published in the chat, but here's Cool for Ed. It's open. We're beta testing it in terms of what we want on there. We continually improve it. Una Daily and Leslie Kennedy are in charge of this side. This is the Digital Library for California. We have two things that are really intriguing. The first one is the find button, free and open textbooks. An easy way to search for mathematics, textbooks, science, and technology, or social sciences. And that takes you over to the Merlot collection and makes it easier to search for OER materials. It's also distributed by the Creative Commons license. The other thing that we've done is the course showcase. And this is specific to the courses in the California institutions, not necessarily to all of them across the United States. So what we've done is integrate the CID number as well as the general course description for these courses that have been approved. We have additional course information. We have the textbooks that have been selected to be reviewed. And then very soon we'll actually have the peer reviews up. And we're hoping to have those up by the end of October in a rudimentary way maybe as a PDF. And then we'll deal with IT issues to demonstrate the way that it's shown similar to what BC Campus has with their reviews. We really like the way that that was set up. It was easy to see there's a star system and drop downs instead of doing any sort of scrolling. The next thing that was very integral was to show to faculty, how does this work? How do you adopt this textbook? And what Una and Leslie have been doing is creating these faculty e-portfolios. And so what the faculty do is put in a little bit about the textbook, how they use it, about the course they're using it in. And one of the most important things, student learning goals, the syllabus being available. We're working on this as we go along and collecting the data. And things like how they're being used in sample assignments. The faculty can basically just adopt the assignment. Sometimes you just need the assignment and you don't want to read through everything else. And then third category here is also about the faculty member and the textbook adoption itself. You're free to go on now and take a look at this website. It's up. Again, if you search Cool for Ed, you will find it. I think it comes up in the first hit on the Google search. And just to wrap up what we've been doing, here's the general information for our council, for the OER council, as well as the Gmail. We're also on Twitter. We also have a Facebook page. If you just search COERC, go on and like us. The last student presentation I gave, I told them about the Facebook page. They went on and looked at it and they all went, oh, you only have 14 likes. I think we're up to 24 or 25 likes. And pushing all of our information and all of our announcements through Facebook and Twitter, because it's a very complicated system to go through all of three institutional public relations offices. So this has been the best way to get information out to people right away and right now. And as we're building that infrastructure, yes, Oona just posted our Facebook page for us if you want to go and take a look at that. We're posting about once a week the things that we find that are intriguing and interesting as well as updates about what it is that we're doing. Right now, the most important thing is our faculty review phase and getting all of the 50 courses and the textbooks that accompany them going with it. Thank you for your time. I really appreciate the opportunity to come and talk to you guys about what it is that we're doing out here in California. And I hope you spread the word around. And if you'd like access to the survey or the URL to the survey, please email me directly. We don't want to distribute it to loads of people who are answering it in other states. We want our faculty in California to give us the ideas about what it is they need. And if you have students that you would like to answer the survey, also please email me and I'll send you that link directly. Thank you. All right. Thank you very much, Kathy. And of course, our other presenters this morning. Wow, what a webinar. And I thank you, our participants, who came this morning. And I know we're running a little bit over. So I think we're going to allow just a couple more slides and we'll probably have about time for one question. But our presenters will take questions over email as well. Join us again next month on October 8th. We have a great webinar planned for you on open course design and development. And that is featuring Lumen Learning, the University of Maryland University College, and Northern Virginia Community College. And they all three have great stories to tell. And finally, next week, the Open Education Consortium is having their quarterly membership meeting. That will be Thursday at 9 a.m. Pacific time. And you can see what there are some very interesting topics. And you can go directly to the website there at oeconforsion.org and register if you'd like to attend. All right, wow. We've had some really great information. I'm looking at the questions that came in. I think most of them got answered. There was a lot of questions about support for faculty. And I know that some who are adopting open textbooks. And I know that Kathy, Nicole, and Amanda all addressed some of the supports that they are providing for faculty and how that's helping. And there was also some questions about for purchasing printed copies of textbooks and how you could do that, particularly with the open stacks books. And there was information in the chat window about working with the National Association of Bookstores on that. So do check the chat window for that. And Katherine, there was a question for you about how colleges in California can do that. So that they can share with their colleges. And thank you for sharing the Facebook page. They can email me directly at that email that we have placed up there if you want the survey link. That's the best way to get hold of SOR. I believe you can post in response on the Facebook page, and we will get back to that. But email is the best way to do it to get all the information we possibly can out to people. OK. Thanks very much, Katherine. And let's see. I'm going to take one last comment here. Somebody asked how they can get the info details for the upcoming October 8th webinar. Go ahead and email me directly. That information is posted on our website, the Community College Conference for OERconversion.org. You can go ahead and link to our blog, and you can get notifications through that. Or if you're a community college member, consider joining our Community College Advice Reboard, and you'll be invited to all of our events. So thanks, everyone, for a wonderful webinar this morning. Once again, I apologize for our technical issues. But I think we had an amazing webinar this morning. A set of presenters here this morning, and a big round of applause for all of them. And we're going to close off this webinar now. Thanks, everybody, and hope to see you next month.


what's up everyone take down here welcome back to another video today we're gonna be doing something that i've wanted to do for quite some time and that is me reacting to bad tattoos let's get right into this so the one thing i don't understand is why people get bad tattoos whether or not they thought it was going to come out good tattoos are permanent they're on your body forever unless you get them laser removed which costs a lot of money so if you're going to get something tattooed on your body make sure it's going to look good and pay for what you get if you want something to look good and to have an actual good tattoo regardless of what you're getting make sure you get somebody that has the skills to pull off also i personally would not recommend getting somebody's face tattooed on your body i seem to see those being the worst ones out of all and also if you're gonna get words tattooed on your body make sure you use spell check before you go and get them tattooed on your body that to me is just common sense but let's just get started here with the first tattoo so of course this looks like it's a back tattoo uh tributes to michael jackson and again this is a face tattoo which i would never get on my body just if you're gonna get a face tattoo make sure you're paying a lot of money for it and you have a top artist that is doing it otherwise you're gonna get something that looks like this because that does not look like michael jackson i mean you get the idea of it being michael jackson of course it says his name on the bottom but to me this does not look like michael jackson this is kind of creepy it's kind of scary uh the next one here again this is what i say when you get words tattooed on your body make sure you use spell check and actually use grammar and everything looks fine and looks good before getting it tattooed so it literally says it's is my life bon jovi and i'm pretty sure the quote is supposed to be it's my life regardless of what it says the lining of the tattoo itself is terrible it looks like a kid tattooed this on somebody and i don't know it's everything about this tattoo the grammar is terrible they just completely botched this quote but also the tattoo itself the line work is just hideous on this tattoo another word one no regurts i think i see this one more and more people trying to put no regrets on their body but they either they don't know how to spell it or whenever they tell the tattoo artist to put no regrets they don't know how to spell it if i'm going to be a tattoo artist if somebody says a phrase or something i'm either going to a make them write it out so if it's spelled incorrectly it's their faults or at least use spell check on a computer prior to me actually physically tattooing it on somebody that to me is common sense so again words make sure you use spell check or something number one as you can see that's the belly button so this is going to be a belly tattoo which again gets something good in my opinion but bacon and eggs makes no sense and it's also in the shape of a smiley face so how it's placed i don't get it to me it it looks interesting i think the line work is okay like bacon looks cool like whatever but why would you ever want that tattooed on your body extremely childish whenever you grow up it's it's not going to look right the next one here i'm assuming it's supposed to be a tiger or something of that nature but the tattoo artist number one the proportions of this tiny tiny legs the back of the animal is all one proportion and then you've got the genormous head and the face is just way off that does not look like a lion's face at all it looks hideous the line works awful i'm kind of interested to see if they would ever put color in this if the artist has the skills to pull that off to make it look a little bit better i feel like it would but regardless this is a terrible tattoo line work if if you're a tattoo artist you have to have good line work you have to not have a shaky hand and that looks exactly like what this artist had is a shaky hand this kind of looks like something that you know a prison tattoo or a makeshift tattoo kit that's not a real tattoo gun and somebody that is trying to tattoo or learning to tattoo clearly it looks like it's supposed to be pink floyd one of their album covers with the prism and the light going through it's i get that idea from looking at it because that's an iconic image however they did not pull it off number one there's no color but even if there were color the line work is just terrible on this tattoo next another word one so first off without the words just looking at the line work of the weed leaf you need some skills if you're going to be a tattooing i've already mentioned that and the line work on this is just awful it looks terrible it just looks cheaply done i hope they didn't pay too much for this but also they didn't spell smoke correctly they clearly spelled we correctly but like smoke s o m k e if you can't spell something like smoke tattooing is just to me should not be for you i honestly don't know what this next one is um kind of speechless i would say it's a devil cat um it honestly resembles i would say it's supposed to be like a goat or a mountain goat or something like that from how the horns are but the face just resembles a freaking cat with horns why you never want this tattooed on your body i do not know but terrible terrible tattoo the next one here no pen no gain i i'm assuming it's supposed to say no pain no gain but i don't know if they had an accent when they told the tattoo artist but no pen no gain makes no sense another one never don't give up grammar check would be awesome in this case uh clearly they did not use that or had no intent to use that so again another poorly constructed tattoo i don't get why people would ever put words on their body without realizing what they are i mean it looks it looks cool because the comic aspect to it but number one this is on your chest number two why just simply why would you want this tattoo ever it's just to me that is ridiculous along the lines of being a ridiculous tattoo why would you ever want a chair tattooed on you one of those cheap white plastic chairs that everybody has had why would you ever want that tattooed on you just randomly it's not even in a scene or a theme or anything related to anything that you would need to chair for bonfire pool party whatever you just have a random chair tattooed on what i hope to be looks like your ankle i don't know i can't really tell this to me is clearly a drunk tattoo not only because it says beers beers beers but as you can see it seems like they wrote the top one and then the middle one then then the last one and the more they drank the sloppier the line work has gotten it just looks terrible somebody just automatically was drinking and thought this is going to be a good tattoo beers beers beers tattooed on me somebody was drinking way too much terrible idea for a tattoo at least it's not somebody's name like a girlfriend or a wife because that is something that i would never recommend to do and the last one here i least hope this is the last one i don't know if i can do this much longer i don't know if that's supposed to be a lightning bolt on his forehead if he was going for the whole harry potter theme or what he's going for but number one face tattoos just no i don't i'm not i'm not really for face tattoos if you're gonna get a face tattoo it better be phenomenal and it better look amazing this is not that it's an outline of what i'm assuming is supposed to be a lightning bolt if it's not if it's supposed to be something stupid like a christmas tree or whatever the case may be why the work looks terrible clearly this kind of looks like a mugshot in my opinion so kind of makes sense in a way but i don't know i just don't know so these are some terrible tattoos i i must say i love the idea of getting a tattoo i honestly one day want to get a tattoo i don't know what i want to get maybe a sleeve of different bands different music and musicians that i'm into maybe the band logos and stuff like that that's one idea i have but also other things that interest me as well and if i'm going to get a tattoo i'm going to make sure i get a good one and i have an artist picked out or at least a tattoo parlor or something that has good work and they have done good work in the past i'm not just going to go to some joe blow down the street who just happens to have a tattoo gun and say can you tattoo this because nine times out of ten if you're paying them for it if they're giving you a ridiculous a ridiculous cheap price and they're not costing a lot it's going to come out terrible and if it's somebody that just randomly has a tattoo gun they have no known good work out there and you've never seen anything that they've ever produced don't get tattooed by them plain and simple this is proof in this video right here of all the terrible ones i can guarantee most of them people didn't know what they're doing when they're tattooing or they're drug tattoos or they just said a phrase and the tattoo artist had no idea how to spell or grammar or anything like that so fun video to do um and honestly opens my eyes to when i decide to get a tattoo to pay for it if you're going to get a tattoo pay some good money for it so it comes out right it's going to be on your body forever again unless you get it laser removed but i honestly hope you guys enjoyed this video i did i plan on doing more videos reacting to different things like this i'm thinking of reacting to tattoo cover-ups in the future maybe uh look at what the tattoo used to be compared to what it's covered up to be because some tattoo cover-ups look phenomenal but anyways i'm going to leave this video here hope you guys enjoyed please take care peace


So, here's our little group and it was a very frisky group. So, one of the projects we chose to put forth is the infamous LYNS syndrome screening and we heard from Maaren how relevant that is. And just to remind everyone, because in our group that came out, so three to five percent of all comers with colorectal cancer have germline mutations defining LYNS syndrome. It's also a goal of healthy people 2020. So, our goals include improving the implementation for IHC and MSI screening of all colorectal and all endometrial cancers. And to create a resource we value how successful implementation of this screening is. Then we thought that we would also tag along a mini pilot discovery, so this implementation evaluation, a little discovery, and that is can we aggregate or integrate germline and tumor information, I used the word information, with treatment and outcomes, including maybe surveillance, with family pairs in order to understand the variable penetrance, expressivity and clinical outcomes. And Gail's point here is that individuals from the same family or individuals with identical germline mutations can have different phenotype, both in general as well as the somatic phenotypic outcomes, so that's what that's getting at. So one type of design, and we will pick up the theme of different things work for different centers, and we heard that from Maaren again as a theme, that all colorectal cancers and at the Cleveland Clinic this seems to work not without banging of heads and so on, but it just goes into the pathology workflow and the patient knows this is happening. MSI, MMR, yes, no, and if it's null, we now have added BRAF analysis as well as MLH1 methylation, and if not, so if it's MSI high, I see null, and there is no BRAF, no somatic methylation, the list will go to our colon cancer genetic counselor who scans the list and actually calls the patient and invite the patient to the clinic, and the patient comes to the clinic, receives counseling, and has single gene testing because that is guided by which of the proteins are null. So when that happens and we take it out of the hands of the clinicians at the bedside, the uptake is 80%. So that's the LYNS syndrome. We also chose the neuroendocrine cancer screening, and yes, I illustrated it with pheochromocytoma and paragenioma, and it goes down a little simple, but I slipped in medallary thyroid cancer, so the implementation of routine screening for every single medallary thyroid cancer patient, every single field, every single paragenioma, doesn't matter what the age family history, they can be 2,000 years old, doesn't stop go. For MPC, I should say that it's very simple, it's just rat testing, and the various ways of doing, including integrating a genetic counselor. That has been incorporated into the American Firefighter Association Practice Guidelines published in 2009. As I made the clip, I did write the guidelines, but there is a whole panel. And as with every implementation, the evaluation phase is important, and the scurry phase is can we link it to your family history breakup group, because it will be wonderful to get that type of family history collected electronically. And we just heard that the TCGA projects are asking for certain types of rare tumors to be a sequence, whole genome sequence, and that's thanks to Cates and a whole group's efforts. So I showed you this yesterday, but I did forget two genes, so I slipped into your right, Max and NF1. And there's a little asterisk, because Peter Cobb reminded me that one of the questions to think about is, do we capture and do targeted re-sequencing versus whole genome sequencing and targeted analysis? Because each of these genes has its different risk factors and different phenotypes, which can be surveillance for, in the case of rat standard of care, is prophylactic fireidectomy. And we also wanted to give a nod to the very important crumbs that are left behind, and you heard some of it today in David's talk and so on. And we'll be facing even more of this, these moderate risk variants. What do they mean, clinical utility? How do we screen? How do we treat? There we use it as a predictive test, whether it's negative. And then touch upon today, there's something wrong genetically in our case. The cancer genetic syndrome, all right, but we can't find the mutation in the usual suspects. So the rare phenotypes, no known associated genes, germline and somatic variation for tumor progression and drug resistance. How do the two interact to predict that? And cancers that rarely have somatic alterations, which is discussing in our groups here, isn't that strange that Casanoids and pancreatic endocrine tumors, even though they are apparently sporadic? If you look for somatic genetic alterations, it's very, very rare compared to say your usual lung cancer or breast cancer. Does that mean that it's this epigenomic? Or does it mean that there will be multiple variations in the germline? And that's how they give this type of low level, apparently sporadic tumor genesis. And with that, I'll stop and take questions. Like, as usual? Yes, that's my full name, Mark, as usual. I really like that you were reaching out to the family history group for the neuroendocrine tumors and that I would suggest that even with the Lynch syndrome project, one of the things that I think would, we're missing an opportunity is that while we're doing systematic tumor-based screening, I think we would also do systematic family history ascertainment at the time of admission to identify those individuals that have increased heritability. Well, family appears, yes, but I think that also we need to remember that two to three times the number of patients that actually have Lynch syndrome will have increased heritable risk for colorectal cancer that's not necessarily based on a highly penetrant single gene. And that there would be benefits that could accrue to those folks that they're identified and offered enhanced surveillance and family contact. So I think this would be a nice opportunity also to tie in with the family history group to do some type of a systematic ascertainment of family history along with the systematic ascertainment of tumor markers. I think that would be an opportunity to expand our knowledge. And certainly that was the intent of the group. And we're trying to implement our family history tool in the dreaded primary care. And exactly as Marin says, if we geneticists have hung out long enough, the sub-specialists are a bit more sensitive, but you know, there's a huge primary care practice at the Cleveland Clinic. I can say I've probably received three referrals from them in six years. So it's three better than Marin. Infinitely. These suggestions are right on target. But based on what we heard yesterday from Howard Jacob with his passionate plea for finding ways to make more data from particularly whole genome sequencing available to everyone doing it, and you're doing it for children with rare diseases, and what we just heard from Tijan, as you look at the broad landscape of where this type of technology is being applied in cancer, it's common cancers, and there's an awful lot of sequencing going on. And is there a way that NHGRI, obviously working with NCI, could act as a catalyst for bringing these data together in the same way that DBGAP has played such an important role with regard to GWAS? So what you're suggesting is exactly the sort of thing that should be done, but in the broadest possible scheme, I guess I'm just asking a question, is someone on the outside looking into your group talk about this very broad issue, which Howard highlighted in a microcosm, don't get mad at me, Howard, yesterday, and which Tijan highlighted in a very definite way just a few minutes ago, and Mark was saying, wait a minute, we really want to find ways that we, those people who are doing these randomized trials, which are going to be necessary, can go back to a database and say, what do we really see in breast cancer, colon cancer, prostate cancer, and those sorts, you must have talked about that. Oh yes, we started with that, in fact, and if the chairs did not stop it, we would still be in our breakout group, and we decided that, that exactly as you say, that the higher body be NHGRI or something like that, the higher body should make this happen. Other comments? My day job is managing TCGA, and so I would say we, as you're right, right now it's all common cancers, late stage cancers, but right now you can go in the database and find 4,000 exomes, over 100 whole genomes, and we're going to greater than 10,000 specimens in the next three years, but there is an attempt to now think about the next stage, which is getting to the clinical questions, the response to treatment, and so on, and- TCGA is great, don't get it wrong. But fortunately, we're in a lot of discussions with Harold Varmas about just doing exactly this sort of thing, about expanding into clinical trials, and taking a TCGA genomic approach to clinical trials, and so I think we'll see some action in that direction. Excellent, two higher bodies. Anyone else? Okay, thanks very much. I think next is Murray, and the periodontal microbiome.


Welcome everyone and welcome. This is Melissa with the Stock Swoosh Revealing Disney. Just wanted to take a look at this here today. Haven't looked at this for a couple of days. Disney is definitely one of the strongest charts in the market. I mean, look how well this is holding up. So the gap up that happened here was a news related gap. It was 412. So that was more than a month ago. Disney made brand new Altam highs, ran up here. High over here was 142.37. I mean, what a great chart. Let's just look at this whole thing here. I mean, look at that. So like a beast and in a good way. So, I mean, every day that this chart is holding this, this 50 per move in average is making its move up. So was the 200. And again, if you look at Disney compared to the market, especially the market volatility in the last, I'd say three weeks and also the sell-off in the market in the last two days or so. I mean, Disney's not going down at all. I mean, like basically you can tell here that Disney is so, so, so strong. So what a really nice chart. I've been touting this chart for really actually before, before this, because I had called the calls in this, the 120 calls before this move happened. And then after this move happened, I was like, wooies, wowies and wooies. So what a great chart in Disney. Disney is definitely my top watch for what I would say is the, so far this calendar year, 2019, one of the best bullish picks that you could possibly, possibly be long. Not just 2019, but longer term as well. So that's the scoop on Disney. So have a great holiday weekend, everyone. If you're interested in the next Golden Gap course, email me and Melissa at thestockswish.com.


Welcome folks, this is Tom O'Brien of TFNN, we have five days a week, we go seven hours a day, we go 24 hours a day on the internet, itfnn.com, always remember folks, whatever you think about, you bring about whatever, you focus on growth, hope everyone's having a great day, safe day, let's make it a great week folks, kicking into Christmas, New Year's, Honekist, I believe today, whatever you're celebrating, make it a great one folks, be impeccable with your word, release the need to be right, when you believe something you assume you're right, you may even destroy relationships in order to defend your position, let go of the need to defend your opposition. Knock it off, let's take a look at it out here, we have the Dow industries up 116, Nasdaq up 26, S&P's up 2.5, Gold contract up $8.40 straight in at 14.89 notes, we got Silver up 27 cents, $17.49 an ounce, Lights we crewed up 21 cents, $60.65 a barrel, notes and bonds, we got the 10 year down 3 ticks, 120.804, the 30 year off 9 at 155.31 and King dollar, King dollar down 36 trading at 97.660, the Euro is at 110, the yen is at 109.37 and the pound is at 129 to 1 US dollar, iPhone number is<PHONE_NUMBER>, give us a call folks, one note's going on in your world and the world of the S&P's, let's take a look at it, what do you have, we went to the future market first, what you're going to see, hit another all-time high out here today, bottom line on Friday, had quad-witching option expiration, monster volume came in the marketplace, the S&P's today hit 3234 and we're at 3228 right now, you're going to get light volume out here, no doubt bottom line holiday trading, you kind of expect volume to come back in this market folks until realistically almost probably January 6th, January 6th is the Monday so pitchy, we get Christmas this Wednesday, we have a half a day tomorrow, markets close at 1 o'clock tomorrow, open back up Thursday, New Years is the following Wednesday, it is a full market day on New Year's Eve but the bottom line is that traders are away from their desk so I suspect when you're going to see you'll continue to see an inching up inside of the marketplace Oil, let's go take a look at that oil contract right now, CL, let's see where we CLH maybe, nope, G, okay so we got $60.64, the high today is $60.77, the low is $60.10, yeah you get a sideways move, anything stay there, so the benchmark of this is going to be back on September 16th folks, that's the day that the was the day after the Saudi oil fields got bombed and that's when they had opened up a hit high of $60.37, you stay over $60.37, guess what, you can go higher, you pull back underneath it and then that'll go right back down the other range, so right now basically it is staying over it, notes and bonds, now it's going to get interesting in the note and bond market because this is what we have inside the note and bond market, we do the 10-year first what you're going to see is this, last week we came down hard and fast and you had, well let's see, we did it the prior week, yeah the prior week we had come down hard and fast, December 12th you got to $128.05, you did $2.5 million in contracts, the 13th you did $2.7 million, you got down on the low out here at $127.29, we tested that area last week with a dramatically lighter volume, we tested with $1.2 and $800,000, now what you have is this, is that today you got up to a price point of $128.12, you only have 540,000 contracts, right now below the highs of Friday, that's saying guess what, you're going to go down and test these bottoms once again and what I want to see in particular is I want to see a test of those bottoms before January 6th, why? Because it's going to be hard to get volume in the market before that, 30-year set up the exact same way, 30-year you know we had come down with $480,000 as well as $577,000, we tested with $253,192,000, today got to a higher price, couldn't hold price, that's saying it's going to come right back at you and I expect when I say right back at you that'll be tomorrow morning and I'd love to see it actually test tomorrow morning, well you want to test and reject, that's how it's set up. Gold contracts, what do we have with the gold contract? So gold contract as well as silver definitely caught a bit here, gold 151,000 contracts which is not bad, bottom line holding price in a huge way, we're at $1489.50, this thing looks like it's going to make the run up to this $1525,000 and if we go into the actual equities what you're going to see in the equities, the equities today are moving, each and every one of them are moving pretty well. The GDX is up 80 cents straight in $27.75 and the top of this range is at $27.49, the XAU and HUI they took off like a jackrabbit, bottom line you get the XAU up $3.48, that's trading $101.04, now this is going after the highs of August of 2019 which is $102.29 and the Gold Bugs Index also up right now $7.26, nice move, this is going after the high of $237 right now, you're $226, some of the higher volume equities today, there's going to be a low volume market out here, no doubt, let's see what we have here, okay so you have advanced micro up $1.38, micron techs up $0.52, you can Intel up $0.51, Apple, Apple's pushing away from the consolidated high that it's been in, you have, I guess you've got to push more, Apple's been trading about $281 almost every day for the last five days, you get $284.12 right now so that's a big number, Boeing, Boeing's got a new CEO out here as of this morning, Boeing come up, try to fill the gap on the way down which is $341.10, you made $3.40, you're doing that with 8 million shares well this thing blue lower with $16 million, Boeing is not done going down, Boeing still wants lower price, stay right there folks, we're going to be coming right back, we have the Dow Industries up $116, that's like up 25 S&Ps up one and a half, coming right back.


Changes are in store for Bemidji Highway 197 corridor but before those changes are made the Minnesota Department of Transportation is asking you for input. The area being targeted by MnDOT is the stretch of highway between Bemidji Avenue and Gillette Drive on Bemidji's north side. The project elements could include improvements to safety, upgrading infrastructure and providing safer access for pedestrians and bicyclists. By bringing the project to the public first the hope is that everyone can have a voice. So what they're doing is a deliberate study to see if there's something better to do in that corridor and then based on the results of that study they would try and seek additional funding to try and construct what those results were. To take a survey about this project we posted a link from MnDOT on our website at lptv.org slash news. If you enjoyed this segment of Lakeland News please consider making a tax deductible contribution to Lakeland PBS.