00:24:57 Morgan Murphy: Hello from Folsom Lake College! 00:25:05 Senya Lubisich: Hello from Citrus College! 00:25:11 Sylvia Amito'elau: Sylvia Amito'elau, Coastline College. I'm singing songs of summer. šŸŽ¼] 00:25:11 Amra Pepic-Koubati: Hello from Orange Coast College! 00:25:16 Cynthia Hamlett: Good day from Crafton Hills College! 00:25:17 Amber Buntin: College of the Redwoods here! 00:25:19 Nadia Khan: Hello from MiraCosta College 00:25:24 Alana Gates: Hello from Santiago Canyon 00:25:27 Leslie Reeves: Good Los Rios representation! 00:25:31 Wendy Rider: Wendy Rider, Antelope Valley College. Hello! 00:25:33 Travon Robinson: Hello from Butte College 00:25:40 Becky Rudd: Good morning from Citrus College! 00:25:42 Peggy Luna: Good morning from Fullerton 00:25:50 Audrey Blumeneau: Hello from San JosĆ© City College! 00:25:53 Justine Shaw: Greetings from College of the Redwoods! 00:26:04 Tina Stavropoulos (she/her, RCC, English): Good morning from Riverside City College :) 00:26:10 Bob LoParo: Bob LoParo, Santa Ana College (Santa Ana) & Rio Hondo College (Whittier). Hello! 00:26:14 Michelle Pacansky-Brock (she/her): ???Format your questions like this so we can find them. 00:26:24 Alice Dieli: Good Morning from American River College 00:26:33 Meg Phelps: Hello from Ventura College! 00:26:45 Cheryl Chapman, CVC-OEI @ONE: https://onlinenetworkofeducators.org/sp22-equity-series/ 00:26:45 Stacey Carrasco: Equitable Online Teaching series: https://onlinenetworkofeducators.org/sp22-equity-series/ 00:26:48 Robyn Roberson: Good morning from College of the Redwoods 00:27:06 Laura Hoffman: Good morning from Saddleback College Emeritus Institute! 00:27:50 Leonor Vazquez: Good morning. Can we get a copy of this presentation? 00:27:56 Esther Kim: Hello from Moorpark College! 00:28:28 Michelle Pacansky-Brock (she/her): Hi Leonor. Weā€™ll ask Helen if sheā€™ll share her slides. Thanks. 00:28:50 Phatana Ith: Gm. Greetings from chaffey college 00:29:19 Regina Pierce-Brown: Good morning from Victor Valley College in Victorville, California :) 00:30:03 Rebecca Montes: Hello from Mendocino College! 00:30:14 Melissa Reed Boogaart: I use captions a lot. It makes it easier to follow along with a lower volume. 00:30:51 Erin Lacorte: Hello from Fullerton College šŸ˜€ 00:32:22 Xavier Miranda: Xavier Miranda from El Camino College 00:32:33 Joan Washington: Hello From College of the Canyons 00:32:45 Wendy Rider: ??? Will we have access to the transcript after the webinar? Helen's explanations are great, but I can't capture them all in my notes. 00:33:03 Sandy Somo: Hello from Glendale College! 00:33:03 Cheryl Chapman, CVC-OEI @ONE: Yes Wendy!! 00:33:14 Wendy Rider: Wonderful, thanks :) 00:33:24 Cheryl Chapman, CVC-OEI @ONE: We will have the information in chat at the end! 00:35:06 Cheryl Chapman, CVC-OEI @ONE: Open license divers images from @ONE: https://onlinenetworkofeducators.org/course-cards/diverse-image-resources/ 00:35:17 Cheryl Chapman, CVC-OEI @ONE: From walls.io: https://blog.walls.io/socialmedia/diverse-and-free-stock-photo-sites/ 00:38:40 Silva Arzunyan, ACCESS Coordinator @ Moorpark College: @Wendy, I have the ā€˜full transcriptā€ up from the CC options. It shows you can save it. I will then use it to create notes for myself. Hope that helps for the moment 00:39:19 Alana Gates: I use more case studies/real world for discussions 00:39:28 Meg Phelps: Iā€™ve started adding the ā€œwhy I structured the assessment this wayā€ in instructions 00:39:30 Senya Lubisich: I had a similar thought...allowing students to select the reading that resonates with them... 00:39:34 Michael Miguel (LTCC): Build reflection assignments that include ā€œbased on the information in this module, apply it to something you have dealt with in life or something you would like to do in your future careerā€ 00:39:35 Erica Beam: Survey students at the beginning of the semester asking why they chose your course - then be sure to reference these "whys" throughout the content. Use the Notes column in the Canvas gradebook to keep reminders from the survey handy 00:39:40 Jeanine Sepulveda: That's similar to my example 00:39:43 Kathryn Dowis: Use current podcasts or Ted Talks to relate to topics of discussion. 00:39:46 Dyan Pease: My students write personal financial goals in a personal finance class. This can be more collaborative by having students give feedback to each other on the measurability of their goals. 00:39:49 Michelle Pacansky-Brock (she/her): In my History of Photo course, I have students talk with family and locate the oldest family photograph they can. Then they upload it into a shared space and they share their story with us and engage with each othersā€™. 00:39:50 Lene Whitley-Putz: I love to ask my students, how will this idea/skill help you this year? When you transfer? When you are in the workforce? Makes a great activity for the end of the class 00:40:24 Sangita Dube: Its difficult to do through fully online courses, but Iā€™d like to figure out ways to have more students do group activitiesā€¦ I need to think about it more! 00:40:44 Wendy Rider: Thanks, Silva. I love your "why I structured the assignment this way" strategy, Meg! 00:40:54 Meg Phelps: @Michelle Iā€™m so stealing that for my HOP! 00:40:55 Erin Sullivan: My students really appreciate text sets, and Canvas (or any LMS) can help facilitate that too for strictly online classes. 00:40:57 Melissa Reed Boogaart: When working on resources, I try to ensure there is both a video guide and text version of those directions. Some people prefer step by step written directions, and other people who learn best by watching a video so they can hear. 00:40:58 Troy Cardenas: I also have the students create Adobe vids that take about what they feel theyā€™ve learned and where they can apply this knowledge outside of school. 00:41:05 Penny Shreve: I like to have one required reading, and second related that student can choose from a list However, I do not have many LBGT authors or Hispanic authors. Since we are Hispanic serving institution, I am shocked that this was not visible to me as a gap 00:41:37 Cheryl Chapman, CVC-OEI @ONE: WOW!! Such amazing techniques to share! 00:41:44 Nadia Khan: Give students choice how they want to present. 00:41:49 Nancy McClure: I use real world case studies and videos. I also give choice of multiple videos to watch that pertain to a given topic. 00:42:01 Sybil Priebe: I use an editable Google Doc for students to add articles, podcasts, and videos regarding the specific topic. 00:42:01 Shelby McIntyre: I've been wanting to increase the collaborative nature of class notetaking by starting each of my classes with a collaborative google doc for notetaking for students to refer back to 00:42:41 Michelle Pacansky-Brock (she/her): @Meg, I love that you include the ā€œwhyā€ of your assignment design in the instructions. That transparency is so valuable to trust-building. 00:43:07 Jonah Hoyle: Asynchronous classes create choice and autonomy around time and place. If done well, they lower barriers and make the most of what the internet offers as a learning platform. 00:43:13 Michelle Pacansky-Brock (she/her): Such great ideas here. 00:43:26 Penny Shreve: In a poetry section, student have a choice of different forms, and in each form I offer adaptations of each form they can choose. Thye simply have ot explain which form, why, if they are doing an adaptation, and whjy 00:44:22 Michelle Coder: My Music Appreciation class does a unit on Carl Stalling the composer for Looney Toons. He used innovative compositional devices that many 20th century classical composers have adopted, especially film composers. Students choose a favorite Looney Toons cartoon to analyze. They work in groups and discuss how these are tools they can use in their careers. 00:45:24 Cheryl Chapman, CVC-OEI @ONE: Helpful articles on cultural impacts: https://elearningindustry.com/how-cultural-differences-can-impact-elearning 00:45:24 Melissa Reed Boogaart: My husband has Dyslexia and struggles with classes because many instructors include lots of reading. This is where having a video that covers the content works great for him. I am the opposite, and find videos hard to follow along with, so a written version is much better for my needs. 00:45:33 Cheryl Chapman, CVC-OEI @ONE: Cracks in the Foundation: The Past and Future of UDL Guidelines. https://www.cast.org/products-services/events/2022/01/cracks-foundation-past-future-udl-guidelines-rose-gravel-tucker-smith 00:45:48 Cheryl Chapman, CVC-OEI @ONE: Studyportals: https://studyportals.com/blog/brad-farnsworth-on-cultural-differences-in-online-learning/ 00:46:00 Nadiyah Taylor: Studyportals: https://studyportals.com/blog/brad-farnsworth-on-cultural-differences-in-online-learning/ 00:46:11 Nadiyah Taylor: Sorry 00:46:23 Nadia Khan: direction in which language is written can be one example- the way students access information/ scan texts/ open books/ organize ideas etc. 00:46:33 Jacqueline Strobel: @melissa - instructors should offer other methods ie nice short chunks in a PowerPoint. And include an audio. 00:47:33 Michelle Coder: Iā€™ve been using speech to text when reading lately so I can continue working but listen to the book or article. I think a lot of students are doing this even if they are not dyslexic. 00:48:28 Michelle Coder: Does anyone have a source for accessible sheet music? 00:48:44 Jacqueline Strobel: @melissa - that is why providing content in different format is helpful. I can't read too much but love the visuals and audios. This is a lot of work, but in the end, it helps all students. Keep building - a little at a time - we will get there. 00:49:13 Melissa Reed Boogaart: Exactly, adding different methods is a lot of work, but pays off for students who can learn effectively. 00:51:05 Erica Beam: Music resources: https://openscore.cc/blog/2017/6/14/openscore-making-sheet-music-accessible 00:51:10 Erica Beam: https://accessiblemusicnotation.wordpress.com/ 00:51:26 Erica Beam: https://www.w3.org/WAI/APA/task-forces/research-questions/wiki/Accessibility_in_the_Music_Domain 00:51:45 Cheryl Chapman, CVC-OEI @ONE: Thank you for those music links, Erica! 00:51:57 Troy Cardenas: I provide a table that explains the abbreviation, and I provide an example. 00:52:23 Kathryn Dowis: In science, I teach students the Greek and Latin roots to teach the new scientific vocabulary so they can apply that knowledge to all future words. 00:52:23 Sylvia Amito'elau: When the content is a list of instructions, I can use SmartArt in PowerPoint to easily create a graphic that summarizes the steps. 00:52:23 Michelle Coder: Thank you Erica, for the music link!! 00:52:33 Jamie Greuel: I could include a page with a glossary of terms and hyperlink each instance of that term to the glossary page. 00:52:36 Andrew Walzer: For every assigned reading, I provide a summary via text and also video. 00:52:39 Laura Hoffman: I present graphs and examples, pictorially for photography - before and after examples 00:52:44 Erica Beam: Use Canvas pages with vocabulary so that the Immersive Reader can enable the translate feature for ELLs 00:52:44 Christopher Stillwell: Set up a Google Doc of symbols and abbreviations for notetaking, have students collaborate on expanding it 00:52:51 Troy Cardenas: I teach English, and when Iā€™m focusing on analysis and its logic, I also pair it with algebra to show logical steps. 00:52:56 Shelby McIntyre: Concrete examples, particularly with student work/activities, so students know what to expect 00:53:05 Andrew Walzer: hyperlinks 00:53:08 Margaret Manzano: I hyperlink to videos with pronunciation and definitions 00:53:11 Amber Buntin: For each math lesson I post in Canvas, I include a variety of sectionsā€¦.Notes, Essential review, videos, additional practice, images of foundational formulas/concepts in a section and more! 00:53:13 Jacqueline Strobel: Have students create the SmartArt to reinforce the learning. 00:53:14 Lene Whitley-Putz: Create an infographicā€”if itā€™s hard to do, imagine how hard it is for your students to synthesize the information. 00:53:16 Sangita Dube: I always provide multiple modalities of the information for students whenever I can. 00:53:18 Andrew Walzer: yes 00:53:31 Tami Matsumoto: Have students add notes on a wiki 00:53:31 Laura Hoffman: Examples and demos to support new ideas - using imagery 00:53:35 Wendy Rider: I love the idea of students sharing resources with each other (and me) through a shared Google doc or class times to present what they found. I've done that in my tutor training class 00:53:53 Penny Shreve: I offer a terms page at the start of a section and have a quiz (low score and repeatable) on the tersm 00:54:11 Lene Whitley-Putz: You can also make a Canvas page editable by all, so students can add content directly to your Canvas course 00:54:18 Josete Nelson: Hi everyone. 00:54:30 Erin Sullivan: I recently found videos made by another professor going over the key concepts and quotes in a challenging, complex scholarly text I assigned for next week. So I posted the videos as a resource. 00:54:33 Tami Matsumoto: Explanation: ( a growing, evolving LIST of vocab / symbol in a Wiki they all can contribute to) 00:54:39 Stephanie Keefer: @Lene ā€” I didnā€™t know that about Canvas. Wonderful. 00:55:12 Lorene Broersma: Be careful with acronyms.Explain and define part of the abbreviation. 00:55:25 Sylvia Amito'elau: @Lene - Great idea. And use the Page History feature on a Canvas page in case a student accidently deletes something. 00:55:31 Penny Shreve: I plan on having students create their own infographic -- a choice of term or concept or author related to the lecture 00:55:49 Michelle Coder: Iā€™ve tried a Vocabulary Wiki page. Students add and edit definitions like Wikipedia. I check it to make sure the definitions are correct. Sometimes they have better definitions than I have. 00:57:15 Penny Shreve: I saw in another class, the use of a Google doc and have everyone write their initial thoughts on a concept and then to look at the answers and see if there are trends in the responses 00:57:37 Michelle Coder: The acronym issue is something Iā€™ve run into as.PT faculty. Iā€™m not in all the committees so sometimes donā€™t know what FT faculty are talking about. 00:57:54 Jeanine Sepulveda: not yet, this is a great conversation 00:58:11 Wendy Rider: Good point, Michelle. It's not just our students who need clarification of terms and acronyms! 00:58:21 Erica Beam: @Michelle https://www.asccc.org/acronyms 00:58:34 Jeanine Sepulveda: Good point Stephanie - I thought it looked overwhelming 00:58:47 Jacqueline Strobel: Don't provide too many choices. 00:58:47 Deborah Michelle: Limit choices 00:58:48 Wendy Rider: Great question, Stephanie! 00:58:59 Michelle Coder: Thanks Erica!! 00:59:18 Stephanie Keefer: Love thatā€”acknowledge the possible overwhelm 00:59:25 Justine Shaw: In addition to trying to build in choices, I have a section in each of my Canvas modules called "Extra Info" so students know they can ignore this info if they want. 00:59:28 Penny Shreve: I try top not give more than 3-5 choices (depending on the concept) 00:59:41 Stephanie Keefer: @Justineā€” like that šŸ™‚ 01:00:03 Wendy Rider: I've done that, too, Justine. I call it "Extending the Conversation" 01:00:07 Jessica Varnado-Swall: You really need to know your learners. I struggle with offering too much choice to low level English learners who need very simple instructions and options. 01:00:09 Penny Shreve: @Justine - I have a Want More section that does the same thing :) 01:00:19 Josete Nelson: I teach Physical education and I try my best on making my students comfortable enough to ask questions anytime, live online. Now that we have the mode Focus, my students can split screen and see me, and themselves. This way I do not feel alone too. Any other idea for me ? Anyone? 01:01:24 Nancy McClure: So true ...I've had students comment being overwhelmed because so much provided...will need to give more thought to this as well. I will definitely include this in my survey... of "how they want to see it" so not overwhelmed. 01:03:12 Troy Cardenas: @Nancy ā€” This is my concern. If I comment on areas that are problematic, I see that some papers have a lot of comments. How do we determine where we overload the students or not offer enough info for students to understand what is problematic? 01:03:42 Michael Miguel (LTCC): Mastery Paths is a great way to offer choices, when set up correctly and creatively! 01:03:50 Michelle Coder: The different choices have to address the same SLO. 01:04:11 Shelby McIntyre: I really appreciate this discussion since I've had the same concern about choices vs. overwhelm - such great solutions/ideas/perspectives being shared 01:04:33 Andrew Walzer: When giving feedback to students on a particular assignment I focus on just one critique at a time so students aren't overwhelmed. 01:04:42 Lorene Broersma: Many great comments. 01:05:10 Sylvia Amito'elau: If you don't know how to offer options in how you present the content, start off with offering options in the tool or format of their assessment. But all students demonstrate the same outcome. 01:05:44 Sybil Priebe: Iā€™m loving the TAG feedback strategy for projects and papers because itā€™s not overwhelming for students (and not about me defending a grade). 01:06:07 Sangita Dube: Iā€™ve done vocabulary bingo before in my classes, and thatā€™s gone over really well! 01:06:34 Erica Beam: Mastery Paths is the bees knees!! 01:06:55 Andrew Walzer: What are mastery paths? 01:07:18 Lene Whitley-Putz: With 161 participants, this is clearly a topic of interest. Maybe a follow up would be disciplinary groups who can address how these ideas can be applied within the constraints of the discipline 01:07:37 Cheryl Chapman, CVC-OEI @ONE: @Andrew MasteryPaths allows you to customize learning experiences for students based on performance. You can enable MasteryPaths to automatically assign coursework based on the score achieved for a previous assignment. This provides multiple opportunities to show and achieve mastery in a course. 01:07:43 Wendy Rider: I'd love that, to, Lene! 01:07:43 Cheryl Chapman, CVC-OEI @ONE: https://community.canvaslms.com/t5/Instructor-Guide/How-do-I-use-MasteryPaths-in-course-modules/ta-p/906 01:08:23 Michelle Coder: In piano I have students with different levels of training in the same class, so I offer three playing piece choices each week. They all address the same skill but require different levels of playing ability. I have advanced students who choose the easier choice one week because they are busy with work and then when they are less busy they choose a more challenging piece. They tell me they love this flexible choice option. 01:08:37 Linda Waldman: What is the acronym TAG feedback...? (Sybil)ā˜ŗļø 01:09:04 Shelby McIntyre: @Michelle - love that! (as a current piano learner myself :) ) 01:09:33 Sybil Priebe: Tell the writer something cool about their stuff, Ask a question, and Give a suggestion. I stole the idea from Twitter šŸ˜† 01:09:42 Michelle Coder: Very cool, Shelby! 01:10:16 Jacqueline Strobel: @Alana - you go girl! 01:10:23 Lene Whitley-Putz: I agree, Alana! I found the same! 01:10:34 Erica Beam: Business and technical writing is often succinct and NOT verbose - students need those skills! 01:10:38 Michelle Pacansky-Brock (she/her): Good for you, Alana. Faculty mindsets are tough to crack but the best way is to show your evidence from your teaching. 01:11:10 Jacqueline Strobel: Rubrics work! 01:11:14 Wendy Rider: I'd rather write than talk--we all have different strengths, as this presentation highlights. :) 01:11:30 Becky Rudd: Because I teach composition courses, students need to ultimately write papers. So I build in activities and options for drafts that given them other options than a traditional essay. 01:11:33 Nadiyah Taylor: Maybe it has to be a ā€œboth/andā€ situation. It is both helpful for students and can be a lot of work on the faculty. But, over time, if built slowly, is worth the time 01:11:39 elisia doonan: Way to go Alana...push learning to another level, students level, :)šŸ™Œ 01:11:58 Sybil Priebe: Single point rubrics filled out be students is a good approach with choice on assignments 01:12:04 Audrey Blumeneau: I have had some faculty tell me that believe that being able to write properly, with proper grammar and punctuation is essential. Even if the student struggles, that itā€™s part of the learning process. 01:12:08 Jacqueline Strobel: I create my own rubrics but it helps to be consistent and helps the student se.e why they got the grade they did. 01:12:25 Wendy Rider: Becky, I'd love to hear your ideas on alternate writing options. Email me at wrider1@avc.edu? 01:12:36 Vickie Mellos: At the end of the semester, I have the students do ā€œbook projectsā€ that give them a variety of choices to express themselves: https://docs.google.com/document/d/1MMVclW0D8jnz0fpJCCfu3oF4-vUmeqvsm2RNDJur0uU/edit?usp=sharing 01:12:52 Christopher Stillwell: I like the idea of allowing students to choose if they wil work solo or collaborate 01:13:11 Sylvia Amito'elau: I will try this in my discussions ā€“ Let students ask a question they would like their classmates to answer. 01:13:17 Jeanine Sepulveda: Students can choose a question to address in discussions 01:13:29 Michelle Pacansky-Brock (she/her): I use VoiceThread in my online courses. It provides everyone with the option to speak (in voice or video) or write. And thereā€™s a super cool doodle option, allowing students to annotate as they speak. 01:13:31 Nancy McClure: Agree with comments on rubrics, they work and I use them. 01:13:46 Jamie Greuel: I like to allow students to submit discussions in either text or video forms. So far, I haven't had a lot of students take me up on that, though. 01:13:50 Michelle Pacansky-Brock (she/her): VoiceThread is NOT free, but many colleges in our system have a license (check locally). 01:14:29 Sybil Priebe: I changed my instructions to this: ā€œCreate a video, slide presentation, or infographic (or choose another medium) in which you X. At a minimum, include ABC.ā€ 01:14:51 Michelle Coder: I tried offering the choice of a portfolio in Music Appreciation as the Summative Assessment. It was designed like a Student Teaching portfolio. It was very structured and probably intimidating for that reason, but all they had to do what include their completed assignments and write a reflection about the assignment. They also had to do a summary of the periods of Classical music. The students who completed the portfolios did wonderful work and said they learned more about the subject. But quite a few students chose to take the written final rather than a portfolio. 01:14:55 Vickie Mellos: For discussion posts, I allow them to choose to make a video or write a response. Jaime, at first I didnā€™t have students make videos, but when I made a simple tutorial about how to make a video I had more students take that as an option. 01:14:58 Sylvia Amito'elau: @Sybil - Good idea. Then you use the same rubric to grade it. 01:15:36 Sybil Priebe: They grade themselves, but yes, they use the checklist to do so. 01:15:46 Melissa Reed Boogaart: Good point, Vickie. Having guides on how to do the different methods can be very helpful to encourage participation. 01:16:10 Jamie Greuel: Thanks, @Vickie. I've linked to other resources, but I haven't directly embedded a video I created in the assignment yet, so I'll try that :) 01:17:08 Linda Waldman: Yes Christopher... so many strong feelings about collaboration. It seems they either love it or hate it. 01:17:29 Tracie Bosket: Introduce a topic and use the Improv technique ("Yes and") for the students to add more to the conversation.Ā  01:19:00 Mark Lasek: I am sold on the need for this, I just need to think through how offering choices for assignment completion which are faithful to the goals regardless of the choice given (ie assessing a Powerpoint and an infographic require different skills (and may limit expression, etc), therefore assessment, inherent will be different. 01:19:34 Michelle Coder: Is there a source for how to caption, for example when music is playing or when sounds occur. I also have to transcribe IPA and vowels and consonant sounds. 01:20:24 Cheryl Chapman, CVC-OEI @ONE: https://www.cast.org/ 01:20:25 Nadia Khan: ??? Can we make the transcript for YouTube videos to facilitate our students? Just thinking of it in terms of copyright. Would it be Ok to provide a transcript for a video for accessibility purposes considering it is for educational purposes? 01:20:30 Meg Phelps: Love that cast website - it is so easy to navigate and understand!! 01:21:04 Jeanine Sepulveda: Thank you! I need to scoot to meet with a student 01:21:11 Stephanie Keefer: Thank you so much, Helen, and everyone who gave such great ideas. 01:21:27 Wendy Rider: I regret that I need to leave now, too. Great webinar. Thank you so much! 01:21:40 Wendy Rider: I'd love a follow up with discipline groups! 01:21:56 Stacey Carrasco: Cracks in the Foundation: The Past and Future of UDL Guidelines. https://www.cast.org/products-services/events/2022/01/cracks-foundation-past-future-udl-guidelines-rose-gravel-tucker-smith 01:21:56 Cheryl Chapman, CVC-OEI @ONE: Cracks in the Foundation: The Past and Future of UDL Guidelines. https://www.cast.org/products-services/events/2022/01/cracks-foundation-past-future-udl-guidelines-rose-gravel-tucker-smith 01:23:00 Shelby McIntyre: Absolutely phenomenal, Helen, thank you so much!! 01:23:04 Erin Sullivan: Thank you Helen. I watch all your Canvas videos and love your voice--it inspires me. 01:23:11 Senya Lubisich: Thank you everyone! 01:23:12 Joan Washington: Thank you 01:23:14 Becky Rudd: Thanks for the information and great conversation! 01:23:19 Phatana Ith: thank you for the links Cheryl and Stacey 01:23:22 Amber Buntin: Thanks! 01:23:24 Kathryn Dowis: Thank you! 01:23:24 Christopher Stillwell: This has been an inspiring session. Thank you! 01:23:26 elisia doonan: thank you so much! great information!! 01:23:29 Michael Miguel (LTCC): Thank you Helen! Youā€™re the best! 01:23:29 Jacqueline Strobel: Excellent!! 01:23:31 Audrey Blumeneau: Amazing as always! Love all this and feel so inspired! 01:23:33 Josete Nelson: Thanks 01:23:35 Tracie Bosket: ?? Can you send the chat? 01:23:38 Christine Phillips: Wonderful info in the presentation AND the chat! 01:23:42 Sangita Dube: Thank you so much! This was wonderful and so many great ideas!! 01:23:43 Purwa Garg: Thank you! 01:23:46 Penny Shreve: TY 01:23:47 Maribel Villasenor: Thank you! 01:23:48 Tami Matsumoto: You can save the CHAT yourself 01:23:49 Hiromi Takahashi: Thank you for the valuable resources and guidance! 01:23:49 Michelle Coder: Mild cognitive disability due to athletic injury needs to be addressed at the college level. 01:23:50 Troy Cardenas: Thank you!! 01:23:50 Kathleen Rowe: Thank you! 01:23:50 Melody Jensen: Thank you! 01:23:51 Jay Batchelder: Thank you! 01:23:52 Darcie Kass: This was so informative - thank you!! 01:23:56 Lene Whitley-Putz: Another great conversation from the @ONE team! 01:23:56 Sandy Somo (she/her): Thank you! Have a great rest of the week, everyone! 01:23:57 Cristal Machuca: Very helpful. Thank you 01:23:57 Tina Kim: Thank you! 01:24:00 Priscilla LoForte: Thank you. 01:24:01 Hayley Glicker: Thank you! 01:24:03 Alice Dieli: Thanks Helen! 01:24:04 Linda Waldman: Thanks! 01:24:05 Cherylee Kushida: Thank you! 01:24:05 Phatana Ith: This was very informative! Thank you 01:24:06 Leslie Reeves: šŸ˜ 01:24:06 Michelle Coder: Thank you. 01:24:10 Cindy Wislofsky: Thank you for the great overview and conversation. 01:24:16 Adam Iqueda: Thank you! 01:24:19 Angelina Doolittle: Thank you so much! Very informative! 01:24:34 Herlitz Davis: Thank you. This was very informative. 01:24:55 Helen Alman: Thank you, very informative presentation. Great take-away. 01:26:06 Lorene Broersma: Great class-much to think about and explore. Thank you Helen and Sunshine. 01:27:05 Lorene Broersma: Many good comments from attendees 01:27:10 Cheryl Chapman, CVC-OEI @ONE: Thank you all!! Go for the and inspire!!! 01:27:15 Nicole Povero: Thank you for the wonderful information and ideas! 01:27:20 Margaret Manzano: Thank you! 01:27:26 Troy Cardenas: Have a great weekend! 01:27:27 Xavier Miranda: great experience. thanks 01:27:29 Tracie Bosket: Sweeeeet webinar Helen! Thanks! 01:27:33 Jacqueline Strobel: Very motivating - thank you! 01:27:38 Marina Estupinan: Thank you