Crossing Borders: Empowering Teachers to Support Discipline-related Extracurricular Activity (ECA)

This week Cathy Leahy has interviewed Noel Maloney, program coordinator of Professional Screenwriting in the School of Media and Communication, about his work in researching extracurricular student activity.

Crossing a boarder at the Museum of Modern Art Istanbul. Photo by Cathy Leahy

Crossing a boarder at the Museum of Modern Art, Istanbul. Photo by Cathy Leahy

Recently I caught up with Noel Maloney, program coordinator of Professional Screenwriting in the School of Media and Communication, RMIT University. The focus of our discussion was his role as the Design and Social Context (DSC) Innovation Teaching Fellow 2015, in which he is undertaking a project called “Crossing Borders: Empowering Teachers to Support Discipline–Related Extracurricular Activity”. This project will resource teachers and academics to better manage extracurricular, interdisciplinary projects.

What lead you to your interest in this project?

In the School of Media and Communication, and more specifically within the area of professional screenwriting, there has been a long history of projects or events set up with students, or that students initiate, that are not part of formal learning.

There are several important questions these types of projects raise. What do students learn in this sort of activity that they don’t learn in formal learning environments and how do they imagine it benefiting their employment in the future? How can we best support teaching and academic staff to deliver these projects to provide appropriate environments for students, while preserving their characteristic autonomy?

What can be gained through these experiences?

Staff and students I have interviewed for this project value their participation in discipline-related extracurricular projects in several ways. These projects are seen to enhance student experience and create a sense of participation and belonging. They develop employability skills through managing contingencies, developing agency and working collaboratively with people across various disciplines, in environments that often simulate industry conditions but are safe. Students experience a certain freedom in these activities. They also provide an opportunity to showcase work. While students are not formally assessed in these projects, they still find opportunities to  reflect and contextualise their experiences. In these projects students typically make something from beginning to end and this is highly valued. They experience working in a really intense way, and dealing with chaos. These were not negative problems. They talk about these challenges in a very positive way.

In addition these activities build up the profile of the programs, and for the teachers and academics concerned this can work very much in their favour. It can put people and programs on the map.

What are the challenges for staff to support these activities?

Time and money.

Often staff are not allocated time in their work plans to run these sorts of projects. Inevitably they sit above and beyond their formal duties.  This is one of the operational aspects that this project can look at and highlight. Also, these projects often require funding, and a high degree of pre-planning, if they are to be effectively resourced.  

What activities have recently been undertaken in DSC?

Two of the larger projects are:

  • The “9 Slices” project, bringing students together across a number of disciplines to produce a book in nine days as part of the Emerging Writers’ Festival.

  • A Fashion and Textiles event, where students work collaboratively in a global environment to deliver a “Fashion Challenge”. This project has run over a number of years, originally with RMIT University and Salford University in the UK, and more recently expanded to include Columbia College in Chicago.

Other activities include:

  • The RMIT Screen Network, a university wide initiative for media students
  • Young Ones, an online magazine developed by VE design students
  • A film anthology, One Minute to Go, produced by screenwriting and screen production students, with performers from 16th St Actors’ Studio.
  • A photobook project between writing and photography students
  • Various study tours

What are the outcomes you are hoping to achieve through this project by the end of the year?

There will be a symposium in late November, as well as resources to help teachers and academics better manage these activities.

The symposium will bring together both Vocational and Higher Education staff involved in these initiatives, providing a supportive environment to present and share their experiences to a wider audience. There is a growing enthusiasm for this type of opportunity: it’s something that has always been there, but when you start to talk about it, people light up with its potential.

Inspired and want to know more?

If you know of a discipline-related, extracurricular project that deserves mention, get in touch with Noel Maloney, Or come along to the symposium that will be held in late November.

Towards sustainable assessment: some thoughts

Dr Peter Rushbrook, Deputy Head, Learning and Teaching at RMIT University’s School of Education shares some thoughts and references about sustainable assessment. 

image depicting a session in a workplace training centre at a major Singapore supermarket chain.

This is an image depicting a session in a workplace training centre at a major Singapore supermarket chain. The trainees are undergoing assessment of their checkout skills, including managing cash and customer service. This is a simulation but the skills learned are put into practice quickly in the demonstration store next door.

Thinking of assessment for, as and of learning (Earle, 2006), not just of learning, is no longer new. What is new are approaches to assessment that build on this basic premise to support Twenty-first century learning. Paying attention to assessment is critically important for adult learning as David Boud (2010) points out,

Assessment is a central feature of teaching and the curriculum. It powerfully frames how students learn and what students achieve.

Assessment is a process, not just an end result.

Assessment for longer term learning focuses on higher order thinking and skills, such as exercising judgment in context. It develops independent, confident practitioners ready to transition to the next phase, ready to work independently and with others to make informed judgments (Boud 2010). We need to focus not just learning how to learn, but on the subset of learning – how to assess (Boud 2000). We need to move away from multiple choice questions and away from assessors looking for answers from an answer sheet. Such practices do not reflect the increasing cognitive (Darling-Hammond, 2014) and complex psycho-social demands required of our workforce. They fail to contribute to the application of learning to contexts outside a classroom or test environment. Essentially, we need to move from narrow assessment to assessment for deeper sustained learning.

Assessment needs to do double duty: both for credentialing and learning purposes. This includes: formative assessment for learning and summative for certification; focusing on the task and developing lifelong learners; and attending to the learning process as well as the content. Assessment of this nature requires the collection of a range of forms of evidence over time to assess the understanding of a learner, as well as equipping the learner with skills to self-assess. This has profound implications for the design of learning. Boud (2010) suggests there are a number of principles of assessment which we can drawn on and adapted to our context and purpose:

  • assessment is used to engage learners in learning that is productive.
  • feedback is used to actively improve learners’ learning
  • learners and educators become responsible partners in learning and assessment
  • learners are inducted into the assessment practices and cultures of performance for work
  • assessment for learning is placed at the centre of curriculum design.
  • assessment provides inclusive and trustworthy representation of learner achievement, providing reliable evidence of performance
  • when assessment is a focus for those involved in curriculum assessment of student achievements is judged against consistent national and international standards that are subject to continuing dialogue, review and justification within professional communities

A new emphasis and direction towards workplace and other forms of blended learning and assessment (classroom, workplace and/or e-environments) in countries such as Singapore (where I am currently working on some assessment research in its Continuing Education and Training sector) signals a move away from a heavy reliance on classroom assessment, and a reimagining of the possibilities of teaching and learning practice. Outcomes through devolving assessment responsibility to learners and ‘outsourcing’ further aspects to employers and industry have the potential to increase learner employability and improve the learner experience – through carrying over into work the skills required to self-monitor developing skill sets and domain knowledge, as well as self-direct integration within new workplace contexts and communities of practice. RMIT is well on the way to exploring these possibilities within Work Integrated Learning (WIL) and similar programs, but may benefit from uniting current thinking within an overall philosophy of sustainable assessment (and learning).


Boud, D. (2010). Assessment 2010. Australian Learning and teaching Council, UTS.

Darling-Hammond, L. (Ed). (2014). Next generation assessment. Moving beyond the bubble test to support 21st century learning. Jossey-Bass.

Earle, L. (2013) Assessment as learning. Sage Publications

Earle, L. (2006). Rethinking Classroom Assessment with Purpose in Mind. Assessment for learning, assessment as learning, assessment of learning. Manitoba Education, Citizenship and Youth.

School of Art: Feedback notes for Students

This week Associate Professor Peter Ellis, Deputy Head of School, Learning and Teaching, School of Art writes about his school’s guidelines on how to explain feedback to students in the creative disciplines.

School of Art: Feedback notes for Students
Work Integrated Learning (WIL) Group Tutorials
Individual Tutorial Guidelines

Year 1 Student Chloe Caday in feedback session with Dr. Robin KingstonThis week’s Teaching TomTom post seeks to provide staff in the college of Design and Social Context (DSC) with some guidelines on how to explain feedback to students in the creative disciplines. The notes have been designed for students within the School of Art, but may be of interest for other schools too.

Attached to this post are Notes on feedback for students designed to inform students on, what feedback is, the types of feedback, how it is given and by whom.

The main idea behind this document is to provide new introductory students and staff with some useful notes on the importance of feedback and how it can be adapted for individual tutorials, Work Integrated Learning Group Tutorials, and Formative and Summative assessment.

The key points being that feedback is a continuous activity, not just at assessment, that it is the way students learn and that it is designed to:

  • Inform them on how well they are meeting the criteria for assessment
  • Inform them on how well they are meeting the learning objectives of courses or projects within courses.

Feedback is designed to:

  • Be supportive, clear, and honest
  • Assist in moving forward with their work in a confident, positive and manageable way
  • Be delivered in a way that clearly indicates what they should do to improve their work and how to move forward to the next level of their learning

Feedback should focus on the successful things your students are doing well, as well as things that need more attention, in order to improve and make their work stronger. Feedback is inclusive, individual and supportive. It is important that all feedback is given in a collegial, positive and supportive learning environment, where there is respect for individual opinion, gender and cultural diversity.

It includes strategies for conducting tutorials including the use of WIL feedback forms that are designed for students to record and reflect upon feedback provided to them by peers and lecturers during WIL group tutorials. The WIL forms that the student present for assessment clearly enables staff to ascertain if the student has understood the feedback that was offered to them.

The WIL form allows students to upload an image of the art work discussed, six keywords that exemplify the work, a description of the artist’s intentions for the work, a section to record the peer and lecturer feedback, and a section on how they will progress with the work after reflection on the feedback. WIL feedback forms also have a section for students to record suggestions from peers and staff about artists they should research, both historic and contemporary, bibliographic ideas, writers, films, critical theory, websites, magazines, YouTube etc. that may be useful for the their progress.

In an environment where the Course Experience Survey (CES) is an important tool for measuring student responses to the feedback we provide, it is crucial that both students and staff are aware of the importance of explaining and understanding what feedback is, that it is continuous in studios every day and is provided in a positive and supportive way.

The feedback we provide must be informed and supportive to encourage, inspire and provide strategies for continual improvement.

Please find some time to look at the attached Notes on feedback for students and provide advice.

I acknowledge Sally Mannall’s assistance in the preparation of the attached notes for students.


Share your thoughts, comments or start a discussion on ‘Explaining Feedback to Students’ by leaving a reply in the comments section!

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Capstone Feedback

This week, Ruth Moeller, Senior Advisor, Learning and Teaching, Design and Social Context College,  shares with us her capstone feedback model.

Picture of Capstones

Capstones Photo credit Ruth Moeller

RMIT is very interested in the employment outcomes of its students, and a lot of research is currently underway to explore factors that effect employability. One of the factors that I have been surprised by is the fact that employers are telling us that graduates have difficulty articulating what they have learnt and how it could be translated into the work environment. (RMIT Graduate Employment Study Draft Final Report, insightrix, 2015)

I find it surprising because isn’t it obvious? You set an assessment task to address a brief, have students work in teams to produce an outcome. Aren’t these activities rich with transferable learnings and experiences; working with diverse others, understanding and meeting client needs, creating a product using the knowledge and skills of your discipline, meeting deadlines, the list goes on. Apparently I get it, but the students don’t, or at least can’t make the connections. So what is needed are ways to help students make the connections between what they do in our learning environments and how that can be communicated to potential employers.

There are a range of different strategies that can be incorporated into your curriculum to help address/support this, but what I would like to offer here is a simple, double edged strategy that I will be trialling at the end of this semester. It involves incorporating an end of course evaluation exercise I commonly do with my students, with reflection and articulation of student learning specifically in relation to workplace and employment contexts.

The feedback model I have used with my classes in the past is based on the premise that, for course feedback to be valuable, it needs to be clear, practical and implementable (whether you choose to action or not). A way of achieving this is to encourage students to reflect on their own experience of the course, but also clarify and moderate it with their peers. Using this model to encourage reflection reduces the likelihood of unsubstantiated and unhelpful comments such as: “it was OK or Things could be explained better”.

What I am planning to do in future classes, is to link this feedback exercise with an the opportunity to analyse and discuss the skills and knowledge they have developed or enhanced, and how what they have learnt can be linked to current or potential employment. (I will link a detailed “How to” to this post but as a start will give you an overview.)

In the last class of semester, I am planning to run an activity where the goals are to:

  • Get feedback from students on their key learnings and their perspectives of the course, its content and delivery, and suggestions on how it could be improved
  • Help students to identify and articulate the knowledge and skills they have developed in this course
  • Link students’ development and learning to their future employment.

My plan is that this activity will be done in two stages. In the first part I will encourage students to reflect and answer the focus questions on their own. Working on their own is an effective way for students to reflect initially on their own experience. In the second part, they form groups to discuss their responses and produce a ‘group’ response to the questions. Working as a group provides an opportunity for the individual responses to be clarified, moderated and validated.

The focus questions that I will provide are:

  1. What I have learnt (formally/informally)? Or had reinforced?
  2. What skills have I developed or improved?
  3. How can this knowledge and skills be used for my future career (does everyone want a career) job, profession, employment?

Now, think about the content and delivery of the course:

  1. What worked well? What should we do again next time?
  2. What suggestions do you have to improveme the course the next time it is run? What changes should we make?
  3. Anything else you would like to add about the course?

Once the students have discussed their responses in small groups, I will open up the discussion so we can explore their learnings and how these can be applicable to life (and work) beyond this course.

I have used this strategy to collect feedback before and it has been highly successful, as it provides tangible and validated feedback. It will be interesting to see how adding the second employability aspect to the activity will go, will it give the students the opportunity to reflect and make connections about the learning and its transferability and in doing so model the communication that employers are looking for?

I have attached the “How to” instructions to run this activity. If you try it too with your classes I would be very interested in your experience/feedback.

Click here to download the “how to” Capstone feedback handout

Share your thoughts and questions on capstone feedback and Ruth’s model in the comments section!

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Sustainability: Enabling Graduates

Dr Jude Westrup, Senior Advisor, Strategic Initiatives, Office of Dean, Learning and Teaching updates us on Sustainability at RMIT University, and invites you to a professional learning session on sustainability on the 21st of October.

Sustainability is a major contemporary issue and therefore fundamental to good business practice for education institutions. Australia’s National Action Plan for Education for Sustainability – Living Sustainably , the Rio+20 Treaty on Higher Education  and the United Nations Decade of Education for Sustainable Development  over-arch and inform RMIT’s strategic, global implementation of sustainability in learning & teaching, research and industry engagement. Initiatives such as Sustainable Urban Precincts Project  and the global management of international programs and partnerships  contribute to RMIT’s “reorientation…to a focus on achieving a culture of sustainability in … teaching and learning for sustainability… and continuous improvement in the sustainability of campus management” . TT post

As part of the ongoing process of embedding sustainability within the curriculum, research and partnerships across RMIT, the Sustainability Committee via the Office of Dean, Learning & Teaching has undertaken extensive curriculum, professional development (PD) and project work within the Learning & Teaching for Sustainability (LTfS) project during 2013-14.

RMIT’s Sustainability Policy and Action Plan to 2020 defines and directs projects and programs that embed sustainability principles and practices throughout learning & teaching, research and operational activities.

The plan states:

Tertiary education will:

  • Engage students at all levels in learning about relevant sustainability concepts (knowledge, skills and values/attitudes), identifying issues of importance and taking actions in order to empower them as future leaders in industry and society in their chosen fields
  • Embed sustainability capabilities/competencies within disciplinary and professional contexts, including where relevant challenges from beyond narrow or chosen discipline(s)
  • Support academic and teaching staff to develop high levels of discipline relevant sustainability literacy so that they are able (competent and confident) to facilitate sustainability learning

Sustainability: Enabling Graduates – professional development

This interactive, introductory professional learning session will introduce you to Learning & Teaching for Sustainability at RMIT and beyond.

Details are:

Tuesday 21st October in SAB – PD-Room (80.03.001)
From 12noon – 2pm. Details can be found on the DevelopME website:
Sustainability: Enabling Graduates is designed for all academic and teaching staff to:

  • interactively, explore through dialogue and design exercises curriculum refinement or development, with the aim of increasing relevant graduate learning outcomes in Sustainability or embedding sustainability further into the curriculum
  • trial and experiment with a multidisciplinary, e-assessment task design, and
  • examine and explore introductory concepts, praxis and principles ofLearning & Teaching for Sustainability within disciplines and professional contexts – local, regional, and international, that can then be applied to other course and program development or refinement.

Registrations are open until 20th October and inquiries are welcome to Dr Jude Westrup (9925 8377) or

TTpost2There are extensive learning & teaching for sustainability resources on our sustainability pages.  You may like to access these for your pre-workshop reference or for further ideas and inspiration.

So if you are interested in sustainability and education and think you might be:

  • Ready for some new ideas and refreshment?
  • Ready to rekindle your joy of learning after a productive, and long, semester?
  • Then take the opportunity to join academic and teaching staff at the new, experiential, multidisciplinary, multi-modal professional development workshop

then you might want to go along!

Other useful references

TEQSA and the Australian Qualifications Framework promote the importance of being able to measure and evidence graduates’ learning outcomes resulting from their program of study. TEQSA’s approach to Quality Assessments 

The RMIT graduate attribute (GA3) that most explicitly relates to Learning & Teaching for Sustainability is, ‘Environmentally aware and responsive’. This attribute articulates our aim that ‘Graduates of RMIT University will have engaged in processes to develop their abilities to recognise environmental and social impacts and to provide leadership on sustainable approaches to complex problems’

Don’t forget to register (DevelopME website) if you want to attend!

Share your thoughts and questions on sustainability in learning and teaching  in the comments section!
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Sailing through Peer Review: Five lessons learnt at the coalface

Dr Ehsan Gharaie, Lecturer, School of Property, Construction and Project Management (PCPM)
Dallas Wingrove, Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

Having a peer reviewer review your teaching is for many staff an unfamiliar risk taking experience that can be anxiety provoking. Ehsan Gharaie, a lecturer in the school of PCPM at RMIT University, recently underwent the process of peer review. As Ehsan embarked upon this journey he approached me as Senior Advisor L & T to support him through the process which included observing Ehsan’s teaching and providing feedback in response to the Peer Review criteria. What unfolded was highly useful professional learning for us both. In this post we share our experience of peer review and the lessons learnt.

Similar to many Australian and international universities, RMIT has now implemented a process of peer review of teaching. At RMIT, peer review is now mandated for teaching staff who seek an individual teaching award, and in 2015 is also to be introduced for staff seeking academic promotion.

In tertiary education, beyond teaching practice such as team teaching, and Peer Partnerships programs, there are limited opportunities for staff to share their practice with a peer, and receive feedback. The often ‘siloed’ nature of teaching presents many challenges for educators and opening your class room up to someone else for the purpose of peer review can be extremely daunting.

So what does this process mean for teachers? And how can they best prepare to have a positive experience of peer review?

Here are five lessons learnt through our experience of the peer review process:

  1. Understand and engage in the process

Before getting involved in the process it is vital that you understand the peer review process and its purpose. Attend your university’s workshops and information sessions. Familiarise yourself with your university’s guidelines and importantly engage with the teaching dimensions/criteria against which you will be reviewed. Remember, these dimensions/criteria align with recognised principles of good teaching practice. Reflect on how these criteria relate to your own practice and list and discuss with a peer examples which provide evidence of how you contribute to and demonstrate these dimensions in your practice. Contact staff implementing the Peer Review process, ask them questions and share any concerns you may have. At RMIT the process of Peer Review is implemented through the university’s Learning and Teaching Unit Stills of Ehsan Teachingwhich runs induction/information workshops, and provides advice for participants.

  1. Seek support and advice

There are many processes in academia that are competitive, but remember, this is NOT one of them. Your teaching practice will be reviewed against established dimensions/criteria. You are not competing with your peers so if you feel confident enough, share your experiences along the way, and seek and provide support to your peers. Do not hold back. Talk to people who can support you. Your colleagues, peers, program manager, and your university’s Learning and Teaching Advisors/Academic Developers can help you through the process. You may need them to simply listen to you to your concerns and anxieties. Having a colleague to talk to can really help ease your anxiety; this is not a journey that you have to go through alone.

  1. Engage with your peer reviewers

Whilst the formal peer review takes place in your class, there is also important activity which occurs prior to and following the peer review. Similar to other universities, at RMIT it is mandatory to meet with your peer reviewers at least once prior to the review. Remember, any meetings and discussions with your peer reviewers help to build the context for your review. Peer reviewers are experienced educators and learning and teaching experts and your dialogue with them will help to ease your concerns and/or fears. In doing so, demonstrate your knowledge and command of the discipline field and discuss your teaching approach. Initiate further contact with your peer reviewers as needed including if you have questions or require further clarification and advice. Importantly, provide the context for your teaching prior to the review. Identify: the aim of your session, how your class relates to the course and the wider program, the expectations of your students, the class dynamic, the nature of your particular cohort, your teaching and learning goals for the particular session, and provide any other information that you believe would assist your reviewers to understand your teaching and the class to be reviewed.

  1. Seek feedback on your teaching prior to your peer review:

Have the confidence to ask one of your peers or your Learning and Teaching Advisor to observe your teaching practice and provide confidential feedback. Provide the peer review dimensions/criteria and seek feedback about your teaching. It will be very helpful to see your teaching through someone else’s eyes. You also get used to having someone other than your students sitting in your class. In this way, you can dip your toe in the water, and ease yourself more gently into the process of observation, review and feedback.

Access other programs which support peer feedback. Participate in a Peer Partnerships program for example where you partner with another teacher to observe each other’s practice and provide feedback to support continuous improvement. At RMIT you can take up the opportunity to participate in RMIT Peer Partnerships. RMIT Peer Partnerships is a voluntary, confidential program involving peer observation of teaching. RMIT Peer Partnerships facilitates highly useful relevant professional development learning and can assist you to become more comfortable and at ease with sharing your teaching practice, and support critical reflection on practice through giving and receiving feedback.

  1. Believe in yourself: don’t panic, this is just another day in the class.

The prospect of peer review can seem very daunting for many staff. Most if not all educators experience some level of discomfort when having their teaching reviewed or evaluated, these are normal human reactions. However, if you have done your preparation, you understand the process, and you seek feedback beforehand, you will be well placed to feel more comfortable about the process. You just need to resist the nerves in the first five minutes of the class and as soon as you relax you will forget the reviewers are even sitting there. Remember, reviewers are experienced teachers and they can tell if you pretend. Just be yourself. After all this is just another day in the class.

The next steps…

As you contemplate whether you are ready to embark upon the Peer Review journey remember to access all supports and enlist the support of a peer AND remind yourself that the process is one which endeavours to strengthen the teaching culture of your university and to also value and recognise your good teaching practice.

Share your thoughts and questions in the comments section!
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Going with their flow…

Posted by: Helen McLean, Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

(cc) Rafters on the North Johnstone River, in Queensland, Australia. Flickr User, Didrik Johnck.

Rafters on the North Johnstone River, Queensland. (cc) Flickr User: Didrik Johnck.

Next week is the mid-semester break.

By now your students will be in the flow of their study with you. They are likely to have completed one piece of assessment and received some feedback to guide them on to the next stage of their learning or specified what they could have done differently in that assignment. Ideally this feedback will have created an opportunity for them to talk with you and/or their peers about what they have learned and encourage them to confidently tackle the next tasks in the course.

It is possibly tempting to let the flow of the assessment tasks keep control of how your carefully prepared study schedule continues for the remainder of the semester. You have set them on their way but do you really know they are on course, their course?

Let’s assume they have been stimulated and excited by the outcome of their assessment task and there are some intriguing points they’d like to explore more deeply or revisit. Perhaps they have come across some new material that they’d like to incorporate in the learning schedule.

Why not provide a touchpoint and check in to see where your students are at and establish what they might need or want next from the course?

This could happen when you all return from the semester break, refreshed and ready for the final stretch. Have a conversation with your students about their learning in the course so far. Find out where they are at and how they are progressing so that you are all on the ‘same page’ for the remainder of the time you have together.

How could you do this?

Set aside some time and ask them to:

  • outline what they have learnt so far in the course
  • reveal what they would like to know more about
  • identify what they are not clear about or on what they need further clarification

They could work in groups, individually, face to face or online to uncover and share what they know or want to know. Be creative, use technology, role play, or a game to find out what they know or need.

Once you have their feedback, take some time to reflect and diagnose. You may need to slow down or even prepare to change direction.

As a facilitator of their learning, challenge yourself to provide them with the opportunities to fill the gaps they have revealed. Be stunned and amazed by the leads they provide for further exploration. They are adult learners who have individual motivations and personal preferences of their learning requirements. Getting them to acknowledge those needs and identify their own areas of interest will help them to develop as self-regulated learners.

They will also feel valued when you address their feedback. Regrouping like this can bring together loose ends or point them in independent directions for their learning before commencing the final stage with you this semester.

Be partners and learn together.

Enjoy the rest of the semester!

Share your thoughts on coming back from the break in the comments section!
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