WEBVTT 1 00:00:06.800 --> 00:00:13.669 Ricky Telg: All right, good afternoon, everyone. I'm Ricky Tug at the University of Florida, and today, March the 5th. 2 00:00:13.670 --> 00:00:31.949 Ricky Telg: is our Society of Agriculture Communications Scholars webinar slash discussion, titling it, Resource Potluck. And so today, we have Lori Baker from University of Florida and Courtney Myers from Texas Tech University, who are going to lead us through 3 00:00:31.950 --> 00:00:40.849 Ricky Telg: a meal of, potluck resources for ag communication. So, I guess, Courtney, you're up first? 4 00:00:41.500 --> 00:00:47.280 Ricky Telg: For the first, first course or so, or whatever you want to call it. Thank you very much, Courtney and Lori. 5 00:00:47.730 --> 00:00:59.199 Courtney Meyers: You bet. Well, thank you all for joining us. I know, how valuable your time is in this busy, part of the semester, as if thereÉ I don't know when the slow part of the semester is, butÉ 6 00:00:59.200 --> 00:01:05.850 Courtney Meyers: We hope that you all will leave here feeling full, full of new ideas, full of new connections. 7 00:01:05.850 --> 00:01:23.690 Courtney Meyers: full of motivation, or maybe just feeling a sense of, okay, I think I can tackle that thing now. This was really helpful for Lori and I, to reflect on some points, but we recognize we're not the experts in the room, and I hope that you all will feel empowered to bring your 8 00:01:23.700 --> 00:01:33.530 Courtney Meyers: nourishing details and suggestions to the table. So, Lori and I put together a quick little PowerPoint just to keep us organized. 9 00:01:33.580 --> 00:01:48.369 Courtney Meyers: And this is us. Thank you, Dr. Tell, he's already introduced us. But Lori and I go way back, believe it or not. And, I was reflecting on this topic and starting to put some ideas together, and I thought, you know what? 10 00:01:48.530 --> 00:01:55.619 Courtney Meyers: Lori and I went to a lot of potlucks together when we were in grad school, and in fact, our group 11 00:01:55.730 --> 00:01:57.580 Courtney Meyers: Put together a cookbook! 12 00:01:58.410 --> 00:02:09.219 Courtney Meyers: So, in 2008, while I was finishing a dissertation, having a child, and moving, I somehow edited a cookbook with Lori. 13 00:02:09.419 --> 00:02:19.290 Courtney Meyers: So, our friendship and connection goes way back, and I think, if anything, thisÉ I hope this just underscores the power of connection, and theÉ 14 00:02:19.520 --> 00:02:31.739 Courtney Meyers: the value that we get in taking moments like this to share ideas and resources. So, Lori didn't know that I threw this in there until I sent her the slides last night. So, Lori, any other comments on this? 15 00:02:32.400 --> 00:02:55.920 Lauri Baker: No, but I love your concept. It was nice nostalgia. Also, yeah, thisÉ we thought it was going to be easy, and it wasn't easy, and I think it also underscores that Courtney and I haven't really worked on anything together in a long time, but I also know that I could call her at any moment in time, and she'd probably edit a cookbook with me, and I think the same is true for her, so I hope the rest of you 16 00:02:55.920 --> 00:03:12.570 Lauri Baker: also feel that, that all of our group, we could call each other, you could call us, we could call you, if we're struggling with something, and this is just the one time where we're compiling, but hopefully we can do this year-round if people have specific needs or interests. 17 00:03:14.290 --> 00:03:32.720 Courtney Meyers: All right, let's move in. So, a little bit of etiquette, and not that this is a formal event, but we do want to encourage you to add comments or questions in the chat at any time. And Lori, I may have you help me navigate those, because with me sharing the screen, it's kind of hard to open the chat. 18 00:03:32.830 --> 00:03:51.899 Courtney Meyers: If you want to speak, raise your hand, and that way we notice you. It pulls you up to the front of the video gallery. And as you start to share ideas, we have an ambitious agenda, and so we want to make sure we can get to everybody, so, 19 00:03:52.060 --> 00:04:00.560 Courtney Meyers: I guess just be as complete and concise as you can, that way we can ensure everyone gets a chance to speak up. 20 00:04:00.780 --> 00:04:12.679 Courtney Meyers: So with that, I want to move on and just kind of provide an overview of our direction, the courses, you could say, what are the different casseroles we have in store? 21 00:04:12.680 --> 00:04:21.170 Courtney Meyers: We asked for you all to complete a survey, just so we could get a pulse on what are the pressing issues and topics, 22 00:04:21.170 --> 00:04:26.629 Courtney Meyers: that many of you are facing. So we've bundled these into these four areas. 23 00:04:26.630 --> 00:04:42.550 Courtney Meyers: So we're going to talk about each of these. I'm going to include questions that you provided in the survey. These are certainly not exhaustive. There may be other things that come up as we share, resources and answer these questions. 24 00:04:42.610 --> 00:04:50.039 Courtney Meyers: So, I'm gonna turn it over to Lori, and she's gonna get us started with the graduate student development and mentoring. 25 00:04:52.810 --> 00:04:59.930 Lauri Baker: Right? So, one of the reasons this resource potluck came about, was because, 26 00:04:59.930 --> 00:05:24.860 Lauri Baker: a team of us have worked on a higher ed challenge grant to develop some modules for graduate students, to learn about science communication. And the goal really was to design it for non-majors, but there might be space within your majors, depending on what courses you teach, to include these. They are fully available now, through the Pi Center website. 27 00:05:24.860 --> 00:05:49.229 Lauri Baker: I think I can put a direct link in here. I will in a minute when I'm not talking. And, but I think we're going to share the PowerPoint afterwards as well. So, there are 18 modules, 3 broad areas with student learning outcomes in research and data analysis, theory, and skills-based communication. You can download them individually. You can download them or as three sets, too big for one set, that didn't work. 28 00:05:49.330 --> 00:06:05.390 Lauri Baker: But each hasÉ each lesson has, lesson guides, assignments, PowerPoints, and readings, within those, and they're fully available for free. I talked to a faculty member who's working, on a course through Texas Tech. 29 00:06:05.390 --> 00:06:30.280 Lauri Baker: And she's using quite a few of them in the course that she's developing, and yeah, we just want them to get out and about and available for use. So please, if those fit into what your needs are, at the University of Minnesota, they were also some of our partners on this. They're using these to build an entire minor in science communication. So, however makes sense for you. That'll be my end of this plug, but I'm always happy to follow 30 00:06:30.280 --> 00:06:36.380 Lauri Baker: Follow up with other people, if you have questions about how to use them, or where they fit into your work. 31 00:06:39.600 --> 00:06:43.350 Courtney Meyers: Are there any questions for Lori about that, the modules? 32 00:06:46.220 --> 00:07:05.089 Courtney Meyers: Yeah, and I'll say that weÉ we had a request from our college to teach a science communication class for people in a graduate level, for people in plant soil science and animal science and in our natural resources management, and we just frankly didn't have the capacity to do that. So we hired an adjunct 33 00:07:05.090 --> 00:07:19.650 Courtney Meyers: professor, and she worked withÉ connected with Lori, and these have been a tremendous resource for her, and that class actually has 22 students, which, for a graduate-level, first-time offered class, I thought that was a really good show-out. 34 00:07:20.210 --> 00:07:21.719 Lauri Baker: Yeah, that's great. 35 00:07:21.960 --> 00:07:24.840 Courtney Meyers: Alright, well, Lori, I'll go to the next slide for you. Perfect. 36 00:07:26.950 --> 00:07:51.909 Lauri Baker: So we also just wanted to talk aboutÉ there were a lot of questions about how to do graduate student development and mentoring, what resources were available for a lot of different pieces of that. I feel like this is the place where we have some answers to these questions hidden away, but we want to give you a chance to engage in this. So, do y'all have any resources to help your graduate students with writing. 37 00:07:51.910 --> 00:07:53.650 Lauri Baker: methods, data analysis. 38 00:07:53.650 --> 00:07:58.749 Lauri Baker: And maybe what strategies have you used to help delegate and manage those tasks? 39 00:08:08.570 --> 00:08:09.740 Lauri Baker: Anybody? 40 00:08:10.340 --> 00:08:12.320 drkelseyhall: I guess I can go for ourÉ 41 00:08:12.390 --> 00:08:27.999 drkelseyhall: We have 4 graduate degrees, 3 masters and 1 PhD, and we have a handbook for each major or graduate program that tells them about their expectations with the rubrics that we use. 42 00:08:28.000 --> 00:08:42.120 drkelseyhall: to give feedback on the chapters or sections of the thesis or dissertation, and we also have visual modules that teach how to do all the formatting and everything. I actually teach the academic writing and research course. 43 00:08:42.120 --> 00:08:49.239 drkelseyhall: And we offer research methods, quantitative, I teach the qualitative and the mixed methods. 44 00:08:49.320 --> 00:09:08.849 drkelseyhall: And then we have a PhD, like, seminar that we bring them in in the summer for one week, and we work on, like, specialized data analysis, so they got to do a lot of work in R, and we brought statisticians from our College of Sciences and Arts and Sciences to do that, development, professional development. 45 00:09:09.160 --> 00:09:25.199 drkelseyhall: And, like, we have modules on, like, poster abstract writing, development of posters, resources, everything, and we divide and conquer, and it's on a Canvas course. And it's available, and all of our graduate students enroll in it when they are admitted into the program and start their degree plan. 46 00:09:25.200 --> 00:09:48.720 drkelseyhall: And then, as faculty, we meet, like, every two to three months, and we'll divide and conquer where the expertise is needed and who's going to do that work, and we make it available publicly to all of our students, so that we can help them grow in writing and in methods and in data analysis, and they know which faculty are in their strengths. 47 00:09:48.810 --> 00:09:53.789 drkelseyhall: And then they can use that to set up meetings or ask us to serve on committees. 48 00:09:56.160 --> 00:10:04.489 Courtney Meyers: Thanks, Kelsey. And it soundsÉ so it sounds like you've been able to integrate some of these in your degree plan. Like, these are course requirements. 49 00:10:04.490 --> 00:10:08.290 drkelseyhall: A lot of it's course requirements, and then it's also, like. 50 00:10:08.290 --> 00:10:33.040 drkelseyhall: the resource that we send our students to is throughout different courses. So it'll be like, oh, and research design, like, you need to go and read what the pre-proposal requires, and that's in this handbook, and then I do the academic writing course. So, like, there's a lot of different areas of writing I teach, in terms of the types of formats and things, but, like, I'm, like, the APA person, like, and the formatting person, and, like, we have modules, and they can just 51 00:10:33.040 --> 00:10:42.040 drkelseyhall: go back to it. So even if they aren't in our course yet, they have that Canvas course, which is just advising for the major. 52 00:10:42.400 --> 00:10:52.219 Courtney Meyers: Okay, that's a great suggestion, something that's notÉ thatÉ the timeline extends beyond a specific course, and it's a resource that's always available through Canvas. 53 00:10:52.420 --> 00:10:53.390 Courtney Meyers: Thanks. 54 00:10:53.530 --> 00:10:59.710 Courtney Meyers: Are there any otherÉ Comments or suggestions in these areas? 55 00:11:03.880 --> 00:11:06.320 Courtney Meyers: I'm fixing to tell you what I think. 56 00:11:07.620 --> 00:11:10.109 Courtney Meyers: So, if things come to mind. 57 00:11:11.920 --> 00:11:21.049 Courtney Meyers: So here's what I would recommend, and maybe these seem simple, but I would meet regularly with your students. 58 00:11:21.050 --> 00:11:34.139 Courtney Meyers: And I actuallyÉ I normally set up that appointment in my calendar, but one of my doctoral students said, can I schedule those? And every week, she adds an agenda within the calendar invitation. 59 00:11:34.140 --> 00:11:42.289 Courtney Meyers: So, every week, I can go and see what does she plan to talk to me about this week. She has links to on OneDrive files. 60 00:11:42.290 --> 00:11:51.899 Courtney Meyers: And it's really a useful tool, and I think I'm gonna use that with my other students. I mean, she's a doctoral student, so she's a little more self-motivated. 61 00:11:51.900 --> 00:12:07.730 Courtney Meyers: But that has been really useful, and to have a regular meeting time. Team meetings, Dr. Fisher couldn't join us today, but she has Fisher's flock. She has quite a few grad students who are working together on projects, so she'll have team meetings. 62 00:12:07.730 --> 00:12:13.310 Courtney Meyers: And those of you who have enough students to justify that, I think they learn as much from each other. 63 00:12:13.310 --> 00:12:24.569 Courtney Meyers: As they do from me. So having team meetings, that also helps with time management a little bit. Asking them to use their peer network, ask three, then me. 64 00:12:24.720 --> 00:12:35.000 Courtney Meyers: like, are there 3 resources or people that you could talk to before you come visit with me about it? Have you found a book or an online resource? 65 00:12:35.000 --> 00:12:46.029 Courtney Meyers: sometimes I think they'reÉ they're paralyzed by perfection, and they're scared to admit they don't know, and IÉ so I'm just trying to break down thatÉ that boundary. 66 00:12:46.930 --> 00:13:01.780 Courtney Meyers: This next one is one that, one of our, project directors is using when she meets with students she supervises, and I thought it was a really clever way. Sometimes students don't know what should they come to the meeting prepared to discuss. 67 00:13:01.780 --> 00:13:09.560 Courtney Meyers: So, she has a running list in Teams, and every week, they're supposed to update what accomplishments have they made since last week. 68 00:13:09.560 --> 00:13:24.970 Courtney Meyers: Where are they running into trouble? What questions or ideas do they have? And then, what are they going to do next? And they fill that out together in the meeting as well. So I thought that was a really nice way to organize it and to help some of our master's students get 69 00:13:24.970 --> 00:13:30.279 Courtney Meyers: A little more accustomed to a meeting agenda, and what they should be coming to in the meetings. 70 00:13:30.390 --> 00:13:40.400 Courtney Meyers: The finally, finally, using, examples and sharing resources. So, much like Kelsey's point about creating a Canvas course that lives on, we use Teams a lot. 71 00:13:40.520 --> 00:13:57.330 Courtney Meyers: Love it or hate it, that's what we have. And, we've been trying to do more with adding examples, so when students say, do you have an example of posters or papers, or theses? We can say, actually, yes, here's some that I've supervised, and we point them that direction. 72 00:13:57.570 --> 00:14:16.129 Courtney Meyers: I'm a big fan of the Academic Phrase Bank. I can drop in the link here in a little bit, or you can Google it. It's from the University of Manchester. It's not AI, it was around before ChatGPT, and it gives students wonderful sentence stems for what they should be including in each chapter. 73 00:14:16.650 --> 00:14:24.570 Courtney Meyers: So that's a lot. Lori, are there anything in the comments or questions that we should discuss before we move to the next topic? 74 00:14:27.720 --> 00:14:37.879 Lauri Baker: There have been a lot of great things happening up here. Other people are also doing team meetings. Katie Starzik said she's doing working team meetings at a coffee shop. 75 00:14:37.900 --> 00:14:45.369 Courtney Meyers: And dedicated work time side-by-side outside of the office, that's a strategy I've also used quite a bit to, 76 00:14:45.370 --> 00:15:01.890 Lauri Baker: And, other graduate student agreements for mentoring and discussion explanations, and having maybe a living document with all of those things from semester to semester to be prepared for annual review. That came from Kelsey Hall. 77 00:15:01.890 --> 00:15:06.299 Lauri Baker: So great idea. I do also something similar in Teams. I have Laurie Baker's lab. 78 00:15:06.300 --> 00:15:14.009 Lauri Baker: And we keep things there. I also have a Pinterest board that I'll put in here for academic poster design. 79 00:15:14.210 --> 00:15:15.859 Lauri Baker: Because, you knowÉ 80 00:15:16.200 --> 00:15:16.680 Courtney Meyers: That's one. 81 00:15:16.680 --> 00:15:27.650 Lauri Baker: Pinterest has, so I put the link to that in there. It is a group board, so if you request to be able to contribute to it, I'm happy to grant more contributors to it as well. 82 00:15:28.430 --> 00:15:34.829 Courtney Meyers: Thanks, Lori. And if you're looking at this photo thinking, man, she looks happy, it was staged. So, yeah. 83 00:15:34.830 --> 00:15:37.069 Lauri Baker: That's not what you look like every time you meet with your grad school? 84 00:15:37.070 --> 00:15:38.290 Courtney Meyers: Every time. 85 00:15:38.830 --> 00:15:47.359 Courtney Meyers: I do remember these students fondly, though. Okay, Lori, did I say you were doing this one, or me? Me? I think. Okay, yeah. 86 00:15:47.580 --> 00:16:03.480 Courtney Meyers: So, the next topic, is course design and instructional rigor. Oof, never-ending. And if you live in Texas, this has taken on a whole new meaning lately. So, these are the key questions. There's quite a few here. 87 00:16:03.540 --> 00:16:23.250 Courtney Meyers: I have a couple resources I want to share on the last point about working with clients, because I doÉ we do that in a couple of our classes. But you can see the other questions deal with structuring online courses, and I don't know about y'all, but our undergraduate on-campus students are wanting more online courses. 88 00:16:23.630 --> 00:16:42.849 Courtney Meyers: So that they have flexibility to work, or to manage other things. So, this isÉ it's notÉ it's a different set of students. They're not truly online all the time. They'reÉ they can stop in if they wanted to, but what are some best practices or resources you all have found to address some of these questions? 89 00:16:52.470 --> 00:16:53.440 Courtney Meyers: Join? 90 00:16:55.120 --> 00:17:09.410 Joy Rumble: So I teach program evaluation online. It's a tough class to teach, period, but let alone online. And I'll have first semester master's students all the way to last semester PhD students, so there's a lot of different expertise in the course as well. 91 00:17:09.500 --> 00:17:16.730 Joy Rumble: And so, something that I've found really helpful in that online class is I've split up myÉ 92 00:17:16.750 --> 00:17:20.959 Joy Rumble: I don't even call them discussion boards, but theyÉ our discussion boards. 93 00:17:20.960 --> 00:17:45.859 Joy Rumble: I call them weekly check-ins, and I've split them up into groups with people of the same expertise level or the same sort of experience. So, I put all my doctoral students in the same group. I try to split up my master's students by, those working extension, maybe those working at Ohio State, those types of things, so they have similar things to relate to and talk about. And I found that to be really helpful, because it helps them develop community within 94 00:17:45.860 --> 00:17:51.929 Joy Rumble: in that online class, and it allows me to really give more targeted feedback, because the 95 00:17:51.930 --> 00:18:03.789 Joy Rumble: conversation is a little bit more centralized in each group, rather than, like, you might have 5 million threads going different directions if you have one big discussion board. And so, they've seemed to enjoy it well, it's worked really well. 96 00:18:03.790 --> 00:18:12.370 Joy Rumble: It also allows me to dig deeper with those doctoral students, whereas if they were with everybody else, I couldn't go as deep, specifically with them. 97 00:18:12.440 --> 00:18:29.430 Joy Rumble: And I've also used it more as a space of not just respond to this prompt, but work together to solve this problem. And so, it takes a little bit of adjustment for the students, because they want to treat it like just an old, normal discussion board, but I'm really trying toÉ 98 00:18:29.430 --> 00:18:40.809 Joy Rumble: Replicate in-class discussions as much as possible in an online setting, and having them problem-solve together and contribute to a collective effort, rather than just telling me what they think. 99 00:18:42.380 --> 00:18:45.659 Courtney Meyers: I wrote that down. Thank you, Joy. Anyone else? 100 00:18:59.860 --> 00:19:04.779 Courtney Meyers: Lori, have you found anything that works for you in these types of classes. 101 00:19:05.760 --> 00:19:10.009 Lauri Baker: Well, I don't have a teaching appointment anymore, 102 00:19:10.010 --> 00:19:11.130 Courtney Meyers: So that's one way to avoid the. 103 00:19:11.130 --> 00:19:15.920 Lauri Baker: So, I would suggest that. 104 00:19:16.530 --> 00:19:30.120 Lauri Baker: No, but I'm excited to hear what everybody else is doing. I do know there are people within our institution that are using tools like Packback and Yellowdig, and have had really great experiences with those. 105 00:19:30.120 --> 00:19:46.510 Lauri Baker: If people are interested in that, we can connect you with the people that are using those. They've been using them for quite a while and are refining and even collecting some data on the use of those tools, but I'm not an expert enough to explain how they're working. 106 00:19:48.050 --> 00:19:50.599 Courtney Meyers: Like theÉ she's used to be fine. 107 00:19:52.500 --> 00:19:53.450 Courtney Meyers: Correct? 108 00:19:54.130 --> 00:19:57.190 Courtney Meyers: You cut out a little bit, did you say I use Pac-Back? Yes. 109 00:19:57.190 --> 00:20:05.990 Lacey Roberts Hill: Yeah, so I've used it in a couple different, forms. I've used it in undergraduate courses, really just to help them 110 00:20:06.030 --> 00:20:21.500 Lacey Roberts Hill: ask questions, because that's the way that that platform is set, is instead of answering a prompt, you have to ask a question about whatever was the topic for that week, which is really helpful to undergrads. Graduate students, it's been more challenging, because theyÉ 111 00:20:22.110 --> 00:20:32.660 Lacey Roberts Hill: I think I'm struggling with getting them to fit into that idea of this is not your normal discussion board, as Joy, you're, like, working through and trying to form. So whenever I introduced it into a graduate course. 112 00:20:32.660 --> 00:20:52.450 Lacey Roberts Hill: Last year, they were like, yep, nope, we hate this. We do not enjoy it, we don't like it, and so I'm trying to think about how I can reformat it, which I like the idea of groups, and putting that together, so that way they can work towards a problem, rather than just saying, oh, this is what I think. Or, in other cases, asking AI what it thinks, and then just copy and pasting that. 113 00:20:52.450 --> 00:20:58.240 Lacey Roberts Hill: So I really like thatÉ that idea, which is pretty cool. But yeah, I've used PackPack, works really good for undergrads. 114 00:20:58.250 --> 00:20:59.579 Lacey Roberts Hill: I don't know about graduate students. 115 00:21:00.400 --> 00:21:02.960 Courtney Meyers: Thank you. I see Katie has her hand up. 116 00:21:04.290 --> 00:21:15.320 Katie Starzec: Yeah, I'm pretty sure I wrote some of these questions into the Qualtrics, so I kind of want toÉ I want to share my perspective. I loveÉ I still, once in a while, take a grad-level course. 117 00:21:15.440 --> 00:21:36.289 Katie Starzec: Because I want to learn more, and then I see other peopleÉ the way other people are structuring their online classes, and I'm like, oh my gosh, this is the right way to have good ideas, but that gets expensive after a while. So I just thought there would be a lot of good ideas in this group, related to things like group work. So I really appreciate Joy's 118 00:21:36.350 --> 00:21:40.380 Katie Starzec: comment on discussions, like, kind of going away from justÉ 119 00:21:40.520 --> 00:21:51.209 Katie Starzec: Read a reading. Have a discussion and write a paper. Like, what else are we doing? So, Joy, I really like your thought about building community in a different type of discussion. 120 00:21:51.630 --> 00:21:56.990 Katie Starzec: But yeah, any, any insight I'm looking for. 121 00:21:57.220 --> 00:22:00.319 Courtney Meyers: Okay, great. I see Shannon had her hand up first. 122 00:22:03.010 --> 00:22:16.499 Shannon Arnold: So, what I try to do is, I also have a program development course that I'm teaching right now, and I do have 3 discussion questions most every week, but I try toÉ 123 00:22:16.500 --> 00:22:20.500 Shannon Arnold: Vary how their responses look. 124 00:22:20.500 --> 00:22:43.269 Shannon Arnold: So I try to have at least one question where they will respond in a narrative, but then another one, maybe I'll have them create a map, or I just have them do an infographic, or they will do a video. So just thinking about different ways that they can communicate other than just using a written response, and they seem to really like that. I just had them do 125 00:22:43.270 --> 00:23:03.230 Shannon Arnold: a mind map and coggle for, you know, what their program would look like. And then I have them do a video based on, a program that they have been involved with, and do a critique that way. So, I think just thinking about different ways to have them respond isÉ 126 00:23:03.230 --> 00:23:07.940 Shannon Arnold: I've had some good feedback on that, that it's not always just a written response. 127 00:23:10.030 --> 00:23:12.120 Courtney Meyers: I see, Lacey, you have your hand up. 128 00:23:12.730 --> 00:23:23.889 Lacey Roberts Hill: Yeah, so I stumbled upon this, because in true, fashion for me, I actually went to Reddit, for the professor subreddit, and was like, what are some alternatives for discussion boards? Because they're justÉ 129 00:23:23.890 --> 00:23:35.729 Lacey Roberts Hill: they're weighing on me, too, and I'm like, I don'tÉ I want to do something. And they brought up this program called Perusall, and it actually says, when you're looking at it, that University of Florida and University of Georgia are members of this, and they use it, so I'm curious if y'all have. 130 00:23:35.810 --> 00:24:00.130 Lacey Roberts Hill: But if y'all are familiar with group note-taking, that stresses me out. I don't like it, because people take notes very differently, but this is group annotation, so you can, like, upload readings, and they can start to say, well, this is what I learned from, this is where I'm pulling, and you can actually see where your peers, and, like, it has some peer pressure to, like, note that you're actually reading, but I'm curious if anyone has seen it. For annotating, you can annotate 131 00:24:00.130 --> 00:24:02.370 Lacey Roberts Hill: Video, text, and audio. 132 00:24:02.370 --> 00:24:13.280 Lacey Roberts Hill: And I thought it'd be really cool to maybe use that as a switch instead of just reading this and responding, but, like, show what stood out to you and mark and annotate so your group can do that together. 133 00:24:13.500 --> 00:24:15.880 Lacey Roberts Hill: Ohio wouldn't let us use it. Oh, no! 134 00:24:17.430 --> 00:24:18.340 Lacey Roberts Hill: Anyone else? 135 00:24:20.030 --> 00:24:22.380 Becky Raulerson: We use it at UF. 136 00:24:22.660 --> 00:24:37.399 Becky Raulerson: So I actually don't use it because I'm not teaching any graduate courses at the moment, but, in my undergraduate course, especially my online issues course, I use Perusall, it is fabulous. It creates such good conversation, so the only 137 00:24:37.710 --> 00:25:00.709 Becky Raulerson: trick to using Perusall is that you have to actually use a text that can be given permission to be used online, and how theÉ how the software works, but fortunately, I have a text that works with Perusall, so at the beginning of the semester, the students will purchase the textbook through Perusall, so there'sÉ there's all kinds of codes to make sure that's done correctly. 138 00:25:00.710 --> 00:25:02.130 Becky Raulerson: And then. 139 00:25:02.130 --> 00:25:14.950 Becky Raulerson: I will have them read, like, a chapter a week, depending on how I lay it out with the time schedule, but then theyÉ I will divide them into groups. So, right, this semester, I have 60 students, I have them divided into 10 groups of 6. 140 00:25:14.950 --> 00:25:37.630 Becky Raulerson: So, I can choose those groups, or I can randomly assign them to those groups, and so you can change them halfway through the semester. I usually don't. I kind of let them stay in the same group they've been in, so they get to know each other a little bit. But then they annotate in the text, and you give them prompts, and then when they see something, they're like, oh, this is interesting, they can annotate that, like, this is really interesting because blah blah blah blah. 141 00:25:37.630 --> 00:25:41.849 Becky Raulerson: And then, one of their classmates that's in that group can respond. 142 00:25:41.870 --> 00:26:01.459 Becky Raulerson: oh, yeah, I didn't see that, but I think that's interesting, too. Or whatever. I mean, it actually gives points for quality, and so Perusall does that, and so it auto-grades everything, so I can go back and look and see the conversations that are had, but I don't have to insert any grades in the gradebook, so I like that forÉ I mean, I grade other things. 143 00:26:01.460 --> 00:26:06.219 Becky Raulerson: But that's at least one thing that I can do to create an engaging 144 00:26:06.220 --> 00:26:11.490 Becky Raulerson: atmosphere without having to add to my workload. So, I love Prusall. 145 00:26:11.750 --> 00:26:30.300 Courtney Meyers: That sounds great, and I'mÉ I'm keeping an eye on the clock. WeÉ we hadÉ IÉ Becky, you may need to come back and do a webinar about that, about that tool, and how to use it. I think, if anything, we're starting to identify some areas of commonality that deserve more attention than we can give it today. 146 00:26:30.300 --> 00:26:37.159 Courtney Meyers: Lori, I'm gonna move on to the client discussion. Is there anything in the chat to bring up before I do that? 147 00:26:38.470 --> 00:26:56.609 Lauri Baker: I think mostly just confirming, doing similar things, some places that won't be able to use it, and yeah, some excitement for perusal. So yeah, we should have Becky back. We could also have Heather Young back, because she's using a couple of other of these tools thatÉ that might be great to share, since there's such a strong interest. 148 00:26:56.780 --> 00:27:05.840 Courtney Meyers: Check with your university first, because there's a lot of red tape about using some of these tools. 149 00:27:06.010 --> 00:27:11.530 Courtney Meyers: Well, let me move on to the last bullet points. We're about working with real clients. 150 00:27:11.860 --> 00:27:21.609 Courtney Meyers: So, IÉ I believe in this. I believe in, community-engaged, teaching, in service learning. 151 00:27:21.710 --> 00:27:34.129 Courtney Meyers: SoÉ but it's not without its frustrations or headaches, and so this is really quick, a few things thatÉ and weÉ again, we could do a whole webinar on this topic. 152 00:27:34.190 --> 00:27:49.469 Courtney Meyers: One is, when you're selecting a client, I think asking yourself, do you select, or do your students select? So, in our campaigns course, Dr. Fisher selects the clients and vets them, and I'm going to show you one of her resources for that. 153 00:27:49.910 --> 00:27:57.139 Courtney Meyers: In my Communicating Ag to the Public class with 34 students this semester, they picked their own client. 154 00:27:57.310 --> 00:28:10.519 Courtney Meyers: And so, they go through that process of reaching out to someone, of establishing the relationship, and all of that. So this screenshot that's in here is, frequently asked questions that my students 155 00:28:10.570 --> 00:28:26.159 Courtney Meyers: anticipated being asked. I said, what do you think your clients are going to want to know? And then we wrote responses. So this resource is something I generated a couple years ago, and so we don't do it every semester, but we talk through this. 156 00:28:26.250 --> 00:28:35.520 Courtney Meyers: So that's anticipating questions, providing realistic expectations. Everybody wants a website. That's not what we do in the class. 157 00:28:35.740 --> 00:28:48.409 Courtney Meyers: So, I think helping students set boundaries for what they can and can't do, and I always say, use me as an excuse. My professor won't let me do this, my professor says that's not the focus of the course. 158 00:28:48.530 --> 00:28:51.909 Courtney Meyers: Help students navigate uncertainty. 159 00:28:52.040 --> 00:28:55.429 Courtney Meyers: Somebody's gonna get ghosted at some point in the semester. 160 00:28:55.830 --> 00:29:10.270 Courtney Meyers: And that's life, and so I just build in conversations and time. I never let a student fail who's showing up and is doing the work. There's always a backup plan. And then creating checkpoints. So, IÉ 161 00:29:10.350 --> 00:29:27.270 Courtney Meyers: I've cushionedÉ I have a lot of cushion in case things don't go well. TheÉ the resource real quick from Dr. Fisher is this one. So in our campaigns this semester, we have two clients, and this is just one of the briefs. So she actually creates this. 162 00:29:27.570 --> 00:29:43.750 Courtney Meyers: and shares this with the students, and there's two pages to this, but I just grabbed the first page. I think it really helps students, see that she's as invested in this, partnership as they will be. 163 00:29:43.770 --> 00:29:48.750 Courtney Meyers: And, anyway, this is just to introduce the client piece. 164 00:29:49.330 --> 00:29:54.579 Courtney Meyers: So, I wish we had a lot more time to talk about working with clients, and 165 00:29:54.770 --> 00:30:09.279 Courtney Meyers: weÉ maybe we need to pose this as an upcoming webinar about how to navigate, because I don't know about you all, but I think students need opportunities to learn professional communication in this type of situation. So that's what it's doing for me. 166 00:30:09.430 --> 00:30:18.769 Courtney Meyers: All right, well, if we needÉ if we have time at the end, we can circle back and share more on this, but I'm going to turn it back to Lori forÉ 167 00:30:18.910 --> 00:30:20.360 Courtney Meyers: The next slides. 168 00:30:21.180 --> 00:30:39.490 Lauri Baker: So these were some of the questions that came in around communicating the value of communication research, things like in collaborative grant projects, how do you portray communication research as a stand-alone kind of study, and how do you position yourself as an expert? And I think 169 00:30:39.570 --> 00:31:02.870 Lauri Baker: These are things we all struggle with from time to time, and it also is a thing that isn't done once. You have to keep doing it over and over again. For time's sake, I think I am going to move to the next slide where I jotted down some of the ways that I've done this, but hopefully we can still have some discussion of what other people, have done in this space and have some conversations. 170 00:31:02.870 --> 00:31:13.639 Lauri Baker: I think one of the initial things is to really work to use the same language as the people and agencies you're partnering with. So, I currently have a pretty large, 171 00:31:13.640 --> 00:31:29.610 Lauri Baker: grant from the CDC, that's really focused on vector-borne disease, but I'm the social science lead of that. And a part of these discussions when we've met with the vector groups at the CDC is that they don't consider evaluation research. 172 00:31:29.610 --> 00:31:53.550 Lauri Baker: And so, there are some things that, to an outside eye, that we do, may look more like evaluation than research. And so, positioning those things in a way that we're building hypotheses, we're building research questions, as opposed to, even using the words evaluation in that process, because some groups are not seeing that. 173 00:31:53.550 --> 00:32:02.130 Lauri Baker: as aÉ as a research piece. I think also talking about your science and leading those discussions 174 00:32:02.130 --> 00:32:27.039 Lauri Baker: With you as a social scientist helps, and you can talk about the issues and things you're moving forward, even explaining the role that you have served on the past in grants, and maybe if you haven't had a ton of those experiences yet, that's an opportunity for you, to talk about the role of a social scientist in general on grants, to move away from that, hey, can you create me 175 00:32:27.040 --> 00:32:51.089 Lauri Baker: a video. Hey, could you build me a PowerPoint or a curriculum? But instead positioning yourself as a scientist, just like other people are on this grant. And one of those things is, I think, talking to your grants office about those things, talking to department chairs where you can have collaborations, attending interdisciplinary events, and sharing your expectations early for what 176 00:32:51.090 --> 00:32:56.349 Lauri Baker: role makes sense for you to play on a grant, and which role doesn't make sense. 177 00:32:56.680 --> 00:33:09.680 Lauri Baker: I think also contacting people with shared interest, having, what I like to call the dating phase of collaboration, and I've gone on dates with a lot of scientists inÉ 178 00:33:09.970 --> 00:33:33.469 Lauri Baker: different areas across campus, both here and in Kansas, and some of those didn't lead to a second date. Sometimes that was my choosing, sometimes that was their choosing, but I think eventually, as you have the conversations, you'll find your people who respect you as a scientist, understand, what you can offer, and the things that you can't offer or don't want to offer. 179 00:33:33.470 --> 00:33:49.159 Lauri Baker: And maybe you can point them into different directions. So those are some of my things. I'd love to hear other people's thoughts. Again, as Courtney mentioned before, maybe just keeping it kind of short so we can get through the rest of the aspects of what people wanted to know. 180 00:33:57.330 --> 00:34:02.359 Courtney Meyers: You may have done such a good job, everyone'sÉ on board. 181 00:34:04.470 --> 00:34:11.329 Lauri Baker: Well, yeah, and I'm also happy to follow up with people if, you have questions about how to position yourself in this way, too. 182 00:34:12.639 --> 00:34:16.919 Courtney Meyers: One thing that, we have found here is 183 00:34:17.609 --> 00:34:31.709 Courtney Meyers: sometimes, people forget about AgCom. We're a small unit on campus, and, again, Dr. Fisher couldn't be with us. I wish she could have. She's doing more to elevate the Center for Agroscience Communication at Texas Tech. 184 00:34:31.709 --> 00:34:39.829 Courtney Meyers: And people need aÉ they need a resource, so if you can find a way to share your research expertise. 185 00:34:39.829 --> 00:34:55.179 Courtney Meyers: online, and most of us have required to have some sort of bio, but if there's a way to share your research expertise, and Lori, I really appreciate your comments and using terminology that other disciplines would recognize and value, 186 00:34:55.339 --> 00:35:06.709 Courtney Meyers: We've had a lot of success lately with the Texas Produced Water Consortium. Produced water is the water that's generated in the oil and gas industry that they're not really sure what to do with. 187 00:35:06.709 --> 00:35:16.499 Courtney Meyers: And they are thrilled to have us on board to try to navigate this sticky issue. But all of that happened, because we had a date. 188 00:35:16.499 --> 00:35:25.709 Courtney Meyers: Yeah, we had a date with someone, and it went well, and we thought this couldÉ this could be a lasting relationship. So, thank you for sharing that, Lori. 189 00:35:27.279 --> 00:35:41.079 Courtney Meyers: All right, well, let meÉ if the other things come to mind, let me move on, that way we can, get to the one thatÉ I mean, it's time management, so we'll tackle this real quick. Everyone's got this figured out, right? 190 00:35:41.739 --> 00:36:00.139 Courtney Meyers: So, the question, was this me to lead? I think it was, yeah. So, the questions are, how do you balance teaching with other responsibilities? We can't allÉ LoriÉ Lori just got rid of teaching. That's how she did it. But for the rest of us, well, strategies have worked. 191 00:36:00.139 --> 00:36:06.309 Courtney Meyers: To help you prioritize your time. So, I'mÉ I want some ideas, please. 192 00:36:19.299 --> 00:36:21.249 Courtney Meyers: We're all trying to figure it out. 193 00:36:24.839 --> 00:36:32.929 Courtney Meyers: So, one thing that I have to do, that I did even in college, is I have to plan time to do the things I'm avoiding. 194 00:36:33.729 --> 00:36:51.859 Courtney Meyers: So, I have to schedule time to grade, and I have to, sometimes, you know, Katie's idea about going somewhere else to work, you know, sometimes that means I'm going to treat myself to an expensive coffee if I can get the grading done. 195 00:36:52.489 --> 00:37:01.999 Courtney Meyers: I find that if I don't budget time for it in the calendar, it'll get eaten up with other things. So that's just one quickÉ one quick tip. Anyone else? Audrey? 196 00:37:02.640 --> 00:37:08.669 Audrey King: So, this is, like, junk science, and I know it's junk science, but there's this, thingÉ 197 00:37:08.740 --> 00:37:19.920 Audrey King: It's Gretchen Rubin, Four Tendencies, and I had my graduate students take this as part of King's Court to help me understand how best to work with them and set expectations for them. 198 00:37:19.920 --> 00:37:34.179 Audrey King: And, as you might imagine, there are four tendencies, and it's about how you respond to both inner and outer expectations, and myself, I'm an obliger, which means I will meet other people's expectations before I meet my own. 199 00:37:34.510 --> 00:37:44.510 Audrey King: And so, because I know that about me, I will then hack my life, as you're saying, rather than put something on my schedule, because it's my schedule, I won't listen to that, Courtney. You sound like an upholder, good for you. 200 00:37:44.510 --> 00:37:56.829 Audrey King: Instead, I'll say, hey, I'm gonna meet you at aÉ I would have to say I'm gonna meet you at a coffee shop, and we're gonna grade, or I said I will have this thing done for you by then, I will hold myself to that standard for you, but I can't do it for me. 201 00:37:59.710 --> 00:38:06.179 Courtney Meyers: That's really interesting. Can youÉ have you dropped that reference into the chat? I want to go look at that later. 202 00:38:06.180 --> 00:38:12.249 Audrey King: Yeah, I, I will. Laurie put one, but I'll do the super specific one. She has lots of cool, like. 203 00:38:12.410 --> 00:38:19.890 Audrey King: Again, she's a journalist, so she writes very journalistically about these things. It's not peer-reviewed, and I know that. I want the world to know. 204 00:38:24.790 --> 00:38:29.130 Courtney Meyers: Other thoughts, things that you have found work well for you? 205 00:38:30.150 --> 00:38:33.859 Courtney Meyers: And maybe you're adding them into the chat, and I can't pull them up right now. 206 00:38:37.070 --> 00:38:45.220 Courtney Meyers: One thing that I always push back on is the word balance, especially work-life balance. It's a pendulum. 207 00:38:45.310 --> 00:39:04.519 Courtney Meyers: Some days it's gonna be shifted more in one direction than the other. Early in my career here, I read a book called I Know How She Does It, and it was about time management, and two things that stood out to me from that book, it was about women, working women with kids and balancing those responsibilities. 208 00:39:04.590 --> 00:39:07.639 Courtney Meyers: But it was the idea of split shifts. 209 00:39:07.850 --> 00:39:23.250 Courtney Meyers: So, I have to leave work today at 4 o'clock to take my daughter to something. That means I'm probably going to be back on my computer at 8 or 9 tonight, once things calm down. The other is you'llÉ it's okay to never see the bottom of your inbox. 210 00:39:24.080 --> 00:39:43.000 Courtney Meyers: So, I just have to let the emails live there, and some people are like, I can't believe you have so many unread emails. And I'm like, I'll get to them, and if it's important, they'll call me, or text me, or they'll email me again. And I think it's just that giving ourself a little grace, that we're balancing what we can in the moment. 211 00:39:43.000 --> 00:39:45.110 Courtney Meyers: So, those are two things. 212 00:39:45.360 --> 00:39:50.440 Courtney Meyers: AnyÉ anything else come to mind before I move on to the next slide? 213 00:39:51.990 --> 00:40:10.850 Lauri Baker: I might just jump in with two strategies that, people have told me that line up with what you're doing. One thing is, a friend of mine, he actually read some details about this, I just stole the parts that work for me. But because the inbox looks so overwhelming, I've created a folder that's just called Resting Place. 214 00:40:11.110 --> 00:40:28.200 Lauri Baker: And when I get to a point where I'm overwhelmed by them, and I know that I can't respond to them, I copy all of the emails that are in my inbox, and I move them to the resting place, and then they're still searchable, I can still find that information. If I have spare time, I can go back to them. 215 00:40:28.200 --> 00:40:41.510 Lauri Baker: The other one is actually something Courtney taught me years ago, is for all of the responses that I get all the time, or the questions I get all the time by email, particularly right now as grad coordinator. 216 00:40:41.510 --> 00:40:49.699 Lauri Baker: I have, a signature for each of those responses. So if they want to know about the education graduate, 217 00:40:49.700 --> 00:41:11.490 Lauri Baker: specialization within our program. I have a signature that already has all of the pieces related to that, the faculty related to that, and then I just have to put their name in. And so, I've done that for a lot of things that I get multiple questions on, and some of those are things, like, what role might you play in grants? What are your most recent, publications? And those draft signatures are a real time saver. 218 00:41:12.540 --> 00:41:16.540 Courtney Meyers: Thanks forÉ yeah, I still, I mean, I still use those every day, I just take it for granted. 219 00:41:18.650 --> 00:41:28.939 Courtney Meyers: Yeah. Okay, let me go to the next slide, and then we have definitely an opportunity to wrap up. So, I'm sure you all have seen this decision-making quadrant before. 220 00:41:28.970 --> 00:41:39.069 Courtney Meyers: One of the earlier questions was about delegating, and I admit, I struggle with that, because I can just do it faster than trying to explain it to somebody else and check their work. 221 00:41:39.240 --> 00:41:47.519 Courtney Meyers: But if I can teach it well enough that they can do it, then I don't have to do it again. And so, it's about recognizing, you know, if it'sÉ 222 00:41:47.530 --> 00:42:01.910 Courtney Meyers: Not real important, but it needs done right away. You could delegate it. If it's not urgent and not important, you could delete it. So this is a quick Google grab. There's lots of resources out there in this. 223 00:42:01.910 --> 00:42:14.020 Courtney Meyers: I don't sit here and put things into each box every day, but I think mentally, we're always doing that. I was working on some stuff last night, and I have this list of things that I really need to get done. 224 00:42:14.020 --> 00:42:16.229 Courtney Meyers: And my older daughterÉ 225 00:42:16.230 --> 00:42:25.439 Courtney Meyers: the snarky one, she's like, you don't have anything checked off yet. And I'm like, no, I don't, but that's okay, I'm making progress in all of them, so we're getting it done. 226 00:42:25.840 --> 00:42:42.180 Courtney Meyers: All right, let me go to the last slide, which is just final comments, and if y'all don't mind, I'm going to stop sharing, and just, let's open this up if there's anything else, and then, Ricky, we always like to leave time here at the end for any updates from your universities. 227 00:42:49.710 --> 00:42:50.890 Courtney Meyers: Lacey. 228 00:42:51.760 --> 00:43:11.409 Lacey Roberts Hill: So, IÉ I tried the quadrant thing at one point. I learned I have anxiety that limits me from being able to separate what is urgent slash important slash whatever, but I did findÉ I took a training with Microsoft, and their, like, Microsoft's planner is based on Kanban, which is how you can separate things out by, like, progress stages. 229 00:43:11.410 --> 00:43:26.350 Lacey Roberts Hill: And that has really helped me feel less like everything is urgent, because it is, but I can have a stepwise that moves it from, here's a bucket, and those things that are moving and checking off with the bucket type, because I was like, I can do the quadrant! 230 00:43:26.510 --> 00:43:42.689 Lacey Roberts Hill: And I can't. It'sÉ I struggle with a long time for it, a long time with it, but the Microsoft Planner, even if you don't like that one, just look up Kanban, like, production, and it'sÉ it's helpful for those that maybe the brain gets a little too spicy in that area, soÉ 231 00:43:43.480 --> 00:43:44.110 Lacey Roberts Hill: Yeah. 232 00:43:45.070 --> 00:43:46.290 Courtney Meyers: Thanks, Lacey! 233 00:43:49.110 --> 00:43:54.550 Courtney Meyers: I'm gonna read back through everyone's comments, now that I can see them, but, 234 00:43:54.660 --> 00:44:01.610 Courtney Meyers: I guess I'll end, justÉ and I'll let Lori say thank you all for being here. I think, you know. 235 00:44:01.650 --> 00:44:08.700 Courtney Meyers: It's important that we lean on each other, and that we use this network, and sharing little tips and tricks that help 236 00:44:08.700 --> 00:44:25.039 Courtney Meyers: you and your daily tasks, if that, you know, if you save a little bit of time, or have a little less anxiety, or a little more confidence in certain areas, then I think we've accomplished our mission today. Hopefully you all feel full. Lori, anything else? 237 00:44:26.400 --> 00:44:31.279 Lauri Baker: Nope, ditto to all of those things. I feel very full myself, so thank y'all. 238 00:44:31.850 --> 00:44:33.419 Courtney Meyers: Alright, Ricky, over to you. 239 00:44:33.420 --> 00:44:44.380 Ricky Telg: Hey, thanks, Courtney. Thank you, Laurie. Boy, we're gonna have a siesta afterward, you know, they're gonna take a nap after a full meal there. SoÉ 240 00:44:44.950 --> 00:44:55.190 Ricky Telg: so many food illustrations here. So, we do have a little bit of time. Like Courtney said, we usually try to hold a few minutes, at the end of 241 00:44:55.230 --> 00:45:13.850 Ricky Telg: presentation, if you have any updates or announcements or anything going on. I know this is getting to be, association conference meeting season. I didn't know if anyone had anything to share with upcoming meetings there, or something going on at your university, so this is the time to do so. AnyoneÉ 242 00:45:14.490 --> 00:45:20.310 Ricky Telg: Wanna do a virtual hand raise, or unmute? I can see everybody, I think. 243 00:45:20.770 --> 00:45:22.350 Ricky Telg: Anything going on? 244 00:45:23.760 --> 00:45:33.630 Courtney Meyers: Real, real quick, I'm on a search committee for our Teaching, Learning, and Professional Development Director. It isÉ 245 00:45:33.630 --> 00:45:42.899 Courtney Meyers: a master's preferred position, but it is an incredible opportunity if you know anyone who cares passionately about higher education. 246 00:45:42.900 --> 00:45:56.720 Courtney Meyers: teaching development, gradÉ they do a little bit of graduate student training and teaching. I'd be happy to visit with you, or if you can direct them my way. Anyway, I'm on the search committee, and the position is available now. 247 00:45:57.700 --> 00:45:59.349 Ricky Telg: Okay, great, thank you. 248 00:45:59.810 --> 00:46:00.710 Ricky Telg: Jamie. 249 00:46:03.350 --> 00:46:08.090 Jamie Alexander Greig: Hey, so, I guess a couple updates. One isÉ 250 00:46:08.250 --> 00:46:12.209 Jamie Alexander Greig: for University of Tennessee ALEKS department head search. 251 00:46:12.430 --> 00:46:15.460 Jamie Alexander Greig: We areÉ 252 00:46:16.510 --> 00:46:26.950 Jamie Alexander Greig: close itÉ close to the end of the process, I guess? We're bringing in two, we're bringing in some candidates in April, so then we shouldÉ 253 00:46:27.220 --> 00:46:30.289 Jamie Alexander Greig: Find outÉ Her department head's gonna beÉ 254 00:46:30.910 --> 00:46:32.390 Jamie Alexander Greig: By the end of the semester. 255 00:46:33.340 --> 00:46:44.110 Jamie Alexander Greig: And then, in terms of, like, managing our schedules, we had a graduate meeting the other day to discuss our PhD program, andÉ 256 00:46:45.240 --> 00:46:51.169 Jamie Alexander Greig: we decided on the students that we were going to admit to our new PhD program, andÉ 257 00:46:51.350 --> 00:46:55.210 Jamie Alexander Greig: after that meeting, decided to close applications, soÉ 258 00:46:55.730 --> 00:47:04.689 Jamie Alexander Greig: The students that are admitted will be in the program, and then once we have any more capacity, we'll reopen the applications, but that probably won't beÉ 259 00:47:04.900 --> 00:47:07.119 Jamie Alexander Greig: For at least until the fall. 260 00:47:09.040 --> 00:47:11.440 Ricky Telg: Great. Thank you. Thank you very much. 261 00:47:12.370 --> 00:47:13.510 Audrey King: Anyone else? 262 00:47:13.690 --> 00:47:20.610 Audrey King: I'm sure many of you are in this same space, but if you have any lovely undergraduate students that would just be a great fit for graduate school. 263 00:47:20.610 --> 00:47:37.839 Audrey King: Send in Oklahoma State's way. I have aÉ my TA doing mostÉ mostly digital media stuff I have open, and also Dr. Coleman and I have a grant that, was funded in September that we're looking for a great student to do some 264 00:47:38.040 --> 00:47:50.809 Audrey King: Like, we're implementing some AgCom-ish, social science-ish curriculum in, school-based ag ed, so we're looking for a student that would be able to help us lead some evaluation efforts on that. 265 00:47:51.730 --> 00:47:53.310 Ricky Telg: Perfect. Thank you. 266 00:47:54.480 --> 00:47:56.270 Ricky Telg: Anyone else? Updates? 267 00:47:56.470 --> 00:47:57.320 Ricky Telg: Whitney. 268 00:47:57.320 --> 00:48:21.550 Stone, Whitney: I'll give an update for ACE, weÉ your paper decisions will come out today, and registration will open in March. They haven't officially opened, but poster, will come out very soon, too. We're collecting those. I think it's due tomorrow, if you haven't, done it yet, and so we should have those notifications right when registration opens, and so you should be able to make decisions if you can be in Billings, Montana. 269 00:48:21.550 --> 00:48:25.469 Stone, Whitney: this year, the 15th through the 17th of June. 270 00:48:26.570 --> 00:48:27.849 Ricky Telg: Great, thank you, Whitney. 271 00:48:29.810 --> 00:48:46.259 Ricky Telg: AAAE just announced registration was open for that conference. At least I got the notifications out now, too, so please be sure if you're planning to come to sunny Florida at St. Petersburg in May, AIAEEs inÉ 272 00:48:46.400 --> 00:48:54.419 Ricky Telg: Costa Rica and NACDA will be coming up fairly soon as well, so those are usually some of the association meetings that our group 273 00:48:54.740 --> 00:48:59.769 Ricky Telg: goes toÉ and some overlap each other, which kind of stinks. 274 00:49:00.520 --> 00:49:01.660 Ricky Telg: Anyone else? 275 00:49:05.170 --> 00:49:06.240 Ricky Telg: Okay. 276 00:49:06.580 --> 00:49:19.649 Ricky Telg: Well, if not, this will probably be it for the Society of Agricultural Communication Scholars webinars for the spring. We opted this last year because of scheduling everything to do one a semester. 277 00:49:19.650 --> 00:49:34.090 Ricky Telg: So we'll begin that process again in the fall. If you have an idea for a fall webinar, please reach out to me, and we'll try to get something scheduled, probably in September or October in that neighborhood. 278 00:49:34.090 --> 00:49:55.220 Ricky Telg: If there's something that you would like to share, if there's something that's coming, say, hey, you know what, I really would like to get something scheduled between now, potentially at the end of the semester, that's breakingÉ kind of breaking news, and get that, hey, I think everyone would be okay with that too, so let me know. I'll get it out to everyone here, as well. 279 00:49:55.220 --> 00:50:03.180 Ricky Telg: I hope to see lots of you at different association meetings coming up in the next few months. If not, I'll see you all again in the fall. Have a greatÉ 280 00:50:03.360 --> 00:50:05.919 Ricky Telg: Afternoon. Thank you all very much. Bye. 281 00:50:05.920 --> 00:50:09.330 Courtney Meyers: Thank you. Thanks, Lori. Thanks, Ricky, for organizing. 282 00:50:09.330 --> 00:50:10.809 Lauri Baker: Thanks, everyone! 283 00:50:10.810 --> 00:50:11.280 Courtney Meyers: Hi. 284 00:50:11.280 --> 00:50:11.770 Lauri Baker: Great.