UC IT Town Hall

Well good morning everyone, this is Mark Cianca. I want to welcome you to our UC IT Town Hall for this May 5th, and appreciate everyone making time in your schedule to join us as a UC IT community to welcome our special guests today. If you’ve just joined we’re using a format of Zoom that is unlike your common meeting format. And I just want to draw your attention to the bottom of the Zoom window. You’ll see not only some of the usual suspects but there is a Q&A button at the bottom. And as we progress through the day we’ll be using the Q&A feature to share your questions with today’s panelists So we just want to run through the program very quickly here as we continue to gain attendees here in the Zoom session. If you back up a slide, thank you. Just reviewing the the agenda here very quickly, I wanted to do a quick welcome. And as people continue to join I’ll just share some fun statistics with all of you. Our main guest today is Professor Michael Dennin, and we’ll do a brief bio of him as part of that introduction that is typical with our town halls. We’ve invited the chair of the IT Leadership Council, Vince Kellen, to share some thoughts with us and answer your questions as we look at what it means to be of service to UC in a time of COVID-19. We’ve got some time at the end for Q&A. So hopefully this will be a very enlightening and a topically important Town Hall for all of us today So on behalf of the UC IT community I want to welcome you Yvonne, if you go to the next slide I just wanted to share some statistics that very quickly begin to show a picture of how our work experience has changed in the last couple of months. I asked our administrator for the UCTech Slack workspace to pull a report to say, “How are we doing?” and “What’s going on in the period of our new remote work experience?” And this is showing a distribution of who’s using Slack by domain. And you’ll see distribution across all of our UC locations and a pretty hefty number of messages during this one-month period. If we go to the next slide, Yvonne. Really, what I wanted to be able to show is the last two rows in this particular chart that really show effectively a doubling in the number of messages that were sent between February and March of 2020 as we all began the process of working remotely. So this is one of many tools that we have available and our fingertips and I know later on, in Vince’s comments, he’s going to talk about, you know, what tools we pick up, what tools we drop, and and how we react to the changing circumstances of our work experience. But I thought it would be fun to just share these statistics with you this morning. So just that’s it, just two slides. Don’t want to dwell on it too much but did want to make you aware of the numbers really helping us understand how we’re fundamentally changing the way we do our work. So it gives me a great deal of pleasure to introduce our primary speaker today, Professor Michael Dennin who has been the professor of physics and astronomy at UC Irvine since 1997 and is now the vice provost for teaching and learning and the Dean of the Division of Undergraduate Education. His research focuses on the dynamics of foams and modeling of ice melange in fjords. He has won numerous awards for research and teaching and is passionate about public research, I’m sorry, public outreach in the area of science including co-teaching an open course based on the AMC television program The Walking Dead He’s appeared on numerous television programs including Science of Spider-man I’m sorry, Science of Superman..Spider-man Tech, Batman Tech, Star Wars Tech and Ancient Aliens. You can also find Professor Dennin in the YouTube series Fascinating Fights: Debating the Outcome of Battles Between Pop Icons. In addition Professor Dennin serves as an expert on

the podcast Fascinating Gadgets, Gizmos, and Gear Based Technologies where he explains how to make fictional technology a reality. And most recently he’s published a science outreach book on the intersection between science and faith titled Divine Science: Finding Reason at the Heart of Faith from Franciscan Media. So please join me, in your in-home silent Zoom kind of way, in welcoming Professor Dennin to our UC IT Town Hall. Thank you for joining us. Hi! Hi Mark Thanks. It’s great to be here. I’ve done this twice now and it’s one of the strangest things to basically talk to myself. I can’t see anyone else so it’s really going to be useful to me in this talk, or presentation, if you use the question Q&A function, which was described to you, at the bottom. I have that window open. At any point go ahead and send me questions, it’s the only way I’ll know there’s anyone out there. I’m happy to interrupt it and myself at any point and answer questions if it works there. And there’ll be time at the end for questions as well. So what I’m going to do now is share my screen to get my PowerPoint up I think we’re good there. I can still see the question and answer. Okay so what I’m gonna talk a little bit about today is using data analytics to drive student success and I organized it into three general categories. And the PowerPoint slides, I’m going to be honest right from the beginning, will have very little information in them. I’m mostly going to talk. They’re more to kind of give you something to have a framing and make sure I’m kind of aligned with what I want to say. But I broke it into these three arbitrary categories: student success planning, pedagogical technology, and what I’m going to call student tools And the first one I’m going to talk about is probably the longest simply because it’s what I think we are most ahead on at UCI. So I do want to share some of what we’re doing here Pedagogical technology is a really important one right now, in this moment in time, because the impact of the pandemic and the rapid switch across the UC system and across the nation to remote teaching really highlights that So I thought I’d share some thoughts and framing on it, it’s kind of forward-looking. Student tools is a broad category that at UCI we were just starting to transition to looking at closely. Other places are further ahead and they have done interesting things. And so that’s one I’ll probably spend the least time on but comment on at the end. So let’s move forward. So sudent success, now normally I would you know do the classic PowerPoint thing and hide all my bullet points to avoid people reading ahead and distracting themselves. Luckily there’s very little on this slide so if you happen to read ahead it won’t distract you for long. I hope and I really think when it comes to the broad phrase ‘student success’ and how we’re using data I want to take a brief step back. I think there is a period where what was called ‘predictive analytics’ got a lot of press And the basic idea was we have all this data on how students used to be successful and now we’re going to use it to predict which students are at risk and which students are likely to be successful. And then we’ll help the students that are at risk. If you look nationally, from my perspective, certainly most faculty and particularly at what I would call our peer institutions, the UC level ones, where we have very high performing students to begin with, the classic predictive analytics doesn’t really help us or work real well. And you can understand that we are very selective and, in fact, the biggest predictor of success when your graduation rate is already 80 percent or higher is simply that you got into UCI. It’s very, very hard at the selective institutions, I would argue, to find the right type of even data to look at to do much better in a predictive sense than that the student was here. That being said, we can certainly use the data in lots of different ways to help us inform

how to outreach to our students, which students to outreach, and what outreach to give to them. And we have much richer data than those initial predictive analytics we’re working on. So under “what data do use” I highlight the first line ‘assist student information system data.’ That was what most initial predictive analytics were based on. This is the traditional data from a registrar, maybe from financial aid data, maybe from admissions data It’s the demographics of the student It’s their grades. It’s other factors along different axes. And it’s the data we’ve all had easy for a very long time, but it’s unclear if it’s really the most useful data It has some predictive power, it has some value, but what we’re really wanting to ask ourselves as institutions is, “How do we leverage other data that we’re now getting?” And this is part of what we’re doing at UCI on a project funded by the Mellon Foundation that I’m co-PI with, which our Dean of School of Education, Richard Arum, is the main PI. And the the project is actually designed along these three streams of data: the traditional SIS data, what we would call survey data. So this is really in a world of smartphones and nudging and pinging and pop-up surveys and individual questions, if you are having the ability to get information from students how can we leverage and use it? So at the local in-class level I’ll share that whenever I teach, I at least once a week, if not for each lecture, have an online quiz. It’s worth five points There’s always six questions. Four are very, very simple questions on whatever work the students needed to do before lecture, to make sure that the students have the core fundamental understanding for lecture. And I tell the students that’s the one time they can do what looks like cheating. I don’t care how they get the answer to the quiz. They just need the answer. But there’s always a question worth one point simply for answering, which is, “What’s causing you the most difficulty now in the class?” And then there’s another question that’s not worth any credit. It’s optional. “Is there something else you want to tell me about the class?” And as an instructor in my individual course I get close to a hundred percent participation on the surveys because they’re part of the grade. It’s the easiest five points they can get every week and it gives me an amazing amount of information particularly by asking what’s causing you the most difficulty. And I can interact with the students in ways collectively that are better. And then even at the individual level I have some insight into students I wouldn’t have otherwise So that’s within a single course. Though I call it a quiz it’s effectively a survey. And so imagine if whatever the app was at your university that every student used to do stuff, whatever that is, they randomly got pinged with survey questions A single question, here or there The evidence says most students will answer a single question when it shows up on their smartphone. And then this data can be used to understand how we can better serve our students. In the same way, my survey data for my class can be used to better understand my class. And the challenge is, how do we do that, what impact does it do, how do we best arrange these things? And these are questions the Mellon Project is studying And we started in the Fall and one of the things we did for a group of students is, we they’re certain the students fell into different categories of how often they got surveyed, but one was effectively like my weekly class survey. But there was a question that got asked as a survey question at the beginning of each week which was, “What are your plans for this week for studying? What are your goals? What’s your basic schedule?” Some other questions along those lines. And we actually saw a measurable increase in student performance, that, based on the more detailed follow-up surveys of the students, actually seems to be mostly attributed simply to the fact that they were asked a question. So even without getting the data back and using it in any way, we see surveying students in this quiz mode, which you might call nudging software, but nudges tend to be specific reminders to do things, and that’ll show up later my talk, this really was just asking a student about their week. And there was no requirement to actually do it. Even students who didn’t actually answer the survey, the fact that they got it they reported it reminded them to do stuff and stay more focused. So that’s a very exciting area in the data space. And then the

big one, which i think is overwhelming to most of us, is the learning management system data. And I’ll come back to that in the transition to remote, but as we actually leverage learning management systems of various forms, we just know a lot more about both what faculty and students are doing while they teach When are they doing things? Are they the type of student that procrastinates? Are they the type of students that do everything ahead of time? And we are again working on, well what are the right questions? What are the right data elements to pull out of these systems so that we can improve what we’re doing? And for me one of the biggest challenges here is, how do we not become prescriptive? How do we use this to really understand the great diversity that goes on in learning? One of the comments that was made as we were thinking about this, you know you can say, “Oh, well if you look at students that procrastinate maybe those are the students at risk.” Yet there are certainly students who procrastinate and do things last-minute and are very successful. I actually have personal experience with that as my eldest child is an amazing procrastinator and was very successful And so, is there the possibility of getting more nuanced with the data where we can correlate procrastination with other behaviors and variables? So we say, “Okay yeah, that’s too intense to procrastinate but we don’t need to worry about it.” They’re likely to still be successful. Whereas this other combination, you know these students do tend to struggle. And how do we get them help? And then this will feed to my later topic of, what do you actually nudge the students with? And I’m very excited about work out in Michigan, that we partner with them where, they really are discovering the importance of nudges and advice coming from peers. And I think that was the shortfall of a lot of the predictive analytics. Even if you want to just change student behavior, the students most often listen to their peers not necessarily the faculty or even necessarily messages from the phone that tell them what to do. So that’s my biggest interest right now is really: how do we leverage this vast amount of data to help us in our mission as a university in terms of what we’re trying to do for student success, particularly from an inclusion and diversity point of view? We have to be very, very careful with data that we don’t build into our systems the implicit biases that are showing up, I think often, in AI and other systems as people study it more. So that’s a big challenge which I’ll mention again near the end. There’s two other big challenges that come in. One is, where do we store the data and how do we manage it? These are very large data sets beyond what I think many campuses have have dealt with in this space before. And it’s really exciting to see the different advances at other campuses At UCI we’re working on a student data warehouse, finally. We’ve been doing that on and off, and not with full focus, for a while and it’s really become a formalized project now and raised its priority level. But we’re looking to our sister campuses that have done various things and to learn from there as well as elsewhere around the country. And you know the big, I think, challenge and question in this space always comes down to – how much of this do we do in-house and how much do we leverage you know cloud solutions that exist out there that are third-party or commercial? And what are the data risks and the data benefits, the cost balances? And so there’s a lot of really important questions there. And here at UCI it’s also, how do we use the data and get access to it? And we have our compass initiative, which is comprehensive analytics for student success, that we’ve been running for three to four years now And I mentioned a lot of it came out of this idea of trying to have predictive analytics. We had used the student success collaborative, it hadn’t worked very well. And ironically what we found, at least in the early stages, the biggest impact and the lowest hanging fruit is around reporting. Particularly getting information and data and dashboards in the hands of faculty. And I do want to give a shout-out to my counterparts at UC Davis who have had some really really big successes with nice dashboards around data for faculty, around the courses they’re teaching. We’ve explored a slightly different direction. A lot of our data reports are kind of more general that faculty can access about overall classes broadly at UCI. So right now we’re set up, a faculty member can look at the data,

reports associated with any class, not just their own because of the type of data we printing in it. But one of the things UC Davis and we have done that’s very very powerful for student faculty is providing information on the demographics of their students and the average academic history. What courses on average have the students in your class taken? What’s been their path to your class? I’ve learned that faculty often assume students in their class have had certain courses even if they’re not official prereqs. They’re assumed to be the path you take to get to that particular course. And when they discover that only thirty percent of their students actually had that course they realize, “Well maybe I need to rethink how I’m teaching this and how I structure it.” So there’s a lot of power gain in just reporting information and getting data of the appropriate type in front of faculty. And then as we move forward at least at a campus like UCI, what we’ve realized is given the average overall success of our students as we look at sort of more the data analytic side of things and where to do the analysis we’re really focusing on a much more local analysis. And one of the examples I like to point out to faculty is if you look at gaps in performance and gaps at how students change majors, most faculty were aware that you know a lot of STEM majors leave and go to social science and often they there’s a gap there. More of our low-income first gen underrepresented students leave STEM and then the other students nd that people were kind of aware of. But when you actually have the ability to look at data like this, what you find is those change of major pathways are actually often quite different by major. So for instance if you look at chemistry versus biology, in chemistry not only is there a gap in who leaves chemistry but there’s a very different behavior and where they go when they leave chemistry. So our URM students do tend to leave for social science more than our non URM students, but we also find that our non URM students are almost predominantly actually leaving to biology related majors they’re not going to social science. So there’s a gap in who leaves and there’s a gap and where they go Whereas when you look at bio you don’t see that gap on where they go because almost all students leave bio for social science. There’s just a gap in the numbers so these nuances and how our students behave are really important for us to understand what institutional structures do we need to change, what other resources do we need to put into the system, and where do we want to put them. So these are kind of the three main things I wanted to talk about. I’m going to briefly touch on the other two topics. There has not been any questions yet so I’m going to assume they’re all going to come at the end. But again, feel free to type one in at any point. So I wanted to comment briefly on pedagogical technology. It’s particularly interesting right now we’ve had, almost within every campus you know, had this sudden switch to remote teaching and struggle with language like remote versus fully online. And what happens to technology in person, and people keep asking me in my role as vice provost and teacher learning what’s the future of all this going to look like. And I’m going to actually work backwards through these three bullet points. I think the number one impact of a sudden shift to remote teaching for faculty has been that pretty much everybody has now been forced to use technology. And the reality is that when you… Oh, a couple questions came in, “How are you securing data and balancing privacy?” I will actually answer those in a moment Let me just finish the thought because I think that’s on my final slide. So I will come to that. So we’ve got this sudden shift to technology. And what it means is faculty, I think, are now going to be much more comfortable with the concept that technology is a tool. The conversation has usually been framed as online courses versus in-person courses which is a dichotomy that’s just too black-and-white. It’s just too either-or or binary. It’s not one or the other. We live in a technology world. Our students are almost essentially all work walking around with a smartphone. The access to data now is incredible. And if we as

faculty and institutions don’t acknowledge the fundamental shift and students ability to access technology to cooperate with each other and to work remotely we’re doing a big disservice to our teaching. We also have to recognize and help people understand who are pro online, and and just to be fair and transparent I taught the first undergraduate online course at UCI that was approved by the Senate. I taught three online courses as you heard in my bio. I’ve done moves I love the online world but online has its place and role just like being in person has its place and role. And so it’s not about an either/or it’s about balancing and leveraging the strengths of where they belong. And so as we move backwards out of this sudden shift to all remote, my hope and expectation is that faculty will have taken some time to think about their teaching and their classes and how the technology they now got experience with actually can enhance the in-person experience, particularly in places where it’s clear in-person is necessary but it can still be augmented And so this particularly, you know, becomes relevant for the buzz phrase of active learning, which in my mind is just any technique you do while teaching that engages students with each other with the material or with yourself. So these are some exciting things that will come forward I wanted to say just a few words because it’s out there that you’ve got individual of course feedback. What I mean by that is students can be in a course now and get a dashboard that tells them how they’re doing in certain things, what they might want to do differently. You’ve got the opportunity to do planning tools. This is that scary space of the amazon.com world where students can get messages like, “Oh, we see the students who are interested in things like you are also do this. Would you consider doing it?” That was described as the Amazon letting you know what you want to buy before you actually know you want to buy it, And it makes so much sense you go out and buy it. So that’s a good thing. And then I already alluded to nudge tools, which is this idea of sending students messages around student success. ANd I can say a little bit more about these if people want in the questions. But I’ve got two questions in my Q&A space that are very relevant to some of the things I’ve been putting in what comes forward and what would be next. So I want to spend a little bit on the data oversight usage and privacy, which is a great question. Thank you Robert for asking that, So securing the data, this is one of the reasons we’ve chosen to build a student data warehouse on our campus. We had discovered that a lot in this data is living in shadow databases on campus and other places, all for good reasons all because people actually needed the data and and there was a legitimate reason for it. But the structures weren’t necessarily in place and as far as we can tell all the right stuff is still secure but it’s way harder to do security in that sort of environment. And by building a true data warehouse that it helps both with cleaning the data and making sure our data is accurate and that we’re all using the same data. So when I make my statement about low-income students in a talk, my colleagues and the campus can trust I’m using the same definition of low income that they are. So when they run in analysis for their unit we’re talking about the same students. And so the the student data warehouse structure will really help with the securing because it also will allow us to clean up access to the data and put in different levels of access control depending on the needs of the person who’s using the data. And the privacy side, balancing the privacy…you know the first thing that happened in this space was there was predictive analytics for academic advisors. And many places still use these And depending on your institution, as I said it doesn’t work great yet for high-performing institutions, but there are many institutions out there that this has been a key part of having things sort of work for them. The first realization was well we really, to be frank, don’t want to do this in course rosters because there’s a lot of danger around a faculty member getting a sort of list of students that are coded, I don’t know, green, yellow, and red. Green are your students that are likely to do well yellow are your students that are likely to do bad and red is, you know, a student at risk This has all sorts of challenges around

how the faculty would respond and use that data. So from privacy, the nice thing about our current uses is they’re focused on collective student data in ways that with thirty thousand students and then even when you get to the level of a major, most majors or thousands of students…hundreds of students, I’m sorry, if not thousands, you know doing everything in sort of averages and aggregates. Even when you break them down by certain and slice along certain characteristics, still keeps the number of students large. So its most basic we anonymize the data. we don’t actually release or slice along any categories that are smaller than ten or fifteen depending on the characteristic and the use And so, for all of the institutional uses that’s a lot of what we’re doing There are certain things and challenges that we don’t actually release now by course because it would be hard in that particular data question to balance the privacy of the faculty member safe, because that’s always…there’s always less faculty than there are students associated with with any course. So those are some of the things we’re doing. The other side of this is where we have formed a student data warehouse governance group around the data governance to to address and make sure these issues are being met. And that group will work within the larger campus data governance structure to make sure we’re consistent with campus policies around privacy and access. And you know, what I’ve heard from the privacy people and what I’ve heard in other areas, you know, is it’s important to not go to the extreme where we don’t let any of the data out and we never use it because someone might be able to figure out a way to do something bad with it. The reality is you take care of the bad actors when it happens, unfortunately You do everything you can to prevent it within reason, and you do what you need to to recover from it. You’re always rate balancing risk versus what would be the impact of a particular privacy violation. So for instance, on one extreme we do absolutely nothing with social security numbers. We don’t even bring that into any of our data systems around student success because the risk would just be too great. So those are some of the things around privacy. On the next question, it was, “Good surprises that have come out of remote learning? and “What causes the biggest deficit in learning online?” I’m going to take those in reverse order. I think the biggest deficit in learning online is not really appreciating the the need for additional structure, both on the student side and the faculty side. Because we just haven’t done a lot of it right now. That’s the immediate biggest deficit and what I mean by that is, I’ve shared this in some places, if you think about an in-person course it automatically has the structure of when the classes meet. And even if, I point out ,even if you’re a student that skips class you actually know when you’re skipping class. There’s an element in your schedule associated with the course. I am skipping class today. And that sounds silly, but it’s actually very relevant. And for online learning it’s often asynchronous, or way more of it is, and it creates this challenge of structure, both for students and for faculty. Long term, the biggest deficit in online learning is that as great as things, are even in the world of Zoom, there’s research on this and it’s coming out and there’s more of it now. A lot of these subtle clues in human communication aren’t transmitted because, you know, we change the bandwidth, there’s internet glitches, and so on. And a lot of being a faculty member, when you have that opportunity to interact with students and small groups or even one-on-one, is reading the body language to understand what it is that they’re really confused about. So that’s a more long-term challenge. For me, I would argue this wasn’t really a surprise. I expected it. But but the really good surprise I hope people appreciate and students appreciate is just how amazing the UC faculty are, and how amazing the UC students are Universities get harassed for not being able to be flexible, and we basically turned the corner in, you know, a

week or less for many places to remote learning. And you can arguem whether it’s good or bad, I definitely say for my place there are certainly challenges anytime you do something new You’re gonna, by definition, have challenges. But the core learning, because it’s based on our faculty that are excellent and our students that are excellent, is still quite excellent. Very different! Remote looks very different than in-person, but still excellent So that was an exciting surprise for me Jumping down to the question on scope of our student data. Yes, everything I do and what we’re doing is all, as vice provost of teaching learning, it’s not only limited to the college students. I focus on the undergraduates. Now at UCI the school of Ed has a lot of research on online learning in all levels, and I know other places are doing this as well So our faculty are looking at Community College, they’re looking at K through 12, the whole gamut. But my date, but my focus, is is the undergrads Nice question on the fact that students can go back and watch videos again. And yes, that’s definitely an issue we want to study and see how it impacts students One of the things I’m curious about is if it can have both positive and negative effects. Students can go back and do this but they also might, for instance, be tempted not to take notes. And for many students, the act of taking notes is a key step in the learning process to help organize your thoughts and so on. And that is really something that I’m curious how that will happen. Let’s see. I’m sorry, in the question that asked the difference between an IRL versus online, I’m going to assume that maybe that IPL in person learning and online. I think that’s a good question that we’re looking to figure out the difference. And I would not qualify, I’m actually very picky about this. I would not talk about in terms of the value students get out of the two courses, because it’s like saying, “Well, what’s the difference in the value you get out of a play versus a movie, that are both kind of the best of their genre?” It’s not the value you’re getting out of that, it’s the experience. There’s a very different experience for a movie and a play. There’s a lot of overlap, there’s a lot of things that movies in plays as art forms give us that are similar, but there are definite differences. And I think that’s what we have to recognize about the online versus the in-person experience, is not that they’re of different value but there are definitely different experiences and they will serve different needs On the practical question of, “Do we have a student data policy document that we can share?” I think because we’re actually in the middle of forming our campus-wide one, our student-based one is also under development because of where we are in the student data warehouse. And both are in enough flux now, I wouldn’t show them yet but I would predict by certainly the end of this year, if the pandemic doesn’t hold us up, we would definitely have that the advice I’m trying to stick to my 11:40. It just hit 11:40, but there’s two more questions So I’m gonna stop sharing my screen so that I cede control. I’ll answer the last two questions quickly and then turn it over to, I think Vince is next Zoom fatigue. The best advice I heard actually came from our esports colleagues around the world. The 20-20-20 rule. Which is, after 20 minutes of looking at a screen you need to look away for 20 seconds at least 20 feet in the distance. Apparently that’s how people who are playing video games stay focused. Now, there’s lots of other things and I think for me it’s just Diet Coke which is probably not a real good solution And the final one, “What social intelligence would have to change for the staff and faculty?” I don’t know if it’s really a social intelligence thing But I think we have to stop thinking of online and data and technology as something different, and recognize that it’s completely integrated into what we have now in our life. And it’s a tool that’s there. And it’s sort of like when when someone invented the printing press There was a lot of social unrest around

books. People were worried about books They were going to cause all sorts of downfalls. But when it was finally embraced as a technology, I think most people would agree it was a net benefit And I think we’re gonna see the same thing. I do believe that in recent, very recent time just the nature of the internet and the smartphone has actually changed data in a fundamental way that the printing press did. Through a lot of other steps people thought they had changed it but really hadn’t. So I think that would be my closing thought. Thank you all! I’ll turn it back over. And if you think of any questions, I think there’ll be some time at the end to answer some more. And I’m happy, my email is easy. MDennin@UCI.edu so feel free to reach out to me Thank you very much! Okay, thank you Michael! Appreciate the time. Vince, you ready to go? Here we go! Yep, just a minute here. Alright, thank you Professor Dennin, it was a spectacular set of comments. Great! You’re welcome Thank you for having me! What I’m gonna do here is, as CIO here and chair of the ITLC, is sort of share with you kind of a broader perspective on where we are at this point in time, and what we can expect, and probably a little bit more of a personal perspective as well. And certainly with COVID, earlier I was saying, you know “COVID all the time” now I’m saying “COVID forever”. That’s not that I wanted forever at all, but it sort of seems like it. I think a lot of us are kind of staring into the abyss of going, “What does the future going to bring.” And certainly, at our campuses, at the executive leadership level, there’s all sorts of planning going on to try to get a handle on that. And so from one standpoint, I think we’re further ahead at understanding the virus and our response to it than, perhaps the economic repercussions. But that said, something like this has really not happened in our lifetime. Some are arguing it really hasn’t happened in a hundred years. But in this particular case, we have a global synchronous pandemic with a global synchronous economic meltdown and impact. And that is first. So if anybody thinks they know how this is going to go, it’s probably not correct. So there is confusion even among the experts. But everybody is working hard to try to understand it. I think the great thing about being at UC here, is we’ve got some of the best scientists and healthcare experts in the world here So our campuses are using this great talent to help guide our decision. And so having fact-based and empirical decision-making that’s really tightly in tune to the science is fantastic, and it’s a great benefit to UC. From my standpoint, having been in higher ed now a good chunk of my professional life and before that in the area of strategy consulting, I can say that UC is a very strong system. We’re going to come out of this probably stronger than than many of our universities across the country in the world. And so I’m not so much worried about the long term. I think demand for education at UC has not dropped, or at least we haven’t seen it yet, in our case And we certainly know the long term demographics, both in California and how that deviates from the nation. But we see that as being strong. And of course demand for health care, while having to been slowed down now deliberately for the pandemic, that is going to continue on into the future I think research, while it’s slowed a bit, continues and UC is a powerhouse of research, with several of our institutions in the top 20 research group. So I think that we’re very positioned well for the future. So from that standpoint, from the strengthening institutions for ability to future, I’m not worried Now the short-term loss of revenue to our institutions is certainly critical And that’s been, first and foremost, in healthcare but not limited there. All of us have housing and dining and educational missions and auxiliaries that have a big impact in financial immediate short-term here. This is going to require difficult decisions and a great leadership to manage over the next months and actually the next couple of years. And of course all of us are watching carefully how the state budgets and legislators will respond later in the year. It will take some time economic outlooks to come into reality and how that will constrain our budgets from the future. But again, while we can be very worried about it, rest assured – having been in other states, we are all entering

this world together as a nation across all in higher education. And so it isn’t so much, what’s going to be happening here, but how well we can react and use our strength to walk through this. I think the good news is all of our institutions are looking at the right mix of public health approaches and medical approaches to restoring our activity on campuses for whatever the duration we need and whatever approach we need to take I think those timeframes are still evolving, but from where I’m at, certainly in our universe, I’m very happy with how we are piecing our way through it The next question is really about what should IT do in this? In in some regards, you could say that despite the horrific impact of this pandemic, in a way it’s making possible in just a month or two that which might have taken 20 years to accomplish. And I will echo Michael’s comment, that the Academy at UC has responded remarkably well on literally flipping the switch on instruction. And for all of us who deal with enterprise systems and the business administrator and business process change and all of the issues, objections, and concerns we have, I am humbled by the faculty who have done this. Now I’ve been an instructor for many years in higher education, mainly at the Masters level, graduate level, and upper undergraduate levels, so I know firsthand what’s involved in teaching and making the shift. So kudos to the Academy here for doing that. And I agree, I think the thing that may come out of this is more faculty will come at this utilizing technology to enhance the teaching they do with the students. You have students learn deeper and better than before, and hopefully even help the faculty reduce the workload as it can continue to address what they have to do So I think this notion of new ways of doing business is a big part of what we need to do right now. This is a once in a 100 year event that requires once in 100 year thinking Incrementally approaching what we’re about to step through based on frames from yesterday are probably not going to be sufficient. And so, I think creative thinking around new ways of doing business across any dimension you could put that is in order. And it is certainly what our stakeholders, taxpayers, and citizens across the nation desperately want from higher education. Because they want higher education to think of new ways of doing business. We have an opportunity in IT to make that difference. I think this notion of, even though I sort of critique incrementality in terms of mental frames, in terms of how you go about implementing radical change or even modest change. Using continuous improvement of p___s is very important. So certainly at UC San Diego we’ve been adopting Lean Six Sigma in a big way. But I think this notion of incrementality and improving continuously over and over and over is where IT can help right now. One does not learn a new skill all in one fell swoop, certainly not in teaching and certainly not in systems . It’s really a progression of a series of little skills that are accumulated over time. And IT can do its part to lead the way in this notion of how to do incremental learning and improving I think obviously we’ve done a big switch right here, both in remote working and remote learning, in order to help our institutions. But we can continue to lead the way on how digitization and digital technologies will actually help and accomplish what we need to do, certainly in the next few months but also in the next few years. IT people sometimes are the absolute most resistant to tool change, while in fact we work with users that we try to get to adapt to new tech aand change. And we have all these change management programs and process analysis, all this work that we do. And sometimes the IT worker complains about those business people who don’t adapt to change. When you ask an IT person to change it’s often met with even a more difficult response than the business person. And so I remind, certainly in my unit, our IT people that we’re professionals and at a certain level of mastery you learn to drop your tools You learn to look at the tool differently. Not as something that’s attached to you and your identity, which ironically in the early stages of skill development in IT that’s a very important part. When the individual gains an identity with a vendor, with a particular toolset, with a particular language, with a particular networking approach, they tend to study it deeply, get more involved with it, and certifications of mastery over it. I’ll call that the apprentice to journeyman’s stage. To get to the mastery stage requires the sort of letting go of all

of that. And for those of us who’ve been in a long time, we’ve either been burned by our most cherished vendor, or even better still – burned by our most cherished prior versions of ourselves. Where we have created a solution, only to have it come back and haunt us like Frankenstein’s monster years later. Where we suddenly realized that, “Oh my gosh, the way we did it was probably not the best way.” So all of us have to be prepared to drop our tools. In times of change, especially discontinuous change like this, we may need a lot of that in order to get our way through the next bit of time. So I would remind the IT people, be a master, be prepared to drop your tool. Have a pirate-like attachment to them, meaning you gonna drop them at the first sign of trouble or the first sign that there’s another a better approach out there or another way to think of it. Think very creatively and broadly about the different tools we hav, creative and broadly and almost near reverently about different combinations that may work that others haven’t thought of. And I think the last thing that I want to leave you with on what IT can do about this is, this notion of working together. We don’t spend a lot of time in IT deeply diagnosing, decomposing, or analyzing what makes for a great team The good news is there’s a fair bit of research on that. And one could read what the social science researchers say about this. And within IT we know, certainly in our units, that we have between group rivalries where we’ve got different IT groups that do similar if not overlapping or identical things that create rivalry within organizations Rivalries are expensive to maintain. I certainly believe the market is the place where rivalries exist. And so if you want to have rivalries, do it in the market sense where there’s a lot of freedom all the parties to engage in that rivalry. But when you get inside an organization, between group rivalries are expensive to maintain they carry a cost with them Conversely, when you actually start to collaborate with another unit, most people quickly discern the difference between authentic collaboration and kind of forced collaboration. So when we experience authentic collaboration we know it and it is the stuff of our IT work, we thrive off of authentic collaboration. Sometimes hard to get there, but we thrive off of it. And so I think trying to figure out how to get to authentic collaboration and how to get to the level of teamwork where you know you’re operating at an expert level. And one of the signs I have that a team is expert is the members of the teams plural can correct each other well and still work together well. In much the same way if a shortstop in a softball field or baseball field has a hard time getting third base It’s good for the third baseman to know that, it’s good for the shortstop to know that, and it’s good for the two of them to talk about it so the two of them can make the double play. When two experts who are deciding over who’s going to cover that ball watch the ball go between them. So teams that are able to correct and improve each other work well. So the word I use with my team is, “What are you doing to improve your peer team? You’re coming to me with a complaint about your team but I’m asking you how are you improving them?” And so the work that we have to do to continually improve our peer teams is a part of what will enable IT to work better in an organization. It is just not simply just a too we buy until we implement. IT is a tool we intertwine with the cultural, political, and precious fabric of the university. And if that intertwining process is done well, it’s a very strong bond that does improve productivity and enables the institution to do more work. Finally, I want to leave with what should you do in all of this. I want to acknowledge for everybody here that times like these are absolutely stressful. And we know some of us have been through this a couple times I know from my own personal experience, the 2008 timeframe was particularly stressful on myself and my family And so I want to acknowledge that. And recognize to people that it’s actually a good sign, you’re attending to the signal the environment is painful mentally, emotionally, it may be for you and family. And family is important. So please utilize everything that the UC system can provide you to help you and your family, and certainly do that. Part of that equation is you, as the IT worker During this time and for the future we need the best version of yourself. So invest in yourself, maintain a balanced

and positive mindset. I’ve been doing this to myself, I’ve been a zoom jockey. I get on my Zoom horse at 7 in the morning and I get off my Zoom horse at 7 or 8 o’clock at night. It’s not a great ride so I’m forcing myself to get up and get out and maintain the balance, even as we go through this. Since we’re now stepping into the post COVID response phase, into now the sustainable operations phase of this maintain a positive mindset, it’s important As I said earlier, I think this is a big transition that we’ve all been waiting for. This is a fantastic opportunity to work with digital technology in new ways In many ways this is an historic opportunity. In fact, this is your time, our time to really make a difference longer term. I’m not worried about the IT profession, as you can see digitization is alive and well and it’s now powering things that were kind of a little more towards the periphery of our existence are now front and center to running the university. Zoom, Canvas, LMS, and and of the tools we used to work and teach remotely are now front and center to things. And so, the the IT worker, if any of us are worth their salt, we’re going to be fine and our careers we’ll be fine But now how do we keep our balance and continue to learn new things and make yourself valuable to our organizations? And lastly I’m gonna leave a little simple thought. Times like this are very uncertain. We have two very important assets, and they are each other and an unwritten future. Because between the two of those anything is possible And I’m gonna stop my screen share here and turn it back to you Mark. Thank You Vince I appreciate the thought that went into those three slides. Looking at it, it’s kind of a glass-half-full observation of where we are. And I think times like this create the best opportunities that we as IT professionals will ever face. So I appreciate the way you structured those comments and they provide a good companion to Michael’s earlier comments in the day. I just want to, as someone just said in the Q&A section, “The glass is always refillable too.” So not only is it half full, it’s refillable and I think that’s the idea we’re talking about here Yeah, and part of the coping that’s necessary is to find the opportunity Because at any given point in time, despite the up or down trends of the world around us, we live in a land of relative opportunity, taking advantage of opportunities. So the UC system is really good at taking advantage of opportunities. One, we feel good about while we’re doing it, two, we’re going to come out of this better than others. So to me, I can wallow in my misery which sometimes I do over a few drinks, but it’s far better to get down and start contributing and figuring out what we can make a difference with. Great So let’s let’s make that the closing comment for the day. I want to acknowledge we’re at time. I want to thank everyone for making time in your day to join us I think the UC IT community is stronger when we come together like this. So thanks to everyone for your time and attention today. We’ll do another one of these soon as as our circumstances evolve. And as we know more about what the next six months might look like we’ll bring a topically specific presentation forward. So thank you everyone for your time today and have a great one!