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Welcome to Digication
Scholars Conversations.

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I'm your host, Kelly Driscoll.

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In this episode, you'll hear Part Two
of my conversation with Amy Urbanus,

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Assistant Professor in the Dietetics
and Nutrition Program at University

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of Alaska Anchorage's School of
Preventative and Therapeutic Services.

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More links and information about today's
conversation can be found on Digication's

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Twitter, Facebook, and Instagram.

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Full episodes of Digication Scholars
Conversations can be found on

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YouTube or your favorite podcast app.

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You know, when you were kind of speaking
about the, you know, for the students

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to have, you know, between 20 and 30
competencies that they're working towards,

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I know in when I was teaching was in an
education program and I think that maybe

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there were Maybe 15 to 20 at the time.

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And the language of them is
not always crystal clear.

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And um, what an incredible, you know,
experience for the students to have that

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year where they are, you know, as part
of that kind of culminating experience,

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given the opportunity to work with you
to, you know, do that self assessment.

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I think that that's huge.

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Um, giving them some time to, you know,
be really honest about where they feel

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like they may still have some gaps,
um, to be able to use the ePortfolio

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as a reference for where they have
been able to achieve various companies

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and have competencies and have a
record of that with their reflections.

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And I'm imagining that there's times
when you've been reviewing those with

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them where you've said, well, You
know, you're, you're communicating to

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me that you feel like you have this
gap, but when I'm looking at your

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ePortfolio and some of your reflections
about this experience, it sounds to

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me like you've really achieved this.

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So what other opportunities
might you need?

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to have for, you know, you
to feel confidence that you

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have achieved that competency.

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And I'm imagining, you know, for you to
be able to work at that with them from the

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beginning and starting to kind of learn
some of that language in the competencies

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and incorporate that into their own kind
of thinking about what they're doing

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and Why their different assignments and
projects and site experiences have been

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created for them that you're probably also
finding times where you can see, you know,

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as students going through this reflective
process may not quite understand what the

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competency is all about, but you're able
to kind of through this trajectory guide

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them in that direction, um, So as students
are kind of, you know, at either point in

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the beginning or at the end, kind of going
through this reflective process, have

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you identified times where, um, you know,
maybe a student discovered that there

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was something about their current path
that may be revealing either, you know,

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where maybe they need to make a hard turn?

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Or, um, maybe it's solidifying
something, but in a different realm.

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So, for instance, you found your dream
job working with people that had diabetes.

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And I'm imagining that some people coming
into your Program, maybe thinking that,

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you know, they're pointed at, you know, X.

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And as part of this experience
end up in different directions.

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How have you kind of seen that
maybe reveal itself through some of

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these experiences and reflections
that you have in the portfolios?

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So, you know, it's kind of interesting,
um, I would say, I don't know if I've

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ever seen a student who is like completely
pivoting, you know, by the time they're,

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um, finishing their undergraduate degree,
mostly just because I, we as a department

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really try to foster this idea that
the world of dietetics is very broad.

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And so, you You know, this is now,
you know, the next step in where you

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have to get a master's degree and
you know, do supervised practice is

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really where you're going to be able to
really decide, you know, kind of what

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area you might be most interested in.

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But what I will say is that
I think students forget like

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the work that they've done.

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Uh, because, oh my gosh, you know,
if you're taking 15, and I forget

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too, if I take 15 credits and you're
just like, I just have to get through

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biochemistry, like, this nutrition
thing that I'm doing over here, it's

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fine, it's easy, I like, because I like
it, I just have to pass biochemistry.

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So I think sometimes they forget
about the things that they are.

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You know, that they've been working on
and doing, and so one of the things I do

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really like is, you know, they pull out
these projects or assignments or things

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and really are forced to think about, you
know, gosh, you know, I, I like, I think

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I, I did really enjoy this clinical case
study or, you know, really, as I'm playing

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with this portfolio and I'm uploading
these education materials I developed

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using all of these Fancy software
programs that I don't know how to use.

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And they realize that they really
like, and part of the ePortfolio

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that speaks to them the most
is the design and all of that.

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That there is a whole world of
dietetics in education and materials

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and graphic design and a lot of
things that they can really dive

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into and tap into their creativity.

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And so I think it, you know, kind of
sometimes provides that opportunity

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to think about, you know, Because, you
know, when you look at a project that

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you might have worked on, it will bring
up You know, maybe what was going on

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in your life at that time or, you know,
what they were doing and if they enjoyed

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it at all or not, you know, whatever.

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And so I think it can provide, you
know, additional like thought about, you

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know, what they might be interested in.

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Where I've seen the most
pivoting, um, I also help co-teach

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a class called Health 151.

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I think you're familiar with it.

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It's called "Breaking Trail..."

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um, "on your Health and
Social Services Career."

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And it's an interdisciplinary
or interprofessional.

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I always say interdisciplinary cause
that's hospital speak education.

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We say interprofessional.

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Um, so it's an interprofessional.

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Education type course.

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And it is also very much like an entry.

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I'm a new student in
the College of Health.

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Yeah.

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Um, and we explore, we
use e-portfolio heavily.

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Uh, and they build an e-portfolio,
but their, their students are

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really diving into different
career paths, different things.

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And it's that where I really
do see pivots happening.

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Um, and, which is great.

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I, I mean, it's fantastic.

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I wish somebody had done that for me
when I was, you know, starting out,

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because you don't know what you want to
do, um, you know, you think you know,

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um, you know, and a lot of students
at the College of Health are in the

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Nursing Program, you know, and then
they start to learn about other health

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care professions and realize, oh,
there's more than just nurse and doctor.

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You know, I had mentioned a while
ago in the beginning of this, uh,

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of our discussion, I talked about
how much I really like advising.

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So, One of the things that I love
about this class and then the use of

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portfolio where they really are again,
um, introduced to the idea of reflection

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and, and, um, and in this class, they're
not, they're, we're not measuring their

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knowledge and their competence, you know,
we're, We're asking them to think about

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where they fit, um, and what's going to,
you know, help them be most successful.

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And so it is really fun to read, you
know, that I have had a couple students

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where I've read their reflections and
their personal statements and things

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like that and have reached out and
said, Hey, you know, like I'm super

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excited for you and I'm super happy
that you're on the path that you are.

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I sense some hesitation, you
know, have you thought about

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this program or this program?

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And, and just to kind of, you know,
make that connection, I think all of,

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you know, all faculty are looking to.

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You know, we just, I mean, I'd love
to fill, you know, my seats, uh,

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in my classes, but if it's not the
right fit, it's not the right fit.

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And so, it's a great, it's really
nice to use that tool to help

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pull some of those things out.

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Some students, especially in Alaska,
we serve, um, a large rural population.

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So we have, especially like
in our online programs.

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And so that could be a really big,
you know, to be a freshman in college,

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you know, trying to do some online
education, living in a rural community

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in a village, um, you know, where maybe
a student doesn't know any, you know,

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that's been their whole, um, You know,
they're, that's their world and they

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have professional aspirations and a
lot of times it comes from a gap and a

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need in their home community and they
have a desire to seek this education,

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but it can be extremely, scary...

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Um, you know, the idea of hopping
on zoom and just talking like

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this, you know, with somebody is
not, you know, super comforting.

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So in these reflections, I'm
like, Oh my goodness, you're

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like, you have so much to offer.

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And they, you know, through their
writing are able to share all

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of these amazing experiences.

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Um, and so it.

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It does, it can really provide an
opportunity to identify a student

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that you may want to connect with,
um, that you just wouldn't otherwise

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see, um, when they're, you know,
submitting their assignment by

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midnight on Sunday night of the same
assignment that everybody else is doing.

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So, um, so in that regard, You know,
so for that class specifically, I

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think that's where I see more, you
know, kind of pivots or, um, you know,

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changes that they're life changing
things that they're thinking about.

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Yeah, and it is such a wonderful
course and the design of it to really

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be this time for discovery, right?

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And for so many of the students, many
first generation college students,

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many, as you mentioned, coming from
Rural communities where, um, exposure

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and access are so different than
what, you know, many would envision

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as your typical college student.

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Um, and I think what has
also just been remarkable.

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You know, from, from Digication's
perspective and working with the

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university too, and you, you mentioned
this a little bit and, you know, these

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opportunities to use the ePortfolio to
learn about their students is they're

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just, just seeing this incredible, um,
culture and comfort with storytelling

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and that when they, the students are
given this opportunity to, uh, Talk about

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the experiences that they have had in
their families, in their communities.

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Um, tied to their kind of cultural
backgrounds and histories and connections

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to the area that, um, I mean, it
almost seems like many of the young

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people there or people, you know, even
those that are older and now coming

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to school or coming back to school.

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There's this almost need and, um, desire
to have this space to share these stories,

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and that this technology kind of came to
the institution at a time where, you know,

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access to the internet, although it's
not perfect everywhere, you know, it's

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starting to become more accessible and
giving people this opportunity to suddenly

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be able to share things beyond the, you
know, Um, you know, close communities and

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individuals within their families in ways
that they haven't been able to before.

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And um, you know, in our collaboration
with the different programs there and

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through our wonderful relationship working
with Paul Wasco and being introduced to

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folks like You and so many of the faculty
there, you know, doing the, um, hard

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work with the students, it has just been
this incredibly inspiring experience to

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see all of the different ways that, you
know, that are uniquely University of

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Alaska very often in ways that you're
innovating the use of the, the platform.

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So, you know, I think for those that
are listening, um, E portfolios have

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had a long history in being tied to
accreditation and assessment for being

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able to gather data for accreditation.

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Um, but the way that the institution
has been able to, you know, open up

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the opportunity for students to really
use it as that space for much more.

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Personalized storytelling and connections
to, you know, the passion that's led

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them to pursuing, um, you know, different
interests and fields at the college.

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It's just been huge.

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Um, yeah, so and, and
I'll give it something.

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No, no, no.

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I've been wanting to talk in a while.

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I will give a shout out to my,
uh, to my colleague here too, Dr.

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Walsh.

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She, um, teaches a, uh, community
nutrition class, which is

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one of our capstone classes.

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It's a 400 level class.

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And she does, uh, you know,
does a project using ePortfolio.

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So it's not building a portfolio in the
sense that we've been talking about,

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like, um, you know, for accreditation
or for those kinds of things.

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Um, but she, you know, it's a multi-step
project and one of the coolest things

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when she first started utilizing it was
she actually gives students the option,

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the option to provide in one piece of it,
you know, to provide written, uh, written

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work or to do verbal and, uh, you know,
and record themselves, uh, talking about

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stuff and, and gives them the choice.

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And she said it's really been, you
know, it's really been easy to, to see.

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You know, how some students really shine.

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When they have the opportunity to
provide that, um, you know, the

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oral response versus, you know,
versus writing and vice versa.

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Um, so I think it can, again,
I think once, you know, once

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faculty and students get over.

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The idea of, it's another platform,
you know, it's something else, right?

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Like it's not, you know, a part of
Blackboard or it's not a textbook, it's

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not, you know, those kinds of things.

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Um, and then I would just say too
that, so this is my sixth year.

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I make tweaks and do different things.

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Not huge, but you know, constantly
kind of thinking about how to

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make it better or do, you know.

215
00:15:40,064 --> 00:15:47,555
And so, it's okay to start out having it
kind of just be, you know, what we would

216
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consider a more traditional portfolio.

217
00:15:49,435 --> 00:15:52,124
I'm going to put, I'm going to
put my work in here and then

218
00:15:52,124 --> 00:15:53,304
somebody else can view it.

219
00:15:53,574 --> 00:15:56,114
Um, and I think that
that's perfectly fine too.

220
00:15:56,114 --> 00:15:58,104
I think there's purpose in that.

221
00:15:58,334 --> 00:16:02,484
Um, and just having, you know,
kind of a, a single place that

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00:16:02,494 --> 00:16:05,415
somebody can do that outside of,
like I said, like a Google Drive.

223
00:16:05,754 --> 00:16:14,080
Um, and so, you know, I think that some
faculty Get the sense might be intimidated

224
00:16:14,080 --> 00:16:18,470
by it because they do see these like high
level, you know, innovative ways of using

225
00:16:18,470 --> 00:16:20,280
portfolio and it doesn't have to be.

226
00:16:21,020 --> 00:16:24,530
You know, it doesn't have to be
that necessarily start with a,

227
00:16:24,530 --> 00:16:27,530
a single, I mean, I, I, I know
that Paul does a lot of workshops

228
00:16:27,530 --> 00:16:30,510
around the kind of six word story.

229
00:16:30,510 --> 00:16:30,780
Yes.

230
00:16:31,020 --> 00:16:31,890
We use that a lot.

231
00:16:31,890 --> 00:16:37,710
I love can be the creation
space for a, a story.

232
00:16:37,890 --> 00:16:44,910
It can be the creation space for a single
project or reflection on an experience.

233
00:16:44,910 --> 00:16:45,181
And that is.

234
00:16:46,090 --> 00:16:53,100
A very different kind of approach
than some of the, you know, more

235
00:16:53,150 --> 00:17:00,169
longitudinal, you know, program
wide kind of experience portfolios.

236
00:17:00,200 --> 00:17:06,780
And absolutely that, you know, as faculty
are learning about different ways and kind

237
00:17:06,780 --> 00:17:09,370
of options that they have and flexibly.

238
00:17:09,720 --> 00:17:16,430
using it in ways that really suit their
own needs and, and purposes and, you

239
00:17:16,430 --> 00:17:23,340
know, letting students kind of take the
reins in those cases and kind of design

240
00:17:23,409 --> 00:17:26,489
it in ways that work, work best for them.

241
00:17:26,490 --> 00:17:31,490
As you mentioned, it could be the
incorporation of video or audio

242
00:17:31,490 --> 00:17:36,960
and, um, and sometimes students
are just marrying images and texts

243
00:17:36,960 --> 00:17:43,540
together in ways that, um, Really
kind of become their own art form.

244
00:17:43,550 --> 00:17:49,360
I had the opportunity to have, um, Jill
from dance, uh, joining me on one of

245
00:17:49,370 --> 00:17:54,500
these conversations and she would often
describe the portfolios as almost a dance

246
00:17:54,740 --> 00:17:59,080
in, in her cases, you know, the students
are really trying to create an experience.

247
00:17:59,695 --> 00:18:02,455
with the, with the platform.

248
00:18:02,665 --> 00:18:06,035
Um, so there's lots of different
ways that it can be kind of

249
00:18:06,875 --> 00:18:10,715
molded and, um, evolve over time.

250
00:18:10,715 --> 00:18:15,345
I love that you spoke a little bit
about how, you know, as the years go

251
00:18:15,345 --> 00:18:21,825
by, that you're always kind of making
Refinements and iterating on things.

252
00:18:21,825 --> 00:18:25,155
And I think that that's, you
know, a very healthy part of

253
00:18:25,175 --> 00:18:27,135
the whole practice in teaching.

254
00:18:27,205 --> 00:18:27,475
Right.

255
00:18:27,475 --> 00:18:33,024
And that, you know, with every group
of students that comes in, you know,

256
00:18:33,045 --> 00:18:40,710
every cohort also has its own kind of
Needs and aspirations and, you know,

257
00:18:40,710 --> 00:18:45,570
they always teach us something too and
from that we, you know, it informs us

258
00:18:45,580 --> 00:18:50,990
and kind of getting ready for the next
group to come in so it is something that

259
00:18:50,990 --> 00:18:57,050
I think, you know, it's quite different
from one's course shell in a, in a

260
00:18:57,050 --> 00:19:01,860
learning management system because you
can so easily take something from a prior

261
00:19:02,370 --> 00:19:07,530
semester and make Adjustments to it as
needed and then make it available to the

262
00:19:07,530 --> 00:19:13,200
next, um, group of students that come in
that things don't have that kind of hard

263
00:19:13,220 --> 00:19:15,170
stop and end date and then disappear.

264
00:19:17,209 --> 00:19:18,380
Well, and it's interesting.

265
00:19:18,430 --> 00:19:24,989
So I'm building a promotion portfolio
right now, um, and which our university,

266
00:19:24,989 --> 00:19:28,859
I'm sure lots of universities do that
same thing for promotion and tenure files.

267
00:19:29,209 --> 00:19:36,800
Um, And so, I am not a very, I do not,
I, I like clinical stuff, I am not a

268
00:19:36,800 --> 00:19:43,939
super creative person, um, and so that
part of it is a little harder for me, um,

269
00:19:43,990 --> 00:19:47,990
but I like things to look aesthetically
nice and pleasing, so it's like this,

270
00:19:48,389 --> 00:19:51,200
I'm like, oh, it needs to look better,
but I don't know how to do that.

271
00:19:51,510 --> 00:19:51,930
Anyway.

272
00:19:52,165 --> 00:19:57,705
So I just this morning was actually
looking in old classes, um, of my

273
00:19:57,705 --> 00:20:00,614
students and I, there's a, there are
always these, a couple of students that

274
00:20:00,614 --> 00:20:04,124
I just always pop into my head cause
I, they were just, usually they're the

275
00:20:04,124 --> 00:20:07,155
ones that are doing amazing work in
culinary nutrition and then they're

276
00:20:07,155 --> 00:20:10,284
just, you know, they're just so in with.

277
00:20:10,680 --> 00:20:14,610
Their environment, and the food, and
gardening, and all these wonderful things.

278
00:20:14,610 --> 00:20:15,410
We all love food.

279
00:20:15,520 --> 00:20:15,739
So do I.

280
00:20:15,740 --> 00:20:16,230
I know.

281
00:20:16,230 --> 00:20:17,040
It's so wonderful.

282
00:20:17,340 --> 00:20:19,070
I love culinary art.

283
00:20:19,390 --> 00:20:19,720
Yes.

284
00:20:20,230 --> 00:20:23,899
So I'm thinking of this, so I was like,
Oh, I should see what her, you know,

285
00:20:23,899 --> 00:20:25,809
what she used as a background, right?

286
00:20:25,819 --> 00:20:29,330
So I'm thinking of the students, and I'm
like, her stuff was always so beautiful.

287
00:20:29,709 --> 00:20:32,660
Let me just see if I can
spark my creative juices.

288
00:20:34,075 --> 00:20:38,465
So I opened up her portfolio and
she's now a practicing registered

289
00:20:38,465 --> 00:20:42,385
dietitian, uh, so she's finished a
master's degree and all the rest of it.

290
00:20:42,655 --> 00:20:48,205
And I opened up her undergraduate
didactic program and dietetics portfolio,

291
00:20:48,515 --> 00:20:50,485
um, that I still have access to.

292
00:20:50,485 --> 00:20:53,605
And she had given me permission to
utilize it to help, you know, as

293
00:20:53,614 --> 00:20:54,825
like guidelines for other students.

294
00:20:54,825 --> 00:21:02,114
And she has, it's now like a
full, like professional portfolio.

295
00:21:02,305 --> 00:21:05,565
Like so she, I still see some pictures.

296
00:21:05,585 --> 00:21:09,435
I see some examples of projects
that she was most proud of

297
00:21:09,445 --> 00:21:11,085
probably in her undergraduate work.

298
00:21:11,125 --> 00:21:12,635
Obviously she's now grown.

299
00:21:13,379 --> 00:21:18,399
She has children, you know, things have
moved on, um, but it was really neat to

300
00:21:18,399 --> 00:21:26,409
see that she took what she developed and
created in DN 492, um, and has built it

301
00:21:26,409 --> 00:21:30,419
into a professional portfolio, got rid
of the stuff that she didn't need and,

302
00:21:30,500 --> 00:21:32,400
um, but has continued to utilize it.

303
00:21:32,560 --> 00:21:37,250
So I just saw that this morning and I
was, um, that was pretty cool to see

304
00:21:37,250 --> 00:21:40,959
that it's not, you know, it's not,
you know, some students, like I said,

305
00:21:40,959 --> 00:21:42,329
are never going to look at it again.

306
00:21:42,340 --> 00:21:42,659
Um, and that's.

307
00:21:42,970 --> 00:21:48,450
Perfectly fine, but it's nice to know
that some take it with them and, you

308
00:21:48,450 --> 00:21:50,530
know, continue to build and grow with it.

309
00:21:50,830 --> 00:21:56,160
Absolutely, yeah, and when we were
creating Digication, even from the

310
00:21:56,169 --> 00:22:02,929
very beginning, um, you know, we really
wanted it to be something where alumni

311
00:22:02,929 --> 00:22:08,800
could take it with them and continue to
utilize it in whatever manner, you know,

312
00:22:08,810 --> 00:22:11,540
they really felt like they needed to.

313
00:22:12,200 --> 00:22:12,599
Maybe they just wanted to keep it as a
record of what they did during that time.

314
00:22:12,600 --> 00:22:12,753
And then others, you know, really
get in there and sometimes create

315
00:22:12,753 --> 00:22:12,796
multiple versions of this, for
different employment opportunities.

316
00:22:12,796 --> 00:22:30,430
Some as you mentioned come back, and
start filling it out with, you know,

317
00:22:31,120 --> 00:22:35,940
professional practice experience
that they have with, um, professional

318
00:22:35,940 --> 00:22:41,700
development kinds of experiences that
they've had, um, different certifications

319
00:22:41,700 --> 00:22:43,780
that they may get over the years.

320
00:22:44,409 --> 00:22:49,975
And, you know, at this stage, it might be
something that they just Return to every

321
00:22:50,415 --> 00:22:56,235
few years, but they've got all of that
history now that they can refer to, things

322
00:22:56,235 --> 00:22:58,875
can get moved around and reorganized.

323
00:22:58,885 --> 00:23:06,814
So, um, and it is very joyful for
educators to also be able to look back

324
00:23:06,815 --> 00:23:13,410
at what their Students have done and
share it with other students the way that

325
00:23:13,410 --> 00:23:15,149
you're doing it to get them inspired.

326
00:23:15,270 --> 00:23:15,360
Right?

327
00:23:15,720 --> 00:23:21,170
, um, you know, about what that kind
of finished product may look like

328
00:23:21,170 --> 00:23:23,900
during their time as a student, right?

329
00:23:23,900 --> 00:23:28,190
This is something that you can
strive for or you may present it

330
00:23:28,190 --> 00:23:32,000
differently, but you know, these are
the kinds of things reflect Yeah.

331
00:23:32,060 --> 00:23:35,330
Quality of the reflections
that we're looking for, and.

332
00:23:36,120 --> 00:23:41,030
Um, maybe, you know, presentation
kind of design ideas and things

333
00:23:41,030 --> 00:23:42,129
to think that that's all.

334
00:23:42,730 --> 00:23:48,480
Modeling and um, you know, the fact that
you've kind of gone through the process

335
00:23:48,480 --> 00:23:52,270
of creating your own P & T portfolio.

336
00:23:52,789 --> 00:23:57,120
I know that, you know, from, from
those being very open and students be

337
00:23:57,120 --> 00:24:01,399
able to take the reins, that the P & T
portfolios can be much more structured

338
00:24:01,399 --> 00:24:03,649
because they have a different utility.

339
00:24:03,909 --> 00:24:08,050
Um, but that it does, so again,
kind of give you the opportunity

340
00:24:08,050 --> 00:24:10,070
as a teacher to be able to.

341
00:24:10,610 --> 00:24:14,730
Familiarize yourself with different
ways that the tools can be used and,

342
00:24:14,750 --> 00:24:20,430
um, and think about how you want to
present yourself, right, for audiences.

343
00:24:21,169 --> 00:24:25,870
I've always been, uh, interested
in how many, uh, your institution

344
00:24:25,959 --> 00:24:32,490
do choose to share their P & T, uh,
portfolios publicly, um, because it

345
00:24:32,490 --> 00:24:39,099
has become something that they use not
only for the purpose of, um, promotion

346
00:24:39,100 --> 00:24:41,610
and tenure within the institution.

347
00:24:41,955 --> 00:24:45,784
But something that they're really
proud of, that they want to be able

348
00:24:45,794 --> 00:24:48,635
to share with external audiences.

349
00:24:48,645 --> 00:24:49,044
Right.

350
00:24:49,955 --> 00:24:52,695
Well, and the one thing I always
tell my students, too, it's like,

351
00:24:52,975 --> 00:24:59,825
um, you know, we all have that memory
of trying to apply to jobs the first

352
00:24:59,835 --> 00:25:02,684
time when you have no work experience.

353
00:25:02,754 --> 00:25:05,734
Uh, you know, I mean,
beyond, you know, I, I.

354
00:25:06,325 --> 00:25:09,895
Worked to pay the bills while I was
in school and that kind of stuff.

355
00:25:09,895 --> 00:25:14,965
And, and how do you compete against, you
know, applicants that might have that.

356
00:25:15,025 --> 00:25:19,275
Um, and so to me that's
something else as well.

357
00:25:19,280 --> 00:25:22,875
I'm, you know, I always try to tell
students that like, you really can

358
00:25:22,879 --> 00:25:28,095
utilize, you know, portions of, or
all of, or whatever you can utilize.

359
00:25:28,784 --> 00:25:34,264
Portfolio and providing, you know, and
sharing like your depth and breadth of

360
00:25:34,325 --> 00:25:41,015
experience, even though in a resume, it
may not jump out at a Um, you know, at

361
00:25:41,025 --> 00:25:46,465
somebody, at somebody who's looking to
hire somebody, um, you know, in a resume,

362
00:25:46,465 --> 00:25:49,134
it may not jump out as like, you know,
you look at their work experience, you're

363
00:25:49,134 --> 00:25:53,875
like, Oh, okay, well, you're pretty green,
you know, it's like, there's not a whole

364
00:25:53,875 --> 00:25:58,354
lot, but in any portfolio, they might have
done some amazing project that gives them.

365
00:25:58,495 --> 00:26:02,145
An example of what they're
capable of, um, and how they might

366
00:26:02,145 --> 00:26:04,074
fit within their organization.

367
00:26:04,115 --> 00:26:07,835
So um, much information
about cultural fit.

368
00:26:07,844 --> 00:26:08,324
Yeah.

369
00:26:08,415 --> 00:26:10,094
And that piece of it.

370
00:26:10,155 --> 00:26:13,384
So, you know, again, maybe
one student does that.

371
00:26:13,384 --> 00:26:14,105
I don't, you know, I.

372
00:26:14,370 --> 00:26:15,810
There's really not a whole lot.

373
00:26:15,830 --> 00:26:19,769
You know, we try to track
students, um, you know, and, and

374
00:26:19,769 --> 00:26:23,050
their careers and things, uh, you
know, even just for our program.

375
00:26:23,399 --> 00:26:27,120
Um, but, you know, I'm hopeful that
some students, you know, are able

376
00:26:27,120 --> 00:26:29,009
to, to utilize a little bit of it.

377
00:26:29,709 --> 00:26:31,330
Yeah, absolutely.

378
00:26:31,390 --> 00:26:32,190
Absolutely.

379
00:26:32,190 --> 00:26:38,680
And I think, again, as the, um, as
kind of, The time goes by that those

380
00:26:38,690 --> 00:26:44,350
that are doing the hiring, even if a
job description said, Oh, you know,

381
00:26:44,350 --> 00:26:48,160
one of the requirements is three to
five, three to five years experience

382
00:26:48,680 --> 00:26:55,570
that, you know, that students should
have some confidence in the experiences

383
00:26:55,570 --> 00:27:00,550
that they have had as students, you
know, these field experiences and, and.

384
00:27:01,179 --> 00:27:05,459
Um, even if they're creating
their own kind of fictitious

385
00:27:06,150 --> 00:27:07,720
case studies, an example.

386
00:27:07,750 --> 00:27:11,569
But when they're able to show that,
even if they just graduated a few

387
00:27:11,569 --> 00:27:16,110
months ago, when they can show that
they've done, they've done the work.

388
00:27:16,340 --> 00:27:19,179
And now, you know, there may
be things that they need to be

389
00:27:19,179 --> 00:27:22,000
taught in the field, but those
things can be taught when, right.

390
00:27:22,270 --> 00:27:23,929
People that are hiring can see, okay.

391
00:27:24,290 --> 00:27:26,210
They've really done, they've done this.

392
00:27:26,240 --> 00:27:27,170
They've done this, yeah.

393
00:27:27,170 --> 00:27:27,400
Yeah.

394
00:27:27,400 --> 00:27:33,130
We can see that they've got, you know,
a mindset or work ethic or, you know,

395
00:27:33,440 --> 00:27:37,980
the profile of this person is really
fitting the kinds of things that we're

396
00:27:37,980 --> 00:27:43,400
looking for that very often, even if the
job description may have been listing.

397
00:27:43,890 --> 00:27:47,540
You know, X years of experience
that the people that are really

398
00:27:47,540 --> 00:27:49,130
making the final decisions.

399
00:27:49,380 --> 00:27:49,700
Yeah.

400
00:27:49,750 --> 00:27:53,489
And especially as we move into
so many professions requiring

401
00:27:53,489 --> 00:27:58,650
a graduate degree, their, their
experiences are above and beyond.

402
00:27:58,670 --> 00:28:02,750
Like when I was entering the workforce,
you know, with a bachelor's degree.

403
00:28:02,750 --> 00:28:07,400
So, um, yeah, so it's nice to be
able to showcase that a little bit.

404
00:28:07,400 --> 00:28:07,553
Yeah.

405
00:28:07,553 --> 00:28:07,706
Yeah.

406
00:28:07,706 --> 00:28:07,859
Yeah.

407
00:28:07,860 --> 00:28:08,290
Perfect.

408
00:28:08,625 --> 00:28:09,035
Indeed.

409
00:28:09,665 --> 00:28:13,635
Well, Amy, thank you so
much for joining me today.

410
00:28:13,645 --> 00:28:14,305
You're welcome.

411
00:28:14,305 --> 00:28:14,795
It was fun.

412
00:28:14,795 --> 00:28:21,745
We'll chat with you again, and I can't
wait to share this, uh, conversation

413
00:28:21,764 --> 00:28:27,455
with our listeners, uh, your experience
and perspective is so valuable.

414
00:28:27,504 --> 00:28:30,544
So, thank you for sharing
your story with me today.

415
00:28:30,645 --> 00:28:31,384
You're welcome.

416
00:28:31,384 --> 00:28:32,224
Thanks for having me.

417
00:28:32,294 --> 00:28:33,094
It was super fun.

418
00:28:33,745 --> 00:28:34,265
Good.

419
00:28:34,554 --> 00:28:34,994
Bye.

420
00:28:35,094 --> 00:28:35,534
Bye.