Wednesday October 14, 2015 Affordable Learning Georgia "Open" Your Campus ‑ Advocacy and Campus Planning for Affordable Learning Captioner:  Bonnie Rothermel

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	>> JEFF GALLANT: Okay, so we are going to get started. If you can't hear me or you missed something that I said, please let me know in the chat box. I have a heck of a cold today, so I want to make sure that everyone can hear me. I would like for people to post in the chat box for a couple of questions I will be asking later on and I do want to hear from all of you when that happens. So this is "Open" Your Campus. It's an advocacy web event that features two of our advocates on‑site, Mary Jo Fayoyin and German Vargas. The first part will be from me. This is the SPARC Open Education Campus Action Plan. It is a really, really good planned out resource for any type of Advocacy Planning within Open Education. It is at http://bitly.com/open‑education‑action‑plan/. I will actually type that in. And if you visit this ‑‑ oh, wait, it's not working. Hmm. All right, what I'm going to do is send it your way without the small URL. There we go. So that is the Google Docs link to it. Something went wrong with the bitly one. It may have expired. But the document is pretty detailed. I mean, it is a ten page document with a lot of space to fill things in. At our previous library events in person, we had about an hour to go through it and we try to start working on it. And it was not nearly enough time in order to fill this in because it's so detailed. And the reason for it is that when you're starting a project like this, there are a lot of complex things you'll have to address upfront before you start even planning what your communications or your projects or your specific actions are going to be. You can, of course, copy this and you can save it and modify it however you would like because it is on the CC‑BY license which just means you need to attribute it. And the Open Education Action Plan has an attribution at the bottom. So it will be really easy to attribute. These are our five section framework to the plan. The first one is your Stakeholder Analysis. So these are all the people that will be most affected by the changes that your project will hopefully make. It's a really, really important part of starting any of these types of initiatives. Then your OER/Affordable Materials Action Plans. What big goals are you going to need to do in order to complete the mission you have? And then the analysis for the barriers for making your project successful and reaching your goals. And how to overcome their barriers, or at least address them. Then there's the Advocacy Plan. So how are you going to reach out to your stakeholders to make sure that your goals are met? Then there's the Communications Plan, so this is the much more detailed, smaller part where exactly what are you going to be sending out to people that are outside of your project group? So the Stakeholder Analysis is the first part. And it seems rather basic in that there aren't too many things to describe on it. Who are the people that are going to be the most affected by this project? And who is the point of contact for each stakeholder group? This seems like it would be really easy at first, but you may be surprised by just how many stakeholders you have. So let's say that your campus wants to start an Open Education Resources Action Plan, please type in the chat box the different stakeholders that would be effected by this program. Okay, I'm not seeing too much in chat right now. Okay, Caryl said, Faculty, staff, IT, legal, especially if you are dealing with copyright, that is for sure something that you would be addressing. And for the person to contact, sometimes it's more than one person. So with Faculty, it might be the Faculty center is a point of contact. It also may be a Dean or an Administrator. It could be different members of a particular department who are already interested. So, yeah. German says, students, yes and the bookstore, also. The bookstore would be affected if you had an OER and the contact at the bookstore. Students and the STA would be a great point of contact. If there are interest groups in improving the University, sometimes there are these little committees they will form, that would be another great way to reach out to your students. The library, absolutely. Libraries will definitely champion the initiative. Oftentimes they will start the initiative. They are very helpful. And you will keep finding more and more people that will be effected. Including if you have any external partners, too. You may affect them by using different materials, such as foundations and fundraising, absolutely, yes. If you will be using any foundation money for this initiative, that would be something you would have to look into and look who to contact. So, yes, students, Faculty, different Administrators, if you are Vice President of Academic Provost, definitely the campus store. If you have an Instructional Designers, they will usually be very willing to help. Most that I have dealt with are interested in OER. If you have an eLearning department, so a place that could help with LMS, like D2L, that would be another person to contact. If you have a University press, that's really cool because they already have a publishing process. And even if they can't put aside all of the staff hours to make this a reality, you could at least learn their processes and see if you could replicate it on a more open level. And, also, for accessibility, your disability, your Access Services Office would probably be interested. There have been some e‑books out there that are not very accessible and so they may be very interested and very happy that you are interested in making stuff accessible. These are just some examples. There are so many stakeholders you can have, especially when you think about multiple campuses or a [indiscernible] over a University or a system of Universities or a consortium. Yeah, there's so many different ones. So the OER/Affordable Materials Action Plan is kind of a broader scope look at what kind of challenges is your campus facing? What is already going on? So that you don't have to reinvent the wheel or classroom for a project, or maybe partner with another project. And could though OER/affordable efforts be linked to the other projects? For example, ALG is linked with Complete College Georgia in a way because we are look to see if this improves retention and graduation because of equal access. That's just one quick example from us. So one way to do it is to start with the cost of textbooks at your institution, especially for your high enrolled courses. And get localized stats, like what is the cost of the textbook? What is the cost per semester for every student? Like if you have an average number of students that attend a particular course in the semester, you can multiply the cost of the textbook by the number of students to get an overall cost for that semester. That really lets you address it in more of a local type of way. You ought to have a mission statement to cover the entire scope of the project. Try to tie that statement to the organizational mission to make it seem more relevant, especially to Administrators. There are goals and objectives, so these are measurable outcomes that you would like to see happen and these are the one that is your project would be seeking out. So it's really important to plan out these goals and objectives before you start because you will be then pursuing these goals throughout the program until you have readdressed the goals and objectives again. And where do you already have administrative and institutional support? And where can you get more support? That could possibly be through the Stakeholder Analysis we just talked about. Staffing, of course is a big issue. If you have a ready good idea, but nobody who is able to do it, it won't get off the ground. Be sure to define the project goals and if there's any [indiscernible] needed, like if you have to hire an Instructional Designer or something like that. Look at your partners and your organizations partners, any external partners, for example [indiscernible] college. Project sustainability is a big issue, so if you are going to start a project, you are hoping it's going to continue, so how will you revise the plan? How can your institution sustain the plan? How will you report on different successes? The next part is looking at the different barriers that would stop your project or hinder your project from reaching those goals. And then you want to look at how to overcome these barriers. Now with some of the action plans ‑‑ oh, yeah, and German Vargas says, great to read you. Now I am doing this as Assistant Vice President for Academic Student Engagement. Oh, that was supposed to be private. Okay. He is definitely doing some great work on this and you will get to hear about it very shortly. So, yeah, for example, OER myths that are out there. Oh, they are all electronic. There's nothing in print. Or, hey, everything is low quality. Those kinds of myths definitely get passed around quite a bit. Being able to do some sort of myth busting on campus might help. Making sure everybody's aware of what copyright really is and how open licensing works with copyrighting. It can be a complex issue, but there are ways to explain it in a pretty plain way. The availability of materials, so what materials does an English department have if they want to implement OER? Maybe reaching out to them with ones you have would be a good way of doing it. Concerns over quality, of course. Having some really good examples of OER ready to go to show people, hey, this is what these OER can be. That's a really good way to address that barrier. So usually you see a table like this. Again, just another two column table. You just put barriers to success and then overcoming the barriers. And you probably want to keep this analysis not on the public website because maybe you say, Faculty are hostile toward OER, well, you wouldn't want others to read that obviously. Advocacy Plan, so this is getting more into the details, what are you going to do? What is the process for getting that proposal implemented? And then who makes the decisions that have the power to advance that proposal? And then, of course, the timeframe. So setting a good timeline of the milestones will help you plan out your process, plan out the specific things you're going to do to follow the process. And then the influencers. So the people who make these decisions, they have people that they trust, there are particular arguments they may be more keen to look at. So be sure to look at the people who influence. Your strategy, so after you look at all of those five things, what is your strategy to get this decision‑maker to advance the project? And then the tactics are the more granular steps you're going to take. It could just be, I'm willing to call this person up. Or it could be a little bit more than that. Newsletters, et cetera. Then the Communications Plan is the last part of this. What you're looking at in a Communications Plan are exactly how you're going to talk about your project with other people outside of your group. So you can go back to your Stakeholder Analysis at this point and go, okay, who are our people outside of the project group? Which ones of these groups are a different type of audience? Can you, for example, send a message to both your Faculty and Administrators? How would you word a message to your students that would get them excited about OER that would be a little different than talking to an Administrator? So you have to think about the different frames that they have around OER and other affordable materials. What are they thinking? If you ever heard someone say something about it, or if you have seen something published by someone in your institution about it, what do they know? What don't they know? If you could have an open discussion with them, that is a great way of doing it. Also if you want to get a small sample of a larger group, something like a focus group may help. A helpful frame when you are looking at these different types of audiences might be textbooks are expensive, higher education is expensive. A problematic frame is, oh, you get what you pay for it. If it is free, it cannot be high quality. That would be a barrier of sorts. So a really important thing about the Communications Plan is getting the message. This is going to be the case you'll make to define your purpose, what your project is, and convince people to take action within that project. So you can structure the message in four different parts. This is an interesting way of doing it. The hook, which is a statement or an image that gets people's interest immediately. The problem, so what is happening now, the status quo? What's the solution? So what is your project going to do? How can you help achieve it with OER or affordable materials? The call to action, what can your audience do exactly to help out with this? And it's great to have three different versions in the message. You have a tag line, that's a great one. An elevator speech, something that is really easy to explain to people in a very small amount of time, as if you just met somebody in the elevator and had to pass that on before you got out of the elevator. And then, you know, the entire full message. Maybe one page, something you would usually deliver in the form of a letter or maybe a statement on a website or something like that. And then we can get even more granular. Exactly what methods are you going to use to deliver your message to the audience? Fact sheets, workshop, infographics, reading lists, we do a newsletter, e‑mail I think is very important with various institutions. E‑mail is a good way of doing so. And internal communication, how are you going to keep in touch to make sure you can deliver that message? So if someone else is speaking, make sure they have the talking points of your project. You can have an FAQ, that would be frequently asked questions to you or to other people who have been in OER for a while that they might have to address. Any summaries of the strategy that you have, like if someone is going to ask you, so what exactly are you going to do? You want to have a summary that will help out. And then have meetings where you get together and update each other. We have, for example, our campus champion and library Coordinator monthly meeting so all of our established advocates are very well informed of what's happening in formal learning Georgia. And of course, there is a full citation for this entire plan. It's CC‑BY 4.0. And you want to point it to www.sparc.arl.org/resources. I want to show you what is a really good example of a communication that sends a message about a project. And I keep saying OpenStax, but I'm definitely going to do it here. I'm going to use Web Tour if it will let me. Oh, it's not going to let me. There we go. It should be playing. 	>> VIDEO:  [Music]. 	>> JEFF GALLANT: So that video should be done by now. You may want to close that window because auto play may send you to another video at that point. I remember one where OpenStax was redirected and it sent me to an OER rep, which I was to the prepared for. I'm going to save all of the questions to the end and I'm going to pass the floor to Dr. German Vargas, the Assistant Vice President for College of Coastal Georgia, who you have already seen in the chat box. 	>> GERMAN VARGAS: I'm very happy to be presenting this. As Jeff was presenting, I was taking notes of the different things we could be doing here as well, even though we have something in the works at the moment. All these different ideas, even down to the granular examples are going to be a lot of things that we'll be able to use here. So my name is German Vargas, I'm the Assistant Vice President for Academic Student Engagement here at the College of Coastal Georgia. And we started this last year, I'm just starting on this new position, I was the chair of the Department of Mathematics. And so what I'm going to do now is I'm going to show you some of the things that we have done here and how we're trying to just bring this beyond the realm of Mathematics. For the spring of 2015 we received a grant to adopt low cost textbooks and education materials for four of the top 50‑enrolled USG lower‑division Core Curriculum courses. Those were College Algebra, Trigonometry, Pre‑Calculus, and Probability and Statistics. As Jeff was saying, for us, it is to create the sense of urgency for the courses like Pre‑Calculus, we were using a textbook that was $350. We created a proposal and it does create a lot of work, but thanks to the work of the ALG, we were able to fund all this additional work that we need to do to be able to create all the resources that come together to help us with these textbooks. But the idea is that now, even on a school that is as small as CCGA, we are saving $348,000 per year to the students. So this is, again, that's just the numbers that you need to use to be able to sell this to Administration. Not only are we allowing our students to go through college in a more affordable way, but we're also allowing some of the students that may not even consider coming to college the student to just give it a try. I mean, what we're trying to do here at CCGA is not only do this change with the math courses, but then to bring this change to all the other core courses. We need to raise awareness one discipline at a time. When I heard about Open Education Resources and the OpenStax textbooks, the first time I heard about this was the advisory committee meeting and there was a lot of pushback. So the one suggestion that I have for you is to try to bring this change from the bottom up and not from the top down. You really want to have the buy‑in from all the Faculty members that are teaching those courses. So what I have been doing here is just, door‑to‑door, I've gone to the Physics Faculty, Biology Faculty, Sociology, Econ, and then just one by one trying to convert them to Open Education Resources. And in some cases they are just not aware of the options out there, or simply just as we were before, for the case of Pre‑Calculus, we were not aware that the books were $350. When we were just selecting our textbook, we look at the material and that's it, all right, this book looks great. It does what we want it to, without realizing that since we're not paying for those books, we are not realizing that the students were having a very hard time paying for those textbooks. So it's just to raise awareness. That's the idea, just raise awareness among all the different disciplines. We are now providing, we're providing the support since we have the grant, we have the idea how to make this happen, we're just telling them, we have all the information that they need, we're just trying to guide them through the process to also apply for grants themselves. And we already have some buy‑in. Econ has developed their own textbook, so we are very happy there. Physics is using also Open Education Resources. And we have, as you see in this table here, the bottom, the idea is to have in every core area, we want to have a core that has adopted Open Education Resources. The final goal is maybe in a couple of years from now, a student that comes to CCGA is going to have the opportunity to have at least one course in each of the areas and will be able to complete all the core areas, with course are for which the cost of the textbook is close to zero. It was funny, as I was coming to each of these units and each of the groups of Faculty, I was looking like a salesman and they were asking me, are you getting a cut out of this? Why are you doing this? And I said, well, I mean, I'm just advocating for the students. I mean, I see myself as a student, when I was having such a hard time to purchase these books, we need to do that for all our students. So it is just, I mean, the idea is to go out there, be an advocate for your students. The most important thing is, again, raise awareness. As we do this, I'm trying to be very cautious and very sensitive with academic freedom, so, again, I'm just trying to bring this up from the bottom. Just trying to get the buy‑in from the Faculty members. They are going to be the ones that need to drive the change. So I just put this out there, maybe with some ‑‑ distributing some materials and trying to get the people, for example, Area A1, the English 1101, English 1102, those are going to be some challenging areas to overcome, to just get them to convert to Open Education Resources, but we have to do it. Again, Area F will be a very tricky one that will depend on the particular programs. But we just have to do it. The final thing I will say is, just again, be an advocate for your students. It doesn't take much, just go out there and talk to the Faculty members and then get them to adopt Open Education Resources. Thank you. 	>> JEFF GALLANT: Thank you, German. Yeah, he's done a really great job of raising awareness at the College of Coastal Georgia and within the Faculty in other institutions. And I'd like to get to know him. Okay, so now I'm going to turn this over to Mary Jo Fayoyin. She is the Director of library services or is it Dean of library services. 	>> MARY JO FAYOYIN: Hey, it's Dean. [Laughter]. 	>> JEFF GALLANT: Ah‑ha. 	>> MARY JO FAYOYIN: [Laughter]. Thank you. And good afternoon! I want to share with you, "Open" Your Campus:  The SSU Experience. Back in fall of 2013, my Provost attended a meeting of other University System Vice Presidents and Provosts. And he called me from that meeting and he asked me if I would head the OER, the Affordable Learning Georgia Initiative on our campus. I believe that this was the result of comments that I had made in Dean's Council telling them how at the beginning of each semester all the librarians were wanting to borrow even outdated copies of textbooks rather than buying their own. We tried to buy and put textbooks on reserve, but we found this was not a very good solution. Our library collection was becoming a collection of old, outdated textbooks. Only one student could use the text one at a time at any given time. They could not leave the library. And they could only have it for two hours. So I tried to think how we could connect Affordable Learning Georgia with other University systems because I thought if we could do that, we could get more buy‑in. We looked at our Affordable Learning Georgia Initiative as a fit with two USG initiatives, the RPG, improving retention, progression and graduation rate initiative, and the Complete College Georgia Initiative. By tying to these two important University System mandates, we hope to gain the support of our students, who for a variety of reasons were not purchasing textbooks. While we had the support of the upper level, the cabinet level Administrators, we also wanted to focus on Deans and Chairs because we knew that Deans and Chairs were the ones who made final decisions about textbooks. And then, of course, we wanted to also gain the support of Faculty because they have to [indiscernible] their Deans and Chairs and they are the one that is really own the curriculum. So they are the ones who decide what textbooks should be purchased for their classes. We also wanted the support of Auxiliary Services who are in charge of the book store because they would not want to it lose money. And they would if open textbooks were used on a large‑scale. Also, I needed the support of my librarians who would be task if the Faculty used OERs. And I'm very fortunate to have such an energetic outreaching Faculty who did just that. So these were the stakeholders, the students, the Faculty, the Deans, Department Chairs, the bookstores and the librarians. I and the library liaisons met with the groups and started tailoring the discussion to the particular group. As Jeff said, the message probably needs to be different depending on who you are dealing with. We then also discussed the goals of our initiative. Were these goals realistic? Were they even worthy of consideration? And what were the best strategies for meeting the goals? We had three major goals. And I'm going to go back and here are the goals. Once again, support of Administration, we want to gain the support of the Faculty. And we wanted to ensure sustainability. And these were the measures we wanted to do. Our implementation strategy. To begin implementation, I applied for a Presidential mini grant. Our President provides many grants for innovative projects which she thinks will benefit the institution as a whole. We applied and received $1,200 to develop an Open Education Research Concept on our campus. While I think the funding was important as seed money, what was even more important to me was that the President demonstrated her support by funding ALG at SSU. The steps included a Student Survey. This student was designed by our outreach librarian and in the survey we asked students to tell us about their behavior in regards to purchasing textbooks. The next step was, we wanted to hear from the Faculty. We had a cross section of Faculty who were invited to participate in a workshop where they were introduced to OERs and were the results of the Student Survey was shared. And these Faculty served an on informal OER Committee. I met with Auxiliary Service staff to discuss how they could be involved in providing, not free, but low cost alternatives to the expensive textbooks. And we included a link to their information on our OER website, on our libguide for OER. We also thought about developing a marketing strategy based on student, Faculty, and Auxiliary Service input. We had our libguides, which is an Affordable Learning at SSU webpage. We had a promotional video which was supported by Affordable Learning Georgia. And we also did banners that pointed to the addresses of the Affordable Learning at Georgia site. And these were designed and displayed in the library. We had informational meetings. One, I think, was a good strategy was a strategy by the librarian who was in charge of Affordable Learning, Louise White, and she asked me to join her as we had lunch. Informally we were able to eat lunch and talk to them about Affordable Learning Georgia. But we also were involved in Faculty orientation meetings and Faculty meetings. I presented at Dean's Council. We were able to present at the University General Assembly. And we also continued to send out e‑mails to Faculty members asking them to consider OERs. And when they find an OER that might work for a particular department, we share that OER with the department. A very important piece of our marketing was to share the Student Survey results. As I said, the survey was developed by our outreach librarian and it was administered at the library. We were able to gather empirical evidence, as well as meaningful opinion and feedback from our own student population. To summarize, the survey results, our students were not purchasing textbooks. In fact, a very high percentage, 80% of students had not purchased at least one textbook during the survey semester and they cited costs as a factor, despite concerns that their grade might suffer if they didn't purchase the textbook. While sharing the results our of Student Survey, we shared the literature and national surveys, including the student public interest research group survey that documented the strong relationship between student success and the cost of textbooks. This was our plan, Affordable Learning at SSU, an initiative to promote student success by providing affordable alternatives to textbooks. And we have the workshops where we introduce, we had the first workshop where we introduced Faculty to what OERs were, the value to the educational enterprise of OERs, and how to find and use OERs. Faculty members were given stipends to take part in the workshop and they were committed to finding and using an Open Educational Resource at either the primary or supplementary text for at least one course. Where we get the funding to compensate Faculty, well, I applied for and received a sub‑grant from the Mellon Foundation through the HBC Library Alliance and we use that funding to support Faculty. The goal of our sub‑grant was to provide research assistants for Faculty who wished to evaluate, identify or create free or low cost OERs. We did have some challenges. We had challenges with Faculty who didn't quite understand or know how to use OERs. I've already talked about the challenges we had with Auxiliary Services, particularly the bookstore, and getting them to understand that they, too, could benefit from making available to students, at least lower cost textbooks. And, of course, there were challenges with students. Were student able to ‑‑ did they have the technology, the computer, the tablet, whatever, to access the OERs? And did they know how to use OERs once they did access them? And speaking about Faculty, in talking to Faculty, we found that they had the same concerns that nationally Faculty had. They said that there were no comprehensive catalogs, they were too hard to find, they weren't high quality. These were some of the concerns that our Faculty had, just as Faculty have nationally. We also want to continue to evaluate what we do with your Affordable Learning at Savannah State. And so, again, we were able to gain the support of the Administration. And in particular we are talking about Deans and Chairs. Were we able to gain the support of Faculty? And we were able to have sustainability over the long‑term? I think we have. And I will be so ‑‑ I will say that we have an excellent evaluation. Had we gained the support of the Administration? Yes. We had gotten the sub‑grant from the President. We were invited to present at the General Assembly at Faculty Senate at college and departmental meetings. Did we gain the support of the Faculty? We had, as a goal, that at least 10% of our student body would be impacted by the use of OERs each year for three years resulting in 33% of our students being impacted. In the first Fall, 2014, we needed to impact 492 students. And we exceeded that goal in just one class, the Freshman Year Experience class, which is required of all freshman. A total of 1186 students were impacted when FYE Faculty adopted an open source textbook. This textbook has the creative comments, attribution, Non‑Commercial Share Alike 3.0 license which allows Faculty to adapt the text to reflect the Savannah State University experience. The textbook previously used for the class sold for $80.13 in the University's bookstore. Since we had 1184 new freshmen who didn't have to purchase the textbook, it was a savings of over $95,000 for our students in that one semester. Is our plan sustainable? We believe that it is. And we have a College of Business Faculty who has adopted an open textbook. We have another Faculty who taught Critical Thinking who adopted and developed a reduced cost e‑textbook. We have a Marine Biology Faculty member who adopted a free online text for her General Oceanography class. And yesterday I received an e‑mail from Dr. Cecil Jones who is the Professor of Chemistry and this is the e‑mail to colleges in his department. On October 13, 2015 at 3:12 PM, Dr. Cecil Jones write:  Dear colleague, unfortunately I must leave the departmental meeting early today, however, there's a matter of importance that should be discussed. I think that we are all aware of the burden students carry for textbook costs. We are also aware of a range of ramifications this financial burden entails, including the negative impact on teaching effectiveness. The principles of chemistry committee, PCC, are moving to adopt a free textbook for spring and summer 2016 through OpenStax College. I attended an Affordable Learning meeting on Monday. During this meeting it was made clear that students can simply go to and, and he has the website, and download the text. Supplementary materials are also available with unlimited access for Faculty members. You are invited to download the text from the site provided above. The PCC invites any questions, comments or concerns. I have included Dean Fayoyin in this correspondence because she specialized in the care of Affordable Learning. And with her assistance, I offer my support to move more courses and programs toward OpenStax low-cost textbooks for students. Sincerely, Cecil Jones, Professor of Chemistry. That's all! 	>> JEFF GALLANT: Thank you very much. That was both ‑‑ both German and Mary Jo have very good plans in place. They are definitely considering nearly every factor that I covered. And it's like a great summary of how this can be put to good use, even if that plan didn't exist when they started. So nice! Yeah, we saw ‑‑. 	>> GERMAN VARGAS: I'm going to be using several of the things that you showed today. 	>> JEFF GALLANT: Oh, yeah, that will be fine. And we did see Dr. Cecil Jones. It was very good to meet him. 	>> MARY JO FAYOYIN: Yes, he received one of the grants in the last grant cycle. 	>> JEFF GALLANT: Great. Now we are going to open up the chat for questions. And I'll start off with a question that was asked through the registration survey. There was a question that was not necessarily related to advocacy, but one of our plans moving forward for textbook advocacy grants features rounds. And we do have round 5 coming up. The deadline is in December. I'll send you the main page for our textbook transformation grant. That gives you not only a list of every single proposal from every single grantee that we've got so far, but also the request for proposals that we are using for round 5. Past round 5 we are not sure. It is contingent on funding past that point. So we can't speculate past round 5 at this point, but we have a great group of people. We have 96 projects now going on here at the textbook transformation program. So does anyone have any questions for me, for German or for Mary Jo? 	>> GERMAN VARGAS: While we wait for some other questions, I would like to share that one of the unforeseen consequences of the changes that we did, and it was a great benefit, is that the changes in legislature, our dually enrolled students, we had to pay for their textbooks starting this semester. And it would have been, we have a large number of what we call here [indiscernible] students and it would have been a great burden financially for our institution to have to purchase all the textbooks for those students. And at least for the math textbooks, we were able to simply say, well, not any more, there's not a problem there. The textbooks are actually free. 	>> JEFF GALLANT: Wow! And that's really cool. That's a different USG initiative move. It's nice to see these two programs linking up. 	>> MARY JO FAYOYIN: Yes, that issue came up in our last Faculty Senate meeting as well. And I think that it will provide leverage for us to encourage Faculty and the Administration to be even more supportive of Affordable Learning Georgia. 	>> JEFF GALLANT: That's really exciting news. I don't see any questions right now. But if you do have any questions later on, feel free to send them my way. And I can send them to the right person, if it's not me. It's Jeff.gallant@USG.EDU. I want to thank you all for coming. It's been a really interesting session and one that we are going to share and try to get out to our champions and our Coordinators and share it even nationally. I think this could be a great help. We have some really good examples of Advocacy Planning here. Thank you very much! And be sure to access the survey. This is the one that helps us improve our presentations in the future. And it's clickable. You can click that survey link. And you will also get the survey link in the e‑mail that will be sent out later on. Be sure to leave your feedback because we really do care about what it is you would like to see and what you think we could improve. Thank you very much! And we will stop recording.
	>> JEFF GALLANT: Thank you so much German and Mary Jo and the DR group and everyone who is here, Bonnie who is doing the captioning, too. Thank you so much. 
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