So, now let me get to the problem of quadrupole momentance ok. So, the Dutron has been one used a Wigner-Ickardt theorem to find the ratios of the expectation values of electric quadrupole moment operator. Specifically I have taken the component it is a rank 2 tensor I have taken its q value rank 2 tensor with q equal to 0 for the 3 orientations of Dutron ok. So, that is the question. So, for this CG coefficient is not really applicable here because this one was a linear combination of one was L equal to 1 and the other one was L equal to half. So, let us not use this ok, but what will this be is the question using Wigner-Ickardt theorem. So, how do you go about this? So, the Dutron is given to you as j initial equal to 1 and m and you have an operator which is the quadrupole moment tensor operator and you are asked to find the expectation value. Expectation value means it is the same state ok. So, I can forget about this i j equal to 1 m I want to find what is j equal to 1 m. So, to find this using Wigner-Ickardt theorem using Wigner-Ickardt theorem you can work out this expectation value to be some constant as I said which depends on the total j 2 and 1 which we call it as a reduced matrix element. So, j equal to 1 q operator which depends on 2 j equal to 1 which is some constant I do not know what it is, but I have a CG coefficient. The CG coefficient is going to combine this angular momentum with this angular momentum. So, it is 1 comma m semicolon 2 comma 0 right and the final state should also be 1 comma m. So, this is the expectation value. This coefficient is always same irrespective of what value of m is there. Things which are going to change is only the CG coefficients for different amps. So, if I ask you the ratio what is the ratio for m equal to 0 plus 1 and minus 1. So, that ratio will be what? So, you can write it out expectation value between 1 plus 1 q 2 0 1 plus 1. What will this be? This is going to be the ratio of your CG coefficients. This is 1 1 for these two orientation. Similarly, you can find it for the other one and you can write it as a all the possible ratios. This CG coefficients just like the table I gave you. I explained to two of the tables for you. This table will be given to you and you have to only figure out what is that coefficient from the table and substitute it. So, the coefficients actually turns out to be. So, let me just give you the answer. It turns out to be this ratio turns out to be 1. So, essentially it is minus root 3 by 10 and this is also minus root 3 by 10. But if you want to find 0, if you put in 0 then you get that coefficient CG coefficient is this CG coefficient is minus 2 by root 5. So, the table will be given and you can look at the table and find out what the coefficients are. So, if you want to find the ratios of all the three orientation, it is like 1 is to 1 is to this fact. This is clear? So, experimental is if they give you 1, if they give you this result to you, then you do not even need the experimentalist to determine the coefficients for the other orientation. Wigner-Rickardt theorem will fix it. Is that clear? If he gives q 2 0 expectation value for a neutron with m equal to plus 1, then the rest of the two orientations you do not need the experimental data. In fact, you can make sure that you can validate the experimental result by showing as Wigner-Rickardt theorem has actually given that ratio correctly. So, that is the power of the SU 2 group symmetry of most of the spherical systems. Any spherical systems if you are looking at, they are given by a potential which is like a 1 over r potential, right. All these systems have rotational symmetry. If it has rotational symmetry, the generators of rotational symmetry in the position space would be just orbital angular momentum, but if you include internal spin space, then it is a total angular momentum. Once you put in total angular momentum, it is called the SU 2 set, because j can be half odd integers or integers. Is that clear? So, most of the system with rotational symmetry Wigner-Rickardt theorem is really powerful to give you the matrix elements or selection rules of transition from an initial state to a final state due to some operator like electric dipole moment or quadrupole dipole moment also. So, now let us see this interesting thing which I have already given to you in the next problem on the slide. Use the Clebsch-Gordan coefficient. So, this notation is equivalent to this notation which I have already explained, but let me put that notation also for you. Sometimes people write this also as a inner product. People do write this this way, both are equivalent. The CG coefficient which I have written, sometimes they write it as an inner product of two states. So, that is the coefficient which I have given in your problem. I use the Clebsch-Gordan coefficient which is given to you and you are asked to verify dipole moment, quadrupole moment and so on. So, you have to verify that the static 2 k pole moment of a charge distribution has 0 expectation value in any state with angular momentum j less than k by 2. How many of you have already verified this? So, what is to be done here? You have to find the expectation value. So, let us do the same quadrupole moment tensor which we did here. So, if you take the quadrupole moment, it is 2 to the power of k equal to what? k is 1. So, k is 1. If I put that in, so if you take j to be less than 1, you have to get it to be 0. Clear? You have to get it to be 0. So, let us check it. If you put this to be half, you use this coefficient. The coefficient which is given to you has to be used. If j is half, then you can see that that coefficient itself vanishes. Clear? The CG coefficient vanishes. So, to do an expectation value of q to 0 between instead of deuteron if you take spin half particle, that expectation value will be 0. So, this is what you can check for one or two cases from using this coefficient and make the statement that, a powerful statement that to find the 2 k pole moment expectation value, it is going to be 0 if the particle has j less than k by 2. Is this clear? Now, I also want you to appreciate not just seeing it as a problem. It is just that you know without even doing computation, you can tell the experimentalist these things you do not even need to measure. You will never see it in the lab. It will be 0. That kind of a thing you can give as an input to the experimentalist. That is why the Wigner-Rickard theorem is really powerful. It is not just a passing theorem just stated. It is just working out the CG coefficient and looking at the ratios. So, this is the statement saying that 2 k pole moment expectation value for j less than k by 2 will vanish. So, you do not even look for all the j's which is not going to show any signature in the lab. You will say if you try to do that expectation value or any transition elements you will find it to be 0. That is all we have tried. Is this giving some flavor of I am sure you have done Wigner-Rickard theorem in quantum mechanics code and Wigner-Rickard theorem does not stop there. It is going to be useful as I said that when I do a decay process or a scattering process to go from initial state A to a final state which is mediated by a tensor. Typically the scattering matrix is a tensor of rank 0. It is like a scalar operator. If you have a scalar operator those expectation values if you want to see you can still invoke the Wigner-Rickard theorem. So, the next problem decimate Baryon wave functions. So, what was the decimate? How did we find the decimate Baryon? So, Baryons are made of three fundamental quarks which come in three flavors up, down and strange right. And then we denoted the Baryons to belong to a tensor product of three fundamental representations. And if you try to compose it in two ways the first you compose these two and then this one you get up this is only three boxes. I am going to put this separately just to remember that the first two objects are symmetric, first two objects are anti symmetric and then you have one more which is the trivial difference. So, you have to write the wave function for this tensor product which gave you this one had what is the dimension of this? This we worked it out this was 10 and they represent the decimate Baryons, Baryons in the decimate. They all have spin to be 3 by 2 and then you have a singlet singlet or trivial representation of SU 3. See all these things which I am doing is SU 3 Baryons, ok. What is the meaning of SU 3 Baryons? This has to be three dimensional. This is three dimensional and we work out the dimensions of them and as I said this one is d equal to 8, this one also d equal to 8 and this one is d equal to 1 and you have to get 3 into 3 into 3 which is 27 is to be 27 is a reducible representation that is decomposed into reducible components 10 plus 8 plus 8 plus 1 which adds up to 27, clear. And this some combinations of this will represent your octet, octet Baryons in a 8 fold path, ok. So, this is what is the particle content which is seen. In fact, this corresponds to j equal to half. This includes the Baryons and the new sorry the protons and the neutrons. This one has the other Baryons. In fact, as I said one of the Baryons which was omega was detected after Gellman's quark mode. So, now what is the question? I have asked you to find the just like we found the JST, JM states which is in the binary basis. Now, you have to find the states for them which is tertiary basis, right. You compose fundamental objects free of them and you should get the tertiary basis wave functions for the same procedure of finding CG coefficients, but this CG coefficients will be the SU 3 CG coefficients. You should find out of J and M, you will have highest weight vector lambda and the corresponding weight vector mu. You have to play around with that. As a nice trick where we connect the symmetric group of degree 3. So, you remember the symmetric group of degree 3, what is the character tables? Sure now even in the middle of the sleep you should know this, right. E, then you have 1, 2, 1, 3 and 2, 3 cycle and then you have 1, 2, 3 and 1, 3, 2. These two belong to the same class, am I right? And then we had irreducible diagrams. So, when I want to write the projection operator for this one, I can write it as summation over characters for that representation every element g times the operator. The g is running between 1 to 6. This is a symmetric group of degree 3, permutation of 3 distinct objects. Order of the group is 3 factorial which is 6. What I am going to make a modification here is that this projector forces that these three boxes are for distinct objects. But now when I go to SU 3, I am going to say that these three objects could be repeating. So, what is the modification? If it was distinct, you will get only one dimensional representation. Because it is repeating, you get 10 dimension, right. What are the things possible here in this 10 dimensional state? You can put u, u, u, d, d, d, s, s, then you can put two of them u, d, u, d, d and so on. So, list it out. You will find that there are only 10 possibilities where you have one distinct object u, d, s, but the remaining 9 will have something repeat, ok. So, when I do this projection, I am still going to use the character table. Character table was 1, 1 and 1 for this representation and I can find out what is the state corresponding to that diagram, ok. So, let us write it out. Suppose I start with a state u, u, u and if I do a projector of this, what will I get? This g operator will interchange the first position and second position when g is 1, 2, first and third position and so on. All the three positions have identical particles. What will happen? It will give me back the same thing, but if you do it on, if you do the 2, 3, it will do what? It will interchange second particle with third particle, third particle with second particle. If you do 1, 2, nothing happens. 1, 2, 3 become 1 will become 2, 2 will become 3, 3 will become 2, 3 will become 1. So, write it out and see what you get. Can you write it out? So, the first element is identity element. It does nothing. So, you will have u, u, d, 1, 2 also does not do anything. It will be again u, u, d. 1, 3 will be d, u, d, 2, 3 will be 2, 3 on this, u, d, u and then 1, 2, 3 will be u, d, u and then 1, 3, 2 will be d and then you put in the normalization. So, what it tells me is that you have to symmetrize completely. If you interchange any two, you should get back the same state, totally symmetric. So, the 10 decimates states which I have here is a totally symmetric state where you could use this projection operator to get your results for the symmetrics. That also tells you how you do for the anti-symmetric case. What will happen? The 1, 2 will change it with a negative sign. So, essentially you will find if you add up everything, you will get it to be 0. So, this is one way of determining. This you could have done it for even SU 2. What I did by 1 over root 2, 1 over root 2 can also be done by using the symmetric group of degree 2 character table. But this is going to give me all the symmetrics. Symmetric wave functions which corresponds to the decimate baryons. I have not done everything, but you can do for all the 10 of them. And each one will be having a different quark content. Their states are all orthogonal. All the 10 states have different quark content. Is this clear? So, that was the question. Construct the decimate baryon wave function obtained from quarks transforming as fundamental representation of SU 3. So, the u u u is one state. Then you can show that it is a linear combination of u u b which will be the other state and so on. All the 10 states you can write it out.


Hey coach, you guys shoot 57% from the floor, 57% from three-point range. From your perspective, given the game plan and what you're expecting of you guys going in, what impressed you most with this performance? Well, you know, it's hard to look past 27 threes, but that's the type of offensive output we're capable of, you know, for us it's really, you know, the defense that we're trying to continue to work with and, you know, there's, there was the middle stretch of the game. I thought we were pretty solid defensively. They're a difficult team to guard, you know, very capable offensive team. I thought we slowed them down, especially 20, 20 points in the third quarter, but I thought for the most part, the second quarter was an improvement. And to start the fourth, our defense was good too. You know, it's tough to keep it going when they have nothing to lose and they just start making shots from everywhere, but overall, I thought our defense really picked up in the second quarter. And I was proud of the way we're continuing to grow down there. I know, you know, each of these guys have pride in what they're able to do on the offensive side of the ball. But from your perspective, how contagious is confidence when Kyrie and James come out setting the tone the way they did? Well, I think it definitely gives guys a boost knowing that those guys are so capable and Kyrie such a load offensively. But also, you know, so many possessions where the ball moved and we made quick decisions and we put them in tough positions and everyone got an opportunity to score tonight. So a lot of positive things at the offensive end and that was spearheaded.


I want you to submit this week to stop being polite. Stop it. I want you this week to be rude. I want you to risk, because people said to you, that's so rude, and so you bow down again.  If that's the worst it gets, and that's the price of my stookness, that you think I'm rude, then I'm gonna go ahead and risk you thinking I'm rude. But I'm gonna say no, don't call me, don't talk to me, don't come round anymore. I'm gonna have to risk that.


Ddiogel, ei wneud os ydych chi'n gwybod y byddai. Mae'n rhoi'r ffordd i'r Gwyl Gwyl Gwyl Seir, a'r bwysigol i'r Brynddon Halligan er間fyd, mae'n mynd i ffantastig ymgyrch. Yn ystod o'r amser, a'r ddiwrdd yn ysgrifennu i ddau ffyrdd ac yn ystod yr acaddurod yn ddechrau a'r ddau i'r atweithio mewn gwirionedd a'u meddwl i'r ganddach, ac yn ystod o'r cwmpeinir. The Excellencies, ladies and gentlemen, it is a great honour for me naturally to be invited to say a few words at this very special event, the inaugural Dr. Gareth Fitzgerald lecture here at the Institute, and I am particularly pleased to see Gareth's family here. It is really wonderful and I think John, thank you for your very interesting and light words, which I think we have all very much enjoyed. I'm particularly pleased, of course, that we reflect here on the, I suppose, the evolution of Ireland's approach to Europe and also a little bit on the future shape of our union on Europe Day appropriately enough, 40 years after Ireland acceded to the community and doing this while we remember a truly great and inspiring European. A great deal has already been said by Brendan about the multitude of talents that Dr Fitzgerald possessed and deployed indeed throughout his long and his illustrious career and indeed long into his formal retirement, which is really, I suppose, the stage at which I came to know him campaigning on all of the multiple treaties over the last number of years. But I am keen to just add a few of my own words before saying a few words about how this ties in with our work today in navigating what is now our seventh presidency of the Council of the European Union and particularly as we enter into our fifth decade of membership of the union. Of course, as well as sharing a political party with Dr Fitzgerald, I also have the singular honour of following him in representing the constituency of Dublin Southeast in Lolaire and on behalf of our great party. Unfortunately, somebody in their wisdom or otherwise has decided to change the name of the constituency, but I think for many of us in this room it will always be Dublin Southeast and that's how we will continue to refer to it. But as we've heard here this evening, Dr Fitzgerald was so much more than simply being a fine public representative, which of course is an honourable calling in itself, but he was a genuine and true leader in the real sense of the world. He was a political leader, especially as Minister for Foreign Affairs in the 1970s and of course as he shook twice during the 80s by any measure a very, very tough decade to be in charge. Perhaps his longest shadow is cast, however, by his belief in ideas, his belief in big ideas, in the power of ideas to move, to motivate and to get things done and in no sphere was this more evident than when it came to Europe. I think we all fondly remember Garrett's extraordinary comfort with detail, with theory and indeed with the minutia of an argument. He was always attributed with the phrase, I'm not sure how accurate it is, but he was always accredited to him. That's all fine in practice, but how will it work in theory? But his attachment to detail, I suppose, informed his vision of Europe and indeed of Ireland's place in Europe. As a student, as a dull deputy and more recently as a minister, Garrett's vision of Europe and his vision for Europe has been nothing less than inspirational to me. He had an abiding belief in the European project, not just, I think it's important particularly given the debate across the water with our nearest neighbour at the moment. He believed in the European project, which was not just an economic project, it was also a deeply political and social project as a structure that could bring the European continent together by healing the wounds of the past while building a common future where all are stronger, big and small, and everybody is strengthened by a strengthened union, where narrow national interests, while of course existing, do not blind us to a sense of common and collective good. For Garrett, such a sense was not viewed naively, I think it's important to say, instead he made a very clear and clever calculation, as Brendan has said, and I believe he did so correctly, that the European Union is a great deal more than the sum of its parts, literally that we are stronger together. And so Garrett was not wide-eyed about European integration, but he had a vision, he had foresight to see that it made real sense for this country and indeed for our European neighbours. He was a firm believer in and he was an advocate for supranationalism at a time when few perhaps fully understood the concept and understood how we could stand to benefit from it. Through the Union's foundational supranational structures, Garrett was convinced that Ireland and other small member states would fare best. And as he said himself, such an arrangement provided a structure within which the larger countries could be constrained from exercising their sovereignty at the expense of smaller countries. To this end, he was a firm believer in the European institutions and especially in the pivotal role of the Commission at the Centre. And that view is shared still today, I think, by everybody in the Irish system and indeed in the system of most of the small member states across the Union. He was a hugely enthusiastic advocate for the community approach. He worked hard to move away from the use of the veto despite the threat of the use of the veto at that crucial point on the milk quotas. And he saw that the veto had effectively become a tool of the larger member states who could use it or indeed abuse it at little cost to themselves, seeking to thwart Commission initiatives. And the cost of using the veto for a smaller state by contrast was of course significant and therefore effectively out of reach. So he worked hard to move beyond the use of the veto to a much more consensus-based approach, one that was founded in a belief in the strong core institutions and particularly the Commission. I suppose it's timely that we gather now during Ireland's presidency, our seventh presidency. While the Union or the community as it was then that Garrett presided over during our first presidency in 1975 and of course our third presidency in 1984 was a much smaller gathering of just nine and then ten member states respectively. The value which he placed as has been really well illustrated by both Brendan and John of course and the value that he placed on personal contacts with his colleagues and the building of an effective patchwork of alliances on all sorts of issues right across the Union or the community as it was. That is an approach which I think it's fair to say has very much stood the test of time. And since coming into office and I suppose with a very firm eye on our presidency, I've made it my business along with all of my colleagues in government to get out and to meet as many of our colleagues as we could in all of the capitals across the Union. And this has been appreciated. The investment of time in that type of personal contact, in that type of diplomacy pays off as we try to broker compromise and as we try to pursue our common agenda which is of course so much focused on stability, on growth and on job creation as it must be at this point in time. I think it is a testament to the prescience of the man that all the way back in 1975 Garrett was already envisioning the need for an economic and monetary union and the desirability of Ireland's full engagement with such an EMU. And while of course we've had to wait some time for EMU to become a reality, we now have 17 member states and hopefully soon to be 18 sharing a common currency and he was one of the few who genuinely had a vision for that dream becoming a reality. Of course the economic and the financial crisis of recent years has brought about an appreciation that our economic and monetary union needs to be strengthened, it needs to be properly grounded and that is what we are doing by building on the various elements of banking union. Presidency of course we have given top priority to advancing banking union. We've already had some notable successes I'm pleased to say including reaching agreement on the single supervisory mechanism. I don't propose to bore you with all of the details. In fact many of you were at my midterm review in the institute just a few short weeks ago so I won't go through it again. But suffice it to say that we are making major strides in the direction of completing EMU and I think in fact I'm fairly confident that Garrett would very much approve of what we are trying to do on behalf of the Irish presidency. Before I conclude I would just like to say on a personal note you know I have to have to say I am a child of the 1980s just about by the skin of my teeth probably one of in fact I'm certainly one of the few in Lesterhouse and as a child of the 1980s, Garrett Fitzgerald had a profound impact on me as a young child growing up in Ireland in the 80s and indeed the 90s and my career. You know I grew up in an Ireland where the political scene was defined by the sort of the contrast between so called Garrett the good and Charlie the well I won't complete it. And that spurred my interest in political life spurred my belief it inspired my belief in politics and in the craft of politics as an essentially noble profession one which must be and should be and was in Garrett's case driven by honesty, by integrity and by big ideas through intellectual rigor and a genuine thought process and engagement and I just have one I recall one incident I met Garrett I was fortunate to meet him on many occasions after I became active in youth politics as I said through different treaties and treaty campaigns and so on but a couple of years ago I spoke at a famous summer school in Donegal where I gave a lecture about political life, the need to reform politics, integrity, the need to change our political culture in this country, the need to leave behind the sort of stroke politics, cutior politics that we have seen corrode public confidence in political life in this country. And at the end of that Garrett was in the audience and he came up to me and he made a point of saying to me to pursue that conviction and to stick to my guns and not to be cowed by those who would disagree and that I have to say meant so much to me and gave me so much confidence in my beliefs and in my political convictions. He was a brilliant outward looking big picture man. He was an internationalist with absolute intellectual rigor. You didn't have to always agree with him. I'm sure that on many occasions many people in this room did not and nor did he with them but so long as you were prepared to argue the toss and have a genuine debate he very much appreciated all perspectives and had time for everybody. So as a youngish Irish woman and an absolutely committed European he has left a lasting impression on me and his big idea, his greatest legacy in this country is our place at the heart of Europe and we really have a lot to be grateful for and thankful for to Dr Fitzgerald for that. His head and his heart were absolutely committed to the European project for some of our citizens. Perhaps some of the gloss has come off the union with the experience of the last few years of crisis. However, I am very much encouraged that even in the midst of the crisis, less than 12 months ago the Irish people continued to appreciate where their interests lay in endorsing the stability treaty. And I know for sure that Garrett would have been thrilled with that outcome. He may not have been thrilled with the fact that it occurred outside of the European treaties but we can still perhaps get that back on track in due course. We need to reconnect the genius of the European Union to our people so that it is again recognised by all Irish citizens and indeed citizens across the continent as being our union. That I think would be a very fitting tribute to the great European that was Dr Garrett Fitzgerald. Thank you very much.


Hello and welcome to our session titled open for learning and advanced technology. We are coming to you today from Lake Washington Institute of Technology in Washington State, and we'd like to share our work in advancing open education to include technical fields, such as electronics and welding, where we are is just beginning to make an impact. So I'm Catherine Kelly, a faculty librarian, and I started learning about OER about five years ago, when I joined LW Tech, and I began by supporting faculty teaching, education, general education courses to move to OER. And I'm joined by Priyanka. I am Priyanka Pan, Dean of Instruction for Schools of Manufacturing, Engineering and Transportation Technology. Prior to this, I was a faculty director for science and professor of chemistry, and I have been a strong promoter for OER for a very long time. The first training I took on open education resources was in 2017, and I started with a simple chemistry course to a zero degree course, a grant provided to us by ATD. So, love OER, love the aspect of OER and how it supports not only students, but faculty too. Let's talk a little bit about where we come from. We come from Lake Washington Institute of Technology. We love to address ourselves as LW Tech. The mission of our college is to prepare students for today's careers and tomorrow's opportunities. A little bit of history about LW Tech. We started as a technical academy for our Lake Washington School District, then became a Votech college to a LW IT. And now we have bachelors, we have associate degrees, we have professional certificates, you name it, and we have it. We have all the pathways possible for a student to enter a college and get any degree they would like. We have school of business, school of design and arts, education, engineering, health science, information technology, and transportation technology. We are a workforce college. Open education resources at LW Tech, we started late in 2016, and prior to that, our math department was already OER. And we have been working towards motivating faculty to convert to OER and avoid copyrighted published textbook. Each textbook that we had in science cost approximately $200 per quarter. And if we multiply that with the academic year, it was a lot of money students saved. Open education resources has been prevalent in a lot of basic general education courses at Lake Washington. Now we are entering into technology based courses too. Another aspect of LW Tech is our addition of diversity and social justice requirement. We started this in 2021, where every student taking an associate degree has to have one DSJ course. And this helps our students get employment and retain the employment because they are aware of the cultural diversity in our state in our nation, and how to work with a team of diverse cultural or social economic backgrounds. Here is our OER core team. We have Dean Sally Halstead, Vicky Chu and myself in this group. We have faculty leaders, Sherri McLean, a shout out to her. One of the first person to adopt open education resources at Lake Washington Institute of Technology, Sharon Rez from Social Science and Kelly Whitcomb from Dental. Some of the faculty, computer science, computer software, Tom Abbott, Bartina Carr from Biology, Oscar from Art and Design, Stephanie Bostowick did phenomenal work in engineering, and our phenomenal group of librarians, Greg Bem, Catherine Kelly, and Sue Wozniak. This team has been working together for a very long time and motivating not only through trainings, workshops, but even just a simple chit chat across the campus, and thus have involved a lot of people and motivated them into adding OER. Here's a link to our website and you can see all the work done by us on open education resource at LDAPTECH.edu slash OER. Here are some of the courses that where we have adopted OER, you can see general education and natural science, biology, chemistry, math, physics, psychology and sociology. We have also created PowerPoint decks which are open educational licensed, CC licensed to be used openly by other faculty. A few other courses in technology side have been art, computing and software development, funeral education services, nutrition, as well as early childhood education, and we would like to add more. Now when we move from general education to technology based courses, we face some challenges. The first one, if it ain't broke, don't fix it. So I repeat that if it ain't broke, don't fix it. So there was a little bit of reluctance from faculty in reworking their course, as it was already completing all the learning, learning outcomes that were required. Another issue that we found was limited availability of openly licensed material, and a majority of these classrooms have workshop hours, hands on work hour, and they worked on machines or equipment which have copyrighted manual. So they cannot be openly licensed. The other issue we face was hesitancy from our faculty to create openly licensed resources which are CC licensed, because they were coming under universal scrutiny of their work. And they were apprehensive about releasing their open education resource to work. Another factor that is observed in workshop and technology based fields is in the individualized workshop work. Every machining program may end up creating a metallic dice, but how those steps are shared to create the dice differs from one faculty to another. So how to create a common core where we have similar guidelines, and then each faculty can tweak it to their own methodology was another struggle that we faced while working towards OER and technology based courses. Post COVID we also got hit with low enrollment chaos. And one of the main reasons of low enrollment in our technology based programs was on the job training. We observed that a lot of our students who had previously shared that they are interested in electronics technology program, our laser optical programs had ended up changing their field of work because of COVID-19. They ended up entering workshops which provided them on the job training and stipend and started working and have continued working there, even though that field might not be their field of choice. But now it is how they are able to financially support themselves so they are staying in that field. Another challenge that came up for us was the pay scale differential for faculty. Keeping for hiring faculty and retaining them became a big issue because of the huge pay scale differential between industry and higher ed. The faculty we hired had to be paid. We were not equally violent, but somewhere close to what industry was providing them and retaining the faculty became a huge issue to overcome that we worked with the faculty and showed them how to motivate the current students into their industry where they have worked for so many years. And that is still a struggle, and we are still working at it. Now with the low enrollment, we were really confused because technicians are in high demand construction industry is on the rise. They need welders, they need electricians, and we are facing with situation where we cannot sustain these low enrollment classes. Plus, we live in Washington State, and we have the biggest in the major companies in technology industry. We have Microsoft, we have T-Mobile, Amazon, the Navy is here, Starbucks and Costco and many more. And even with the presence of these major giants, we are seeing a continued low enrollment in our technology based programs. All right, so now we're going to switch to how we are working to overcome these challenges. And the number one reason that we are able to devote large amounts of time to this project to getting more technical fields to move to OER is through grant funding. So the grant project that Priyanka and I are working on is through the National Science Foundation, and is specifically part of the advanced technological education track. So this track focuses on two year colleges who are preparing technicians in many different fields for the industrial workforce. And we were awarded 365,000 and it lasts for three years, and we have just completed year one. So the overarching goal is to redesign instruction to better train a diverse group of students to meet critical workforce demands in the areas of electronics and welding. So to turn that into something practical and actionable, our steps are to convert six courses total to each year for the three years to entirely OER materials. And now we are using Canvas as the platform for these materials. We are also checking for accessibility so that our materials can be understood and comprehended by students of all abilities, and we are updating instructional design where it's appropriate. So when, you know, we told our welding and electronics faculty that we were writing this grant proposal, and they did sign off on it. But I don't think they really understood what OER was or how much time it would take when they started and when we started talking about the actual work of the project. I think they started to get a headache and all those issues that Priyanka had discussed started coming into their heads. So we started by doing a lot of talking, a lot of communication and a lot of meetings. And we had meetings with all of the faculty involved. We had meetings individually one on one with faculty, and we met with our evaluators for the grant who provides support through formative evaluation to the grant leadership. And then finally we met with industry partners through advisory board meetings. And so this allowed for questions and discussion. And it wasn't just the faculty learning about OER. Priyanka and I had a lot to learn about welding and electronics and how instruction works in those fields. And then we also provided lots of trainings. And so a couple of things that made these trainings successful are that we opened, we opened them up to all faculty, so that everyone could participate and in some cases faculty were offered stipends. And we also pointed faculty to trainings that others were providing. So we didn't put all that burden of training on our shoulders. We had a variety of training topics that were necessary for this project. So first of all, OER understanding and awareness, including OER platforms such as press books, which is an ebook platform. Faculty also needed training in accessibility and instructional design concepts like transparency and teaching and learning or tilt. All in all, we had approximately 70 faculty from 15 departments attend trainings that were connected to this grant. And for those OER trainings for OER trainings, 100% of those surveyed reported increased understanding of OER. And that was about 18 faculty who were surveyed. So in addition to these trainings and communication, just having continued exposure to OER was really important. And so the OER core team that Priyanka mentioned earlier. They work to spread the word to the entire campus through our open for learning branding, you can see our t-shirts that say open for learning. We also have at least one interactive event each year, and we provide food cookies that have the OER acronym on them. And so just seeing it in more places and being exposed to it helps the faculty understand the impact that they can have. So probably about halfway through the year, maybe even a little bit longer after the faculty had time to process OER concepts. We had some real aha moments with the faculty when they realized that they were trailblazing with OER in these technical fields. And so there came much more understanding and acceptance of workload and expectations. And so at the end of our first year we realized that OER really shouldn't be done in a vacuum. The whole point of OER is openness and ability to collaborate. So we realized that to make our courses stronger, we needed to help from fellow instructors at other colleges. So over the summer LW Tech faculty reached out to other instructors throughout the state and they really took the initiative there to reach out to these people. And so we have four peer reviewers from three community or technical colleges that have agreed to provide feedback on our Canvas courses and even offer their materials that could be openly licensed and added to our courses. And also like to brag that our faculty provided presentations at the first OER Faculty Institute in Washington this past summer. And so they're really becoming leaders in their areas for this work. So to conclude our thoughts, blazing a trail for OER for the technical fields is possible. And I think it's probably very similar to how the beginnings of OER in general education felt as faculty goes through these learning processes for what is OER and how is it going to affect me and my students. And they they they're finding the larger open community that that is willing to build materials with them and work together. So please feel free to email me or Priyanka if you'd like to connect. Thank you. Thank you.


And we're going to go back into that menu and we'll take a look at what's in here. And then Dynamics. Yeah. Dynamics, guys. Okay. Yeah. He's controlling your feet in there. How we doing on battery? Uh, you're golden.