Hello, everyone. Welcome to our program. Special welcome to all the students and teachers that are joining us today. My name is Christy. I'm a librarian with the San Francisco Public Library. And before we begin, I want to acknowledge that we are live streaming from San Francisco, which is the unceded ancestral homeland of the Romitush alone people who continue to work, live and play here today. Thank you for being here with us for more than a month. Our library celebration of Black History Month. We want to emphasize that reflection, open dialogue, interdisciplinary education, and shared advocacy needs to take place in our communities during Black History Month, as well as all year around, something our library is committed to. Check out the more than a month website at our San Francisco Public Library for all the upcoming events happening in person and virtual. They include amazing author talks, amazing artists, awesome book list, and so much more that align with the 2022 national theme, Black Health and Wellness. This program is inspired by the Black Inventor Bookmark Project, celebrating Black excellence in collaboration with Dr. Caroline Ramsome Scott here in San Francisco. Visit your local branch and pick one up today. There are four in total coming out over the next month and so.  Next week we have three amazing librarians and conversation about the Black joy of books and resources for youth, featuring SFPL's own Jason Hill and Rachel, and our SFUSD partner, teacher librarian Ayanna from the Tenderloin Community School. We're so excited about this, this conversation. And coming up we have Alphabet Rockers, our local Grammy nominated troop who have presented and created their first book, You Were Not Alone, so they're going to be in conversation about this book. So join us for those events. Again, check out our website for all the amazing events that are free and available at your public library. You can also find out more books by Black authors and illustrators. And with that, we're going to also forecast next month's conversation with career girls, focusing on Black joy and friendship. So that's a forecast, but here you're with us today for this amazing phenomenal conversation coordinated by Linda Calhoun. She's the CEO and founder of Career Girls. Career Girls is the largest online collection of career guidance videos focused on diverse and accomplished women. And today we're so lucky to be in conversation with Linda and for truly phenomenal innovators, inventors and changemakers of today. So thank you, Linda, for joining us. Thank you, Christy. It's wonderful to be able to present this program today. And I'm delighted to introduce our panel members. We have Afuaco, Nosakari, Igbeni Dion. We also have, thank you. We also have Elizabeth Smith. We have Cadence Payne. We have Marion Mathew. You can read their full bios in all of the program descriptions that are available online. But you know, I had the privilege of interviewing these fantastic women role models for Career Girls. And before we bring them all into discussion, I just have to share with you a sample of their videos. One of my favorite projects that I've ever worked on was my senior project at Stanford. And so before the project, I had taken a class on this thing called haptics. And haptics is the concept of the sense of touch and how you can create that sense of touch digitally. And so I became obsessed and wanted to figure out how can we create virtual worlds where you can feel the walls and feel the butterflies in the air and have these really cool virtual experiences. So I created these things called the haptic gloves. And on each of the leather straps that were on your hand, there would be a motor inside that vibrated at different frequencies. So when you moved your hand and you touched something in the virtual world, whatever point of contact touched that object would vibrate on your hand. So you'd be able to kind of pick up things and throw them and like feel it in your hands as you were navigating the virtual world. Not only was I able to take an idea and a passion of mine and, you know, bring it from, you know, a concept to a full product, but I was really able to see the power of computer science and the power of virtual reality and that we're really able to take things from our world and put people in an immersive environment in which they can see and experience things that they would have never experienced before. I have heart rate flying. I was fortunate enough to be able to be given a project on the space station. Actually, I have a couple gadgets, but they're all gadgets. I don't have anything that's, you know, like the arm because I have friends who work on the arm, but I have this thing called the modi indicator. What the modi indicator does is you have the station and it's flying and then you have the shuttle. So when the station and the shuttle come together, they both have control systems that allowed them to stay in a certain flight mode. We'll call it that. So depending upon which one is larger, when we first started, the shuttle was larger than the station. So the shuttle would maintain control and we would turn the station control off so that when it made it, the two control systems wouldn't fight each other and break the mating system. And the reason that this was kind of difficult because the station kept growing. So at a certain point, the station would have primary control and the shuttle would have to turn off and you have to build the software and the hardware in such a way that it worked that way so that you'd never break the docking mechanism. So we had two docking mechanisms which basically ended up as one, which joined the shuttle and the station. And in order for everyone to know that the modi was completed, a little red light blinks. That's my hardware. Mars is the red planet. Lots of things are happening there. There are robots. Curiosity is one that most people know about. So it's one of the rovers that takes selfies. It also sings itself happy birthday. That's adorable. It's really cute. So Mars is very exciting. There's actually a new mission called Mars 2020, which is a new rover that's a little bit larger, much larger actually than the previous rovers. So there's a project there that one of my mentors is actually working on called Moxie. So that's a project to try and make oxygen on Mars using in situ resource utilization. So using the stuff that's already there to see if we can make oxygen so that humans can breathe there. So obviously people know about Elon Musk and SpaceX that are trying to go to Mars and to try to sustain life on Mars. So it's just very fascinating to imagine life elsewhere. I definitely think that this is my personal opinion that we should start on the moon and then build bases there, prove that we can actually do it because it's a very similar challenging environment. And then from there prove that we can and even maybe set up fuel bases on the moon to fuel rockets or get food or do stuff like that just before we go to Mars. But I think getting to Mars and sustaining human life is one of the most challenging things that we'll ever tackle as a species. As a design researcher, you're more or less like a problem solver. In any situation, you can quickly assess what the needs are, what the challenges are and from there create products, create services, create programs that can help actual people. That's what I really enjoy about it is that it's not about me. I'm able to help others because of the experiences that I've had. One interesting opportunity that I had around design research was a few months ago whereby I worked with the organization Africa Code Week. And Africa Code Week is an initiative that supports young children in Africa to learn programming skills. And it was so interesting for me and really inspiring because I was actually had the opportunity to go back home to Kenya and work with the facilitators and use the tools and resources we had developed. So it was really amazing to see the work in action with the teachers, with the students. And that's basically what design research is. Always fun to revisit the interviews that I've had with these women. And I'm also glad that everyone in the audience can have a little insight into the work and projects that they've worked on. So I'm going to bring everyone into the discussion right now. And the first question I have for all of you is, you know, can you tell us about your favorite sources of inspiration? What inspires you? Oh, first. So one thing that inspires me is. I'm not sure I understand. Oh, sorry about that. So the one thing that definitely inspires me is seeing other people turn their dreams into reality. When I'm able to see my fellow entrepreneurs, women in my PhD programs who come from diverse backgrounds, bring the technology that they're really interested in to a field that that needs innovation and see successful papers, successful companies and projects that benefit the wider community. That's something that really drives me into doing the work that I'm doing. Thank you. Yeah, I can actually even build on that because for me, like my sources of inspiration are I would say are my, my friends are really like strong group of women who really are so supportive we share stories and we celebrate successes. And they always encourage me across the board and just seeing how they've grown over the years to pursue the thing that they're doing right now really pushes me in my work in my career. Yeah, I'm echoing echoing all those things I think having a strong support network especially in your and your friends and family is absolutely critical for maintaining you know inspiration and morale. I think I also have a like a very specific example of inspiration for me personally stemmed from the Hidden Figures movie, and people who the women who were featured in that movie like Katherine Johnson and Dorothy Von. I think personally that hit home right when I needed to. I was in. I was an undergrad at my time or at that time when it came out and I was like experiencing a posture syndrome and like questioning myself about my like fit in the field. And so like really witnessing those stories was a huge source of inspiration for me. For me, for me, it's problem solving. My expertise is in analysis of large complex systems. And my juices get get flowing. When I'm looking at the macro and the micro interactions and trying to find that one thing that create the problem and then back up from there and create a solution. That's the thing that drives me just trying to figure out what the problem is and how to solve it. You know, Elizabeth, I'm going to continue with my second question with for you. You know, you talked about this problem solving with hardware and software. What role does creativity play in that you know how do how do you bring that into, you know your met with your imagination and creativity with something like creating hardware flying. So I have to start with the word team work. For me, I'm a true engineer everything is numbers and analytics but you got to have another enough people. Sorry, but you got to have enough people in the room that have different points of view and have different capabilities. And once you start bouncing those ideas off of each other. If you're listening, you can hear that coming through, and then you add on top of each other's ideas. You throw what we call throw it up against the wall to see what sticks, but as you all work together as the team works together and as you begin to understand and know where you're focused. And that's where the creative creativity really lies is within the team one person does not have all the answers and everybody brings their perspective and their experiences to the table. And that's where you really, really, really get the job done. Thank you for that answer and you know what was coming through loud and clear from your response Elizabeth is how important it is to have that mutual respect for everyone at that table so that you can actually hear. You know, if we go I want to bring you into the discussion, specifically to talk about the role of trial and error in that invention and creativity process. Yeah, so I'm, I mainly study artificial intelligence and the name of the game for artificial intelligence is truly trial and error. You kind of design these really complex mathematical systems that are, you know, approximating a function. And then you, you know, try to get some data and train that model, and you're testing different model types and different parameters and most of the time, especially just in any computer science project. You're going to fail the first time and so being resilient and understanding that you have to find, you know, multiple ways that didn't work before you can find that one way that does work. And when you do find that one way that does work maybe it's your 100 try, you may have done something super innovative and super important. Thank you. And Kate. Oh, Marian, I'll start with you. As a design researcher collaboration, you know, is key in the work that you do. And I just want to know if you can share some insights on what makes a successful or what you look for, and a successful collaboration partner. Yes, I'm having a collaborator and a partner in these projects that I'm involved in is very critical, because I spend like a lot of cost functional teams. And it's important like on the early onset to determine you know what is our vision what is our goal. And as long as we are aligned in terms of having a shared vision in pursuit of what we're trying to achieve. And that's when I believe that's what makes a successful collaborator. And it's at that point, once that is determined early on is when we can come together, bring someone different ideas, and on, and even just pivoting on what Elizabeth said in terms of like teamwork and just like bouncing ideas of each other. That's where the magic happens. Great. Thank you. That respect and listening piece coming in again. And can you tell us more about your vision for a moon station or a colony. What could life be like for us humans on the moon. Yeah, so a lot of people are really interested and really excited about expanding kind of human presence off planet. And I think like what was mentioned in my video is that I think personally you know very very personal bias pin in here is that we should start with the moon. So somewhat because it's easier but also because it is an excellent first stepping stone towards, you know, expanding our species into the solar system and pushing kind of the bounds of humanity and our technical capabilities. I have recently shifted my interest though to be a little more Earth centered. I'm very passionate about climate change monitoring and mitigation techniques. Our Earth is kind of going through it right now just because of some of the decisions that we've made as a species. So I do think that focusing on on Earth first is definitely my personal, I guess next step, especially like in terms of my interest in my career. However, I would be remiss if I didn't mention that, you know, by expanding our species and going to the moon and pushing our technical bounds we are also, you know, creating new inventions and new innovative, you know, techniques and technologies that are going to benefit humanity. So I think that we should we could definitely focus on both. I'm going to choose to focus on the earth. But I support those who are doing stuff. Great Elizabeth, you want to come in on this question. I'm here to tell Candace that I think she's a visionary because that's exactly what we've been doing for on space station in the space station program was preparing ourselves to move out away from the earth and the gateway program which is our child program is actually in the process of creating what I call a mini station that will be station keeping at the moon, as well as they are developing procedures and hardware to create a moon base for me and man moon base in preparation to go tomorrow so you're such a visionary that was great. Thank you. Yeah actually had a class here I think my second year of grad school where we looked at LOPG the the Lord, the winner orbital platform gateway. That's I think that's the acronym, which is the mini space station that you were talking about and we were trying to kind of come up with ideas for potential landers from that so it's really cool. I mean, all of you are visionaries and I appreciate you, Elizabeth calling that out.   I'd like to kick that off. Basically springboarding on Waco's if Waco's comments earlier, regarding how many times it takes to get it to work. But what I really want everyone to try to focus on is that in this area of science, if you become as engrossed as I have, you need to understand your worth.  And the one thing you need to understand is that you have real worth and that your concepts and the things that you're able to conceive and put into place. And that's the kinds of things that not everybody can do. So, know your worth. Yeah, and I'll just piggyback on that a little bit. So, one thing that I really struggled with at the start of my research career was feeling that everything that has been done has been done right there. It's so hard to outdo the grades, you know, we see all these amazing papers and these groundbreaking algorithms that have changed the game of computer science, artificial intelligence and just engineering in general. And it's not like how can I even, you know, contribute to that. But one thing that really helps me is understanding that they paved the way and, you know, made that initial foundation and if you understand that foundation deeply, the things that you can do can be so much greater than what they've done because you have so many more resources and so understanding that we're placed here in a time where, you know, technical advancement is, you know, very advanced right but there's so much more that we can do for our environment for our community and the applications that we can now apply all these amazing algorithms to are essentially endless and being able to tap into those new applications is really important. Yeah, I just want to echo like, I, I don't know, I have a saying that I tell people so I work with nanosatellites or CubeSats their spacecraft that are about the size of a loaf of bread. They're pretty novel still basically trying to mimic what the larger like bus size spacecraft do but in a shoebox. So I notoriously tell people that CubeSats will hurt your feelings. They often fail they're really grumpy. Sometimes they get to orbit they work for maybe a day and then they die and you don't know why. So there's just like a lot of things that can go wrong and like, it's okay to like feel things when when they don't happen the way that you want them to happen obviously we all want our experiments and our hardware to work and to get good data. That's what like that's everyone's dream that's why we're doing it right but like not to take it personally when it doesn't because the things that we're doing and the things that we're trying and the ways that we're trying to push humanity is it's really really hard stuff. So not taking it personally and still understanding that even if you do things and they fail you still have impact. For me in my research work and also as a product manager, like early onset one thing we always have to do is like define a plan like what are we what are we aim to achieve. And 90% of the time it really doesn't happen as expected. And you know and it's not anyone's fault it's just you know what sometimes that's just how things happen.  And also I think it's also like a shift of mindset to understand that you know that that your knowledge that not everything is going to go as is, but then appreciate also your own journey because it's not going to go very seamlessly, but then appreciate all those times maybe that that took you on a detour and then what can you also learn from that, and that really pushes you now to you know, see even things happen, even better than you actually expected it. Oh my goodness this is amazing content on an advice for anyone watching on how to stay the course when things don't turn out maybe as you originally planned. Of Waco, I'd like to have you tell us more about some of the new projects that you're working on. Tell us about your latest innovation. Yeah, so my latest innovation is related to a startup company that me and my sister started. So it's called here intelligence and we use artificial intelligence algorithms specifically computer vision algorithms to automatically color match and size lace front wigs for women. And so you would think that you know lace front wigs are something that needs artificial intelligence but it's really a difficult process for black women and any woman who actually suffers with hair loss and just wants to go to a salon you have to wait weeks for an appointment sometimes when you've got to this long you have to wait hours to get there right.  Take some pictures if you don't feel confident going outside because you know suffer from hair loss. Just take some pictures at home. We'll create that beautiful look for you and then it's directly to you and what actually powers that is artificial intelligence algorithms so we actually went out and collected a novel data set and develop some algorithms on top of that new data set that gave a really awesome baseline to really support women in their journey. And so it's just exciting for me to be able to use what I love which is artificial intelligence and computer vision to really help women who you know are in the stone ages when it comes to beauty you know a lot of products for men and other fields are very technologically advanced and I really think that it's time that women's beauty healthcare and you know fashion in general really has a technical evolution. Wow. Thank you for the work that you're doing that regard. You know I can speak for I think women all over who are really grateful that you're applying that intellect and talent in this new career. Elizabeth, you've recently retired, but my question is, and after a very successful career, obviously, you know what advice do you wish you had been given at the start of your career. Well, you have to understand me at the start of my career. There was nothing I couldn't do. That was just me. Nothing too big, nothing too little. The world was my oyster. I had achieved my dream. My dream was to become an engineer. And during the time that I came through, when you said you were going to be an engineer they thought about the locomotive. And so I always had to explain myself, but with that actually two degrees because I'm a dual degree student, a dual degree recipient, with those two degrees in hand, the world was my oyster. The one thing that I've learned along the way is to be mentored and to mentor others. Those are the two most significant things that any person can be involved in and can do for someone else. I'm meeting here. Thank you. Amazing, amazing answer. cadence. You obviously could do anything. Tell us why did you decide to focus on aerospace. I don't have like a cliche story of like, oh, I saw a rocket launch when I was four and then like since, you know, I didn't have that story. But one thing that I love to do when I was like a kid and I still loved it's like my favorite pastime is to go stargazing. I love, I don't know, the stars are beautiful. I'm from Kentucky and we don't have a lot of like pollution. So me and my friends used to like throw blankets down in a field and like stare at the stars and talk for hours. And it was just like always so beautiful. And then I learned one day that I could actually like study that as a career. And that was just like the coolest opportunity that I'd ever heard of. And so I decided to actually do it. Even though like I ended up taking a path that's not necessarily, you know, I'm not an astronomer and an astrophysicist. So I'm not directly looking at the stars. I'm providing hardware that allows people to, you know, study things that are in space. And so like that kind of motivation from just like my love of the universe, just developing that love for the years has kept me going and kept me inspired to be in these fields. I also love the earth now, which is why I'm transitioning to doing more earth science stuff. Awesome. I love that visual of you and your friends stargazing. And Marion, my question for you is that aha moment when you knew that the work you are doing was the right path for you. When did that happen. Yeah, that actually happened quite recently but then I'll tell like a brief story what led to that actual aha moment. So when I was 17, so I'm from Kenya, so I studied in Kenya. And my teacher in high school was like, you know, told the students put together like a vision board of what you see yourself doing in future. And so in my vision board like vehicles or plastered all over it I was like imagine myself building vehicles designing vehicles. So in Kenya like that, that vision sometimes was not really possible because we in Africa in general, we don't really manufacture vehicles that type of scale so over time. I must say that dream kind of did diminish and I was like maybe that's not possible you know I'll figure out something else fast forward. I got a job at Riven Automotive and that's where we now and we do build vehicles electric vehicles and so it was just like wow coming from that girl who was in Kenya to now in the US working for an automotive company I'm like wow it's like it's happening so I think for me that's what it happened. Thank you. I love that you were able to share that story with us. I have a question from our audience, and it says, when will humanity achieve full AGI software. I don't know what that means does anybody know what that means. It's going to be like AI. Well, they, it says full AGI software. Okay, so maybe that's too inside baseball, but thank you. So, another question I have for you is, can you talk a little bit more about the role that mentors have played in your careers. And so this is your opportunity to give that shout out to any impactful mentor that really can help you on your way. Whoever wants to start. So I, I do the thing where I have multiple mentors at all times. I think that's honestly like really important because a lot of, you know, getting different perspectives from people who are at different phases and different sectors of the fields, kind of allows you to take your own path. There's no straight path you shouldn't like aim to follow someone else's path verbatim. I'm just throwing that out there but I don't know I've had a bunch of mentors like an undergrad I had Dr. Pinoody who kind of like saw saw something in me and like allowed me my first internship opportunity at MIT's Haystack Observatory which then like transitioned into me getting another set of mentors that then encouraged me to go to grad school and now I have another set of mentors who like keep me on track for my projects and my career goals. And I don't know I just think like having a really diverse set of people that you can pick their brains and ask some questions even if you like hold the email someone you're like hey I just want to talk to you about your life. It's surprisingly easy to get people to talk about their lives. And I think that leads to a great opportunity for you to actually get mentorship and just to hear, you know, other people's experiences. Yeah, I can also add to that. One thing that I've realized about mentors is that not everyone who is senior to you as your mentor and you really have to find the people that are going to help you along your journey. I think that a lot of times people want you to kind of follow in their footsteps and want you to, you know, do the things that they did in their career to get to where you're going but you know cadence was mentioning having multiple mentors that's so important because, you know, having multiple people's perspectives that allow you to forge your own path is really the goal of like when you're having your own mentor not copying somebody's path or wanting to be like somebody because you have to understand that you can never be like anybody else. And it's really up to you to decide what you want and use this resources you have which can be mentors to get there. Definitely agree on both those points. For me, I particularly like for me where mentorship was really key was early on in my career. As mentioned, so there was a point at which I wasn't too sure if my journey in automotive would actually happen, especially when I was in an undergrad in my professor Dr. Kamau Gashige, who was a professor of mechanical engineering that was my department at the University of Nairobi. But he was able to like a group of students he actually supported us to like really think about not just your typical, you know, engineering type of path but really think outside the box in terms of making developing projects, going into robotics and for us it was like wow this is all very new to us coding and and so that really that time with with him and those group of students that time was like, and his advice and and and his support really helped me to really, you know, think outside the box and be like, Hey, you know, maybe there's actually more of them maybe I should push myself to actually look outside and see what other potential opportunities could be there so it was really he was really pivotal pivotal point for me at that point. Elizabeth. I was very fortunate to come along. During a time as a young engineer when my senior management had daughters who were breaking into the professional field as well. And they had their daughters coming home with their experiences as you know being the first of the second woman. And they poured a lot into me as a result of that. They decided that they will provide to me the things the kinds of things that their daughters weren't getting so that they could kind of compensate for the lack of support on their end and give me that support so I greatly benefited. There were several several several senior level engineers at NASA that did that for me. And I'm very grateful. That's wonderful. You know, another question that came in from the audience kind of touches on this, this notion of imposter syndrome it's, you know how do you overcome the feeling of not knowing enough in your field. Anybody want to speak to that. So, working on space station. I had the opportunity to to work on something that didn't exist and had never existed before. So we were all as a group roping in the dark. I mean I hate to see it that way but that's kind of the feeling. The way you overcome that it's just with hard work.  The one thing that can overcome that is just more understanding more discussion, more trial trial and failure and trial and baby steps.  That's better than nothing. And then you take that and put it back into the pot, stir it again and start over. That's the whole point of engineering and I'm an engineer and I'm sorry, but that's my that's my from my viewpoint. Please don't apologize that's awesome advice. Yeah, I just want to like echo that super quickly and that I think the feeling of not knowing everything is never going to go away because it's impossible to know everything. But I think like as long as you stay inspired and motivated and excited about what you're doing. You can mitigate that feeling to the point where you're like okay well I don't know everything but I do have tools now to like work towards that understanding and build that muscle like that so that I can know things and can apply myself, but like you're not going to know you're not going to know much when you're just getting started but you still have to get started you still have to keep going so that you can build that. Can I just add that early on in my career someone told me something which has stuck with me when it comes to imposter syndrome so I remember at one point. Someone like in senior leadership was having a discussion with her and I was like one of the only female engineers at that time at that company.  And she reached out to me and she was like you know what everyone else is also trying to figure it out it's not just you. So if you ever feel like oh I don't know and everyone else is like better off, everyone is also thinking the same thing so it's not just here so always remember that and also it helps calm me down too. Yeah one thing that really helps me when dealing with imposter syndrome is understanding that you know even if you have the same exact knowledge as somebody else, your experiences are different, and you will never ever ever write the same exact research algorithm, same paper as that person, you might come up with the same solution, but it will be in a different way. And that kind of gives me a little bit of comfort because I can always learn more but nobody can be me nobody can bring my experience to the table. And because of that I will always have something unique to bring. One of those unique experiences, you know one thing I always want our audiences to understand and when they get a chance to be around amazing role models like yourself is what skills or interests or talents from your childhood, you know, what did little Elizabeth cadence of Fuego and Marion do that you're still doing now in the work. I actually start off with this which might be a little bit embarrassing but when I was in middle school, I was not allowed to have social media and social media back then was my space right and so if you can remember what my space was those little profiles and you could look and feel of that and so because I wasn't allowed to have it I didn't really put like pictures of myself, or I would like edit the pictures in a weird way see what it was me and so I learned HTML CSS web design web editing photo editing all those things that I was doing to customize my my space profile. It's crazy because I still do all of those things today. And even though I'm not a graphic designer or editor. People always come to like hey, can you help me fix this picture can you help me do this because I've learned all these cool old school ways to do things and you know being able to build off of that and the software of today. It's a skill that I never realized would come so in handy in my field right now skills I love it if we can. I was more of a set of like soft skills that I learned. So I cheered for nine years, I think I turned for nine years and I was also like heavily involved with like all different kinds of like social clubs. When I was in middle and high school. So I think that like really, like the whole like performing in front of a group of people and really helps like my ability to like be outspoken and to like speak up when like things. You know, like I'm excited about things to like actually, you know, have the confidence to kind of project. And then also like the whole like being involved with clubs and things taught me like teamwork and then like organizational skills and leadership skills. I think like all those soft skills combined like really helped shape the engineer that I am today, especially in terms of like project management and like being a system engineer and like kind of monitoring multiple facets of different teams. Those skills are like, and like so so valuable like would. Yeah, very proud of those. I can also talk about when I was younger, I think for me it comes around like problem solving. When I was younger, I would take apart like families, electronics, like TV and back then we used to have like the CRTs. I'll just like open them up and I didn't know what was going on but I was just very curious all the time just trying to figure out like what's going on in this what what is all this circuitry. And over the years obviously like I'm getting into engineering that really helped me to learn more about hardware and software and even today in my work as a product manager you know problem solving is key and so when I think about I'm like over time that's really what developed and was really neat in me. Elizabeth. I can definitely echo the tearing things up scenario. I got in trouble a lot because I kept taking everything apart. And I'm the only girl in the family of boys. And I'm the youngest, and they really wanted a early girl, but they got me. And even at elementary school, I was really able to work in a science centered in elementary school. And I was very vocal in terms of understanding and discussions and helping other students understand and so fortunately or unfortunately I've kind of been a nerd my whole life. But yeah, it was that wanting to know how things work and not taking no for an answer. That was kind of me.  I mean, there's a great thing.  You know, we're really at a point where it's the last question and this is a lightning round. Moon or Mars. Both. Of Waco. Moon. Marion. Don't say moon. I'm Elizabeth. Oh, I think you froze. Oh, no, you're moving moon or Mars. She might be having some technical difficulties. I'm sorry, I couldn't hear. Oh, I said moon or Mars, both. As we discussed earlier, the moon base is in preparation for Mars. So yeah, we're going to we're going to do the moon and that's going to be an what in space terms is a short term being three to five years. Maybe four, but three to five, and then all of that is in preparation for what we call the space which for us is Mars because it's the closest thing to us but yeah both. And ladies, that's it. That's our last word. I want to thank each of you for sharing your journey with us and our thanks to the live and recorded audiences for joining us to learn about black innovators and inventors, making their mark. Thank you. Well, Linda, we want to thank you and ask you the question moon or Mars. Moon. Thank you for having me. Thank you. Amazing women for sharing your story talking about your journey today being role models to our students here in San Francisco and beyond. It is such an honor to host this program. If you love this program, it'll be recorded so check our YouTube channel at the library is share it with all your friends make sure they know about these amazing women. And our tech check earlier this week Linda share she's like I have the best job, and I see why she gets to take time and interview and meet and uplift these amazing women doing incredible things all around America and beyond so thank you for your time. Thank you for joining us and check our calendar for upcoming events our next one with career girls is celebrating black joy and friendship on March night so tune in. Thanks everyone have a great day.


Prag, you drew with the white pieces against Nigel shot. Are you pleased with the result or do you think you could have gotten more? I'm happy with the result like I'm happy, but okay, maybe I could have played better in the middle game In some point, but okay, it's a good result right now. It was the French. You had to face were you prepared for this? I guess He played Queen into D5, which was a surprise for me. So he into D5 was a main lane So I thought I will play Bishop D3 The Queen D5 was a surprise. The one thing that comes across in many of your games is that you often struggle with time Did you have that problem today also? Yeah today like around I think so it's 30 35 sometime around that okay, but Like yeah, it's come off and but I am trying not to do it So are you consciously trying to make an effort to improve your time management? Yes, and This is your first time in Gibraltar here. How do you feel and how do you like it so far? It's a good city like It's so it's good. So like it's near beach and Good climate and Playing such a strong tournament. What is your aim chess wise here? To play a good chess and Try to make a GM And so far are you happy with the quality of your games? Yeah, it's good. All right. Well, good luck for the rest of the games and hope to see you back here. Thank you


Hey guys, welcome back to another episode of sewing 101. So this time we're gonna just practice some simple Sewing techniques some basic things so that as you guys go forward with your sewing and Experimenting especially in regards to your mixed media, which is the primary focus of the sewing 101 series That you'll have a few different techniques under your belt using just a basic machine nothing fancy If you want proper dressmaking tutorials, I really really recommend that you go to YouTube channels like stitchless TV I'm gonna set this to not go to sleep Okay, which I forgot to do before I turn the camera on and I'm not gonna turn it off now All right, so I really recommend that you go to channels like stitch list TV. I'll try to put the link in the description below She got a really great tutorial on on Garment making and specifically For us for what we're doing. We're mostly Using it in conjunction with our mixed media making journal covers and that sort of thing But I want to show you some basic stuff So I think we're gonna start making a little a sort of a so our own sewing reference book so Showcasing different stitches something kind of like what you would probably do in home back in school So what you'll need is some Index cards or cardstock cut down to size for your journal in this case. These are I think these are four by six. Let's see Yeah, these are four by six I have a lot of these because when you buy them these are blank ones at state like staples You can't just get one pack of them. You get like six packs of them. So I have a lot of these So we're gonna use these So you'll need one of these for each page and you're gonna need some fabric Just simple woven like cotton fabric Cut to about the same size as your cards it can be a little bit bigger or smaller But around the same size as your cards and you'll need one sheet of fabric for each technique I don't know for sure how many techniques we're gonna do as we go along There might be more than one episode of this so as we go along you might need more fabric and that's fine Ideally you want to fabric with a really clear distinct right side and a wrong side Mine does is not I can tell which side is the wrong and right side. You guys probably can't One side of the fabric has Let's see what there we go has a much clearer sharper Copy of the pattern on it than the other But for you, I would recommend that you use some kind of a fabric that maybe is even white on the back where it's printed the fabric The design is printed on the fabric and it's just white on the back. It'd be easier You're gonna need some scissors fabric scissors where yeah, we got some pinking shears, maybe a steam ripper a Small four-inch zipper a hole punch Some pins and this is called fray check. It's a fabric Glue it's basically glue it stops fraying it when it dries clear and when you wash it you can't tell it's even there All right, so let's get started And we're gonna use our little genomy which I've been promising to bring out to you for you guys for quite a while This is just a little basic genomy new home sewing machine it You can't really adjust the stitch length. It has some presets. It only does straight and zigzag It is and it only does so many things you can't do, you know buttonholes easily or any of that stuff on it This is a plain basic machine. This is the one I do lots of mixed media on and Sew paper on and that sort of thing. I don't usually use my big machine So that being said you can also use this for basic sewing which we'll talk about there is a website You can see my iPad right there called so delicious and it seems to be a really good website For lots of different things They have one page with just different types of seams on it and how to how to make them So if you want a good reference material, I do recommend that you go there Alright now that being said we're gonna just do a basic seam. I'm seam seam seam seam This is my right side.  I'm gonna fold it in half lengthwise I'm gonna cut it half There we go. All right We're gonna do a basic seam Most of your commercial sewing patterns have a five in five eighths inch seam allowance Meaning they want you to sew in from the cut edge Five eighths of an inch we mix media artists. We break rules So unless you're dress making and you're following a commercial pattern, then you can just do whatever kind of seam allowance You want I'm gonna use the edge of my Plate here as a guide. I don't know that's about a half an inch I think I don't think it's quite five eighths, but I'm gonna use it as a guide. I Have let's see. What do I have this set on this is set on a straight stitch And it's set on B. So it's kind of a small one. I think I want to go a little bit bigger So we're gonna go to C So we're gonna just turn the dial to C. It's already threaded and I already have bobbin thread in here I do recommend that if you have Dark fabric use light thread if you have light fabric use dark thread use something that's a different color than your fabric So that you can see your stitches. This is supposed to be a reference book You want to be able to see your stitches so you can see try to remember what you've done All right, so this machine doesn't have any lights on it. You can see it's dark down here My bigger machine has a light on it. Yeah, and that's one of the drawbacks, but I'm okay with it All right, so I'm gonna hold my threads and get started Then I'm gonna hit my back button here and then go forward again and that'll lock my stitches in I'm gonna keep the cut edge of the fabric with that edge of the plate Now this machine cannot go fast. It does not go fast You can't make it go fast. That is fast for this machine Cut our threads That's a basic basic seam Yeah, so I'm gonna press this open and I'll be right back Okay, I've pressed it open and there's only two times I use an iron One if I'm crafting and two if I'm going to a funeral Honestly, I don't use an iron but we're crafting sort of so we've got the eye I've got the iron here in the sewing room. I pulled it out of the laundry room So here I pressed it open flat and generally when you do a seam like that That's what you do. You press it open flat one piece on either side And then you can there's lots of different ways to finish this raw edge of this seam so that it doesn't continue to fray and Ravel you of course can leave it and we're mixed media artists. So we might choose to do that You can of course stitch along the edge like with a zigzag or you can get these pinking shears Which are back basically a zigzag bladed scissor and Cut along the edge there. Can you see that and that gives you an interesting finish? So now as if we do each one of our little samples what I want to do is I'm gonna take out my tiny attacher And I'm gonna staple them just at the top to the card Like that three staples across and you can lift it up and look both sides So that's why you would do that and I want you to journal on the back Any details about the seam? This is a plain seam Plain seam with the zigzag, right? So let's do another one. We've got another card here and another piece of fabric You want to try to find your right side like I said, this is not great fabric for this I want you guys to get a fabric that has a very clear and distinct right pretty side and wrong ugly side And use that we're gonna cut it in half vertically again and again. We're gonna Stitch it just like we did before Make sure the needle in your machine is appropriate to the kind of fabric that you're stitching on Meaning that if you have a thicker fabric you have a thicker needle if you have a thinner fabric you have a thinner needle We're actually gonna let's do one more because I have two I can do two of these Quickly here. Let's do another one Actually, I take that back we're gonna need one more so we'll do three. I Just saw thought of one more there was Oops, we're gonna close that because I lost my bookmark But so delicious Let's do one more. It might not be enough, but that we'll find out in a second. Oops wrong scissors Don't use your pinking shears on fabric on paper if you intend on using them on fabric because it'll dull the scissors really quick And they are really difficult if not impossible to sharpen so don't do that All right, so let's I'm gonna press all of these open and I may actually need one more of them But I if that's the case, I'll be right back Okay, so now we have another plain seam that's pressed flat open on either side And we're gonna flip it over to the right side of the fabric and we're gonna use that seam where the two fabrics join as a guide and We are going to make sure that's The edge of the presser foot Runs along that seam. It's to the left of my presser foot this foot here I'm gonna hold my threads And I'm gonna stitch find my petal. Oh, there it is Now I'm not sewing going back and forth But in a real garment or if you you know paper you want to make sure this stitches don't unravel Then you want to go back and forth at the beginning of the end. Okay, and now I'm gonna do the same thing I'm flipping the fabric over so the stitching line I just made is to the left of my needle and foot and I'm gonna again run that left side of that presser foot along The seam where the two fabric pieces join Okay, and now we have a nice top stitched seam. Where are you there you are, right? So again, we're gonna take that and take our card And we're going to Staple it to our card so we'll be able to see exactly what we did and how we did it, right? Now we have another one and in this case this plain seam I pressed the whole both pieces over to one side I'm going to take these two flaps and I'm going to take one of them and I'm going to trim it down To at least half if not three-quarters of what it is So one side is significantly longer than the other and then I'm going to top stitch Use a row of existing stitching as a guide It's called a welted seam. I keep picking up the wrong scissors, right? So you have that interior little piece that's hidden Sometimes when they do these kind of seams they take this fabric that's going to show and they they Finish the edge with stitching with zigzag or you could pink the edge So we'll take this one and we'll put it on a card. We're going to take another one Now we have this one and this is one's pressed over, but it really shouldn't be I'm going to fix that in a minute. We're going to take this whole seam both pieces And we're going to trim all of it down to about a quarter eighth of an inch Give it a really good haircut Yeah, then we are going to take it and fold it back the other way and Fold it along the seam where the two pieces of fabric are joined and again using our presser foot as a guide and running that that seam along the outside edge of the presser foot or like a Teeny bit away 30 second not not as even a 16th less than that Now when you do this kind of seam you want to do it with wrong sides together when you start at first and When you do the final seam then when you open it, this is the right side But you have this is called a French seam where the whole of the fabric is all enclosed inside There's a little pocket there now So you would sew it first wrong sides together then you would trim the seam Then you would fold it back right sides together so it again, and then when you're done you have a nice right sides together Seam with the stitches all completely hidden and enclosed and nothing is going to rabble Then there's the flat Feld seam is what it's called This is the seam you see on your blue jeans And I had that's why I found so delicious because I couldn't for the life of me remember what it was called so I had to go look it up and I know I have a book out in the living room that has it in there, but I couldn't find it So you want to sew your seam and you could do this from either side so You could do your fabric and sew it wrong sides right wrong sides together So you're doing this whole thing from the right side. That's the best way You could do it the other way, but this is the easiest way So again you sew your fabric wrong sides together So when you have your seam with your raw edges This is the pretty side of the fabric facing up.


Hey, everybody, thanks so much for attending. We're just gonna give it a minute or two so all the participants can stream in. It looks like the room is filling up already. All right, folks, we're gonna give it another minute for people to come in, but thanks so much for attending. All right, and so let's get started. Welcome everybody to Liquid Margin's number 44, marginal notes with major impact, boosting comprehension with social annotation. Super excited to have you here. Also wanna let you know what a couple of events we've got coming this fall. On November 2nd, we've got our next Liquid Margin's social annotation in D2L Brightspace. And before the end of the fall semester, we're gonna have another session leveraging social annotation in large classrooms. So if you've subscribed to this webinar, you will get an invite to the next. I hope that we can see you there. And I don't forget to go to bit.ly slash Liquid Margin's to always stay on the list. If you have any questions, this is designed to be interactive. We'd love to hear it. So just make sure that you drop your questions in the Q&A section of the bottom navigation bar. Panelists will be answering your questions as we go, or you can also hold off for some Q&A at the end. So that's just a little bit of housekeeping. We've also got closed captioning enabled. So if you need to see it, just remember to enable via the closed caption icon in the Zoom menu located at the bottom of your screen. And so thanks so much for attending Liquid Margin's 44. I'm Joe Ferraro. I'm our VP of Revenue. So we'll receive our commercial teams. And I'm super privileged and lucky to have Nick Denton from the Ohio State University's Pharmacy Department. Welcome, Nick. Thanks for joining us. Thanks for having me, Joe. Awesome. And we've got a lot of really great information that we're gonna share about Nick's experience using hypothesis in some of these pharmacy courses in just a few minutes. And I actually will kick it off here. So I'll let you take it away, Nick. All right. So I will start sharing my screen or I think you need to end your sharing first, Joe. That's more like it. All right. We see the slides again. Excellent. So again, thanks everyone for joining. Happy to share some of our ongoing research on how we're leveraging social annotation to enhance undergrad student primary research literacy and professional identity. I am one member of a research collaboration spanning cognitive psychology, cancer research and pharmaceutical science at OSU. So I think we can all appreciate as educators and content experts in our various field how important the research literature is to us for being continuous learners and how we can have our students benefit from that experience as well. Not only is that research literature necessary for us to stay current in our field, it helps us again with our critical thinking skills being able to support our ideas with empirical evidence. We've also shown in previous research that students that undergo inquiry and content mastery in our field also get a boost in their science identity, their ability to identify themselves as a pharmacologist or pharmacist or so on and so forth. And it also similar to how we use the research to formulate our own research investigations, students can also benefit from that modeling and launching their own investigations, their own innovations in our field of inquiry. And also bonus points, if you're able to incorporate research literature, that is from your own university. That way students, if they learn into a research paper that particularly interests them, they can then go upstairs and talk to the very researcher that perform that research and possibly get involved in undergraduate research experiences. Now, the challenges to introducing students to the research literature is primarily that the primary literature is not made for content novices. It's again, a scholarly conversation that is ongoing. There's a lot of reference to previous research with a lot of heavy jargon filled language, a lot of unfamiliar methodologies that we just do not have the word count in our publications to properly express to a content novice. And the result of that is that students that are engaging in a research paper in a field that they are not familiar with, they can spend an inordinate amount of time reading that paper because as a content novice, you are having a hard time distinguishing which are the most important points of that paper. Everything in that paper looks equally important when you're a content novice. So you can easily spend eight hours trying to read a paper from cover to cover if you're in a field that you're not into. And you can get through that with very little retention or recognition of the novelty that paper was trying to convey. Now, one of the solutions is to get undergrads involved in research opportunities. So that way they gain the expertise to better digest those research papers. But the problem with that is that there's only so much opportunity to go around for undergrad students. The undergrad research opportunities are often reserved for capstone projects or upperclassmen experiences. And they are also disproportionately inaccessible to our underserved student populations that may be having travel barriers, financial barriers, family obligation barriers that are very real as well as perceived barriers of that science identity that we mentioned earlier, which disproportionately is underdeveloped in our underserved populations of students that haven't had the same opportunities to develop that science identity. So the solution that we're trying to make to introduce the research literature to our students in a way that is more efficacious is to use social annotation. And if you want to scan the QR code on the slide, that'll take you to an open Canvas page where you will be able to look at the assignment that we made for an example and also launch that hypothesis platform where you can look at some of the annotations that I copied from our project with one of our courses in cancer research. And when we use hypothesis social annotation, it's typically used to engage students just by having students informally, maybe make a couple of posts or something of that nature, maybe put a question on there for their peers to ponder over, but we wanted to take a bit more of a structured approach to it where we're incorporating not just the student annotations, but we're also incorporating the content expert annotations to it. And what we're trying to do is three things with our socially annotated research paper. The first task is for students to answer an assessment question that is seated by the instructor. And the purpose of these assessment questions is to help students focus their attention on a particular area of emphasis that will come up in the in-person lecture while they're doing this pre-reading on hypothesis. And again, what we're trying to do here is just narrow the gap enough in a concept where students can then answer it with their own expertise, their own knowledge, without having an insurmountable gap of a cognitive gap in order to really comprehend what is going on in this research paper. And the second task that we have students perform is to post their own question on the research paper. And we'll tell students to maybe share like a murkiest point in the paper, something that they may be confused on, something they want some more clarification of. And that then pairs with the third task where students have to reply to one of their peers' questions. So what this allows us to do is that it allows, again, the instructors to add enough of their expertise to the assessment questions where students can then apply their own knowledge to answer that assessment. Students can then also exchange knowledge between themselves because we might have a student in the group that has particular expertise in this area of research or this particular methodology or this particular conclusion that they're trying to interpret. And we want those students to have a chance to shine in that hypothesis assessment where they can help answer their peers' question. And then the beauty of it is that with hypothesis, this is all Canvas integrated. So again, you could technically do this on like a Google Drive or something of that nature, but you'd spend probably an inordinate amount of time trying to comb through those student assessments and then grade them and then integrate them into your LMS. So that's why I personally prefer a hypothesis for my social annotation work. And what you'll see here is an example of what this looks like. If you scan the QR code, you'll see even more examples. But this is what we're getting from the assessment here where I first add a limited number of respondents to that assessment. So all 20-plus students in my class can't answer the same assessment question. I'm only going to accept the first two respondents to this assessment. And then we can already see some of the replies and conversation going on there. But also we have the students that are marking their own question. And you can see in this interaction on the bottom right, one of the students may have been a little bit confused on how the bone marrow produces macrophages or where the macrophages are coming from the bone marrow. And then another student was able to clarify that confusion for them, save the instructor a little bit of time and help your fellow student overcome that bottleneck in their understanding of the paper. But this is where the real beauty comes into play is when we then go from the pre-reading that's on hypothesis and how we apply it to the in-person lecture because now we can model a journal club. That's honestly the ideal journal club in my opinion because what I'm able to do is that while I am going over the figures and the methodologies on my PowerPoint slides, I'm also able to put the hypothesis up on my tablet and I can scroll down and I can warm call students into the conversation. So what that might look like is that I may say, hey, Joe, you had a really great answer to what a Western blood is. Can you share that answer with the class and can you share with us how the researchers are using it to answer this question? That is a deal more engaging to students than cold calling Joe and saying, hey, I need you to answer this question about this particular sentence of the paper that you might have spent five minutes reading but you read the whole paper cover to cover didn't put a lot of emphasis on it, I need your answer now. That's not a very psychologically safe way to engage students in a journal club situation. So instead by using the hypothesis to warm call students into the conversation, we're able to get pretty much 100% engagement where by the time we get through that journal club, everyone in the class has contributed to that discussion. And this is also what's called a jigsaw pedagogy because whereas the students on the pre-reading are really focusing on their assessment question, now we're able to bring all those pieces together in our conversation in person as we go over the paper as a class. And as the instructor, I also get the additional benefit from those questions because that provides formative feedback on any murky points that I may have not realized was in the paper because as content experts, we may be blind to some obstacles, some knowledge gaps that students may experience when they first read the paper that we may not have thought to address in our lecture but now those are very clear to me when I go over the annotations prior to lecture, I usually say like maybe an hour before lecture to read through the student annotations and that provides me with an idea of hey, there was a little bit of a hold up on what the Eliza assay is. So I'm going to spend a little bit more time to cover that because there was a little bit of confusion there. Now everyone's back on page, let's get the conversation rolling. And this honestly, in my opinion is the model for what a professional journal club should be. I have also done this in high flex environments as well where I can have students that are in person and during the lecture and also students that are on Zoom having the microphone in the lecture hall and also speakers for the students to report out their conversation. And this way to facilitate a journal club has worked streamlessly in those environments where I want to be engaging students that are not only on our main campus but also on our regional campuses in this course. So that has also been a game changer. And so Nick, there's a question in the Q&A actually too. First is would you consider a journal club the same as class discussion of an article or do you frame it differently? So the way that I would probably frame that because previously when we didn't use social annotation we used discussion boards for the pre-readings and we would give a very generic prompt to choose one of the figures and give us your interpretation of that figure or something of that nature. And it did not really work out for when it came to the in-person discussion of that paper where if I showed the slides up and I say, okay, what's going on in this figure? What is the method that the researchers have used? What are the controls in this experiment? What are the results? What's your interpretation of those results? If I tried to ask those questions when I gave the paper as a discussion board I would typically have almost the majority of the class giving the same interpretation of what they perceive as the easiest figure. Whereas with hypothesis I'm able to spread those assessments out and when I then ask those questions of, okay what is this Western blot the researchers are using and how are they using it to answer this hypothesis? That's kind of the way that we're facilitating the journal club in our in-person lectures. And so, I mean, I hear this a lot from instructors across the country. There's a real disconnect between the discussion board and the actual discussions that are happening in class. So this is a good way to really thread that needle. Right, right. So one thing that I do in particular when I'm like setting up my hypothesis assignments is that I'll actually set those up in parallel to preparing my lecture slides. So that makes it much more time efficient for me because as I'm preparing the lecture slides I may think to myself, okay I want to make this part really clear to the students but instead of making a mental note for me to explain that I'll instead make an assessment question on the reading and have the students start that conversation. So I would say when we're in-person I would say about 10% of the class is me just warm calling the students into the conversation. 90% is the students sharing out their findings and interpretations on the paper. Great, thank you. All right, excellent. And if you haven't had a chance to go onto the hypothesis assignment already here's another copy of that QR code. This is around the time where I would do like a kind of a waterfall reflection which I think we can use the Q and A for. So how about what we can do here is let's take three minutes for our folks on the Zoom to reflect a little bit on where do you see this form of expert guided peer collaborative social annotation contributing to either your teaching as an instructor or even your scholarship as a research advisor. Let's take three minutes to reflect, write your answer in the Q and A chat box but don't hit enter yet. And I'll give you all just three minutes. Guys, what educator would I be if we didn't have some active learning in this talk? All right, just one more minute to wrap up your thoughts and then I'll give you all like a three, two, one and we'll hit that enter button. All right, three, two, one and enter. And now we got a waterfall responses. So I particularly like this activity for those of you that teach online quite a bit and you don't want a flood of first response to a question and then a whole bunch of, oh yeah, I agree, I agree, I agree, I agree. This way everyone has a chance to kind of have their voice heard. Excellent, excellent. I kind of found warm calling to be really effective because once students realize you will read out their annotations in class, they invest more in them. Yep, absolutely agree there, Eric. I would also say there's probably a little bit of a friendly competition in my class when I do that because if Joe again has a really great answer and I call out Joe for having a great explanation for that, then that might make Amy here motivated to say, wow, I wanna really up my game so that way Dr. Denton calls out my great answer. So it's more of like a positive feedback than as opposed to kind of a toxic rivalry, I would say. So I really like the warm calling aspect of it as well. All right, first year undergrad students are going to read textbooks properly, get the main summary points through assessments. Excellent, excellent. Yep, yep, definitely. Also kind of that confirming insecurities for sure. Particularly with those questions, I find students would be surprised at how many of their peers were also stuck on that same question. So that gives them a little bit of validation that hey, having questions, having points of confusion, that's all a normal process of reading the research literature. So I definitely agree with that too, Amy. All right, it could be helpful for involving students in research and familiarizing them with the background literature. Absolutely, Amanda. I appreciate that the points are awarded at different amounts, more for engaging with the professor's question which somehow builds more high stakes than less for the unquestions and response to others. Excellent, excellent. Yep, I agree with that too, Leslie. I do kind of weigh the points a little bit heavier on that assessment question. Just so that again, the students will probably invest more time in their contribution to the main discussion. I might not have time to get through all of the questions that students pose, especially if some of their peers have already answered that question or it was a question that may have been very unique to one student and maybe not a global misunderstanding in the class. So I agree with you there, Leslie. All right, learning the layout for peer reviewed articles. Yep, I particularly like that too, Anonymous. It's part of your online teaching certificate. Yes, because we are also experimenting with this type of journal club and not just the undergraduate courses but also some of our graduate seminars, some of our FarmD programming. So we're getting into that space as well where it can be used as a professional development tool. Excellent, excellent. Nursing professor here, social annotation will be helpful for novice, student readers, of primary source research to inform evidence-based practice. I teach in an online EMP course and the research language is a barrier to learning. We'd love to incorporate this method. Absolutely Tracy, also a big proponent of evidence-based practice in our pharmacy students. So trying to get them as literate in the research and being able to really get some objective reasoning for why they are using this particular medication or doing this particular practice just empowers the students all the more. Excellent, excellent. And thank you all for participating in that waterfall. If there are any other questions, I'm sure Joe will help facilitate those as well. But you don't have to take my word for how it's going in the course because we did a few different analyses of some of the data that we generated from our courses, which again spans our Pharmaceutical Science Research Survey, our cognitive psychology course and also our Pharmaceutical Sciences and Cancer Research courses as well. And we want to see whether or not the students were really demonstrating a higher level of comprehension in those assessment questions when we put it on the social annotation platform as opposed to when we gave a more generic discussion board. And to rate this level of comprehension, we got a panel of other research advisors together that had experience in facilitating journal clubs with undergraduate students, graduate students, postdoc students. And we sat down and had a discussion on what kind of the expectations were for that research literacy comprehension as we move along the training pipeline. And we definitely said a few main points there were being able to maybe give a complete and correct answer for maybe an undergrad, upper-classman. And then as we move on to the graduate student, we really should be able to demonstrate some outside source material was used to facilitate that understanding as opposed to fetching an answer from just that paper. And then the postdoc level is where we really expect to have that high-level synergy involved where we're getting information from the initial reading and incorporating it to other readings to better facilitate their understanding and come up with some novel insights to the paper. And what we found was a pretty dramatic increase in that comprehension level where previously it was right around where we expected where a class that was about half underclassman, half upper-classman, we got right around that level of comprehension where people were kind of fetching answers from the paper, more or less correct but not really applying that information elsewhere to where to answer those assessment questions it really became the nor for students to get an outside resource to better their understanding of that topic to fully and correctly answer that assessment question to the point where we had maybe about 25% of the class hitting that kind of upper-classman, maybe new graduate student level of comprehension. And now it's the majority of the class, well over 50% that constantly reached that graduate level of understanding in those assessment answers. And before where we had no students reaching the postdoctoral level of understanding consistently, we had about 3% of the class consistently taking the information from the paper, incorporating it with other papers that they read in order to understand that assessment question and coming up with new insights to that research. And we were also able, because we again, took a lot of the initial barriers of the research reading from the students is that we were able to better, we were able to better conserve their energy as we continue on with the course. So whereas in our previous courses, most students were getting kind of burnt out after like the four for fifth paper that we went over. Now we were able to incorporate research papers throughout the entirety of a full semester course. And as we continue the course, we saw improvement in that comprehension, increasing the levels that we were not able to achieve in just a discussion board pre-reading where students were getting burnt out much earlier on. And one of the questions that we're trying to answer currently is we notice that of the assessment questions where students are able to achieve that highest level of comprehension, these are the questions that seem to be engaging what's called causal mechanistic reasoning. These are the questions where we are again introducing the students to a phenomenon. So if we're talking about a figure in a paper, we might introduce them to, hey, describe what a Western blot is. And then identify and unpack those factors so students are thinking about, okay, what is the procedure of a Western blot? And then we bring the question back up to the target phenomenon. So that could be the second part of the question and how are the researchers using it to answer this question? So you're not going to have the same outcome. If you just say, hey, interpret a figure on this paper, that's the assessment question, it's not going to work that way. To really engage students in this level of comprehension, you need to involve some kind of causal mechanistic reasoning. You need to introduce them to a concept, break it down for them, and then bring it back up into the paper. So describe what a Western blot is and how the researchers are using it to answer this research question. Is the type of question format that we see is most effective when we implement in our assessment questions? And so Nick, this is, I mean, this is showing some really dramatic improvement and I'm sure it enhanced the classroom experience pretty heavily. We do have a question from the group, were the students aware of the rubric and given these expectations or were these results actually pretty spontaneous once you brought the tool in? Oh, I am definitely a proponent of transparency in learning and teaching or tilt. So I make it very clear on that assignment page, that's the same assignment page that the students are seeing. So every assignment, they got the purpose, they got the task, and they got the rubric at the end. So it is true that students may be playing to the rubric but if we design the assessment in such a way that that task is having them go through the activity that we want them to perform and that assessment matches the learning outcome that we want to see, then I say that's perfectly fine in my opinion. And it was the same learning outcome that we were trying to get with the discussion board. It was just instead, it's a posting a discussion, posting a question and then answering a peers question on a discussion board. So it was the same activity but by moving it to the social annotation modality, that allowed us to make a lot more leverage of that causal mechanistic reasoning and achieve these higher levels of understanding than the students. Okay. And I know there was another comment just about research from our Wolf in 2000 about annotations. So you think that pre-annotating some of these with questions is sort of leading the witness or you think it's just driving towards the learning outcomes that the course should have to begin with? That's a good question. I can see where by focusing on some points of emphasis, we may be, again, focusing the student attention on one specific assessment. But I would say that if you frame the question in a way that is directed but open, then we're able to demonstrate that level of student understanding. So if I again, use the example of describe what a Western blood is and how the researchers are using it to answer a research question, you're not gonna be able to just copy paste that into chat GBT or something like that and get a conceivable answer. Students might be searching what a Western blood is on chat GBT or Google or what have you. But in order to leverage that application of knowledge, they really need to be able to dig into the paper a bit on their own to come up with a conceivable answer in my opinion. And I know you mentioned specifically with the discussion board itself and the pre-reading leading to burnout. And I can imagine looking at a bunch of these articles and trying to make it through when you don't have a ton of background knowledge you might need, what did you do before? Was there an intro to Western blood before they started to do the research or was it expected that they would know about it? Right, right. So typically what we would do is that we would break the paper down into two parts. First part would be typically the intro and methods to the paper where we really go into some of the background about okay, what is the problem we're investigating? What are the methods that are being used to investigate this problem? And then for the second part we would go into the results and the conclusions where we would be looking at the figures interpreting the data coming up with the conclusions and next steps to the research. So I would say that for the discussion board it would have a similar flavor to it where we would have students again for that first half go over the background and methods and then for that discussion board afterwards where they're interpreting the methods that would come after that first lecture. Okay, thank you. So back to the research is that after we first looked at that comprehension and we saw increased comprehension of the students we also wanted to get a better idea from the student perspective about what was working with the social annotation. So we first start off with compared to reading research articles on my own the social annotation strategy used in this course gave me a better understanding of the research literature. We gave that as a likert question and we got overwhelming agreement from the students. So that was just under 90% either slightly or strongly agreed with that statement. And then when we asked students to explain why they agree or disagree to that statement we found that the majority of students really liked the exchange of information with their peers. So interacting with peers on those questions and reply to questions really helped overcome those knowledge gaps in reading the paper. And we also saw some similarity in a couple of these questions here about breaking down the article into sizable chunks and having some expert guidance on focus points also being positive peer pressure that I mentioned before where Amy may want to ramp up her reply to the assessment so that way she gets praised like Joe was from Dr. Denton and so on. And honestly, the answers that we got from the folks that neither agreed or disagreed their answers were along the lines of, hey, you're the instructor you should be telling me the information I shouldn't have to be figuring it out on my own which I personally don't see as a problem because I want my students to feel empowered to find the information from the research paper and not being relied on spoon-fed information. Now the real struggle lately has been figuring out how to assess that increase in engagement we see because we again sat down with a group of experts and we tried to figure out what is the level of engagement that's expected at these different levels of training from undergraduate to graduate to postdoc and we definitely saw very much what we've seen previously where engagement was just pulling teeth from undergraduates when it came to answering these journal club prompts or maybe there was just one or two students that provided the majority of the engagement in the course. A lot of these prompts were just met with silence until one of the few motivated students kind of piped in and now for all of these journal club sessions we get full engagement. So we get full engagement at a graduate level of engagement in these journal clubs since we've incorporated the social annotation and a lot of times we even reach a postdoc level of engagement where not only are the students answering the instructor prompts, but we're also having student prompted discussion in that in-person journal club. So that has been definitely one of the most dramatic changes in my opinion since we implemented social annotation into our research article readings is just how much engagement we're able to get when students are again being warm called into the discussion and then being able to facilitate these higher levels of discussion between their peers as well. And I just included a quote from one of our peer assessors that sat in on one of our courses to give a teaching evaluation. And they agreed that this was a level of engagement and understanding that they had not seen before in undergraduates. So that has been very promising to see in our bachelor's of science and pharmaceutical science program. And then finally, the last research question that we wanted to determine was after the students had gone through this course they engaged in the research literature has that contributed to a sense of science identity that is predictive of student persistence in the sciences. So we used the experimentally validated and unfortunately acronym PITS survey for persistence in the sciences. And at the beginning, before they done any social annotation and afterwards post-social annotation we surveyed students on this questionnaire ranging in questions related to project ownership content whether the students feel like they have ownership of their engagement in the literature and their interpretation of the literature to project ownership emotion whether they feel excited or energized about reading the research literature their self-efficacy whether they feel they have the skills to fully engage in the literature there are science identity whether they see themselves as scientists there are scientific community values whether they see themselves belonging in the scientific community and also their networking whether they are taking what they learned from the course and talking about it not just to the instructor but also their peers, their roommates, their family their friends and we see across the board in most of these categories significantly higher scores on student engagement in these factors that are predictors of student persistence in the sciences from their undergraduate program to completing their bachelor's degree to going on to graduate school or professional school and so forth. And one of the other interesting finds here is that as we striate the student demographics we also found that there was an equitable gain in these pit scores for our underserved BIPOC, black indigenous people of color students as well as our first gen students as well had a narrowing of that opportunity gap in their total pit scores even though their white counterparts also experienced a significant increase. So everyone benefited in their pit scores but we narrowed the gap a bit for those underserved student populations. And of the particular categories we saw the most gain was in that self-efficacy. So students that may not have had previous opportunities to engage in scientific research or engage in the scientific literature found themselves much narrowed in that gap on the self-efficacy where they were able to catch up with their majority peers after they were engaging in this social annotation work more so than we saw in the discussion board pre-implementation. And I know you mentioned earlier students being able to see themselves as pharmacologists, for example and I think that these results really show that helping them realize you're not the only person that has the struggle with understanding some of these advanced concepts. So would you say this can, I think Amy in the Q and A mentioned imposter syndrome and normalizing the struggle as a whole would you say this really does drive that? Absolutely. That's the main point that I make when I'm facilitating the journal club discussions is I'm not asking like, hey, does anyone have any questions? I'm asking what questions do you have? This is a normal process. You should have questions. If you do not have questions then you probably didn't understand the paper enough to know what questions you should be asking. So absolutely normalizing that process. And I mean, you may have said this already but Leslie wanted to know is there a sweet spot in terms of how many folks you'd have in a journal group to get this type of engagement or can it work across large and small classes? Excellent question. So previously we've been using relatively small classes maybe about 20 some students and I find for like an hour long journal club that's about the sweet spot for I can engage like the entire class and make sure that everyone is speaking out at that time. However, we have also had a large enrollment in our courses lately where now we have about 40 plus students in. So I think word got around a little bit that people have enjoyed the course and we've actually done in Canvas we put the students into groups. So we have like a journal club group A, journal club group B. So that way when we use hypothesis and incorporated into Canvas we're able to assign that as a group assignment. So now when we have the paper we have group A engaging each other on their own hypothesis, social annotation platform of that paper and group B is on a different platform. So I find that's about the sweet spot where we're not having an incident of I need to have like a maximum of four respondents to each assessment. Otherwise you just get a whole bunch of yeah, I agree with so and so that answered first situation. And then when we go into that in-person lecture I'm finding that the discussion is still very rich because we're able to combine the insights of group A and B in that in-person discussion. Got it. So your recommendation would be whether the enrollment is 20 students or 100 students find ways to chunk them into smaller groups so that they can get the maximum experience. Yeah, yeah, yeah. I agree. If you can chunk your students into groups of like 20 or so I would say that's probably the sweet spot. Great, thank you. All right. And I think that's all I had. So are there any other questions I can answer? You know, I've got one from Heather. How do you pose a question and the limit the number of responses and hypothesis? She particularly likes the idea that it would reward some of the early readers. Excellent, excellent. So if I'm understanding correctly so how I pose the question would be that if there's multiple respondents I might first call out like, okay, Joe, you had a real great answer to this question Joe will give his answer and then I may say, Leslie, do you have anything to add on to Joe's answer? So that's how I would probably pose on to assessments that have multiple respondents. And absolutely, I agree that rewarding the earlier responders has definitely been very nice because when we did the discussion board it very much rewarded the late responders that after maybe one of the highly motivated students made that first post on the discussion board there was just a whole bunch of floods of, yeah, I agree with so and so but when we break down multiple assessments with a limited number of respondents that really motivates the students to go out and find the assessment that they can answer before the maximum number of respondents is reached for that question. All right, any other questions that I can answer for y'all? All right, if not, I just want to again kind of leave this as an open invitation for collaboration. Again, we have implemented this kind of social annotation designed in cognitive psychology, pharmaceutical science, cancer research courses and we have again some evidence that this causal mechanistic reasoning is a potential mechanism for facilitating that student understanding but we are still very interested in hearing from folks outside of OSU in other areas outside of the health sciences and see how best we can further polish this teaching pedagogy. Thank you. No, thank you. I mean, this has been super informative and it's really interesting to see. I mean, these are pretty heavy articles and so for students to be able to come in and not just see an increase in comprehension but also want to stick around with the program and not quit afterwards. I mean, I think one of the stats I've seen most recently right around 40% of STEM majors either switch majors or drop out and those numbers are increasingly higher among female and underrepresented populations and that has a big issue. That has big implications for the institution but also for the industry. So, I mean, if you were to connect the dots do you find just getting them more involved with the content earlier helps them see themselves persisting? Absolutely. We just done a few informal polls in the course about their level of engagement in undergraduate research and we see that in the beginning again there might be those like two or three students that are highly motivated that are already in research when they enter the course but by the time we end the course and we survey them again we have seen a significant shift in students that are now from the point of I don't really know what undergraduate research is to being able to at least recognize some opportunities at OSU to get involved in undergraduate research and also a significant few that have moved into research since they started the course. So again, undergrad research is one of those high impact practices where we can definitely form that science identity and get students retaining in our field of interest whether that's finishing their bachelor's going off to graduate school going on to professional school we're still collecting that data. And we did have one last question and interested in the reduction of the number of jump responses on annotation assignments. I can assume they're used to saying I agree but by the end of the semester that's not gonna fly anymore. Yes, yeah, absolutely. Again, when we had the discussion board it was just that flood of I agrees which definitely did not demonstrate their comprehension very well but when the expectation is that you are going to be called on in class you know what you're gonna be called on but you need to have something ready then I think that really motivates students to not put a junk reply out there. Okay, it certainly would have motivated me I was guilty of agreeing with everything. Hey, me too. All right. And I know that the team did share a link to the case study in the chat and wanna thank you so much Nick for taking some time after all the work you put into research talking about it with our audience so really wanna appreciate that. And we do if you're not a customer this is a great time to get started. Mid-year is a great opportunity to test out new technologies especially for your spring students who either may be transfer students or might be repeating some of the courses that they need to complete their graduation requirements and we do have a great spring started promotion with the offer you receive discounted pricing for first-time users as well as workshops and training for faculty and you do have the opportunity to get certified in socially annotation with our Hypothesis Academy. If you're currently a partner we do have our next cohort Hypothesis Academy running in just two weeks that social annotation 101 teaches you the basics and you'll actually be working in your own LMS. So you can actually get a jump on the spring courses and get some of your assignments set up we'll be sending some more information about this and they email with the recording but I mean with that wanna thank everybody especially you Nick for taking some time today and learning more about how social annotation can improve students in undergraduate research and really enhance engagement in the classroom experience overall. We will be sending this recording if you had to drop earlier weren't able to make it and feel free to reach out to us at Education and Hypothesis or Nick in the contact information that he shared but look at this we've been finished five minutes early so we will let everybody have that time back in their day and hopefully we'll see you on the next session in early November. Thanks so much again Nick and thanks everybody else for attending. Thanks for inviting me Joe and thanks for everyone for joining in. All right, fantastic. Have a great day everyone.