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(soft upbeat music)

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Mary Loder- Welcome to Course Stories

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produced by the Instructional
Design and New Media team

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of EdPlus at Arizona State University.

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In this podcast, we tell an
array of course design stories

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alongside other ASU online
designers and faculty.

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On today's course story.

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Aubrey Holland- Hey there, I'm Aubrey,
a multimedia developer

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under the New Media team at EdPlus,

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and I actually work with Ricardo.

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Liz Lee- Hi, and I'm Liz.

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I'm a senior instructional designer

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and producer for our podcast,

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and I also work with Aubrey
and Ricardo and Mary.

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Today's a little bit of a special episode.

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I was gonna start off with,

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sorry, that my voice is absolutely hoarse.

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I had a long weekend. (laughs)

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Aubrey- Very fun long weekend though.

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Liz- Yes.
Aubrey- Congratulations by the way.

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Liz- Thank you, yeah, my
voice is completely gone

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because I got married over the weekend.

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So it was a long kind of
two days of celebration

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and lots of family, lots
of food, very good cake.

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But now my voice has
just absolutely left me.

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So sorry if I'm a little scratchy today.

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But we have a really kind of fun

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different special episode today.

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I feel like a lot of the
episodes this season,

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each one of them has been very different

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and unique and special all
in very different ways,

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like we had the AI guy come
in and talk about things,

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which that was fascinating.

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And then we've even had our
very first live episode at OLC.

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And so I guess to keep with that,

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we have an even more differenter, (laughs)

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if that's a word, episode today.

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First of all, it's kind of
a bit of a takeover episode

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for us, isn't it?

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Aubrey- That it is.

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Liz- So we've taken over today
from Mary and Ricardo as hosts,

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very exciting.

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And we've got a different
kind of episode for you

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in that normally we have an ID and faculty

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come in and sit down for an interview,

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but we actually have a
couple extra special voices

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joining us today.

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Aubrey- Yeah, so we actually had the opportunity

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to discuss with Granville Carroll

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about the course they designed
and how they designed it

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with community building in mind.

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We also got to hear from a
student in his course, Tufan,

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who joined ASU, thanks
to the Uber program.

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And we also got to speak
with a former success coach

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turned ID, Katrina.

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And finally also Nicolette

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who works at the Success Center currently.

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Liz, you were a coach
before coming to IDNM right?

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Liz- I was, yeah, it was a
really fun special experience.

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Do you know much about
the Coaching Center?

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I don't think we ever
really talk about it much.

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Aubrey- I know.

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I am actually pretty unfamiliar with it

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as a transfer student coming to ASU

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back when I did go to college here.

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Looking back and like learning about

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the success coach role now,

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I definitely wish I would have connected

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with a success coach, just
hearing about how much they help,

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especially with showing them the way

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with everything and all college,

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and what to do, what not to do.

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Yeah, they sound amazing.

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Liz- Yeah, it was a really cool experience

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being a success coach.

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And actually I joined the
Success Coaching Center

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right as it was opening.

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So there was a really kind
of fun kinda cowboy era

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where we didn't exactly know

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what success coaching
was going to turn into.

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We just had this vision.

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I say we like I was a part
of like making it a thing.

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But the folks there had this vision

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of just having somebody
who was like your person,

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somebody that you could call,
I'd like to say day or night,

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but they do close at some point. (laughs)

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But for the most part you can
call anytime during the week.

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They're really flexible.

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And it's just your person.

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It's somebody that like

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no matter what kind of
challenges you're facing,

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no matter what sort of
issue might be going on,

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you have someone who can
help you through that

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and kind of help you get through those

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like really complicated channels
that come up in college.

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You have a question about doing something,

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who do you talk to first?

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And there's always this like
weird order of operations

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whenever you're making a change at college

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where you can't just do the thing.

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You also need to talk to this person.

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From a student's perspective,

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it seems very confusing
and like confounding.

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So it was nice to have somebody

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to like walk you through all the steps

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and get you to who you need
to talk to the first time

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versus like running around
trying to figure that all out.

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But they're also there for
your like happy moments too.

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And I think like our conversation
today really highlights

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that great relationship that gets built

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between success coaches
and their students.

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It's really a relationship that you build

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and something that a lot
of the success coaches

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carry on with their students
even after graduation.

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Aubrey- Yeah, that's awesome.

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I'm really looking forward to hearing more

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about the Success Coach Program

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and even the role that they played

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with the students that we
were able to speak to, Tufan.

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It sounds like they've had
quite an incredible impact

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on his time here at ASU.

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So let's get started.

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(soft music)

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Aubrey- Hi, welcome everybody.

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I'm Aubrey.

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I'm a multimedia developer.

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Katrina Volmer- I'm Katrina Vollmer.

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I'm an instructional design associate

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at the Instructional Design
and New Media team at EdPlus.

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Granville Carroll- I'm Granville Carroll,
assistant teaching professor

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for the online BFA Digital
Photography program.

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Liz- Hi, I'm Liz Lee.

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I'm a senior instructional designer

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and newly producer for the podcast.

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Nicolette Miller- Hi, I'm Nicolette Miller.

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I'm a senior director of Online
Student Success Initiatives

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here at ASU at EdPlus.

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Tufan Comert- Hi, this is Tufan Comert.

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I'm a former student at
Arizona State University.

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I was in the 2023 class.

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And I'm glad to be here.

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Liz- Yeah, so it's exciting to
have you guys join us today.

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So why don't we just start with Katrina.

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How did this all come together?

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How did you guys meet?

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Katrina- Yeah, so prior to this role,

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I was an ASU online success coach,

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and I had the amazing privilege

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of being Tufan's assigned success coach

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and was able to work
with him for a good year.

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And I'll say a little background,

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any success coach will tell you

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it's a very rewarding position to be in.

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You get to work every
single day with students

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and work with them through some
of their really low moments

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where they're struggling
and navigating through

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any items, personal, academic,

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and you get to also be their cheerleader

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when -- and celebrate their successes.

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So I was really excited to hear

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that Tufan actually was in
three of Granville's courses,

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and I thought to myself, wow,

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that must be a pretty
incredible instructor.

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So Granville, tell me
about your course Art 394.

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Granville- Yes, so Art 394, it's a
special topics designation.

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So specifically the course that I designed

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is Identity and
Representation in Photography.

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So it's a class that deals

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with topics of who are you, right?

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Why do you photograph the
things you photograph?

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How do you see the world?

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And also thinking about representation

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in terms of like social identity factors

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or markers that affect
us in one way or another.

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And then also thinking
about how those things

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sort of come into play in terms of

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taking a picture and
representing something

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to the world in this medium.

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So when I was asked to design the class,

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Betsy, my boss, I guess you
could say, she was like,

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"You don't have to do it
like the status quo, right?

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"Like you just talk about like
sexuality and gender issues

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"and race and all these other topics.

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"Like make it your own."

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So she really gave me the
freedom to create a class

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that was really based on
the research that I've done

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in my own personal artistic practice

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and also things that I'm involved with

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and also care deeply about.

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So it was really, really
a great, great time,

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and the first time I've ever
designed a class myself, so.

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Katrina- I would love to hear more about that,

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like your experiences, how
you brought a lot of that

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into the design of this course.

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Granville- Yeah, so when I was designing the class,

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I thought to myself,
how do I break this down

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into six or seven
different modules, right?

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Something that's consistent

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and has a nice sense of fluidity to it.

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So I first thought about
what are the things

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that really influenced me as a student

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when I was learning photography?

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I mean that was learning the difference

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between like an abstract image

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and also something
that's a little bit more

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like truthful, right?

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And I, for you all listening,
doing the air quotes,

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'cause truth in photography

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is a very deep philosophical
debate in conversation,

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because, well, it's very deep,

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so I won't go into right now. (laughs)

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But just thinking about
representing something

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like if I take a picture
of a water bottle,

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it's a water bottle, right?

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But also like if I get
really, really close up

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to that water bottle,

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I can abstract it and turn
it into something else.

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So I wanted to think about
how can I help my students

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activate their own imaginations

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by introducing them to these ideas,

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and then bringing some of
the topics of race into it,

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because that is a part
of my artistic practice

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is considering how the world looks at you

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based on your outside appearance.

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And for me as a black man,

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I have my own things to deal with, right?

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But that is different for everybody

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in how they represent themselves.

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So I wanted to sort of equip them

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with ways of thinking about these things

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even if it doesn't
necessarily relate to them

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in that specific manner.

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And then going from there,
thinking about portraiture.

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So getting a little bit more traditional.

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But considering the fact
that, as photographers,

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we have a lot of power in how we represent

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either ourselves as self-portrait artists

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or as taking pictures of other people.

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So equipping them with
the knowledge to say like,

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you have to be responsible

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'cause if you take a picture of somebody

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and it goes out into the
world and it has this life

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that is now sort of defaming them

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or it has this negative energy around it,

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that's something

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you just don't really
wanna find yourself in

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unless you're like ready
to deal with that, right?

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And then considering family origin stories

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and thinking about where you come from

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and how that comes into play.

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And then also dealing with landscape.

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So physicality, how are
you located in the space

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and how does that affect your mind?

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So all these things that
I'm always thinking about.

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Katrina- Like it feels like I
would imagine students have

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a very powerful experience
going through that

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00:10:32,430 --> 00:10:35,400
and would imagine that
there's a lot of need

258
00:10:35,400 --> 00:10:36,933
to be vulnerable.

259
00:10:38,250 --> 00:10:39,600
Can you speak to that?

260
00:10:39,600 --> 00:10:42,000
Like the student experience with that?

261
00:10:42,000 --> 00:10:43,980
Granville- Yeah, so I've taught
the class two times now.

262
00:10:43,980 --> 00:10:46,260
So it's a fairly new course.

263
00:10:46,260 --> 00:10:47,940
And the first time I taught the class,

264
00:10:47,940 --> 00:10:50,700
I found that students were
super, super vulnerable.

265
00:10:50,700 --> 00:10:52,380
Like they were opening themselves up

266
00:10:52,380 --> 00:10:55,650
in ways that I was like,
whoa, like I'm not,

267
00:10:55,650 --> 00:10:56,580
I'm not ready for this.

268
00:10:56,580 --> 00:10:58,560
This is sort of like a,

269
00:10:58,560 --> 00:11:01,470
like I'm not a psychologist,
I'm not a therapist.

270
00:11:01,470 --> 00:11:03,930
But they felt safe to express themselves

271
00:11:03,930 --> 00:11:08,160
within this space that
I've created in the class,

272
00:11:08,160 --> 00:11:09,630
specifically in our discussions.

273
00:11:09,630 --> 00:11:11,095
And I was just really, really thankful

274
00:11:11,095 --> 00:11:13,680
that students felt the need

275
00:11:13,680 --> 00:11:17,340
and also felt safe to express
themselves in this manner

276
00:11:17,340 --> 00:11:18,420
to talk about these things,

277
00:11:18,420 --> 00:11:21,300
'cause a lot of these topics
are difficult to deal with.

278
00:11:21,300 --> 00:11:22,500
They're heavy.

279
00:11:22,500 --> 00:11:25,470
They require a lot of
contemplation and self-reflection.

280
00:11:25,470 --> 00:11:28,110
And oftentimes we're not really taught

281
00:11:28,110 --> 00:11:31,890
how to do that in our
society from my perspective.

282
00:11:31,890 --> 00:11:35,010
So, yeah, it was really, really amazing

283
00:11:35,010 --> 00:11:36,870
to see how they just took the content,

284
00:11:36,870 --> 00:11:38,970
ran with it, applied
it to their own lives,

285
00:11:38,970 --> 00:11:40,500
and then were willing
to share those stories

286
00:11:40,500 --> 00:11:41,430
with the rest of the class

287
00:11:41,430 --> 00:11:44,490
and even myself as the professor, so.

288
00:11:44,490 --> 00:11:47,150
Katrina- Yeah, yeah, I think you're right.

289
00:11:47,150 --> 00:11:49,350
It definitely ties into that theme of

290
00:11:49,350 --> 00:11:52,110
creating a safe space for the students

291
00:11:52,110 --> 00:11:53,847
and creating that community.

292
00:11:53,847 --> 00:11:56,537
And I feel like these are all
ingredients to help do that.

293
00:11:56,537 --> 00:11:57,370
Granville- Yeah.

294
00:11:57,370 --> 00:11:59,070
Katrina- I did also notice in your course

295
00:11:59,070 --> 00:12:01,119
when I was looking around there

296
00:12:01,119 --> 00:12:03,930
that there was something
that really excited me

297
00:12:03,930 --> 00:12:06,690
and that was that you had students

298
00:12:06,690 --> 00:12:09,356
journal for the duration of the session.

299
00:12:09,356 --> 00:12:11,340
And I thought that was so unique.

300
00:12:11,340 --> 00:12:14,820
I feel like I don't really
see that often in courses.

301
00:12:14,820 --> 00:12:16,410
Can you tell me more about that?

302
00:12:16,410 --> 00:12:17,443
Granville- Yeah, absolutely.

303
00:12:17,443 --> 00:12:21,483
So the journaling aspect,
again, I can't take full credit,

304
00:12:22,410 --> 00:12:25,920
because that's something that
Ashley Sakowski, my colleague,

305
00:12:25,920 --> 00:12:27,420
developed for one of her classes.

306
00:12:27,420 --> 00:12:29,340
And as we were all discussing like, okay,

307
00:12:29,340 --> 00:12:31,200
how do I create this course?

308
00:12:31,200 --> 00:12:33,630
She mentioned like maybe
you should introduce this.

309
00:12:33,630 --> 00:12:36,240
So I was like I think
that's a really great way

310
00:12:36,240 --> 00:12:39,840
to allow students to sort of
soak up all the materials,

311
00:12:39,840 --> 00:12:40,673
'cause it's a lot, right?

312
00:12:40,673 --> 00:12:42,390
These online courses are accelerated.

313
00:12:42,390 --> 00:12:47,040
They have to process so
much information so quickly.

314
00:12:47,040 --> 00:12:48,450
So if they can have a place

315
00:12:48,450 --> 00:12:50,370
where they can jot down ideas, right?

316
00:12:50,370 --> 00:12:55,080
Think about music or
movies or TV shows, books,

317
00:12:55,080 --> 00:12:56,910
whatever is really inspirational to them

318
00:12:56,910 --> 00:13:00,690
that ties in with the
course topics might be a way

319
00:13:00,690 --> 00:13:02,940
that they can synthesize
the information, right?

320
00:13:02,940 --> 00:13:05,610
Also, as a artist, it's
really, really important

321
00:13:05,610 --> 00:13:07,410
that you keep a journal, right?

322
00:13:07,410 --> 00:13:10,920
I have several journals
that I will write an idea in

323
00:13:10,920 --> 00:13:13,620
or if there's a song that's
like super inspirational

324
00:13:13,620 --> 00:13:17,730
or leads into research that
I'm doing or thinking about,

325
00:13:17,730 --> 00:13:19,110
jotting that down, right?

326
00:13:19,110 --> 00:13:21,270
If I just have a string of thoughts

327
00:13:21,270 --> 00:13:23,520
that might make no sense
to anyone else reading it,

328
00:13:23,520 --> 00:13:25,830
but it makes sense to me,
I wanna write that down.

329
00:13:25,830 --> 00:13:27,240
And all of this source material

330
00:13:27,240 --> 00:13:30,120
is really, really important
for creating projects, right,

331
00:13:30,120 --> 00:13:32,100
and keeping that creative
momentum flowing.

332
00:13:32,100 --> 00:13:36,270
So introducing students to
that process in a class,

333
00:13:36,270 --> 00:13:37,740
again, one way to synthesize

334
00:13:37,740 --> 00:13:39,510
all the information
they're learning about,

335
00:13:39,510 --> 00:13:42,360
but then also to help them
sort of actually create

336
00:13:42,360 --> 00:13:46,290
a artistic practice that's sustainable.

337
00:13:46,290 --> 00:13:47,123
Katrina- Right.

338
00:13:47,123 --> 00:13:49,020
And I'm just kind of
briefly thinking about

339
00:13:49,020 --> 00:13:50,970
my own experiences of journaling,

340
00:13:50,970 --> 00:13:53,112
which I haven't done
in a really long time.

341
00:13:53,112 --> 00:13:55,050
But the journals I used to keep,

342
00:13:55,050 --> 00:13:56,640
sometimes when I go back and read them,

343
00:13:56,640 --> 00:14:00,300
I think, wow, like that
was who I was at that time

344
00:14:00,300 --> 00:14:02,550
and how interesting of where I am now.

345
00:14:02,550 --> 00:14:05,430
And it really is such a neat process.

346
00:14:05,430 --> 00:14:08,490
And wonderful that you're
putting that in your course.

347
00:14:08,490 --> 00:14:09,750
I don't know, like I said,

348
00:14:09,750 --> 00:14:13,440
it's not something that
I have seen very often.

349
00:14:13,440 --> 00:14:15,930
I just think it's such
a wonderful opportunity

350
00:14:15,930 --> 00:14:17,253
that you're providing them.

351
00:14:17,253 --> 00:14:19,890
It's like it could be something optional,

352
00:14:19,890 --> 00:14:21,960
but to sort of push them

353
00:14:21,960 --> 00:14:24,720
or to make this part of their practice,

354
00:14:24,720 --> 00:14:26,040
it's like they're gaining from it

355
00:14:26,040 --> 00:14:29,520
maybe they don't realize
it at the time until later.

356
00:14:29,520 --> 00:14:31,177
Granville- Yeah, 'cause I've had
some students who are like,

357
00:14:31,177 --> 00:14:32,400
"Oh this is so much work."

358
00:14:32,400 --> 00:14:34,200
And I'm like it literally
shouldn't take you

359
00:14:34,200 --> 00:14:37,860
more than five to 10
minutes a day to do this.

360
00:14:37,860 --> 00:14:39,240
Like just think about a song

361
00:14:39,240 --> 00:14:41,670
and like put the lyrics in there,

362
00:14:41,670 --> 00:14:44,220
take an image and put that
into your digital journal.

363
00:14:44,220 --> 00:14:45,380
But you touched upon something

364
00:14:45,380 --> 00:14:46,830
that I don't think I've really mentioned,

365
00:14:46,830 --> 00:14:48,300
but like self-reflection, right?

366
00:14:48,300 --> 00:14:49,740
A journal is about that.

367
00:14:49,740 --> 00:14:51,150
So this is an opportunity for them

368
00:14:51,150 --> 00:14:53,580
to sort of create their own timeline

369
00:14:53,580 --> 00:14:55,680
where they can look
back at it and say, wow,

370
00:14:55,680 --> 00:14:57,810
like I've started here,

371
00:14:57,810 --> 00:14:59,670
but now I've evolved to this point, right?

372
00:14:59,670 --> 00:15:01,440
So, yeah, there's a lot of
beautiful things about it.

373
00:15:01,440 --> 00:15:03,090
Katrina- Definitely.

374
00:15:03,090 --> 00:15:07,770
I really wanna hear also
about how you provide

375
00:15:07,770 --> 00:15:11,160
an approach for feedback in
the course, the critiques.

376
00:15:11,160 --> 00:15:14,400
And, yeah, tell me a little
bit about your approach

377
00:15:14,400 --> 00:15:17,160
to the students obtaining feedback

378
00:15:17,160 --> 00:15:19,320
from you and from their peers,

379
00:15:19,320 --> 00:15:21,150
and how it is that you are able

380
00:15:21,150 --> 00:15:24,910
to not only provide this
ongoing feedback for them but

381
00:15:27,840 --> 00:15:29,160
what's your process like?

382
00:15:29,160 --> 00:15:30,120
Granville- First and foremost,

383
00:15:30,120 --> 00:15:32,820
when students are critiquing each other,

384
00:15:32,820 --> 00:15:34,470
I want them to understand like,

385
00:15:34,470 --> 00:15:36,060
don't just be super nice, right?

386
00:15:36,060 --> 00:15:38,550
Like it's easy to wanna say like,

387
00:15:38,550 --> 00:15:41,400
oh this is beautiful, this is
great, like you're amazing.

388
00:15:41,400 --> 00:15:42,990
And those things should be said,

389
00:15:42,990 --> 00:15:45,240
but those aren't always the things

390
00:15:45,240 --> 00:15:47,640
that allow us to grow as artists, right?

391
00:15:47,640 --> 00:15:49,650
We need to have a little
bit more of a push.

392
00:15:49,650 --> 00:15:51,810
So you can say like, oh
this is really amazing,

393
00:15:51,810 --> 00:15:53,190
but have you thought about doing it

394
00:15:53,190 --> 00:15:54,750
differently in this manner, right?

395
00:15:54,750 --> 00:15:56,580
The classes I teach are really large,

396
00:15:56,580 --> 00:15:59,790
so it's almost impossible
to be able to give

397
00:15:59,790 --> 00:16:02,820
every single student a
critique for every assignment.

398
00:16:02,820 --> 00:16:06,120
So what I do is create a group critique.

399
00:16:06,120 --> 00:16:09,330
So I'll have maybe 10 or so students

400
00:16:09,330 --> 00:16:11,310
per assignment that I'll critique,

401
00:16:11,310 --> 00:16:12,630
either live or recorded,

402
00:16:12,630 --> 00:16:15,960
depending on schedule and
interest in the class.

403
00:16:15,960 --> 00:16:20,520
And I will speak about the work myself.

404
00:16:20,520 --> 00:16:22,770
And so one way it's a way for them

405
00:16:22,770 --> 00:16:24,775
to have some sort of interaction with me,

406
00:16:24,775 --> 00:16:26,899
again, whether it's live or recorded,

407
00:16:26,899 --> 00:16:30,210
but then also sort of
doing it by example, right?

408
00:16:30,210 --> 00:16:32,070
So if I can show them,

409
00:16:32,070 --> 00:16:34,200
like you can talk about
something like really positively,

410
00:16:34,200 --> 00:16:36,480
but you can also give some
constructive criticism

411
00:16:36,480 --> 00:16:38,850
that hopefully they'll
be like, okay, yeah.

412
00:16:38,850 --> 00:16:40,500
So the next time I do a critique,

413
00:16:40,500 --> 00:16:42,660
I'll still be like respectful and nice,

414
00:16:42,660 --> 00:16:45,360
but I'll be able to
provide them with feedback

415
00:16:45,360 --> 00:16:46,357
that's gonna help them grow.

416
00:16:46,357 --> 00:16:47,700
So, yeah, so those students,

417
00:16:47,700 --> 00:16:50,010
they use a program called CritViz

418
00:16:50,010 --> 00:16:52,890
to critique anywhere between like

419
00:16:52,890 --> 00:16:54,690
three to five students per assignment.

420
00:16:54,690 --> 00:16:57,960
So they will just give written responses

421
00:16:57,960 --> 00:16:59,730
and stuff like that to the students,

422
00:16:59,730 --> 00:17:02,790
and then we also provide
the Zoom feedback as well.

423
00:17:02,790 --> 00:17:05,910
And I always, always,
always encourage my students

424
00:17:05,910 --> 00:17:09,480
to please reach out for Zoom
independent sessions, right?

425
00:17:09,480 --> 00:17:11,340
If you want additional feedback

426
00:17:11,340 --> 00:17:13,397
or if I can't get to your
assignment for that week,

427
00:17:13,397 --> 00:17:14,460
like meet with me

428
00:17:14,460 --> 00:17:16,590
and I'll be happy to
provide you a critique.

429
00:17:16,590 --> 00:17:18,124
Most students don't. (laughs)

430
00:17:18,124 --> 00:17:18,990
Katrina- Okay.

431
00:17:18,990 --> 00:17:21,510
Granville- Because I think, one,
they feel like a burden,

432
00:17:21,510 --> 00:17:23,550
or, two, like maybe their
schedule's just busy

433
00:17:23,550 --> 00:17:25,530
or a number of reasons, right?

434
00:17:25,530 --> 00:17:27,149
Katrina- It can be a scary thing I think

435
00:17:27,149 --> 00:17:29,280
receiving feedback.
Granville- Yeah.

436
00:17:29,280 --> 00:17:30,960
Katrina- But that you're providing

437
00:17:30,960 --> 00:17:34,050
that opportunity is massive, I think.

438
00:17:34,050 --> 00:17:35,520
Granville- Yeah.

439
00:17:35,520 --> 00:17:38,370
Katrina- And live opportunity for it.

440
00:17:38,370 --> 00:17:40,260
That's unique too.

441
00:17:40,260 --> 00:17:42,090
I feel like that's a pretty unique thing

442
00:17:42,090 --> 00:17:42,923
for an online course.

443
00:17:42,923 --> 00:17:44,040
Granville- Yeah.
Katrina- To provide

444
00:17:44,040 --> 00:17:45,580
the opportunity for that.

445
00:17:45,580 --> 00:17:48,421
But what a way to build community.

446
00:17:48,421 --> 00:17:51,540
I mean you're giving
numerous opportunities

447
00:17:51,540 --> 00:17:53,220
for them to hear from one another,

448
00:17:53,220 --> 00:17:55,950
connect with one another,
share their projects,

449
00:17:55,950 --> 00:17:58,770
and just feel like that's
just how you do it.

450
00:17:58,770 --> 00:18:01,980
Have you found a formula for feedback

451
00:18:01,980 --> 00:18:04,683
that you feel is a good
sort of middle ground of,

452
00:18:05,829 --> 00:18:09,450
oh great job on this,
let's think about this.

453
00:18:09,450 --> 00:18:11,850
What's your formula or do you have one?

454
00:18:11,850 --> 00:18:13,560
Granville- I don't think I really have a formula

455
00:18:13,560 --> 00:18:16,530
that I've like consciously thought about,

456
00:18:16,530 --> 00:18:17,363
but I've definitely,

457
00:18:17,363 --> 00:18:19,500
I think it just comes
sort of naturally, right?

458
00:18:19,500 --> 00:18:22,080
And I mean I have a BFA in photography.

459
00:18:22,080 --> 00:18:23,790
I have my master's in photography.

460
00:18:23,790 --> 00:18:25,650
So I've been through several critiques,

461
00:18:25,650 --> 00:18:28,710
some that were really positive
and some that I was like,

462
00:18:28,710 --> 00:18:30,900
I'm going to get kicked outta
school because they hate me

463
00:18:30,900 --> 00:18:33,210
and they hate my work. (laughs)

464
00:18:33,210 --> 00:18:36,330
So I've had the extreme
highs and the extreme lows.

465
00:18:36,330 --> 00:18:39,720
And so I think just from
my own personal experience,

466
00:18:39,720 --> 00:18:41,970
understanding what's been
helpful for me, right?

467
00:18:41,970 --> 00:18:44,640
Having professors who have
challenged me, pushed me,

468
00:18:44,640 --> 00:18:48,270
but also clearly showed
belief in what I was doing.

469
00:18:48,270 --> 00:18:52,533
So I try to reciprocate that
for my students as well.

470
00:18:53,370 --> 00:18:55,650
You're doing some really awesome things,

471
00:18:55,650 --> 00:18:57,300
but let's take it up a notch, right?

472
00:18:57,300 --> 00:18:59,370
Because I see the potential in you,

473
00:18:59,370 --> 00:19:02,370
I see the possibilities,
and you're learning.

474
00:19:02,370 --> 00:19:04,320
So you may not see that yet,

475
00:19:04,320 --> 00:19:06,090
but let me help you try to get there.

476
00:19:06,090 --> 00:19:07,380
Katrina- Yeah, right.

477
00:19:07,380 --> 00:19:10,410
In fact, that reminds me of something

478
00:19:10,410 --> 00:19:13,790
that Tufan had mentioned to
me was that he was working

479
00:19:13,790 --> 00:19:16,710
on this particular
project within your course

480
00:19:16,710 --> 00:19:18,030
and going through it

481
00:19:18,030 --> 00:19:20,820
and there was a conversation
he had with you.

482
00:19:20,820 --> 00:19:24,240
Basically he felt challenged
to take it up a notch.

483
00:19:24,240 --> 00:19:28,080
And he realized later,
correct me if I'm wrong,

484
00:19:28,080 --> 00:19:29,490
realized later that, wow,

485
00:19:29,490 --> 00:19:32,460
he not only sort of was
teaching me these techniques,

486
00:19:32,460 --> 00:19:37,460
but he really dug in with
like the philosophy as well.

487
00:19:37,950 --> 00:19:39,300
I thought, whoa.

488
00:19:39,300 --> 00:19:42,030
Yeah, that's pretty impressive.

489
00:19:42,030 --> 00:19:44,970
Well, I mean these are all
great ways to build community.

490
00:19:44,970 --> 00:19:48,746
If you were giving guidance
to a new instructor

491
00:19:48,746 --> 00:19:50,280
on building community,

492
00:19:50,280 --> 00:19:53,310
what do you think some of
your top advice would be?

493
00:19:53,310 --> 00:19:54,810
Granville- Oh, that's a great question.

494
00:19:54,810 --> 00:19:57,120
Yeah, one of the top things I would say

495
00:19:57,120 --> 00:19:59,070
is to build community,

496
00:19:59,070 --> 00:20:03,300
you have to lean into the
experience without expectation,

497
00:20:03,300 --> 00:20:05,820
to see the student as a sovereign being

498
00:20:05,820 --> 00:20:09,570
and not just as a number in the classroom

499
00:20:09,570 --> 00:20:13,020
or to see them as a, quote
unquote, "student," right?

500
00:20:13,020 --> 00:20:15,930
My philosophy is first and
foremost they're humans, right?

501
00:20:15,930 --> 00:20:19,140
Like these are people that
are here to learn something

502
00:20:19,140 --> 00:20:21,180
and it's my duty to guide them.

503
00:20:21,180 --> 00:20:24,030
So to do that effectively

504
00:20:24,030 --> 00:20:25,470
and to build community effectively,

505
00:20:25,470 --> 00:20:27,060
you have to build that trust.

506
00:20:27,060 --> 00:20:28,710
And I think by breaking down

507
00:20:28,710 --> 00:20:32,730
sort of that hierarchal
sense, right, of academia,

508
00:20:32,730 --> 00:20:35,790
and I'm the professor, you're
the student type of thing,

509
00:20:35,790 --> 00:20:39,420
allows that trust to be
built in a more genuine way,

510
00:20:39,420 --> 00:20:42,540
and therefore makes it
easier to build community.

511
00:20:42,540 --> 00:20:45,180
So that would be my advice.

512
00:20:45,180 --> 00:20:46,350
Katrina- That's amazing.

513
00:20:46,350 --> 00:20:48,180
Katrina- So, Tufan, I was curious,

514
00:20:48,180 --> 00:20:50,820
what was it about Granville's courses

515
00:20:50,820 --> 00:20:53,160
that stood out for you?

516
00:20:53,160 --> 00:20:54,990
What was it that made you keep coming back

517
00:20:54,990 --> 00:20:56,700
to Granville's courses?

518
00:20:56,700 --> 00:20:58,824
Tufan- So I have taken a lot of art classes

519
00:20:58,824 --> 00:21:02,250
and Carroll was one of my favorites.

520
00:21:02,250 --> 00:21:05,100
His knowledge, his willingness to share

521
00:21:05,100 --> 00:21:07,380
his knowledge with the students.

522
00:21:07,380 --> 00:21:08,213
He's caring.

523
00:21:08,213 --> 00:21:11,280
He's a wonderful teacher
and a wonderful person.

524
00:21:11,280 --> 00:21:13,590
That's why I kept bothering him

525
00:21:13,590 --> 00:21:15,720
if I could take more and more classes.

526
00:21:15,720 --> 00:21:18,720
And he was nice enough to let me enroll

527
00:21:18,720 --> 00:21:21,210
even though his class was full.

528
00:21:21,210 --> 00:21:24,840
And I'm just so glad that I had a chance

529
00:21:24,840 --> 00:21:26,370
to be in three of his classes.

530
00:21:26,370 --> 00:21:27,434
I wish there was more.

531
00:21:27,434 --> 00:21:28,354
Katrina- Awesome.

532
00:21:28,354 --> 00:21:31,410
Was there a particular project

533
00:21:31,410 --> 00:21:34,170
or something that you
worked on in his course

534
00:21:34,170 --> 00:21:37,560
that really made an impact
on you as a student?

535
00:21:37,560 --> 00:21:39,960
Tufan- Yes, because he kept challenging me.

536
00:21:39,960 --> 00:21:43,410
He kept making my projects harder,

537
00:21:43,410 --> 00:21:45,993
sometimes miserable, but in a good way.

538
00:21:47,970 --> 00:21:50,253
Because every time he challenged me,

539
00:21:51,330 --> 00:21:54,330
I pushed myself to do
better and I learned.

540
00:21:54,330 --> 00:21:55,710
And when it did not work out,

541
00:21:55,710 --> 00:21:59,070
he was there for me to show
what works, what doesn't.

542
00:21:59,070 --> 00:22:03,030
And if I improved during my classes,

543
00:22:03,030 --> 00:22:05,550
definitely Carroll was
one of the reasons why.

544
00:22:05,550 --> 00:22:06,783
Katrina- Wonderful.

545
00:22:08,340 --> 00:22:12,720
It's funny 'cause I remember
in one of our discussions

546
00:22:12,720 --> 00:22:14,790
when I was your success coach,

547
00:22:14,790 --> 00:22:19,380
you were being interviewed from the news

548
00:22:19,380 --> 00:22:22,320
because of some situations
going on with Uber.

549
00:22:22,320 --> 00:22:26,940
Tufan was an Uber driver
and received tuition at ASU

550
00:22:26,940 --> 00:22:28,650
because of that partnership.

551
00:22:28,650 --> 00:22:30,630
And I remember you said,

552
00:22:30,630 --> 00:22:34,530
I'll interview you as long
as I can take your photos

553
00:22:34,530 --> 00:22:37,200
for a photography class that I'm in.

554
00:22:37,200 --> 00:22:39,900
And I thought that that
was such dedication

555
00:22:39,900 --> 00:22:42,810
as a student. (laughs)

556
00:22:42,810 --> 00:22:47,810
Tufan- Yes, yes, I remember that
back then Uber, Hertz, and Tesla

557
00:22:47,850 --> 00:22:50,520
had recently set up an agreement

558
00:22:50,520 --> 00:22:53,130
that Hertz was gonna buy a lot of Teslas

559
00:22:53,130 --> 00:22:55,680
and they were gonna be
available for the Uber drivers.

560
00:22:55,680 --> 00:22:59,610
And a local TV channel
were trying to cover it

561
00:22:59,610 --> 00:23:02,070
for their evening news.

562
00:23:02,070 --> 00:23:06,420
And I've seen this anchor
lady and the camera person

563
00:23:06,420 --> 00:23:10,740
going and trying to interview
all the Uber drivers

564
00:23:10,740 --> 00:23:13,200
in the airport's waiting lot,

565
00:23:13,200 --> 00:23:16,080
but no one was willing to talk to them.

566
00:23:16,080 --> 00:23:18,060
For the next day, I had an assignment

567
00:23:18,060 --> 00:23:21,060
and I had to take people's portraits

568
00:23:21,060 --> 00:23:24,000
of the people that I
don't know, the strangers.

569
00:23:24,000 --> 00:23:26,640
And she came to me and asked.

570
00:23:26,640 --> 00:23:28,920
I said, sure, I'll talk, why not?

571
00:23:28,920 --> 00:23:31,320
But will you let me take
a photograph of yours

572
00:23:31,320 --> 00:23:33,270
because I still need to do my homework?

573
00:23:34,500 --> 00:23:35,850
So they asked me questions.

574
00:23:35,850 --> 00:23:37,620
I said, sure, this is wonderful,

575
00:23:37,620 --> 00:23:38,760
it's environment-friendly.

576
00:23:38,760 --> 00:23:40,410
I'll give it a try, why not?

577
00:23:40,410 --> 00:23:42,450
If it works out, if it's for my advantage,

578
00:23:42,450 --> 00:23:45,723
I'll keep renting it, which
I ended up renting Teslas,

579
00:23:47,010 --> 00:23:50,070
then she let me take a
couple of her photographs

580
00:23:50,070 --> 00:23:51,300
and it worked out for both.

581
00:23:51,300 --> 00:23:52,699
Katrina- Awesome.

582
00:23:52,699 --> 00:23:55,116
(soft music)

583
00:23:57,360 --> 00:23:59,160
Aubrey- Quick little side interjection here.

584
00:23:59,160 --> 00:24:02,100
This student mentioned
that they were at ASU

585
00:24:02,100 --> 00:24:03,870
through the Uber program.

586
00:24:03,870 --> 00:24:05,770
Liz, do you know what exactly that is?

587
00:24:05,770 --> 00:24:08,730
Liz- Yeah, so having been a success coach,

588
00:24:08,730 --> 00:24:11,820
we worked with students in a
lot of different capacities,

589
00:24:11,820 --> 00:24:13,680
particularly would work with students

590
00:24:13,680 --> 00:24:16,650
who were coming from certain
scholarship programs.

591
00:24:16,650 --> 00:24:18,870
So have you heard of
the Starbucks program?

592
00:24:18,870 --> 00:24:21,075
I feel like ASU talks
about it all the time.

593
00:24:21,075 --> 00:24:23,020
Aubrey- Oh, yeah, definitely
seen a lot about that.

594
00:24:23,020 --> 00:24:25,560
Liz- Yeah, we're very proud of our
relationship with Starbucks,

595
00:24:25,560 --> 00:24:28,230
and a part of that
relationship with Starbucks,

596
00:24:28,230 --> 00:24:30,570
and there's also like it's grown a lot.

597
00:24:30,570 --> 00:24:32,790
So we have Starbucks, we also have Uber,

598
00:24:32,790 --> 00:24:34,440
we work with the Air Force.

599
00:24:34,440 --> 00:24:35,910
So we have a lot of these different

600
00:24:35,910 --> 00:24:37,290
kinda scholarship programs

601
00:24:37,290 --> 00:24:40,800
that if you're with one of
these programs or companies

602
00:24:40,800 --> 00:24:44,100
and you meet certain criteria,
you get to go to ASU.

603
00:24:44,100 --> 00:24:47,910
And with that also comes the
benefit of a success coach

604
00:24:47,910 --> 00:24:50,490
who's specifically kind of trained in

605
00:24:50,490 --> 00:24:53,220
and knows about your specific program.

606
00:24:53,220 --> 00:24:54,750
So for the Uber program,

607
00:24:54,750 --> 00:24:56,762
again, if you just meet certain criteria

608
00:24:56,762 --> 00:25:00,210
and you drive with Uber,
you get to go to ASU.

609
00:25:00,210 --> 00:25:01,890
Like ASU is really good about finding ways

610
00:25:01,890 --> 00:25:04,230
to get students into college who,

611
00:25:04,230 --> 00:25:06,300
and working with them around their needs.

612
00:25:06,300 --> 00:25:08,310
And this is just one of those examples.

613
00:25:08,310 --> 00:25:11,250
Aubrey- That sounds like such
a great opportunity,

614
00:25:11,250 --> 00:25:13,590
especially if you're still
one of those students

615
00:25:13,590 --> 00:25:17,580
that definitely just wants
to also like stay working

616
00:25:17,580 --> 00:25:19,320
while you're doing your studies.

617
00:25:19,320 --> 00:25:21,780
I mean you got a lot going
on, you might have a family,

618
00:25:21,780 --> 00:25:23,430
you might have other
things you need to pay for,

619
00:25:23,430 --> 00:25:24,300
whatever that may be.

620
00:25:24,300 --> 00:25:27,326
So a program like this
definitely would help out

621
00:25:27,326 --> 00:25:28,920
those specific students.

622
00:25:28,920 --> 00:25:29,967
Liz- Yeah, absolutely.

623
00:25:29,967 --> 00:25:32,270
And what's so cool about these programs

624
00:25:32,270 --> 00:25:33,570
is that they work really hard

625
00:25:33,570 --> 00:25:36,210
to work closely with the success coaches

626
00:25:36,210 --> 00:25:37,770
to ensure that the students

627
00:25:37,770 --> 00:25:39,810
are not just kinda thrown to the wolves

628
00:25:39,810 --> 00:25:44,790
when it comes to attending an
online college while working.

629
00:25:44,790 --> 00:25:45,623
Like you mentioned,

630
00:25:45,623 --> 00:25:47,130
there's so much that
you need to think about

631
00:25:47,130 --> 00:25:49,560
in terms of balancing
work, school, and life

632
00:25:49,560 --> 00:25:51,600
that having somebody who is there for you

633
00:25:51,600 --> 00:25:54,990
to help you manage all
of that is so important.

634
00:25:54,990 --> 00:25:57,570
And it's really cool
that Uber is so dedicated

635
00:25:57,570 --> 00:26:00,000
to working with their
students and with ASU

636
00:26:00,000 --> 00:26:02,820
to provide great opportunities

637
00:26:02,820 --> 00:26:06,030
and promote their success
in a lot of different ways.

638
00:26:06,030 --> 00:26:07,440
Aubrey- Oh 100%.

639
00:26:07,440 --> 00:26:09,372
Well, let's hear a
little bit more about it.

640
00:26:09,372 --> 00:26:11,789
(soft music)

641
00:26:13,050 --> 00:26:16,560
Liz- How did the experience and
the relationship-building,

642
00:26:16,560 --> 00:26:18,630
it seems like you have a
pretty solid relationship

643
00:26:18,630 --> 00:26:20,550
with Carroll here.

644
00:26:20,550 --> 00:26:24,420
How did that relationship
help you within your success,

645
00:26:24,420 --> 00:26:26,610
both within the classes that you took

646
00:26:26,610 --> 00:26:28,440
and with your overall program?

647
00:26:28,440 --> 00:26:32,820
Tufan- Well, the way he designed
his classes is very simple.

648
00:26:32,820 --> 00:26:33,900
It's already out there.

649
00:26:33,900 --> 00:26:36,630
If you go through the syllabus carefully,

650
00:26:36,630 --> 00:26:39,840
there is all the information
needed for students.

651
00:26:39,840 --> 00:26:44,840
And what made my relationship
with him very easy

652
00:26:45,210 --> 00:26:46,950
is his responsiveness.

653
00:26:46,950 --> 00:26:49,740
Every time I had a
question, I would email him,

654
00:26:49,740 --> 00:26:52,725
and he would get back to
me as soon as possible

655
00:26:52,725 --> 00:26:54,960
with all the answers that I have,

656
00:26:54,960 --> 00:26:58,050
or if needed, he was
always, always there for me.

657
00:26:58,050 --> 00:27:00,360
So once you have a professor

658
00:27:00,360 --> 00:27:02,130
willing to work with you this way,

659
00:27:02,130 --> 00:27:03,510
you do your best.

660
00:27:03,510 --> 00:27:04,343
I tried.

661
00:27:04,343 --> 00:27:05,176
Liz- So that's awesome.

662
00:27:05,176 --> 00:27:07,080
It sounds like there was the relationship

663
00:27:07,080 --> 00:27:09,300
by him being there, by
him being responsive,

664
00:27:09,300 --> 00:27:12,660
by creating a really positive
community within your course

665
00:27:12,660 --> 00:27:15,210
that that actively made you want to be,

666
00:27:15,210 --> 00:27:17,190
made you more motivated, right?

667
00:27:17,190 --> 00:27:20,040
Tufan- Definitely, absolutely, absolutely.

668
00:27:20,040 --> 00:27:24,300
And most days when I completed
and returned my work,

669
00:27:24,300 --> 00:27:28,020
I couldn't wait until I
get critiques from him.

670
00:27:28,020 --> 00:27:32,100
And at first if I couldn't
make it, if it was a recording,

671
00:27:32,100 --> 00:27:36,030
I would sort of fast forward
and find my space first,

672
00:27:36,030 --> 00:27:40,530
listen to what he got to say
about my project and go back,

673
00:27:40,530 --> 00:27:44,430
restart it and listen the
entire class's critiques.

674
00:27:44,430 --> 00:27:47,400
Katrina- The critique is a good point
'cause one thing I noticed

675
00:27:47,400 --> 00:27:50,010
when I was looking at
Granville's course was that

676
00:27:50,010 --> 00:27:52,500
he provided some unique opportunities

677
00:27:52,500 --> 00:27:56,220
for students to receive ongoing

678
00:27:56,220 --> 00:28:00,090
what looked to me like to
be very effective feedback,

679
00:28:00,090 --> 00:28:03,360
which I think can be very difficult to do

680
00:28:03,360 --> 00:28:05,040
in an online course.

681
00:28:05,040 --> 00:28:09,960
So, Tufan, what was your
experience with that process?

682
00:28:09,960 --> 00:28:11,931
Tufan- I believe that actually
negative critiques

683
00:28:11,931 --> 00:28:14,400
let me improve myself better,

684
00:28:14,400 --> 00:28:17,880
because if I took a
photograph and if I edit it,

685
00:28:17,880 --> 00:28:20,220
it looks nice to me, it looks good to me.

686
00:28:20,220 --> 00:28:22,207
But if one comes and says,

687
00:28:22,207 --> 00:28:25,620
"Hey, it could be better
this way if you change this."

688
00:28:25,620 --> 00:28:27,540
It can be anything, it can be an angle,

689
00:28:27,540 --> 00:28:30,810
it can be the exposure, it can
be anything you can imagine.

690
00:28:30,810 --> 00:28:34,080
And Carroll has eyes like a radar.

691
00:28:34,080 --> 00:28:36,540
If there's a line that's
not going straight,

692
00:28:36,540 --> 00:28:39,150
if something is not working out so well,

693
00:28:39,150 --> 00:28:42,540
and he's skilled to let the students know

694
00:28:42,540 --> 00:28:46,140
in a way that do not demotivate them,

695
00:28:46,140 --> 00:28:48,750
starting with the good
stuff, encouraging them,

696
00:28:48,750 --> 00:28:50,430
but at the same time teaching them

697
00:28:50,430 --> 00:28:52,050
to be a better photographer.

698
00:28:52,050 --> 00:28:53,253
Katrina- That's wonderful.

699
00:28:54,540 --> 00:28:57,930
It's like I said, I think that
that's a really hard thing,

700
00:28:57,930 --> 00:29:00,240
'cause I feel like in discussions

701
00:29:00,240 --> 00:29:03,510
or however an instructor chooses
to provide that feedback,

702
00:29:03,510 --> 00:29:06,150
it does take a lot of guidance and time

703
00:29:06,150 --> 00:29:08,133
to sort of perfect that with students.

704
00:29:09,000 --> 00:29:11,160
Like I think sometimes it
can be easy for students

705
00:29:11,160 --> 00:29:14,299
to just say, I agree or I disagree.

706
00:29:14,299 --> 00:29:17,077
But like providing detailed feedback,

707
00:29:17,077 --> 00:29:21,930
I feel like it's a skill
that the instructor has.

708
00:29:21,930 --> 00:29:24,300
I feel like to effectively communicate

709
00:29:24,300 --> 00:29:25,860
how to do that properly,

710
00:29:25,860 --> 00:29:30,660
to get the students moving
in a forward direction.

711
00:29:30,660 --> 00:29:32,869
Tufan- This actually I agree with you, Katrina.

712
00:29:32,869 --> 00:29:34,993
It's a very, very hard thing to do.

713
00:29:34,993 --> 00:29:37,740
And it's a very hard skill to gain

714
00:29:37,740 --> 00:29:40,980
to let people know what's not working out

715
00:29:40,980 --> 00:29:43,020
at the same time encouraging them.

716
00:29:43,020 --> 00:29:44,670
I used to manage restaurants

717
00:29:44,670 --> 00:29:48,480
and I've had so many
bad experiences at first

718
00:29:48,480 --> 00:29:49,980
when I was talking to my staff

719
00:29:49,980 --> 00:29:52,560
and asking them to do things differently,

720
00:29:52,560 --> 00:29:55,350
some of whom I upset them,

721
00:29:55,350 --> 00:29:58,710
or they did not want to
work as much as they did.

722
00:29:58,710 --> 00:30:01,020
But this is a wonderful skill to have.

723
00:30:01,020 --> 00:30:03,210
I wish I could learn it
from him while I was there.

724
00:30:03,210 --> 00:30:05,460
Granville- What was the most
impactful thing that you got

725
00:30:05,460 --> 00:30:09,333
from any of the courses
that you took from me?

726
00:30:10,650 --> 00:30:12,630
Tufan- Wow, you taught me a lot.

727
00:30:12,630 --> 00:30:15,600
I just need to pick a
couple of the good ones.

728
00:30:15,600 --> 00:30:17,190
You are the one to teach me

729
00:30:17,190 --> 00:30:19,860
photograph is not what you photograph.

730
00:30:19,860 --> 00:30:21,780
It's how you present it.

731
00:30:21,780 --> 00:30:23,640
Especially at your last course,

732
00:30:23,640 --> 00:30:26,880
I learned what you meant
by abstraction work.

733
00:30:26,880 --> 00:30:29,430
You could be taking a photograph of a car,

734
00:30:29,430 --> 00:30:32,580
but make it look like a monster
or anything you can imagine.

735
00:30:32,580 --> 00:30:35,400
And also I will never forget your quotes

736
00:30:35,400 --> 00:30:39,007
in one of your live
meetings that you said,

737
00:30:39,007 --> 00:30:41,017
"I want you to learn all the rules,

738
00:30:41,017 --> 00:30:42,840
"then I want you to break them all."

739
00:30:42,840 --> 00:30:45,480
That's when I started
going out of my direction

740
00:30:45,480 --> 00:30:48,030
and started trying new
things with the camera.

741
00:30:48,030 --> 00:30:49,200
Granville- Love it.

742
00:30:49,200 --> 00:30:51,350
Katrina- But that was something
that I thought about

743
00:30:51,350 --> 00:30:54,690
or when we met at the
lunch for the first time,

744
00:30:54,690 --> 00:30:56,850
when I met Granville for the first time,

745
00:30:56,850 --> 00:30:58,920
there were a couple of students there,

746
00:30:58,920 --> 00:31:02,130
and I was just sitting back
hearing their conversation

747
00:31:02,130 --> 00:31:06,240
and how the students were
so impacted by your courses.

748
00:31:06,240 --> 00:31:08,497
And that was something I heard a lot was,

749
00:31:08,497 --> 00:31:12,300
"I want you to make mistakes,
I want you to take risks."

750
00:31:12,300 --> 00:31:13,410
It was so inspiring.

751
00:31:13,410 --> 00:31:17,940
I was like, Granville, have you
heard of ASU Course Stories?

752
00:31:17,940 --> 00:31:21,423
Because (laughs) you
need to be highlighted.

753
00:31:23,250 --> 00:31:25,290
Just really amazing.

754
00:31:25,290 --> 00:31:28,530
Nicolette Miller- So, Tufan,

755
00:31:28,530 --> 00:31:32,190
I work really directly with our
success coaches here at ASU.

756
00:31:32,190 --> 00:31:35,130
Tell me a little bit
about how your experience

757
00:31:35,130 --> 00:31:37,770
with your success coach helped you.

758
00:31:37,770 --> 00:31:38,603
Tufan- Oh wow.

759
00:31:40,230 --> 00:31:41,430
That's a wonderful question.

760
00:31:41,430 --> 00:31:44,508
I was hoping you would
ask this or someone would.

761
00:31:44,508 --> 00:31:47,040
Nicolette- (laughs) Good, I was
reading your mind. (laughs)

762
00:31:47,040 --> 00:31:49,800
Tufan- I feel like I was a lucky student

763
00:31:49,800 --> 00:31:51,780
in Arizona State University

764
00:31:51,780 --> 00:31:54,120
because I had a wonderful professor.

765
00:31:54,120 --> 00:31:56,640
I had many of them, but Carroll is here.

766
00:31:56,640 --> 00:31:58,470
He definitely is one of my favorites.

767
00:31:58,470 --> 00:32:02,130
But I also had the best
success coach, Katrina.

768
00:32:02,130 --> 00:32:03,507
First of all, she taught me

769
00:32:03,507 --> 00:32:06,540
how to navigate around the system.

770
00:32:06,540 --> 00:32:09,870
Before that, I felt like I
was lost from time to time.

771
00:32:09,870 --> 00:32:11,280
I felt much more comfortable

772
00:32:11,280 --> 00:32:14,280
after we had a couple sessions with her.

773
00:32:14,280 --> 00:32:17,580
Anytime I had a question about
anything you can imagine,

774
00:32:17,580 --> 00:32:18,630
she was there for me.

775
00:32:18,630 --> 00:32:20,460
If she didn't have the answer,

776
00:32:20,460 --> 00:32:24,750
she would have the source and
immediately email it to me.

777
00:32:24,750 --> 00:32:27,750
I knew I could trust her,
I could depend on her.

778
00:32:27,750 --> 00:32:29,400
And she was always there.

779
00:32:29,400 --> 00:32:32,520
Somewhere around the second or third year

780
00:32:32,520 --> 00:32:35,310
I was going through some very hard time.

781
00:32:35,310 --> 00:32:37,983
I couldn't find the motivation

782
00:32:37,983 --> 00:32:41,160
that I always had to study and do my best.

783
00:32:41,160 --> 00:32:43,950
So I called her, and at that stage,

784
00:32:43,950 --> 00:32:46,260
she actually handled the situation

785
00:32:46,260 --> 00:32:47,490
better than a success coach.

786
00:32:47,490 --> 00:32:49,764
She was more like a psychologist.

787
00:32:49,764 --> 00:32:52,410
Every time after I talked to her,

788
00:32:52,410 --> 00:32:55,380
I felt like I could do it
and I could do it good,

789
00:32:55,380 --> 00:32:56,610
I could do it best.

790
00:32:56,610 --> 00:32:58,560
If I could finish a four years degree

791
00:32:58,560 --> 00:33:01,470
with a 4.0 GPA in 2 1/2 years,

792
00:33:01,470 --> 00:33:03,900
I owe it to Katrina definitely.

793
00:33:03,900 --> 00:33:07,530
I almost cried when she told
me she was being promoted

794
00:33:07,530 --> 00:33:10,593
and she was not gonna be
my success coach anymore.

795
00:33:11,970 --> 00:33:14,640
Then after her, I know this was rude,

796
00:33:14,640 --> 00:33:18,840
but I did not want any more
success coach sessions.

797
00:33:18,840 --> 00:33:20,010
I already knew everything.

798
00:33:20,010 --> 00:33:22,230
She already taught me everything I knew.

799
00:33:22,230 --> 00:33:24,390
And I said you know what?

800
00:33:24,390 --> 00:33:25,920
I'm good.

801
00:33:25,920 --> 00:33:27,728
But yes, yes.

802
00:33:27,728 --> 00:33:31,080
You are sitting next to
two of my favorite people

803
00:33:31,080 --> 00:33:33,330
in Arizona State University,
Carroll and Katrina.

804
00:33:33,330 --> 00:33:35,230
Nicolette- That's awesome.
Katrina- Thank you, Tufan.

805
00:33:36,480 --> 00:33:40,080
Katrina- Yeah, I feel like coaches really form

806
00:33:40,080 --> 00:33:43,770
such a close bond with their students,

807
00:33:43,770 --> 00:33:47,610
'cause you're talking to them every day,

808
00:33:47,610 --> 00:33:50,640
every single day, ups and downs.

809
00:33:50,640 --> 00:33:52,560
So you just grow really close to them.

810
00:33:52,560 --> 00:33:55,990
And the conversation that
Tufan was referring to

811
00:33:57,840 --> 00:33:59,220
was this time where he was going through

812
00:33:59,220 --> 00:34:00,200
a really rough time,

813
00:34:00,200 --> 00:34:02,880
that was actually our very first
phone call with each other.

814
00:34:02,880 --> 00:34:07,560
So it was like this sort of immediate bond

815
00:34:07,560 --> 00:34:10,920
and need to continue to
connect with each other.

816
00:34:10,920 --> 00:34:13,740
And I was very lucky
because he was willing

817
00:34:13,740 --> 00:34:17,517
to always answer the
phone and connect with me

818
00:34:17,517 --> 00:34:21,300
and take a moment with me
and just stayed in touch.

819
00:34:21,300 --> 00:34:24,360
So I'm very fortunate, very fortunate.

820
00:34:24,360 --> 00:34:27,210
Nicolette- Well, once you have your
success coach assigned,

821
00:34:27,210 --> 00:34:28,800
they never are unassigned.

822
00:34:28,800 --> 00:34:30,210
Katrina- Yeah.
Nicolette- In this case.

823
00:34:30,210 --> 00:34:33,470
So she will always be your success coach

824
00:34:33,470 --> 00:34:37,093
in some form or fashion. (laughs)

825
00:34:38,280 --> 00:34:41,848
Liz- So now, and you guys all got
together because of a lunch.

826
00:34:41,848 --> 00:34:44,550
So beyond just being
in the class together,

827
00:34:44,550 --> 00:34:45,660
him being in your classes,

828
00:34:45,660 --> 00:34:48,270
you guys, you organized a lunch.

829
00:34:48,270 --> 00:34:50,790
I'd love to know why did
you organize the lunch?

830
00:34:50,790 --> 00:34:53,269
And then for Tufan, why did you wanna go?

831
00:34:53,269 --> 00:34:56,970
I think it's unique to have faculty

832
00:34:56,970 --> 00:35:00,360
from online courses reach out to that,

833
00:35:00,360 --> 00:35:02,130
and then have the
students actually respond

834
00:35:02,130 --> 00:35:03,660
and wanna show up for that.

835
00:35:03,660 --> 00:35:05,940
Granville- I can't take all the credit.

836
00:35:05,940 --> 00:35:08,220
So my colleagues, Betsy Schneider,

837
00:35:08,220 --> 00:35:10,140
who's the program coordinator,

838
00:35:10,140 --> 00:35:11,880
and Ashley Sakowski,

839
00:35:11,880 --> 00:35:14,160
who is like her
second-in-command pretty much,

840
00:35:14,160 --> 00:35:17,310
we've all been discussing
ways to build community

841
00:35:17,310 --> 00:35:18,307
in our online program,

842
00:35:18,307 --> 00:35:20,130
because it's really important for people

843
00:35:20,130 --> 00:35:22,800
to come together in some fashion, right?

844
00:35:22,800 --> 00:35:25,980
And I think there's a common misconception

845
00:35:25,980 --> 00:35:28,620
that online programs don't
have a sense of community.

846
00:35:28,620 --> 00:35:31,350
So as I was teaching the capstone course,

847
00:35:31,350 --> 00:35:32,340
a number of my students said

848
00:35:32,340 --> 00:35:34,950
that they were going to be
visiting Arizona for graduation.

849
00:35:34,950 --> 00:35:37,440
So I mentioned this in one
of my faculty meetings.

850
00:35:37,440 --> 00:35:41,085
And so Betsy, Ashley,
and I, we all discussed

851
00:35:41,085 --> 00:35:44,400
what's a way that we can
sort of bring them together

852
00:35:44,400 --> 00:35:46,140
so that way it's not
cutting into their time

853
00:35:46,140 --> 00:35:47,760
or money or things of that sort,

854
00:35:47,760 --> 00:35:49,410
but also providing this opportunity

855
00:35:49,410 --> 00:35:52,950
for the online students
coming from other states

856
00:35:52,950 --> 00:35:54,630
and possibly even out of the country,

857
00:35:54,630 --> 00:35:55,860
and then also our online students

858
00:35:55,860 --> 00:35:59,550
who are here in the state of Arizona.

859
00:35:59,550 --> 00:36:03,877
So, yeah, Tufan and a few
others had responded to,

860
00:36:03,877 --> 00:36:06,120
you know, that they wanted to attend.

861
00:36:06,120 --> 00:36:09,690
So I was in charge of organizing the event

862
00:36:09,690 --> 00:36:11,370
and trying to find a place

863
00:36:11,370 --> 00:36:14,610
that was kinda central
to the ASU Tempe area,

864
00:36:14,610 --> 00:36:15,960
something that's also affordable

865
00:36:15,960 --> 00:36:19,788
because life is expensive (laughs),

866
00:36:19,788 --> 00:36:21,300
and also for newly graduates,

867
00:36:21,300 --> 00:36:22,133
it's like spending money

868
00:36:22,133 --> 00:36:24,720
is probably not what you
really wanna do right away.

869
00:36:24,720 --> 00:36:28,230
So, yeah, so just a way for
myself and then also my program

870
00:36:28,230 --> 00:36:29,936
to try to build the sense of community

871
00:36:29,936 --> 00:36:32,253
and also allow the students to be seen,

872
00:36:33,420 --> 00:36:35,040
which I think is really, really important,

873
00:36:35,040 --> 00:36:38,070
again, especially in an online environment

874
00:36:38,070 --> 00:36:40,620
where oftentimes they're
working very independently

875
00:36:40,620 --> 00:36:42,540
and they may not feel

876
00:36:42,540 --> 00:36:44,700
like they're being
acknowledged or seen as much,

877
00:36:44,700 --> 00:36:47,790
but we want to say, we see you guys,

878
00:36:47,790 --> 00:36:49,770
we acknowledge you, we
wanna celebrate you,

879
00:36:49,770 --> 00:36:52,140
especially in this time of graduation.

880
00:36:52,140 --> 00:36:55,620
And also just to spend time
with each other, so, yeah.

881
00:36:55,620 --> 00:36:56,453
Liz- Very cool.

882
00:36:56,453 --> 00:37:00,210
And then so, Tufan, what
made you wanna come out?

883
00:37:00,210 --> 00:37:01,730
What made you wanna come to that lunch?

884
00:37:01,730 --> 00:37:02,775
Tufan- I believe actually

885
00:37:02,775 --> 00:37:04,968
I was one of the first
students to respond.

886
00:37:04,968 --> 00:37:08,850
I was dying to meet them,
both Katrina and Carroll.

887
00:37:08,850 --> 00:37:13,850
It was a great, great chance
for me to meet them in-person.

888
00:37:13,860 --> 00:37:17,940
And he's a wonderful teacher,

889
00:37:17,940 --> 00:37:21,900
at the same time maybe
better, he's a great artist.

890
00:37:21,900 --> 00:37:26,900
And in my first class with him,
I went through his websites.

891
00:37:27,630 --> 00:37:29,460
I figured out he has a book.

892
00:37:29,460 --> 00:37:31,500
I wanted to see that book.

893
00:37:31,500 --> 00:37:32,333
I ordered one.

894
00:37:32,333 --> 00:37:36,390
I also wanted to get it signed by him.

895
00:37:36,390 --> 00:37:38,790
If he couldn't make it to
lunch even for a minute,

896
00:37:38,790 --> 00:37:41,520
I just wanted to see him
and have the book signed.

897
00:37:41,520 --> 00:37:44,280
Katrina- Yeah, and the way that
I was involved in that,

898
00:37:44,280 --> 00:37:47,250
when I transitioned from
being a success coach

899
00:37:47,250 --> 00:37:49,470
to instructional designer associate,

900
00:37:49,470 --> 00:37:52,177
I said, "Tufan, stay in touch.

901
00:37:52,177 --> 00:37:54,787
"Definitely let me know
when you're graduating,

902
00:37:54,787 --> 00:37:56,437
"and I'll make every effort possible

903
00:37:56,437 --> 00:37:59,370
"to come out and see
you and cheer you on."

904
00:37:59,370 --> 00:38:02,257
And about a year later,
he emailed me and said,

905
00:38:02,257 --> 00:38:06,000
"It's time, I'm graduating,
gotta see you." (laughs)

906
00:38:06,000 --> 00:38:10,590
But, and he invited me
to Granville's lunch.

907
00:38:10,590 --> 00:38:12,980
So that's how I got roped in there.

908
00:38:12,980 --> 00:38:15,480
It was, like I said, really neat,

909
00:38:15,480 --> 00:38:19,650
not only to meet Tufan
in-person for the first time,

910
00:38:19,650 --> 00:38:23,130
give him a hug, and, but like I said,

911
00:38:23,130 --> 00:38:24,780
to hear the conversation going on

912
00:38:24,780 --> 00:38:28,350
of their experiences with
Granville, it's really cool.

913
00:38:28,350 --> 00:38:29,910
Liz- Really cool listening
to the conversation

914
00:38:29,910 --> 00:38:32,730
that you guys were having,
what the student was saying,

915
00:38:32,730 --> 00:38:33,780
just everything that you're doing,

916
00:38:33,780 --> 00:38:35,880
'cause it makes me really excited

917
00:38:35,880 --> 00:38:37,050
as somebody in instructional design

918
00:38:37,050 --> 00:38:40,380
to hear about how
community-building matters,

919
00:38:40,380 --> 00:38:41,760
and connecting back

920
00:38:41,760 --> 00:38:44,850
to the student's personal
experience matters,

921
00:38:44,850 --> 00:38:47,670
and what an impact that has had.

922
00:38:47,670 --> 00:38:49,687
I mean especially hearing the
student himself being like,

923
00:38:49,687 --> 00:38:53,797
"I was really motivated
because of how open

924
00:38:53,797 --> 00:38:56,340
"and honest and available you were."

925
00:38:56,340 --> 00:38:59,227
And just hearing you even say like,

926
00:38:59,227 --> 00:39:01,830
"I want my students to
know that they're seen,"

927
00:39:01,830 --> 00:39:03,360
I feel like that's so important.

928
00:39:03,360 --> 00:39:06,030
They're not just a number,
they're a lot more,

929
00:39:06,030 --> 00:39:09,300
which I think is a really
interesting to segue

930
00:39:09,300 --> 00:39:11,280
I guess a little bit to success coaching.

931
00:39:11,280 --> 00:39:14,580
Katrina, so you were
previously a success coach,

932
00:39:14,580 --> 00:39:16,050
now turned instructional designer.

933
00:39:16,050 --> 00:39:16,920
It seems to be a path.

934
00:39:16,920 --> 00:39:18,570
I was also a former success coach.

935
00:39:18,570 --> 00:39:19,403
Katrina- Yeah.

936
00:39:19,403 --> 00:39:20,920
Liz- A couple of former success coaches

937
00:39:20,920 --> 00:39:22,800
turned instructional designers.

938
00:39:22,800 --> 00:39:24,510
And since we're joined by Nicolette today,

939
00:39:24,510 --> 00:39:29,510
like I want to hear more
about your guys' experiences

940
00:39:29,700 --> 00:39:31,470
both as a success coach,

941
00:39:31,470 --> 00:39:34,260
but also from like the
leadership perspective,

942
00:39:34,260 --> 00:39:36,570
why is success coaching important?

943
00:39:36,570 --> 00:39:40,860
Nicollette- Yeah, so I think even talking
about this course experience

944
00:39:40,860 --> 00:39:45,150
and how motivating that connection was,

945
00:39:45,150 --> 00:39:48,420
that human connection,
that human connectedness,

946
00:39:48,420 --> 00:39:52,020
I think sometimes we think
about motivation being a thing,

947
00:39:52,020 --> 00:39:56,580
whether it's acquiring some
object or what have you.

948
00:39:56,580 --> 00:39:59,100
But I actually think that
something that we see

949
00:39:59,100 --> 00:40:02,340
in success coaching is
that human connectedness

950
00:40:02,340 --> 00:40:04,860
is such a powerful motivator,

951
00:40:04,860 --> 00:40:07,770
and it's something that
we can't hold in our hand.

952
00:40:07,770 --> 00:40:11,610
It really takes really amazing people

953
00:40:11,610 --> 00:40:14,190
and really empathetic people

954
00:40:14,190 --> 00:40:17,700
to connect to each individual
and their human story.

955
00:40:17,700 --> 00:40:19,470
We hear from students all the time.

956
00:40:19,470 --> 00:40:21,600
Our success coaches work with students

957
00:40:21,600 --> 00:40:23,910
from before they even
start their first class

958
00:40:23,910 --> 00:40:25,680
all the way through to graduation.

959
00:40:25,680 --> 00:40:26,790
And we'll sometimes hear,

960
00:40:26,790 --> 00:40:29,880
especially when we get around
that graduation timeframe,

961
00:40:29,880 --> 00:40:31,590
that the impact that their coach

962
00:40:31,590 --> 00:40:33,327
had on their journey at ASU.

963
00:40:33,327 --> 00:40:36,210
And so there's a lot of
different roles at the university

964
00:40:36,210 --> 00:40:37,650
that have impact on our students,

965
00:40:37,650 --> 00:40:39,720
but specifically around success coaches,

966
00:40:39,720 --> 00:40:41,857
we'll often hear at the graduation point,

967
00:40:41,857 --> 00:40:43,867
"I couldn't have done this
without my success coach.

968
00:40:43,867 --> 00:40:45,937
"They were that person in my corner

969
00:40:45,937 --> 00:40:47,850
"that I always knew I could rely on."

970
00:40:47,850 --> 00:40:48,997
We even sometimes hear,

971
00:40:48,997 --> 00:40:51,307
"Sometimes I would see
my success coach calling

972
00:40:51,307 --> 00:40:52,897
"and I wouldn't answer the phone

973
00:40:52,897 --> 00:40:55,387
"because I knew I had to immediately go

974
00:40:55,387 --> 00:40:57,390
"and start working on my assignments."

975
00:40:57,390 --> 00:41:00,960
And so it's pretty incredible
the amount of impact

976
00:41:00,960 --> 00:41:04,590
that human connectedness
plays a role here at ASU,

977
00:41:04,590 --> 00:41:07,380
especially for our
online student population

978
00:41:07,380 --> 00:41:09,840
and how important that
human connection is.

979
00:41:09,840 --> 00:41:12,870
It's a really incredible role at ASU

980
00:41:12,870 --> 00:41:15,810
and it's just really
exciting to see the impact

981
00:41:15,810 --> 00:41:18,360
that really as a caring human,

982
00:41:18,360 --> 00:41:22,140
and that's really the goal of
our success coaches at ASU.

983
00:41:22,140 --> 00:41:24,570
Regardless of what happens
for students in their lives

984
00:41:24,570 --> 00:41:27,180
and regardless of what
obstacles they encounter,

985
00:41:27,180 --> 00:41:29,760
we want them to know that
we really care about them

986
00:41:29,760 --> 00:41:31,530
and we really care about their journey

987
00:41:31,530 --> 00:41:33,060
here at ASU and beyond.

988
00:41:33,060 --> 00:41:35,130
And so I think that's
what's really amazing

989
00:41:35,130 --> 00:41:36,810
about the success coach role.

990
00:41:36,810 --> 00:41:38,970
Aubrey- Just to interject, can you
kind of go a little bit deeper

991
00:41:38,970 --> 00:41:41,550
into like what is a success coach?

992
00:41:41,550 --> 00:41:44,670
Nicollette- So success coaches
really work with students

993
00:41:44,670 --> 00:41:46,500
from before they even start at ASU.

994
00:41:46,500 --> 00:41:49,800
So when they first enroll
in their first class,

995
00:41:49,800 --> 00:41:52,680
a success coach will start
reaching out to a student.

996
00:41:52,680 --> 00:41:53,910
The goal is really for us

997
00:41:53,910 --> 00:41:55,890
to start building that relationship

998
00:41:55,890 --> 00:41:57,510
with our students really early

999
00:41:57,510 --> 00:41:59,610
so that they know there's someone here

1000
00:41:59,610 --> 00:42:02,340
that they can rely on
throughout their time at ASU.

1001
00:42:02,340 --> 00:42:04,290
And so even walking students through

1002
00:42:04,290 --> 00:42:06,450
what to expect with their first course,

1003
00:42:06,450 --> 00:42:08,010
how to look through a syllabus

1004
00:42:08,010 --> 00:42:10,680
and plan out your time
through that course,

1005
00:42:10,680 --> 00:42:14,400
how to access all the resources
that are available at ASU.

1006
00:42:14,400 --> 00:42:16,020
ASU is a huge landscape

1007
00:42:16,020 --> 00:42:17,760
and there are a ton of different resources

1008
00:42:17,760 --> 00:42:20,970
and really cool resources that
are available for students.

1009
00:42:20,970 --> 00:42:23,910
Our success coaches are
really experts at ASU

1010
00:42:23,910 --> 00:42:27,690
around the larger sort
of landscape of ASU,

1011
00:42:27,690 --> 00:42:30,690
but also they're really
great at helping students

1012
00:42:30,690 --> 00:42:33,510
set goals and work on time management.

1013
00:42:33,510 --> 00:42:35,790
When you first start a degree program,

1014
00:42:35,790 --> 00:42:37,800
your life totally changes.

1015
00:42:37,800 --> 00:42:40,380
It's like you sort of adopted this baby

1016
00:42:40,380 --> 00:42:42,420
and your baby is your new degree program,

1017
00:42:42,420 --> 00:42:44,040
and it takes up a lot of your time

1018
00:42:44,040 --> 00:42:46,020
and so your life has to change.

1019
00:42:46,020 --> 00:42:49,590
And so we're really there to
help facilitate that change

1020
00:42:49,590 --> 00:42:51,360
and help students navigate it

1021
00:42:51,360 --> 00:42:52,890
so that they're really successful

1022
00:42:52,890 --> 00:42:55,140
and they achieve their goal of graduation.

1023
00:42:55,140 --> 00:42:58,290
So our mission as success coaches

1024
00:42:58,290 --> 00:43:01,350
are really to help students
achieve that goal of graduation,

1025
00:43:01,350 --> 00:43:03,810
but also really there to be a partner

1026
00:43:03,810 --> 00:43:05,640
and make sure that we're working through

1027
00:43:05,640 --> 00:43:07,650
any obstacles that get in the way

1028
00:43:07,650 --> 00:43:09,990
and also that we're there
for the good stuff too,

1029
00:43:09,990 --> 00:43:11,340
that we get to really cheer you on

1030
00:43:11,340 --> 00:43:13,710
when you set that goal to
get an A in that course

1031
00:43:13,710 --> 00:43:14,747
and you got it.

1032
00:43:14,747 --> 00:43:17,880
And so we are often sort
of the support mechanism

1033
00:43:17,880 --> 00:43:19,980
that a lot of students may not have.

1034
00:43:19,980 --> 00:43:23,520
So success coaches are an
amazing pairing with our faculty.

1035
00:43:23,520 --> 00:43:26,359
I think there's such a interconnectedness

1036
00:43:26,359 --> 00:43:29,550
that sometimes we may
not always be aware of.

1037
00:43:29,550 --> 00:43:32,400
And so part of the success
coach's role is really,

1038
00:43:32,400 --> 00:43:33,600
so we always talk about

1039
00:43:33,600 --> 00:43:35,730
how it's sort of a blend
of art and science.

1040
00:43:35,730 --> 00:43:37,230
And so what does that mean?

1041
00:43:37,230 --> 00:43:39,660
The art is sort of this
emotional intelligence

1042
00:43:39,660 --> 00:43:40,710
that our coaches have

1043
00:43:40,710 --> 00:43:43,410
and how they're approaching
conversations with students.

1044
00:43:43,410 --> 00:43:46,560
The science is all of
the data that we utilize

1045
00:43:46,560 --> 00:43:49,590
and leverage in our
success coaching process.

1046
00:43:49,590 --> 00:43:53,310
And so some of that data is
actually feedback from faculty.

1047
00:43:53,310 --> 00:43:55,759
And so sometimes we're
reaching out to students

1048
00:43:55,759 --> 00:43:58,290
based on feedback that's given

1049
00:43:58,290 --> 00:44:00,780
through their faculty through
an academic status report.

1050
00:44:00,780 --> 00:44:03,570
So anytime that faculty is provided,

1051
00:44:03,570 --> 00:44:04,890
we are reaching out to students

1052
00:44:04,890 --> 00:44:07,410
and making sure that they're
seeing that feedback,

1053
00:44:07,410 --> 00:44:09,030
and if it's something
they need to work through,

1054
00:44:09,030 --> 00:44:10,260
that we're there as a support

1055
00:44:10,260 --> 00:44:12,240
to guide them through that process.

1056
00:44:12,240 --> 00:44:14,640
So an example, there's a
lot of different examples,

1057
00:44:14,640 --> 00:44:15,540
some of them might be,

1058
00:44:15,540 --> 00:44:18,750
I really want you to come and
see me during my office hours,

1059
00:44:18,750 --> 00:44:20,640
or I really want you to come join my Zoom,

1060
00:44:20,640 --> 00:44:24,690
or it might even be us just
talking to a student about

1061
00:44:24,690 --> 00:44:26,670
this is their first time in college

1062
00:44:26,670 --> 00:44:28,470
or their first time approaching faculty

1063
00:44:28,470 --> 00:44:30,300
and how to have that confidence

1064
00:44:30,300 --> 00:44:32,670
to really start speaking to faculty.

1065
00:44:32,670 --> 00:44:35,580
So I have sort of an example of a student

1066
00:44:35,580 --> 00:44:38,670
that we listened to on a call actually.

1067
00:44:38,670 --> 00:44:42,300
She had originally started
with us as a brand new student

1068
00:44:42,300 --> 00:44:45,750
and had never attended college previously.

1069
00:44:45,750 --> 00:44:47,940
And she was really nervous

1070
00:44:47,940 --> 00:44:49,920
just to even approach her faculty.

1071
00:44:49,920 --> 00:44:51,810
Well, she worked with her success coach

1072
00:44:51,810 --> 00:44:53,670
throughout her time at ASU,

1073
00:44:53,670 --> 00:44:55,890
and around the time that she
was getting ready to graduate,

1074
00:44:55,890 --> 00:44:59,100
she called her success
coach and she talked about

1075
00:44:59,100 --> 00:45:02,070
how she was applying to grad school

1076
00:45:02,070 --> 00:45:04,350
and how her faculty had written her

1077
00:45:04,350 --> 00:45:05,460
letters of recommendation

1078
00:45:05,460 --> 00:45:08,370
because she had actually
done research with faculty.

1079
00:45:08,370 --> 00:45:11,280
And so this student had this sort of,

1080
00:45:11,280 --> 00:45:13,740
we talk a lot about the
student journey at ASU

1081
00:45:13,740 --> 00:45:16,140
and that progression and what happens.

1082
00:45:16,140 --> 00:45:18,080
And so she really had started

1083
00:45:18,080 --> 00:45:21,300
as a really brand new student to,

1084
00:45:21,300 --> 00:45:23,070
she actually completed research,

1085
00:45:23,070 --> 00:45:24,480
was going on to graduate school,

1086
00:45:24,480 --> 00:45:27,420
had developed great
relationships with her faculty,

1087
00:45:27,420 --> 00:45:30,900
and that really was supported
through the coaching process.

1088
00:45:30,900 --> 00:45:32,880
And so that's a really important piece.

1089
00:45:32,880 --> 00:45:34,770
We also sometimes are
reaching out to students

1090
00:45:34,770 --> 00:45:37,380
for a variety of other
things that could be

1091
00:45:37,380 --> 00:45:39,420
maybe you didn't get that
grade that you needed,

1092
00:45:39,420 --> 00:45:41,190
maybe you failed the course,

1093
00:45:41,190 --> 00:45:44,250
and we need to chat about what happened,

1094
00:45:44,250 --> 00:45:45,960
let's take stock of what happened

1095
00:45:45,960 --> 00:45:47,490
and let's get a plan moving forward

1096
00:45:47,490 --> 00:45:49,729
for how we're gonna make sure
we're successful next time.

1097
00:45:49,729 --> 00:45:53,340
I think I talk a lot
about how success coaches

1098
00:45:53,340 --> 00:45:55,590
are not the hall monitors of ASU.

1099
00:45:55,590 --> 00:45:57,900
We're here to really be your partner

1100
00:45:57,900 --> 00:45:59,640
and be your support through this process,

1101
00:45:59,640 --> 00:46:02,520
but we also want you to
be academically successful

1102
00:46:02,520 --> 00:46:05,790
and we have a lot of tools in
our bag to help you with that.

1103
00:46:05,790 --> 00:46:07,620
So I think that's a big piece of it

1104
00:46:07,620 --> 00:46:09,000
and making sure that you're making

1105
00:46:09,000 --> 00:46:12,210
that regular progression
through to graduation.

1106
00:46:12,210 --> 00:46:14,760
Liz- And before we go, before
we like wrap up, wrap up,

1107
00:46:14,760 --> 00:46:18,900
is there anything important
about you, your courses,

1108
00:46:18,900 --> 00:46:21,720
your personal artistic life
that we wanna highlight

1109
00:46:21,720 --> 00:46:24,398
or share with the
listeners of the podcast?

1110
00:46:24,398 --> 00:46:27,048
Granville- I guess first I wanna
say just thank you to Tufan

1111
00:46:27,048 --> 00:46:28,920
for being an amazing student.

1112
00:46:28,920 --> 00:46:29,753
I wish I can clone you

1113
00:46:29,753 --> 00:46:31,860
and have several of you in my classes.

1114
00:46:31,860 --> 00:46:33,960
And, yeah, I mean I think it's just,

1115
00:46:33,960 --> 00:46:36,360
it's a privilege to be in this position

1116
00:46:36,360 --> 00:46:41,360
to teach and educate students
about art and photography

1117
00:46:41,640 --> 00:46:44,010
and to give them the skills necessary

1118
00:46:44,010 --> 00:46:46,470
to create their own artistic practice,

1119
00:46:46,470 --> 00:46:48,780
whether that means they
wanna be a fine artist

1120
00:46:48,780 --> 00:46:51,210
or they wanna go the commercial route,

1121
00:46:51,210 --> 00:46:52,320
whatever it is that they wanna do,

1122
00:46:52,320 --> 00:46:53,520
but just to give them the skills

1123
00:46:53,520 --> 00:46:56,250
that's gonna help them
create a strong foundation.

1124
00:46:56,250 --> 00:46:58,800
And, yeah, I mean I have some art stuff

1125
00:46:58,800 --> 00:47:00,000
that's gonna be happening,

1126
00:47:00,000 --> 00:47:01,814
but I don't know if it's relevant.

1127
00:47:01,814 --> 00:47:04,948
Liz- I think we're gonna put
some links to your art.

1128
00:47:04,948 --> 00:47:06,900
I did see your book was
already sold out though.

1129
00:47:06,900 --> 00:47:08,310
Granville- Yeah.
Liz- So I guess everyone's

1130
00:47:08,310 --> 00:47:09,510
unlucky there.

1131
00:47:09,510 --> 00:47:10,890
But I mean anything else
you wanna highlight,

1132
00:47:10,890 --> 00:47:14,163
upcoming projects, places
where people can find you?

1133
00:47:15,090 --> 00:47:18,960
Granville- Yeah, so you can find my
website at granvillecarroll.com,

1134
00:47:18,960 --> 00:47:20,670
that's C-A-R-R-O-L-L.

1135
00:47:20,670 --> 00:47:22,920
I will be having a group exhibition

1136
00:47:22,920 --> 00:47:25,080
at the Houston Center for Photography

1137
00:47:25,080 --> 00:47:29,007
September 21st through November
19th called "Dust to Dust."

1138
00:47:29,007 --> 00:47:31,410
And so it's a really great exhibition

1139
00:47:31,410 --> 00:47:34,710
centering around 19th century
photographic processes

1140
00:47:34,710 --> 00:47:36,570
and thinking about sort
of the larger ideas

1141
00:47:36,570 --> 00:47:39,930
of life and death and, you
know, well, dust to dust, right?

1142
00:47:39,930 --> 00:47:42,360
I will also be sitting
on a discussion panel

1143
00:47:42,360 --> 00:47:46,140
and sharing some work
for the SPE South Central

1144
00:47:46,140 --> 00:47:48,420
in Southeast Regional Conference

1145
00:47:48,420 --> 00:47:51,447
come October 20th through the 22nd,

1146
00:47:51,447 --> 00:47:54,870
and that's thinking about
photography and new imaginaries.

1147
00:47:54,870 --> 00:47:58,320
So considering the photographic
medium, where it's evolving,

1148
00:47:58,320 --> 00:48:02,370
and also as a collective
source in our nation,

1149
00:48:02,370 --> 00:48:04,290
how are we evolving and how does art

1150
00:48:04,290 --> 00:48:06,579
play into those ideas and conversations.

1151
00:48:06,579 --> 00:48:08,340
And, yeah, and there's
always new stuff happening.

1152
00:48:08,340 --> 00:48:12,630
So find me on Instagram,
look at my website.

1153
00:48:12,630 --> 00:48:13,530
Always happy to talk.

1154
00:48:13,530 --> 00:48:14,976
Liz- What's your Instagram handle?

1155
00:48:14,976 --> 00:48:16,426
Granville- Oh, it's Granville_Carroll.

1156
00:48:18,285 --> 00:48:20,490
Liz- Very cool, very cool.

1157
00:48:20,490 --> 00:48:22,560
Liz- So Nicolette, before we wrap up today,

1158
00:48:22,560 --> 00:48:24,210
is there anything else you wanna share

1159
00:48:24,210 --> 00:48:26,640
or highlight from the
Success Coach Center?

1160
00:48:26,640 --> 00:48:29,070
How can people get connected
with their success coach?

1161
00:48:29,070 --> 00:48:32,310
And how can faculty best support students

1162
00:48:32,310 --> 00:48:33,990
and coaches getting connected?

1163
00:48:33,990 --> 00:48:34,823
Nicolette- Absolutely.

1164
00:48:34,823 --> 00:48:37,950
So I get questions a lot
about how as a faculty member

1165
00:48:37,950 --> 00:48:40,411
do I communicate to my
students' success coach?

1166
00:48:40,411 --> 00:48:41,910
Well, the way that you can do that

1167
00:48:41,910 --> 00:48:44,190
is by submitting your
academic status report or ASR.

1168
00:48:44,190 --> 00:48:47,820
That's an acronym that
we use for those at ASU.

1169
00:48:47,820 --> 00:48:50,610
Success coaches receive all of them

1170
00:48:50,610 --> 00:48:54,810
and that actually creates a task for them

1171
00:48:54,810 --> 00:48:56,936
to begin reaching out to your students.

1172
00:48:56,936 --> 00:48:58,920
So really important to make sure

1173
00:48:58,920 --> 00:49:00,450
that you're filling those out.

1174
00:49:00,450 --> 00:49:04,170
If you're a student or a
parent that's listening,

1175
00:49:04,170 --> 00:49:07,410
I think don't be afraid to
connect with your success coach.

1176
00:49:07,410 --> 00:49:09,630
We really are here to help support you

1177
00:49:09,630 --> 00:49:10,980
through your time here.

1178
00:49:10,980 --> 00:49:13,050
And so certainly not a person

1179
00:49:13,050 --> 00:49:15,150
to be afraid of at the university.

1180
00:49:15,150 --> 00:49:18,180
And we really are excited to
meet with you and support you

1181
00:49:18,180 --> 00:49:20,040
along your journey here at ASU.

1182
00:49:20,040 --> 00:49:20,873
Liz- Very cool.

1183
00:49:20,873 --> 00:49:21,706
And I was gonna say

1184
00:49:21,706 --> 00:49:23,520
Katrina's no longer a
success coach anymore,

1185
00:49:23,520 --> 00:49:26,790
but your success coaches
are very nice people.

1186
00:49:26,790 --> 00:49:27,630
They're really great.

1187
00:49:27,630 --> 00:49:29,610
We still have a lot of friends back there

1188
00:49:29,610 --> 00:49:33,090
who are ready for your
calls, ready to help you.

1189
00:49:33,090 --> 00:49:35,280
Katrina, is there anything
else that you wanna highlight

1190
00:49:35,280 --> 00:49:38,490
from your experience as a success coach

1191
00:49:38,490 --> 00:49:40,710
and working with students and faculty

1192
00:49:40,710 --> 00:49:43,050
to support student success?

1193
00:49:43,050 --> 00:49:46,530
Katrina- I think the ultimate thing
that I just take away from this

1194
00:49:46,530 --> 00:49:51,530
is it is just that ongoing
theme of just being there,

1195
00:49:53,010 --> 00:49:57,150
listening, helping to provide
a safe space for the students.

1196
00:49:57,150 --> 00:49:59,520
And if you can do those things,

1197
00:49:59,520 --> 00:50:02,760
students will be very motivated
to complete the course

1198
00:50:02,760 --> 00:50:06,150
and do what you're hoping them to do.

1199
00:50:06,150 --> 00:50:06,983
Liz- Awesome.

1200
00:50:06,983 --> 00:50:09,240
And so we wanna thank
Tufan again for joining us

1201
00:50:09,240 --> 00:50:10,440
in this conversation.

1202
00:50:10,440 --> 00:50:11,273
Thanks so much.

1203
00:50:11,273 --> 00:50:13,709
(upbeat music)

1204
00:50:15,177 --> 00:50:17,760
Aubrey- All right, so this is about

1205
00:50:17,760 --> 00:50:19,590
where we wrap up for this episode,

1206
00:50:19,590 --> 00:50:21,480
but I first want to reiterate

1207
00:50:21,480 --> 00:50:23,700
just some of the key knowledge
points and perspectives

1208
00:50:23,700 --> 00:50:26,310
that we learned from this
amazing conversation.

1209
00:50:26,310 --> 00:50:27,720
We heard a lot about the importance

1210
00:50:27,720 --> 00:50:29,400
of creating a community space,

1211
00:50:29,400 --> 00:50:31,320
creating clear instructor presence,

1212
00:50:31,320 --> 00:50:33,930
and the impact that
has on student success.

1213
00:50:33,930 --> 00:50:36,600
We also heard a lot about
including student voices

1214
00:50:36,600 --> 00:50:38,610
and perspectives in the course,

1215
00:50:38,610 --> 00:50:39,900
and how that can support creating

1216
00:50:39,900 --> 00:50:42,420
an inclusive and authentic community.

1217
00:50:42,420 --> 00:50:44,880
Liz- Yeah, what an incredible conversation.

1218
00:50:44,880 --> 00:50:47,160
I don't think that we often,

1219
00:50:47,160 --> 00:50:48,360
especially as people who work

1220
00:50:48,360 --> 00:50:49,950
on like the design side of things,

1221
00:50:49,950 --> 00:50:51,510
we don't really get to hear

1222
00:50:51,510 --> 00:50:54,510
the student perspective
about the work we've done.

1223
00:50:54,510 --> 00:50:57,900
Sometimes we might hear
it kinda trickle in,

1224
00:50:57,900 --> 00:51:00,570
but I feel like very rarely
we get the opportunity

1225
00:51:00,570 --> 00:51:02,490
to kind of interview
a student and be like,

1226
00:51:02,490 --> 00:51:05,880
how did the things that
we did with the faculty

1227
00:51:05,880 --> 00:51:09,180
impact your like learning experience,

1228
00:51:09,180 --> 00:51:10,590
your educational journey?

1229
00:51:10,590 --> 00:51:14,642
So it was really cool to
hear from the student's mouth

1230
00:51:14,642 --> 00:51:18,060
how exactly what we do impacts them.

1231
00:51:18,060 --> 00:51:20,610
But I think as an instructional designer,

1232
00:51:20,610 --> 00:51:21,720
you can only do so much

1233
00:51:21,720 --> 00:51:25,440
to like kind of pre-build in community.

1234
00:51:25,440 --> 00:51:26,790
There's a lot that you can do

1235
00:51:26,790 --> 00:51:28,020
as we kinda heard from Granville.

1236
00:51:28,020 --> 00:51:31,260
Like there were very
specific things that he did

1237
00:51:31,260 --> 00:51:33,060
to ensure that there was space for that

1238
00:51:33,060 --> 00:51:35,070
going into the course.

1239
00:51:35,070 --> 00:51:37,860
But he did so much work,
like as the instructor,

1240
00:51:37,860 --> 00:51:41,850
as the course was going to
really draw out that community

1241
00:51:41,850 --> 00:51:44,130
and build true authentic relationships.

1242
00:51:44,130 --> 00:51:46,230
So I think that that is just so cool.

1243
00:51:46,230 --> 00:51:48,330
Aubrey- That journaling
activity that he mentioned

1244
00:51:48,330 --> 00:51:51,240
that he has the students do I
think almost every single day,

1245
00:51:51,240 --> 00:51:52,830
I think something like that,

1246
00:51:52,830 --> 00:51:56,100
as simple as it might seem or sound,

1247
00:51:56,100 --> 00:51:58,680
is something that also
just really helps foster

1248
00:51:58,680 --> 00:52:00,900
that like student community.

1249
00:52:00,900 --> 00:52:02,910
Just writing down your
thoughts for the day,

1250
00:52:02,910 --> 00:52:05,640
as a student, maybe just
where you are in your life

1251
00:52:05,640 --> 00:52:09,450
or in that course is just
another connection point

1252
00:52:09,450 --> 00:52:12,150
that you could have with your
faculty and or other students.

1253
00:52:12,150 --> 00:52:15,360
Liz- Yeah, and I think like
that journal entry activity

1254
00:52:15,360 --> 00:52:16,230
that students were doing,

1255
00:52:16,230 --> 00:52:17,730
like that is one of those examples

1256
00:52:17,730 --> 00:52:21,180
of how planning for community

1257
00:52:21,180 --> 00:52:24,900
really helped encourage
more open conversations

1258
00:52:24,900 --> 00:52:27,240
for faculty and students
throughout the course.

1259
00:52:27,240 --> 00:52:29,610
And it also really helps you
have like a really engaged,

1260
00:52:29,610 --> 00:52:31,410
excited professor like Granville,

1261
00:52:31,410 --> 00:52:33,840
who wants to be engaged
with their students.

1262
00:52:33,840 --> 00:52:35,850
And I think it's really
easy with online courses

1263
00:52:35,850 --> 00:52:37,920
to let it run kind of asynchronously

1264
00:52:37,920 --> 00:52:39,480
and let it do its own thing,

1265
00:52:39,480 --> 00:52:42,360
but having those dedicated touchpoints

1266
00:52:42,360 --> 00:52:44,010
where you're connecting with your students

1267
00:52:44,010 --> 00:52:47,700
on a very meaningful level
clearly have a huge impact

1268
00:52:47,700 --> 00:52:49,830
on this student and his success,

1269
00:52:49,830 --> 00:52:52,920
and I think it really highlights

1270
00:52:52,920 --> 00:52:56,508
that faculty need to be
there and need to be engaged

1271
00:52:56,508 --> 00:52:59,730
to really pull out the
best of their students

1272
00:52:59,730 --> 00:53:00,900
even in online courses.

1273
00:53:00,900 --> 00:53:02,910
I think it's really easy for the faculty

1274
00:53:02,910 --> 00:53:05,760
to feel like they just blend
into the background of Canvas,

1275
00:53:05,760 --> 00:53:08,160
but there's a lot of ways
that they can be present

1276
00:53:08,160 --> 00:53:09,240
and be involved.

1277
00:53:09,240 --> 00:53:14,240
And I think it also really
shows like how being engaged

1278
00:53:14,640 --> 00:53:16,320
support student success.

1279
00:53:16,320 --> 00:53:18,898
And I think we see that really emphasized

1280
00:53:18,898 --> 00:53:21,540
in the Peralta Equity Rubric,

1281
00:53:21,540 --> 00:53:23,670
standards that we've included
for our own course design,

1282
00:53:23,670 --> 00:53:25,230
but maybe we don't spend as much time

1283
00:53:25,230 --> 00:53:26,670
pushing that as we should.

1284
00:53:26,670 --> 00:53:28,980
Aubrey- And Liz, can you actually
tell me a little bit more

1285
00:53:28,980 --> 00:53:31,170
about that Peralta Equity Rubric?

1286
00:53:31,170 --> 00:53:33,930
Liz- Yeah, as I'm sure a lot of
people have heard us talk about

1287
00:53:33,930 --> 00:53:37,560
like Quality Matters
before on this podcast

1288
00:53:37,560 --> 00:53:39,840
and other places at ASU,

1289
00:53:39,840 --> 00:53:41,970
they're one of the big rubrics

1290
00:53:41,970 --> 00:53:44,310
for online design and education.

1291
00:53:44,310 --> 00:53:45,660
Peralta is very similar.

1292
00:53:45,660 --> 00:53:47,220
So the Peralta Equity Rubric

1293
00:53:47,220 --> 00:53:50,040
is another research-based course design

1294
00:53:50,040 --> 00:53:52,290
and redesign evaluation instrument

1295
00:53:52,290 --> 00:53:55,050
to help teachers make
online course experiences

1296
00:53:55,050 --> 00:53:57,180
more equitable for all students,

1297
00:53:57,180 --> 00:53:58,770
which I think for especially online,

1298
00:53:58,770 --> 00:54:01,200
especially as they're talking
to a student like Tufan,

1299
00:54:01,200 --> 00:54:03,540
it's really clear how important that is.

1300
00:54:03,540 --> 00:54:06,710
Like the criteria includes
addressing student needs

1301
00:54:06,710 --> 00:54:09,930
to access technology,
different types of support,

1302
00:54:09,930 --> 00:54:12,090
both academic and non-academic,

1303
00:54:12,090 --> 00:54:13,980
which I think really kinda loops back into

1304
00:54:13,980 --> 00:54:17,460
how important success coaches
and engaged faculty are.

1305
00:54:17,460 --> 00:54:19,680
But it's also about a
commitment to inclusion,

1306
00:54:19,680 --> 00:54:21,930
addressing common forms of bias,

1307
00:54:21,930 --> 00:54:24,810
helping students make
connections between course topics

1308
00:54:24,810 --> 00:54:26,610
and their lives and with other students.

1309
00:54:26,610 --> 00:54:27,443
And then of course,

1310
00:54:27,443 --> 00:54:30,514
following our universal design
principles for learning.

1311
00:54:30,514 --> 00:54:33,930
Aubrey- That sounds amazing
and extremely helpful

1312
00:54:33,930 --> 00:54:36,960
I'd imagine for any course development.

1313
00:54:36,960 --> 00:54:40,830
I just wanna reiterate
a point you made about

1314
00:54:40,830 --> 00:54:44,820
how important it is for
faculty, even success coaches,

1315
00:54:44,820 --> 00:54:48,180
to just be really engaged and
present with their students.

1316
00:54:48,180 --> 00:54:51,630
Like I could just tell
from Tufan's passion

1317
00:54:51,630 --> 00:54:55,290
about his experience with
Granville, even Katrina,

1318
00:54:55,290 --> 00:54:57,780
how much like just that
experience touched him

1319
00:54:57,780 --> 00:54:59,460
on like a personal level,

1320
00:54:59,460 --> 00:55:02,160
helped him through even
some hard times in his life.

1321
00:55:02,160 --> 00:55:04,740
It's so important and
you can definitely see

1322
00:55:04,740 --> 00:55:08,370
when like the passion from an
instructor or a success coach

1323
00:55:08,370 --> 00:55:10,170
sort of comes through the course

1324
00:55:10,170 --> 00:55:11,790
and like the learning materials

1325
00:55:11,790 --> 00:55:14,130
and really just affects the
students in a positive way.

1326
00:55:14,130 --> 00:55:15,480
Liz- Yeah, and it's just so cool

1327
00:55:15,480 --> 00:55:18,090
that there was this
beautiful kind of like moment

1328
00:55:18,090 --> 00:55:20,850
where faculty kind of reaches
beyond the computer screen

1329
00:55:20,850 --> 00:55:23,700
and invites students
to just come hang out,

1330
00:55:23,700 --> 00:55:25,980
kind of cross that like
fourth wall, I guess.

1331
00:55:25,980 --> 00:55:27,300
Aubrey- Yeah.
Liz- And then that Katrina

1332
00:55:27,300 --> 00:55:28,500
got to be included in that

1333
00:55:28,500 --> 00:55:31,590
and just kind of like
a powerhouse of people

1334
00:55:31,590 --> 00:55:32,790
that joined us today

1335
00:55:32,790 --> 00:55:35,700
who are really dedicated
to student success

1336
00:55:35,700 --> 00:55:38,700
and building positive
relationships and experiences.

1337
00:55:38,700 --> 00:55:41,310
So what a cool, what a cool conversation

1338
00:55:41,310 --> 00:55:42,557
to get to be a part of today.

1339
00:55:42,557 --> 00:55:43,890
Aubrey- It was really cool.

1340
00:55:43,890 --> 00:55:45,450
And thank you again to everybody

1341
00:55:45,450 --> 00:55:47,910
that did come out and speak with us,

1342
00:55:47,910 --> 00:55:50,490
Granville, Nicolette, Katrina, Tufan.

1343
00:55:50,490 --> 00:55:53,190
It was really wonderful
getting to speak to all of them

1344
00:55:53,190 --> 00:55:55,230
and hear their perspectives

1345
00:55:55,230 --> 00:55:58,390
and what they kind of put
into this course development

1346
00:55:58,390 --> 00:56:00,330
just for student engagement.

1347
00:56:00,330 --> 00:56:02,220
It really was fascinating to hear about

1348
00:56:02,220 --> 00:56:03,690
everyone's different perspectives

1349
00:56:03,690 --> 00:56:05,130
with this course experience

1350
00:56:05,130 --> 00:56:07,350
and how we were able
to see the huge impact

1351
00:56:07,350 --> 00:56:09,990
of community building
on not just the student,

1352
00:56:09,990 --> 00:56:13,080
but faculty and success coach as well.

1353
00:56:13,080 --> 00:56:16,980
We do wanna sneak in some
plugs for Granville Carroll.

1354
00:56:16,980 --> 00:56:20,426
You can visit their website
at granvillecarroll.com

1355
00:56:20,426 --> 00:56:24,158
or his Instagram at Granville_Carroll.

1356
00:56:24,158 --> 00:56:27,750
He also has an amazing book
out called "Dark Matter,"

1357
00:56:27,750 --> 00:56:30,060
which might be sold out still,

1358
00:56:30,060 --> 00:56:31,950
but if you wanted to check it out,

1359
00:56:31,950 --> 00:56:34,103
you can check that out through
the link in our show notes.

1360
00:56:34,103 --> 00:56:36,030
Liz- Yeah, and if you wanna learn more about,

1361
00:56:36,030 --> 00:56:38,820
if you're a student or a
future student or a parent

1362
00:56:38,820 --> 00:56:41,700
or somebody related to
somebody who's going to ASU,

1363
00:56:41,700 --> 00:56:44,044
your student can always reach
out to their success coach

1364
00:56:44,044 --> 00:56:46,230
by checking out their MyASU,

1365
00:56:46,230 --> 00:56:48,390
finding out who their success coach is.

1366
00:56:48,390 --> 00:56:50,670
Currently only available
for online students,

1367
00:56:50,670 --> 00:56:53,220
but maybe in the future that'll expand

1368
00:56:53,220 --> 00:56:55,950
since it's been so successful.

1369
00:56:55,950 --> 00:56:58,980
It sounds like Tufan doesn't
have any big art projects

1370
00:56:58,980 --> 00:57:00,120
or art books out yet,

1371
00:57:00,120 --> 00:57:01,980
but we're gonna keep an eye on the horizon

1372
00:57:01,980 --> 00:57:04,440
'cause it sounds like he's
doing some amazing work

1373
00:57:04,440 --> 00:57:07,230
thanks to his course with Granville.

1374
00:57:07,230 --> 00:57:10,110
Aubrey- Absolutely, we'll be
excited to see that.

1375
00:57:10,110 --> 00:57:13,080
Liz- Yeah, we'll catch you
guys in the next episode.

1376
00:57:13,080 --> 00:57:14,220
Ricardo Leon- Course Stories is available

1377
00:57:14,220 --> 00:57:16,050
wherever you listen to podcasts.

1378
00:57:16,050 --> 00:57:19,380
You can reach us at coursestories@asu.edu.

1379
00:57:19,380 --> 00:57:20,430
Course Stories is produced

1380
00:57:20,430 --> 00:57:22,830
by the Instructional
Design and New Media team

1381
00:57:22,830 --> 00:57:25,230
at EdPlus at Arizona State University.

1382
00:57:25,230 --> 00:57:27,570
If you're an instructor at ASU Online,

1383
00:57:27,570 --> 00:57:28,710
tell us your course story

1384
00:57:28,710 --> 00:57:30,780
and we may feature it in a future episode.

1385
00:57:30,780 --> 00:57:31,830
Thanks for listening.