WEBVTT 00:00:00.000 --> 00:00:01.230 align:middle line:90% 00:00:01.230 --> 00:00:06.330 align:middle line:84% ERIC TREKELL: We are going to move on and focus 00:00:06.330 --> 00:00:12.220 align:middle line:84% on our last presentation our last session. 00:00:12.220 --> 00:00:15.510 align:middle line:84% So our last session here is Best Practices 00:00:15.510 --> 00:00:19.890 align:middle line:84% for an Online STEM Summer Camp Serving Neurodiverse Students. 00:00:19.890 --> 00:00:23.160 align:middle line:84% So experiences working exclusively online. 00:00:23.160 --> 00:00:26.730 align:middle line:84% And our presenters are, one of my colleagues here, 00:00:26.730 --> 00:00:33.210 align:middle line:84% Tami Tidwell, Dr. Eric Chudler, who is, as I've noted, 00:00:33.210 --> 00:00:37.350 align:middle line:84% the Education Director for the Neuroscience for Neurodiverse 00:00:37.350 --> 00:00:39.960 align:middle line:90% Learners 00:00:39.960 --> 00:00:42.870 align:middle line:84% grant, and Scott Bellman, another colleague here 00:00:42.870 --> 00:00:45.480 align:middle line:84% at the University of Washington working 00:00:45.480 --> 00:00:47.400 align:middle line:90% with this and many other reps. 00:00:47.400 --> 00:00:53.380 align:middle line:84% So I will turn it over to you all to get us started. 00:00:53.380 --> 00:00:54.690 align:middle line:90% SCOTT BELLMAN: Thank you, Eric. 00:00:54.690 --> 00:00:57.540 align:middle line:84% On the first slide here today, it 00:00:57.540 --> 00:01:01.110 align:middle line:84% lists the names of us presenters, and it also 00:01:01.110 --> 00:01:05.280 align:middle line:84% adds that Dr. Chudler is in the Department of Bioengineering, 00:01:05.280 --> 00:01:07.380 align:middle line:84% as well as the Center for Neurotechnology 00:01:07.380 --> 00:01:09.180 align:middle line:84% here at the University of Washington. 00:01:09.180 --> 00:01:16.530 align:middle line:84% And the slide includes a good number, maybe 36 or so, 00:01:16.530 --> 00:01:21.330 align:middle line:84% images of brains and the interior of the skull 00:01:21.330 --> 00:01:22.680 align:middle line:90% and from different angles. 00:01:22.680 --> 00:01:24.370 align:middle line:90% And they're colored colorful. 00:01:24.370 --> 00:01:29.920 align:middle line:84% It's really kind of a fun collage of images of the brain. 00:01:29.920 --> 00:01:32.160 align:middle line:84% And the reason I describe that and mention it, 00:01:32.160 --> 00:01:34.643 align:middle line:84% one is just so maybe people who can't 00:01:34.643 --> 00:01:36.060 align:middle line:84% see it know what we're looking at, 00:01:36.060 --> 00:01:37.980 align:middle line:84% but also, I wanted to talk to someone 00:01:37.980 --> 00:01:42.300 align:middle line:84% about the ITEST program, which is an NSF program. 00:01:42.300 --> 00:01:44.670 align:middle line:84% And it's an acronym for Innovative Technology 00:01:44.670 --> 00:01:47.430 align:middle line:84% Experiences for Students and Teachers. 00:01:47.430 --> 00:01:48.930 align:middle line:84% And so to run these grants, you need 00:01:48.930 --> 00:01:51.780 align:middle line:84% to make a case to the National Science Foundation 00:01:51.780 --> 00:01:54.780 align:middle line:84% that you are going to provide some innovative experiences 00:01:54.780 --> 00:01:57.400 align:middle line:84% related to science and technology to students. 00:01:57.400 --> 00:01:59.730 align:middle line:84% And so these images of these brains here, 00:01:59.730 --> 00:02:02.820 align:middle line:84% kind of get me in the mood to talk about that a little bit. 00:02:02.820 --> 00:02:06.180 align:middle line:84% So OK, on the next slide, it's the name 00:02:06.180 --> 00:02:09.490 align:middle line:84% of our project, Neuroscience for Neurodiverse Learners. 00:02:09.490 --> 00:02:13.920 align:middle line:84% And we wrote our proposal prior to the pandemic, 00:02:13.920 --> 00:02:16.920 align:middle line:90% by quite a good measure. 00:02:16.920 --> 00:02:19.680 align:middle line:90% Originally, we had been-- 00:02:19.680 --> 00:02:21.840 align:middle line:84% have to go back about five years. 00:02:21.840 --> 00:02:24.130 align:middle line:84% We had been running different summer camps and things. 00:02:24.130 --> 00:02:28.350 align:middle line:84% And I think Tami Tidwell, and maybe some others, Kayla 00:02:28.350 --> 00:02:30.570 align:middle line:84% and others started saying, we should really 00:02:30.570 --> 00:02:33.630 align:middle line:84% see if we could figure out a program 00:02:33.630 --> 00:02:35.250 align:middle line:90% for our neurodivergent students. 00:02:35.250 --> 00:02:36.730 align:middle line:90% That would be really cool. 00:02:36.730 --> 00:02:38.970 align:middle line:84% And I think there's more and more of them showing up 00:02:38.970 --> 00:02:39.640 align:middle line:90% to our stuff. 00:02:39.640 --> 00:02:40.680 align:middle line:90% They're very excited. 00:02:40.680 --> 00:02:43.060 align:middle line:84% Their parents tend to get involved, as well. 00:02:43.060 --> 00:02:46.890 align:middle line:84% And so we started writing this grant proposal 00:02:46.890 --> 00:02:50.010 align:middle line:90% to run this project. 00:02:50.010 --> 00:02:51.990 align:middle line:84% The first year, I sat down with Dr. Chudler, 00:02:51.990 --> 00:02:53.617 align:middle line:84% and we talked it through and tried 00:02:53.617 --> 00:02:55.200 align:middle line:84% to figure out what we might want to do 00:02:55.200 --> 00:02:56.492 align:middle line:90% and how we might want to do it. 00:02:56.492 --> 00:03:00.420 align:middle line:84% And because of the timeline for getting that proposal turned 00:03:00.420 --> 00:03:03.210 align:middle line:84% in, we decided to wait a year, but we had a rough idea 00:03:03.210 --> 00:03:04.927 align:middle line:90% of what we wanted to do. 00:03:04.927 --> 00:03:06.510 align:middle line:84% The very next year, we sat down and we 00:03:06.510 --> 00:03:09.540 align:middle line:84% wrote the full proposal for NSF and got input 00:03:09.540 --> 00:03:13.210 align:middle line:90% from all kinds of people. 00:03:13.210 --> 00:03:16.290 align:middle line:84% But Dr. Chudler and I turned it in with some 00:03:16.290 --> 00:03:20.130 align:middle line:84% of our other colleagues, Raj Rao and Sheryl Burgstahler, 00:03:20.130 --> 00:03:23.010 align:middle line:84% Tami had a big hand in helping us design that. 00:03:23.010 --> 00:03:25.650 align:middle line:90% And it was not funded. 00:03:25.650 --> 00:03:29.202 align:middle line:84% And so we waited another year, and we spruced that one up 00:03:29.202 --> 00:03:29.910 align:middle line:90% and turned it in. 00:03:29.910 --> 00:03:33.360 align:middle line:84% And we did receive funding that third year. 00:03:33.360 --> 00:03:35.260 align:middle line:84% We were really thinking hard about it. 00:03:35.260 --> 00:03:36.340 align:middle line:90% So here we are. 00:03:36.340 --> 00:03:38.340 align:middle line:84% We're in the middle of this project now, 00:03:38.340 --> 00:03:41.230 align:middle line:84% but we did imagine it before the pandemic started. 00:03:41.230 --> 00:03:44.550 align:middle line:84% So we were imagining activities on the University of Washington 00:03:44.550 --> 00:03:48.567 align:middle line:84% campus hands-on stuff, with students coming and going, 00:03:48.567 --> 00:03:50.400 align:middle line:84% some things where parents and teachers could 00:03:50.400 --> 00:03:52.050 align:middle line:90% come on campus, as well. 00:03:52.050 --> 00:03:56.130 align:middle line:84% And right when we got funded, the pandemic 00:03:56.130 --> 00:03:59.070 align:middle line:84% forced us to change our approach. 00:03:59.070 --> 00:04:01.530 align:middle line:84% And I have to give a lot of credit towards Tami 00:04:01.530 --> 00:04:07.050 align:middle line:84% and some others that do it for quickly helping us figure out 00:04:07.050 --> 00:04:09.630 align:middle line:84% how to run this as an online project, which we have been 00:04:09.630 --> 00:04:11.610 align:middle line:90% doing for some time now. 00:04:11.610 --> 00:04:13.890 align:middle line:84% But I'm excited to report that this summer we 00:04:13.890 --> 00:04:15.450 align:middle line:90% are going to do a hybrid camp. 00:04:15.450 --> 00:04:18.209 align:middle line:84% So we're going to have some sessions in person on campus, 00:04:18.209 --> 00:04:20.788 align:middle line:84% and we're going to have some of them online. 00:04:20.788 --> 00:04:22.830 align:middle line:84% And one of my colleagues might speak a little bit 00:04:22.830 --> 00:04:26.340 align:middle line:84% later about some of the benefits we realized 00:04:26.340 --> 00:04:28.020 align:middle line:84% of having some components online, 00:04:28.020 --> 00:04:30.660 align:middle line:84% and why we're kind of excited to do that. 00:04:30.660 --> 00:04:33.810 align:middle line:84% Pictured here, is Dr. Chudler holding a brain 00:04:33.810 --> 00:04:36.240 align:middle line:84% model in his left hand and pointing to some students, 00:04:36.240 --> 00:04:38.700 align:middle line:84% and they are looking at a slide about the brain, looks 00:04:38.700 --> 00:04:41.117 align:middle line:90% like brain structures. 00:04:41.117 --> 00:04:43.200 align:middle line:84% There's another image of me with a young man who's 00:04:43.200 --> 00:04:47.315 align:middle line:84% looking at mammal brains that are suspended in epoxy, 00:04:47.315 --> 00:04:48.690 align:middle line:84% and there are some small mammals. 00:04:48.690 --> 00:04:50.790 align:middle line:84% And they're their actual brains there. 00:04:50.790 --> 00:04:52.030 align:middle line:90% We're talking about them. 00:04:52.030 --> 00:04:53.370 align:middle line:90% I don't know why I'm laughing. 00:04:53.370 --> 00:04:56.790 align:middle line:90% I probably said a dumb joke. 00:04:56.790 --> 00:04:59.280 align:middle line:84% In the bottom picture, there are some students, 00:04:59.280 --> 00:05:03.030 align:middle line:84% and this was a classroom activity at the Center 00:05:03.030 --> 00:05:04.410 align:middle line:90% for Neurotechnology. 00:05:04.410 --> 00:05:07.350 align:middle line:84% And one of the activities we have done, for example, 00:05:07.350 --> 00:05:09.690 align:middle line:84% is present the students with case studies 00:05:09.690 --> 00:05:13.560 align:middle line:84% about the ethics of tinkering around with the human brain 00:05:13.560 --> 00:05:17.310 align:middle line:84% and get their ideas about the ethical implications 00:05:17.310 --> 00:05:18.210 align:middle line:90% of doing that. 00:05:18.210 --> 00:05:21.100 align:middle line:84% And really challenge them to think hard about that. 00:05:21.100 --> 00:05:22.750 align:middle line:84% So I don't know if we were doing that, 00:05:22.750 --> 00:05:24.390 align:middle line:84% at this particular moment, but those 00:05:24.390 --> 00:05:28.730 align:middle line:84% are the kinds of things that we do with our students. 00:05:28.730 --> 00:05:31.160 align:middle line:84% The next slide here, is a picture 00:05:31.160 --> 00:05:33.110 align:middle line:84% of our Drumheller Fountain, which 00:05:33.110 --> 00:05:36.650 align:middle line:84% is on the University of Washington, Seattle campus, 00:05:36.650 --> 00:05:40.790 align:middle line:84% cloudy day there with our beautiful brick buildings 00:05:40.790 --> 00:05:42.568 align:middle line:90% in the background. 00:05:42.568 --> 00:05:44.110 align:middle line:84% And there's another student pictured. 00:05:44.110 --> 00:05:47.020 align:middle line:84% She is also looking at those small mammal brains 00:05:47.020 --> 00:05:53.060 align:middle line:84% and probably trying to figure out what they're all about. 00:05:53.060 --> 00:05:54.320 align:middle line:90% But our summer camp-- 00:05:54.320 --> 00:05:56.470 align:middle line:84% so for these students, they receive an introduction 00:05:56.470 --> 00:06:00.130 align:middle line:84% to neuroscience and neural engineering and neuro-ethics, 00:06:00.130 --> 00:06:02.890 align:middle line:84% and they work on scientific communication 00:06:02.890 --> 00:06:06.850 align:middle line:90% and really, college preparation. 00:06:06.850 --> 00:06:09.370 align:middle line:84% Partly geared towards STEM, partly 00:06:09.370 --> 00:06:12.310 align:middle line:84% just geared toward being successful in high school 00:06:12.310 --> 00:06:15.910 align:middle line:84% and being successful with those transitions. 00:06:15.910 --> 00:06:18.250 align:middle line:84% And one of the things that we built into this project, 00:06:18.250 --> 00:06:22.330 align:middle line:84% are some skills that we wanted to help students 00:06:22.330 --> 00:06:23.560 align:middle line:90% with specifically. 00:06:23.560 --> 00:06:25.930 align:middle line:84% And I think Lyla Crawford is here today. 00:06:25.930 --> 00:06:28.780 align:middle line:84% She is our internal evaluator for this project. 00:06:28.780 --> 00:06:33.700 align:middle line:84% So she helps us measure are we being successful in that area. 00:06:33.700 --> 00:06:35.047 align:middle line:90% And I pulled our proposal. 00:06:35.047 --> 00:06:36.380 align:middle line:90% I just wanted to share with you. 00:06:36.380 --> 00:06:37.390 align:middle line:84% I thought you might be interested in some 00:06:37.390 --> 00:06:39.807 align:middle line:84% of the things that we thought we could help these students 00:06:39.807 --> 00:06:41.152 align:middle line:90% with during the project. 00:06:41.152 --> 00:06:42.860 align:middle line:84% I'll just go through them really quickly. 00:06:42.860 --> 00:06:44.690 align:middle line:90% There's nine of them. 00:06:44.690 --> 00:06:47.860 align:middle line:90% One is initiating conversations. 00:06:47.860 --> 00:06:55.090 align:middle line:84% One is correcting behaviors, kind of modifying as you go. 00:06:55.090 --> 00:06:57.310 align:middle line:84% The third is requesting reasonable modifications 00:06:57.310 --> 00:06:59.240 align:middle line:90% to the environment. 00:06:59.240 --> 00:07:01.760 align:middle line:84% Number four is managing time and creating timelines 00:07:01.760 --> 00:07:03.850 align:middle line:90% and that kind of thing. 00:07:03.850 --> 00:07:06.760 align:middle line:84% Number five is building organizational charts 00:07:06.760 --> 00:07:11.000 align:middle line:84% or some structures to conceptualize things. 00:07:11.000 --> 00:07:15.100 align:middle line:84% Another one is focusing attention and listening. 00:07:15.100 --> 00:07:18.340 align:middle line:84% Another one is requesting other academic accommodations, 00:07:18.340 --> 00:07:22.300 align:middle line:84% beyond just modifications to the environment 00:07:22.300 --> 00:07:26.620 align:middle line:84% using technology, such as alarms and calculators and other mind 00:07:26.620 --> 00:07:28.040 align:middle line:90% mapping tools. 00:07:28.040 --> 00:07:31.270 align:middle line:84% And the last one is articulating challenges 00:07:31.270 --> 00:07:34.422 align:middle line:90% that students might be having. 00:07:34.422 --> 00:07:36.130 align:middle line:84% I think a lot of you might agree with me, 00:07:36.130 --> 00:07:38.620 align:middle line:84% those are skills that all students could work on. 00:07:38.620 --> 00:07:40.600 align:middle line:84% Those are skills that I can work on, 00:07:40.600 --> 00:07:43.520 align:middle line:84% and I'm a lifelong learner, always trying to improve. 00:07:43.520 --> 00:07:45.670 align:middle line:84% So I'm not saying these students, 00:07:45.670 --> 00:07:49.100 align:middle line:84% somehow need this maybe more than anybody else. 00:07:49.100 --> 00:07:52.948 align:middle line:84% But I do believe these are areas where 00:07:52.948 --> 00:07:55.490 align:middle line:84% we've heard from students, these are things I need help with. 00:07:55.490 --> 00:07:59.060 align:middle line:84% And so we designed our program around those things. 00:07:59.060 --> 00:08:03.430 align:middle line:84% So I will turn it over to Eric and Tami for the next section 00:08:03.430 --> 00:08:05.432 align:middle line:90% of our talk here. 00:08:05.432 --> 00:08:06.140 align:middle line:90% And take it away. 00:08:06.140 --> 00:08:12.330 align:middle line:90% 00:08:12.330 --> 00:08:13.684 align:middle line:90% You're muted Dr. Chudler. 00:08:13.684 --> 00:08:19.625 align:middle line:90% [LAUGHS] Eric, you're muted. 00:08:19.625 --> 00:08:25.030 align:middle line:90% 00:08:25.030 --> 00:08:28.490 align:middle line:84% ERIC CHUDLER: We can go ahead to the next slide, Tami, thanks. 00:08:28.490 --> 00:08:31.250 align:middle line:84% As Scott and Eric introduced me, I 00:08:31.250 --> 00:08:34.070 align:middle line:84% am a neuroscientist at the University of Washington. 00:08:34.070 --> 00:08:35.659 align:middle line:84% I've been doing science education 00:08:35.659 --> 00:08:39.590 align:middle line:84% for probably close to 30 years with many different audiences 00:08:39.590 --> 00:08:42.799 align:middle line:84% from kindergarteners up to graduate students 00:08:42.799 --> 00:08:46.950 align:middle line:84% and professional development programs, as well. 00:08:46.950 --> 00:08:51.380 align:middle line:84% But today, I'd like to talk to you about how we transition 00:08:51.380 --> 00:08:55.970 align:middle line:84% from that in-person program to an online session, which 00:08:55.970 --> 00:08:57.990 align:middle line:84% we've been doing for the past few years. 00:08:57.990 --> 00:09:00.950 align:middle line:84% And I really appreciated the discussion 00:09:00.950 --> 00:09:04.610 align:middle line:84% by Marisa and Sara and Ronda and also 00:09:04.610 --> 00:09:07.640 align:middle line:84% this morning about some of the mechanics 00:09:07.640 --> 00:09:09.530 align:middle line:90% about developing materials. 00:09:09.530 --> 00:09:12.470 align:middle line:84% And it really helped me reflect on some of the things 00:09:12.470 --> 00:09:14.725 align:middle line:90% that we've been doing. 00:09:14.725 --> 00:09:16.100 align:middle line:84% So I want to talk about how we've 00:09:16.100 --> 00:09:18.710 align:middle line:90% developed our online sessions. 00:09:18.710 --> 00:09:21.230 align:middle line:84% And before we even start a session with these students, 00:09:21.230 --> 00:09:24.200 align:middle line:84% we need to have an open line of communication. 00:09:24.200 --> 00:09:27.590 align:middle line:84% And that is by letting the students know 00:09:27.590 --> 00:09:29.730 align:middle line:90% about what to expect. 00:09:29.730 --> 00:09:34.130 align:middle line:84% So the logistics of what is going to happen. 00:09:34.130 --> 00:09:37.910 align:middle line:84% The plan, we provide our readings to them beforehand. 00:09:37.910 --> 00:09:40.670 align:middle line:84% We give them very detailed instructions 00:09:40.670 --> 00:09:44.090 align:middle line:84% about what we expect them to do before they even get 00:09:44.090 --> 00:09:46.530 align:middle line:90% into the online environment. 00:09:46.530 --> 00:09:51.110 align:middle line:84% So we communicate with them for several weeks 00:09:51.110 --> 00:09:53.510 align:middle line:84% even before we do an online session. 00:09:53.510 --> 00:09:56.240 align:middle line:84% And Tami will go into a little bit more details 00:09:56.240 --> 00:09:58.610 align:middle line:84% about what that means behind the scenes. 00:09:58.610 --> 00:10:01.760 align:middle line:90% Next slide, Tami. 00:10:01.760 --> 00:10:04.370 align:middle line:84% During a session, we make sure that we 00:10:04.370 --> 00:10:07.430 align:middle line:84% start the live transcripts, so we can 00:10:07.430 --> 00:10:10.190 align:middle line:90% collect all of our discussion. 00:10:10.190 --> 00:10:11.690 align:middle line:84% We make recordings because there are 00:10:11.690 --> 00:10:14.180 align:middle line:84% some students that either can't attend or would 00:10:14.180 --> 00:10:16.250 align:middle line:90% like to review the lesson. 00:10:16.250 --> 00:10:19.350 align:middle line:84% So we make those recordings available to them. 00:10:19.350 --> 00:10:21.650 align:middle line:84% We go through introductions, just 00:10:21.650 --> 00:10:24.435 align:middle line:84% asking the students what they've been up to, 00:10:24.435 --> 00:10:26.060 align:middle line:84% letting them to get to know each other, 00:10:26.060 --> 00:10:29.840 align:middle line:84% really forming a cohort of students. 00:10:29.840 --> 00:10:32.900 align:middle line:84% They're free to leave the cameras on, leave the cameras 00:10:32.900 --> 00:10:34.760 align:middle line:90% off it's completely up to them. 00:10:34.760 --> 00:10:38.843 align:middle line:84% And we usually, because there are between 10 and 20 students, 00:10:38.843 --> 00:10:40.760 align:middle line:84% we don't have a lot of time for introductions. 00:10:40.760 --> 00:10:43.350 align:middle line:84% But we really like to get to know them. 00:10:43.350 --> 00:10:46.490 align:middle line:84% And I think the other students like to get to know each other, 00:10:46.490 --> 00:10:47.880 align:middle line:90% as well. 00:10:47.880 --> 00:10:52.490 align:middle line:84% We then present an agenda of what the session will do, 00:10:52.490 --> 00:10:55.970 align:middle line:84% whether it's going to have breakout groups, whether we'll 00:10:55.970 --> 00:10:57.660 align:middle line:90% have discussions. 00:10:57.660 --> 00:11:00.530 align:middle line:84% We like to use a lot of visuals, videos. 00:11:00.530 --> 00:11:02.750 align:middle line:84% Marisa and Sara on Wednesday, talked 00:11:02.750 --> 00:11:06.210 align:middle line:84% about using multimedia to really engage these students. 00:11:06.210 --> 00:11:07.600 align:middle line:90% So we really try to do that. 00:11:07.600 --> 00:11:10.910 align:middle line:84% Really try to not just do a lecture. 00:11:10.910 --> 00:11:14.090 align:middle line:84% In fact, I try to do as little lecture as possible, 00:11:14.090 --> 00:11:17.360 align:middle line:84% and really try to incorporate hands-on things and discussion 00:11:17.360 --> 00:11:19.400 align:middle line:84% to get the students talking with each other 00:11:19.400 --> 00:11:21.020 align:middle line:84% and find out what they're learning 00:11:21.020 --> 00:11:22.160 align:middle line:90% and how they're learning. 00:11:22.160 --> 00:11:24.200 align:middle line:84% And Zoom has a lot of those capabilities. 00:11:24.200 --> 00:11:27.020 align:middle line:84% We've all been doing this for a couple of years now. 00:11:27.020 --> 00:11:30.390 align:middle line:90% So we use the chat in the polls. 00:11:30.390 --> 00:11:33.410 align:middle line:84% We also like to get the students to share with each other what 00:11:33.410 --> 00:11:34.050 align:middle line:90% they're doing. 00:11:34.050 --> 00:11:36.008 align:middle line:84% And again, there's no pressure on the students. 00:11:36.008 --> 00:11:39.920 align:middle line:84% They can share as much or as little as they'd like. 00:11:39.920 --> 00:11:42.680 align:middle line:84% And we always end the session with reflections. 00:11:42.680 --> 00:11:45.118 align:middle line:84% That is, we might ask the question, 00:11:45.118 --> 00:11:46.160 align:middle line:90% what did you learn today? 00:11:46.160 --> 00:11:49.610 align:middle line:84% What's one thing that you learned from the session today? 00:11:49.610 --> 00:11:53.030 align:middle line:84% And we collect that information, so we can get an idea 00:11:53.030 --> 00:11:54.600 align:middle line:90% about how we're doing. 00:11:54.600 --> 00:11:57.500 align:middle line:84% And we can get an understanding of what 00:11:57.500 --> 00:11:59.220 align:middle line:90% the students are understanding. 00:11:59.220 --> 00:12:00.980 align:middle line:84% And if there's any misconceptions, 00:12:00.980 --> 00:12:03.870 align:middle line:84% we can clear those up rather soon. 00:12:03.870 --> 00:12:06.140 align:middle line:90% Next slide Tami. 00:12:06.140 --> 00:12:09.380 align:middle line:84% I was a bit surprised about some of the things 00:12:09.380 --> 00:12:10.510 align:middle line:90% that the students wanted. 00:12:10.510 --> 00:12:14.030 align:middle line:84% And certainly, when I came in teaching undergrads 00:12:14.030 --> 00:12:16.220 align:middle line:84% and other populations, I thought I 00:12:16.220 --> 00:12:18.530 align:middle line:90% knew what I should be teaching. 00:12:18.530 --> 00:12:21.710 align:middle line:84% And certainly, there are some basics 00:12:21.710 --> 00:12:25.160 align:middle line:84% that I think are necessary to teach people 00:12:25.160 --> 00:12:26.630 align:middle line:90% about how the brain works. 00:12:26.630 --> 00:12:29.360 align:middle line:84% And I think it was Marissa on Wednesday 00:12:29.360 --> 00:12:33.110 align:middle line:84% who said, watch your language when you talk to the students. 00:12:33.110 --> 00:12:37.280 align:middle line:84% And you can imagine brain research and neuroscience, 00:12:37.280 --> 00:12:39.770 align:middle line:84% it's a completely different language. 00:12:39.770 --> 00:12:41.750 align:middle line:90% In fact, it's Greek and Latin. 00:12:41.750 --> 00:12:44.710 align:middle line:84% That's where all of our terms in neuroscience come from. 00:12:44.710 --> 00:12:48.150 align:middle line:84% And so speaking neuroscience is like learning another language. 00:12:48.150 --> 00:12:50.990 align:middle line:84% And so there is a little bit of start-up time that's necessary. 00:12:50.990 --> 00:12:55.040 align:middle line:84% So we do provide some background about how neurons 00:12:55.040 --> 00:12:57.650 align:middle line:90% work, different brain regions. 00:12:57.650 --> 00:13:01.250 align:middle line:84% I think that there's really only two or three concepts 00:13:01.250 --> 00:13:05.240 align:middle line:84% that I must teach about, and that 00:13:05.240 --> 00:13:08.120 align:middle line:84% is that the brain uses electrical signals and chemical 00:13:08.120 --> 00:13:12.720 align:middle line:84% signals, and the brain has a tremendous capacity to change. 00:13:12.720 --> 00:13:15.450 align:middle line:84% And that's the principle of neuroplasticity. 00:13:15.450 --> 00:13:18.200 align:middle line:84% So those are really the only basic topics 00:13:18.200 --> 00:13:20.300 align:middle line:84% that I want the students to learn. 00:13:20.300 --> 00:13:23.037 align:middle line:84% And then we ask the students, what would you like to learn? 00:13:23.037 --> 00:13:25.370 align:middle line:84% And I'm going to go through a couple of examples of what 00:13:25.370 --> 00:13:26.810 align:middle line:90% we learned from the students. 00:13:26.810 --> 00:13:29.150 align:middle line:84% What was most interesting to them. 00:13:29.150 --> 00:13:31.260 align:middle line:84% But we like to have the students share their work. 00:13:31.260 --> 00:13:33.410 align:middle line:84% And this is an example from the introductory lesson 00:13:33.410 --> 00:13:34.640 align:middle line:90% about neuroscience. 00:13:34.640 --> 00:13:37.520 align:middle line:84% When we talked about the basic structure of the nerve cell, 00:13:37.520 --> 00:13:41.030 align:middle line:84% we asked the students to well, next week, 00:13:41.030 --> 00:13:44.870 align:middle line:84% come back and show us a neuron and create a neuron 00:13:44.870 --> 00:13:46.790 align:middle line:84% from whatever you can find around the house. 00:13:46.790 --> 00:13:48.730 align:middle line:84% And these are just some examples. 00:13:48.730 --> 00:13:52.640 align:middle line:84% The picture in the middle of this, a young student, 00:13:52.640 --> 00:13:54.350 align:middle line:84% we got permission to use her picture here 00:13:54.350 --> 00:13:58.842 align:middle line:84% because she was very proud of that picture of a neuron 00:13:58.842 --> 00:14:00.050 align:middle line:90% that she put on her own face. 00:14:00.050 --> 00:14:02.840 align:middle line:84% So she wanted to make sure that we used her and her picture. 00:14:02.840 --> 00:14:04.880 align:middle line:84% But other students just got very creative 00:14:04.880 --> 00:14:07.025 align:middle line:84% and just looked around the house, 00:14:07.025 --> 00:14:09.650 align:middle line:84% and after they learned about the different parts of the neuron, 00:14:09.650 --> 00:14:11.990 align:middle line:90% they built the model of neuron. 00:14:11.990 --> 00:14:16.010 align:middle line:84% And they shared it with one another, using a Padlet. 00:14:16.010 --> 00:14:18.710 align:middle line:84% And a Padlet, if none of you are familiar with a Padlet, 00:14:18.710 --> 00:14:20.960 align:middle line:84% this is a very inexpensive-- and in fact, you 00:14:20.960 --> 00:14:23.420 align:middle line:90% can have three Padlets for free. 00:14:23.420 --> 00:14:25.280 align:middle line:84% It's a free service, online service. 00:14:25.280 --> 00:14:28.100 align:middle line:84% The students upload their pictures. 00:14:28.100 --> 00:14:31.070 align:middle line:84% I moderate it, so I make sure that it's 00:14:31.070 --> 00:14:32.540 align:middle line:90% an appropriate picture to post. 00:14:32.540 --> 00:14:33.560 align:middle line:90% And then it's posted. 00:14:33.560 --> 00:14:35.090 align:middle line:84% The other students can look at it. 00:14:35.090 --> 00:14:38.520 align:middle line:84% They can comment on their pictures and things like that. 00:14:38.520 --> 00:14:40.413 align:middle line:84% So that's one way that they share their work. 00:14:40.413 --> 00:14:42.080 align:middle line:84% Another way that they shared their work. 00:14:42.080 --> 00:14:44.900 align:middle line:84% When we talked about sound, the students all 00:14:44.900 --> 00:14:46.670 align:middle line:90% created musical instruments. 00:14:46.670 --> 00:14:50.270 align:middle line:84% So some made percussion instruments. 00:14:50.270 --> 00:14:52.760 align:middle line:84% Some people made string instruments, 00:14:52.760 --> 00:14:54.440 align:middle line:84% but again, there were no rules really. 00:14:54.440 --> 00:14:57.290 align:middle line:84% It was just find something around the house 00:14:57.290 --> 00:14:58.640 align:middle line:90% and make an instrument. 00:14:58.640 --> 00:15:02.490 align:middle line:84% And then during a session, we shared it with one another. 00:15:02.490 --> 00:15:06.800 align:middle line:84% So that was a fun way to learn about sound. 00:15:06.800 --> 00:15:09.440 align:middle line:90% Next slide. 00:15:09.440 --> 00:15:13.670 align:middle line:84% When we did ask about, what do you want to learn? 00:15:13.670 --> 00:15:15.770 align:middle line:84% So we learned earlier on Wednesday, 00:15:15.770 --> 00:15:17.510 align:middle line:84% how students would like to learn, 00:15:17.510 --> 00:15:20.540 align:middle line:84% but we also asked the students what would you like to learn? 00:15:20.540 --> 00:15:22.550 align:middle line:84% And these are just a few of the topics 00:15:22.550 --> 00:15:24.020 align:middle line:90% that they wanted to learn about. 00:15:24.020 --> 00:15:26.870 align:middle line:84% So I created lessons and lectures 00:15:26.870 --> 00:15:28.100 align:middle line:90% about these different things. 00:15:28.100 --> 00:15:31.130 align:middle line:84% They wanted to learn about meditation, music. 00:15:31.130 --> 00:15:33.680 align:middle line:84% They wanted to know about how Hollywood movies have 00:15:33.680 --> 00:15:36.325 align:middle line:84% incorporated neuroscience and neurotechnology. 00:15:36.325 --> 00:15:38.450 align:middle line:84% And there were also very interested in neuorethics. 00:15:38.450 --> 00:15:40.790 align:middle line:84% And I want to go into, just briefly, 00:15:40.790 --> 00:15:43.790 align:middle line:84% a couple of details about some of these particular lessons. 00:15:43.790 --> 00:15:46.630 align:middle line:90% Next slide. 00:15:46.630 --> 00:15:50.380 align:middle line:84% So neurotechnology and Hollywood, 00:15:50.380 --> 00:15:53.080 align:middle line:84% the students were very interested in movies. 00:15:53.080 --> 00:15:56.110 align:middle line:84% They, I guess, go to a lot of movies and they've seen-- 00:15:56.110 --> 00:15:57.610 align:middle line:84% now, is it really true, for example, 00:15:57.610 --> 00:16:00.280 align:middle line:84% Limitless, that we only use 10% of the brain? 00:16:00.280 --> 00:16:04.060 align:middle line:84% And is there a pill that could improve my memory? 00:16:04.060 --> 00:16:07.930 align:middle line:84% So we talked about how Hollywood portrayed 00:16:07.930 --> 00:16:09.880 align:middle line:84% neurotechnology and neuroscience. 00:16:09.880 --> 00:16:11.260 align:middle line:90% What is possible. 00:16:11.260 --> 00:16:12.340 align:middle line:90% What's possible now. 00:16:12.340 --> 00:16:14.050 align:middle line:84% What might be possible in the future. 00:16:14.050 --> 00:16:16.130 align:middle line:84% And then we got into some of the ethics too. 00:16:16.130 --> 00:16:18.130 align:middle line:84% Well, if there was a pill that could 00:16:18.130 --> 00:16:20.260 align:middle line:84% make you have a better memory, would this 00:16:20.260 --> 00:16:22.270 align:middle line:90% be a good thing or a bad thing? 00:16:22.270 --> 00:16:24.010 align:middle line:84% And there are a number of other movies 00:16:24.010 --> 00:16:25.315 align:middle line:90% that we also talked about. 00:16:25.315 --> 00:16:30.430 align:middle line:84% You might be wondering, well, how did Star Wars, The Empire, 00:16:30.430 --> 00:16:33.383 align:middle line:84% Strikes back how did that have neuroscience in it? 00:16:33.383 --> 00:16:35.050 align:middle line:84% Well, if you remember, there's one scene 00:16:35.050 --> 00:16:37.480 align:middle line:84% where Darth Vader actually takes the light saber 00:16:37.480 --> 00:16:42.730 align:middle line:84% and actually cuts Luke Skywalker's arm. 00:16:42.730 --> 00:16:44.680 align:middle line:84% Luke Skywalker got a new arm, then 00:16:44.680 --> 00:16:46.670 align:middle line:84% it was integrated into his nervous system. 00:16:46.670 --> 00:16:48.560 align:middle line:84% So we talked a little bit about that. 00:16:48.560 --> 00:16:51.010 align:middle line:90% Next slide, Tami. 00:16:51.010 --> 00:16:53.110 align:middle line:84% The students were also very interested in music. 00:16:53.110 --> 00:16:56.630 align:middle line:84% Music is a big part of young people's lives. 00:16:56.630 --> 00:16:58.370 align:middle line:84% And so we first talked about, well, 00:16:58.370 --> 00:17:01.780 align:middle line:84% how does sound convert to language? 00:17:01.780 --> 00:17:04.839 align:middle line:84% How sound is actually air pressure waves. 00:17:04.839 --> 00:17:06.910 align:middle line:84% How it stimulates the auditory nerve. 00:17:06.910 --> 00:17:08.810 align:middle line:84% How that information gets to the brain. 00:17:08.810 --> 00:17:10.640 align:middle line:90% How do we perceive it. 00:17:10.640 --> 00:17:12.819 align:middle line:84% We also talked about, some students 00:17:12.819 --> 00:17:17.307 align:middle line:84% had heard that, well, if you listen to the music of Mozart, 00:17:17.307 --> 00:17:18.849 align:middle line:84% we heard that that makes you smarter. 00:17:18.849 --> 00:17:20.079 align:middle line:90% Is that true? 00:17:20.079 --> 00:17:24.730 align:middle line:84% So we actually read the original paper that was published, 00:17:24.730 --> 00:17:27.200 align:middle line:84% and this was a bit of a challenge for the students 00:17:27.200 --> 00:17:27.700 align:middle line:90% to do. 00:17:27.700 --> 00:17:30.580 align:middle line:84% But I actually gave them the published paper, 00:17:30.580 --> 00:17:32.350 align:middle line:84% and we went through it to find out, 00:17:32.350 --> 00:17:35.380 align:middle line:84% what it was all this Mozart effect all about? 00:17:35.380 --> 00:17:37.750 align:middle line:84% And is it actually true that if you 00:17:37.750 --> 00:17:40.840 align:middle line:84% listen to the music of Mozart, does it make you smarter. 00:17:40.840 --> 00:17:43.720 align:middle line:84% The answer-- as you might all know, the answer is no. 00:17:43.720 --> 00:17:46.510 align:middle line:84% Listening to Mozart does not make you smarter. 00:17:46.510 --> 00:17:48.490 align:middle line:84% Yet, there were a lot of industry 00:17:48.490 --> 00:17:52.480 align:middle line:84% that was built around this myth about Mozart. 00:17:52.480 --> 00:17:54.730 align:middle line:84% So the students were very interested in this. 00:17:54.730 --> 00:17:55.910 align:middle line:90% This was up to them. 00:17:55.910 --> 00:17:58.150 align:middle line:84% So those are just some of the examples 00:17:58.150 --> 00:18:00.790 align:middle line:84% of what we learned from the students, 00:18:00.790 --> 00:18:03.330 align:middle line:84% and how we created materials, so that we can really 00:18:03.330 --> 00:18:05.080 align:middle line:84% engage with them because these were things 00:18:05.080 --> 00:18:07.780 align:middle line:90% that they wanted to know about. 00:18:07.780 --> 00:18:10.080 align:middle line:84% And I'll let Tami talk a bit about, 00:18:10.080 --> 00:18:12.788 align:middle line:84% how some of these logistics worked. 00:18:12.788 --> 00:18:14.330 align:middle line:84% TAMI TIDWELL: Yeah, behind the scenes 00:18:14.330 --> 00:18:18.710 align:middle line:84% as we've talked through a lot of the CBI, the behind the scenes 00:18:18.710 --> 00:18:21.950 align:middle line:84% is a lot of the things we talked about setting the group norms, 00:18:21.950 --> 00:18:23.990 align:middle line:84% dividing up the duties behind the scenes, 00:18:23.990 --> 00:18:28.370 align:middle line:84% not only for staff but for the students, allowing the time 00:18:28.370 --> 00:18:30.560 align:middle line:90% for Q&A and reflections. 00:18:30.560 --> 00:18:34.160 align:middle line:84% Slack behind the scenes so that staff could keep things moving 00:18:34.160 --> 00:18:36.110 align:middle line:90% and rely on one another. 00:18:36.110 --> 00:18:38.360 align:middle line:90% And using that Canvas structure. 00:18:38.360 --> 00:18:41.720 align:middle line:84% That's something that we weren't able to do before the pandemic, 00:18:41.720 --> 00:18:43.850 align:middle line:84% but we were able to do during the pandemic 00:18:43.850 --> 00:18:47.330 align:middle line:84% and will continue to do, gives the students 00:18:47.330 --> 00:18:49.370 align:middle line:84% all of that information ahead of time, 00:18:49.370 --> 00:18:52.220 align:middle line:84% and some experience using Canvas in a safe space 00:18:52.220 --> 00:18:53.840 align:middle line:90% before they go to college. 00:18:53.840 --> 00:18:56.720 align:middle line:84% We also used a lot of direct communication. 00:18:56.720 --> 00:19:00.380 align:middle line:84% Never failed, some students were late sleepers 00:19:00.380 --> 00:19:02.930 align:middle line:84% or they would forget to log in, so being 00:19:02.930 --> 00:19:04.850 align:middle line:84% able to use phone and text messages 00:19:04.850 --> 00:19:08.640 align:middle line:84% and meet them where they were was really helpful. 00:19:08.640 --> 00:19:12.560 align:middle line:84% We also used some of our past participants, 00:19:12.560 --> 00:19:15.300 align:middle line:84% as youth leads, which is so impactful. 00:19:15.300 --> 00:19:18.560 align:middle line:84% So in a picture on this slide, you 00:19:18.560 --> 00:19:21.560 align:middle line:84% see Piper, who's one of our current interns. 00:19:21.560 --> 00:19:24.710 align:middle line:84% We asked Piper to build that neuron ahead of time, 00:19:24.710 --> 00:19:26.690 align:middle line:90% so students can see an example. 00:19:26.690 --> 00:19:30.590 align:middle line:84% Now, Piper went way ahead above and beyond 00:19:30.590 --> 00:19:35.420 align:middle line:84% of what we expected, and did a needlepoint of neurons, 00:19:35.420 --> 00:19:38.060 align:middle line:84% but it really showed students that they could do it 00:19:38.060 --> 00:19:39.440 align:middle line:90% however they wanted. 00:19:39.440 --> 00:19:42.440 align:middle line:84% And in the picture that Dr. Chudler showed, 00:19:42.440 --> 00:19:44.540 align:middle line:84% we saw people built them with carrots. 00:19:44.540 --> 00:19:47.510 align:middle line:84% Someone did art on their face because they 00:19:47.510 --> 00:19:50.750 align:middle line:90% were practicing makeup. 00:19:50.750 --> 00:19:54.950 align:middle line:84% And so lots of different ways that these youth leads really 00:19:54.950 --> 00:19:56.090 align:middle line:90% bridge that gap. 00:19:56.090 --> 00:19:59.090 align:middle line:84% They're a very small number, and they really 00:19:59.090 --> 00:20:03.690 align:middle line:84% lead by example and our leaders in many of the breakout rooms. 00:20:03.690 --> 00:20:05.900 align:middle line:84% We also have individual session leaders, so 00:20:05.900 --> 00:20:08.120 align:middle line:84% people who come back, maybe not for the whole time 00:20:08.120 --> 00:20:13.010 align:middle line:84% but maybe for a panel, breakout room leaders, or speakers. 00:20:13.010 --> 00:20:15.830 align:middle line:84% And we find that to be very helpful because again, 00:20:15.830 --> 00:20:19.850 align:middle line:84% that near peer in a variety of student voices. 00:20:19.850 --> 00:20:22.760 align:middle line:84% People will find someone who looks like them 00:20:22.760 --> 00:20:24.920 align:middle line:84% or someone using a combination that they 00:20:24.920 --> 00:20:29.510 align:middle line:84% might use in the future, in many of these leaders. 00:20:29.510 --> 00:20:32.150 align:middle line:84% And last but not least, the parents. 00:20:32.150 --> 00:20:34.460 align:middle line:90% We bridge that gap. 00:20:34.460 --> 00:20:37.970 align:middle line:84% We realize that for much of many of these students' lives, 00:20:37.970 --> 00:20:41.330 align:middle line:84% they've been the people leading the IEP meeting or a 504 00:20:41.330 --> 00:20:43.740 align:middle line:84% meeting or an accommodations meeting. 00:20:43.740 --> 00:20:47.010 align:middle line:84% So before camp, we do some Zoom orientations. 00:20:47.010 --> 00:20:49.910 align:middle line:84% And we work with the students and the parents 00:20:49.910 --> 00:20:52.010 align:middle line:90% to arrange those accommodations. 00:20:52.010 --> 00:20:53.750 align:middle line:84% And it's the first time many times 00:20:53.750 --> 00:20:55.970 align:middle line:84% where I'm speaking directly to the student, 00:20:55.970 --> 00:20:58.770 align:middle line:84% and I say, parents, let them answer. 00:20:58.770 --> 00:21:02.720 align:middle line:84% Or they can say, let's ask the parents, as opposed 00:21:02.720 --> 00:21:05.990 align:middle line:84% to just having the parents answer these questions. 00:21:05.990 --> 00:21:08.780 align:middle line:84% During camp, the parents have a parent night. 00:21:08.780 --> 00:21:12.560 align:middle line:84% And we see a variety of involvement levels. 00:21:12.560 --> 00:21:15.260 align:middle line:84% Some are extremely involved on a day to day basis. 00:21:15.260 --> 00:21:19.100 align:middle line:84% And others, we see, maybe just at that orientation 00:21:19.100 --> 00:21:21.140 align:middle line:84% and then again at closing ceremonies, 00:21:21.140 --> 00:21:23.060 align:middle line:84% but after camp, we stay involved. 00:21:23.060 --> 00:21:27.890 align:middle line:84% And we offer staff support to those parents going forward. 00:21:27.890 --> 00:21:31.820 align:middle line:84% And that is a summary of our summer camp experience. 00:21:31.820 --> 00:21:34.940 align:middle line:84% All of it, like Scott said, for this particular program, 00:21:34.940 --> 00:21:37.550 align:middle line:84% was on Zoom, but we have years and years 00:21:37.550 --> 00:21:42.450 align:middle line:84% of experience of that in-person, interactive science. 00:21:42.450 --> 00:21:44.880 align:middle line:84% SCOTT BELLMAN: And I would add too, something that Tami 00:21:44.880 --> 00:21:46.530 align:middle line:90% does particularly well. 00:21:46.530 --> 00:21:49.900 align:middle line:84% We view this as DEI work, Diversity, Equity, 00:21:49.900 --> 00:21:50.730 align:middle line:90% and Inclusion work. 00:21:50.730 --> 00:21:53.940 align:middle line:84% And I think we are all learning more and more 00:21:53.940 --> 00:21:57.330 align:middle line:84% the importance of asking the person, what do you need? 00:21:57.330 --> 00:21:59.190 align:middle line:90% What would you like us to know? 00:21:59.190 --> 00:22:00.990 align:middle line:90% How can we support you? 00:22:00.990 --> 00:22:03.870 align:middle line:84% And Tami does a fantastic job of that before camp 00:22:03.870 --> 00:22:05.980 align:middle line:90% when people enter our program. 00:22:05.980 --> 00:22:08.377 align:middle line:84% And so it's just a great reminder to all of us, 00:22:08.377 --> 00:22:09.960 align:middle line:84% just, I think, the more we can do that 00:22:09.960 --> 00:22:13.020 align:middle line:84% with any group who's being discriminated against, 00:22:13.020 --> 00:22:15.120 align:middle line:84% or left behind, or left out, or not 00:22:15.120 --> 00:22:19.290 align:middle line:84% treated equitably that's usually the first stop. 00:22:19.290 --> 00:22:22.750 align:middle line:84% So thank you, Tami, for that great work. 00:22:22.750 --> 00:22:24.185 align:middle line:90% It's 00:22:24.185 --> 00:22:25.560 align:middle line:84% TAMI TIDWELL: And I know somebody 00:22:25.560 --> 00:22:28.495 align:middle line:84% wanted to give a kudos to this beautiful image. 00:22:28.495 --> 00:22:32.370 align:middle line:84% ERIC TREKELL: Yeah, yeah, absolutely, absolutely, 00:22:32.370 --> 00:22:35.100 align:middle line:84% Dr. Chudler has many more like it. 00:22:35.100 --> 00:22:37.090 align:middle line:90% I've seen a few of them. 00:22:37.090 --> 00:22:42.660 align:middle line:84% So at this point in time, we're open to a few questions 00:22:42.660 --> 00:22:44.790 align:middle line:84% if anybody has any particular questions 00:22:44.790 --> 00:22:47.580 align:middle line:84% relevant to this online operation you're 00:22:47.580 --> 00:22:51.060 align:middle line:90% welcome to ask. 00:22:51.060 --> 00:22:54.720 align:middle line:84% Either unmute, raise your hand, or post something in the chat. 00:22:54.720 --> 00:23:08.240 align:middle line:90% 00:23:08.240 --> 00:23:09.990 align:middle line:84% SCOTT BELLMAN: I would add, too, if you're 00:23:09.990 --> 00:23:12.270 align:middle line:84% looking for any resources or if you 00:23:12.270 --> 00:23:14.430 align:middle line:84% think of something, again, that's not out there, 00:23:14.430 --> 00:23:16.453 align:middle line:84% and you could use it, let us know. 00:23:16.453 --> 00:23:18.120 align:middle line:84% We'll either build it, or we'll find it, 00:23:18.120 --> 00:23:20.745 align:middle line:84% or we'll find someone to build it, or find someone to find it. 00:23:20.745 --> 00:23:22.620 align:middle line:84% TAMI TIDWELL: Katherine has a great question, 00:23:22.620 --> 00:23:24.720 align:middle line:84% do you allow students register for this program 00:23:24.720 --> 00:23:25.830 align:middle line:90% from around the country? 00:23:25.830 --> 00:23:27.960 align:middle line:84% The past two years, we've been really 00:23:27.960 --> 00:23:30.420 align:middle line:84% fortunate to be able to have students participate 00:23:30.420 --> 00:23:34.810 align:middle line:84% from around the country, and we have had students from the East 00:23:34.810 --> 00:23:36.880 align:middle line:90% Coast from Texas all around. 00:23:36.880 --> 00:23:39.490 align:middle line:84% But fortunately, this year, we're 00:23:39.490 --> 00:23:42.400 align:middle line:84% able to get back into the labs and do 00:23:42.400 --> 00:23:45.130 align:middle line:84% some interactive experiences here on our campus 00:23:45.130 --> 00:23:46.000 align:middle line:90% here in Seattle. 00:23:46.000 --> 00:23:48.100 align:middle line:84% So while we do have one student who 00:23:48.100 --> 00:23:51.400 align:middle line:84% will be in town from New York, unless they 00:23:51.400 --> 00:23:54.620 align:middle line:84% are going to be in the Seattle area during those two weeks, 00:23:54.620 --> 00:23:56.530 align:middle line:84% unfortunately, we will not be having students 00:23:56.530 --> 00:23:58.000 align:middle line:84% from around the country this year. 00:23:58.000 --> 00:24:01.685 align:middle line:90% 00:24:01.685 --> 00:24:03.310 align:middle line:84% And that is an excellent question, too. 00:24:03.310 --> 00:24:05.560 align:middle line:84% How do you find out about this opportunity? 00:24:05.560 --> 00:24:07.220 align:middle line:90% That's a great question. 00:24:07.220 --> 00:24:10.870 align:middle line:84% And I'm hoping that one of our magic tech people 00:24:10.870 --> 00:24:16.480 align:middle line:84% will be popping that link into the chat momentarily. 00:24:16.480 --> 00:24:18.370 align:middle line:84% And the camp is not for the full summer. 00:24:18.370 --> 00:24:20.140 align:middle line:84% That was another question in the chat. 00:24:20.140 --> 00:24:21.850 align:middle line:90% It is for two weeks. 00:24:21.850 --> 00:24:24.730 align:middle line:84% We did have a priority deadline of March 31st, 00:24:24.730 --> 00:24:26.710 align:middle line:84% but we are still accepting applications 00:24:26.710 --> 00:24:28.040 align:middle line:90% for the regular deadline. 00:24:28.040 --> 00:24:31.060 align:middle line:84% So if you do want to get this information out there, 00:24:31.060 --> 00:24:31.720 align:middle line:90% please do. 00:24:31.720 --> 00:24:34.660 align:middle line:84% And we do have students driving down from Bellingham 00:24:34.660 --> 00:24:37.900 align:middle line:84% because we are only on campus for, I believe, 00:24:37.900 --> 00:24:39.520 align:middle line:90% four of the days. 00:24:39.520 --> 00:24:43.330 align:middle line:84% So it's not too bad to make that commute just a couple of days 00:24:43.330 --> 00:24:44.080 align:middle line:90% during the summer. 00:24:44.080 --> 00:24:47.390 align:middle line:90% 00:24:47.390 --> 00:24:49.370 align:middle line:84% SCOTT BELLMAN: And we work a lot with teachers 00:24:49.370 --> 00:24:53.015 align:middle line:84% and other students and things to promote the camp. 00:24:53.015 --> 00:24:57.190 align:middle line:90% 00:24:57.190 --> 00:25:00.610 align:middle line:84% ERIC TREKELL Kayla has posted the information about that. 00:25:00.610 --> 00:25:02.770 align:middle line:84% You can follow that link in the chat. 00:25:02.770 --> 00:25:03.860 align:middle line:90% SCOTT BELLMAN: Awesome. 00:25:03.860 --> 00:25:05.860 align:middle line:84% ERIC TREKELL: Any other questions at this point? 00:25:05.860 --> 00:25:10.550 align:middle line:90% 00:25:10.550 --> 00:25:14.180 align:middle line:84% Right, well, before we close out, 00:25:14.180 --> 00:25:18.230 align:middle line:84% I do want to just reiterate my appreciation to you all 00:25:18.230 --> 00:25:20.670 align:middle line:90% for joining us to begin with. 00:25:20.670 --> 00:25:22.940 align:middle line:84% I hope you've had a positive experience 00:25:22.940 --> 00:25:24.680 align:middle line:90% and learned some new things. 00:25:24.680 --> 00:25:27.440 align:middle line:84% We do look forward to continuing this interaction. 00:25:27.440 --> 00:25:30.740 align:middle line:84% We'll be connecting with you after this event, 00:25:30.740 --> 00:25:34.010 align:middle line:84% inviting you to join a community of practice, 00:25:34.010 --> 00:25:36.380 align:middle line:84% sending you all of the information we promised 00:25:36.380 --> 00:25:39.260 align:middle line:84% to send you, both either in electronic format 00:25:39.260 --> 00:25:41.300 align:middle line:90% or in a physical format. 00:25:41.300 --> 00:25:45.230 align:middle line:84% I do also want to once again reiterate my appreciation. 00:25:45.230 --> 00:25:50.130 align:middle line:84% While I've been the voice, for the most part, 00:25:50.130 --> 00:25:52.490 align:middle line:84% this is a team effort the DO-IT staff, 00:25:52.490 --> 00:25:55.190 align:middle line:84% and affiliated folks on the University of Washington 00:25:55.190 --> 00:25:56.960 align:middle line:90% campus. 00:25:56.960 --> 00:26:00.950 align:middle line:84% Andrea, Kayla, Tami, and Elizabeth 00:26:00.950 --> 00:26:03.290 align:middle line:90% on the back end in particular. 00:26:03.290 --> 00:26:05.870 align:middle line:84% Layla on the back end in particular, 00:26:05.870 --> 00:26:08.870 align:middle line:84% with tech and support in a variety of ways. 00:26:08.870 --> 00:26:13.520 align:middle line:84% And, of course, Sheryl, Eric, and Scott, 00:26:13.520 --> 00:26:17.420 align:middle line:84% who work on the program to grant this particular grant 00:26:17.420 --> 00:26:19.920 align:middle line:84% and many other initiatives, as well. 00:26:19.920 --> 00:26:22.520 align:middle line:90% So thank you all for that. 00:26:22.520 --> 00:26:24.620 align:middle line:90% If there is nothing else-- 00:26:24.620 --> 00:26:26.510 align:middle line:90% I see the chat moving. 00:26:26.510 --> 00:26:30.295 align:middle line:84% Make sure that I'm not missing anything here. 00:26:30.295 --> 00:26:31.670 align:middle line:84% Scott, do you have anything you'd 00:26:31.670 --> 00:26:36.890 align:middle line:84% like to say to wrap up or shall I wish everyone a good weekend 00:26:36.890 --> 00:26:40.613 align:middle line:84% and get off to your lunch if you haven't had it? 00:26:40.613 --> 00:26:42.530 align:middle line:84% SCOTT BELLMAN: I do have just one quick thing, 00:26:42.530 --> 00:26:44.430 align:middle line:84% and most of you have been around long enough, 00:26:44.430 --> 00:26:47.570 align:middle line:84% you probably can predict what I'm about to say. 00:26:47.570 --> 00:26:50.810 align:middle line:84% You'll be invited to complete an evaluation for our Capacity 00:26:50.810 --> 00:26:53.540 align:middle line:84% Building Institute, and that's just so incredibly important 00:26:53.540 --> 00:26:55.400 align:middle line:84% for us because we're going to have 00:26:55.400 --> 00:26:57.770 align:middle line:90% more of these in the future. 00:26:57.770 --> 00:26:59.250 align:middle line:84% And we take your feedback to heart. 00:26:59.250 --> 00:27:01.580 align:middle line:84% We really do, and our funders, of course, 00:27:01.580 --> 00:27:04.170 align:middle line:84% really appreciate it when we evaluate. 00:27:04.170 --> 00:27:07.610 align:middle line:90% So do that If you find time. 00:27:07.610 --> 00:27:09.305 align:middle line:84% That would be great, but mostly, thank 00:27:09.305 --> 00:27:10.430 align:middle line:90% you so much for being here. 00:27:10.430 --> 00:27:11.390 align:middle line:90% That's the main thing. 00:27:11.390 --> 00:27:14.688 align:middle line:84% I really appreciated meeting all of you. 00:27:14.688 --> 00:27:16.855 align:middle line:84% ERIC TREKELL: Yeah, and just to reiterate, Katherine 00:27:16.855 --> 00:27:19.360 align:middle line:90% had asked about the videos. 00:27:19.360 --> 00:27:22.300 align:middle line:84% The links will all be posted, and we'll be sending them 00:27:22.300 --> 00:27:24.790 align:middle line:90% to you all by email. 00:27:24.790 --> 00:27:26.340 align:middle line:90% All right. 00:27:26.340 --> 00:27:28.480 align:middle line:90% Thank you all so much. 00:27:28.480 --> 00:27:32.500 align:middle line:90% And feel free to portkey out. 00:27:32.500 --> 00:27:35.720 align:middle line:90% I like using that term for Zoom. 00:27:35.720 --> 00:27:40.020 align:middle line:90% So have a good weekend.