Virginia tech's transition to sakai

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  • Academic Support Groups using eP Tools include:
    Center for Student Engagement
    Office of Sponsored Programs
    Residential Leadership Community
    Recent interest from the Office of Multicultural Programs and Services
  • Often, people will ask if they should start moving their materials into Scholar, since their students will be building ePs in Scholar.
    CTE
    We may be doing an entire FDI Scholar/eP session for the whole School of Education as a result of their work with eP tools.
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =

    Summer 2008 – 122 attended
    Fall 2008 – 88 attended
    Spring 2009 – 485 attended
    Summer 2009 – 1263 attended
    Fall 2009 - 1818.75 91 (projected at 75% maximum capacity)

    By Summer 2009, there were 10x more participants in Scholar workshops than just a year before.
    Dip in enrollments in Fall 2008 due to lack of workshop advertising and because Blackboard had also undergone an upgrade that same summer at our institution.
    In Spring, the announcement was made that Blackboard would be retired by end of 2010.
    Aggressive marketing through all PR channels to reach the wide audience at VT began in Spring 2010 and FDI added “Short Course Workshops” for the first time this summer. All of these workshops focus solely on Scholar.
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =

    Communication (CBAM)
    Awareness of the system
    Benefits of the system
    Task Management (support, help, and ability to do it)
    Training move from task-based to pedagogy and cycles for each group
    Level 1: Awareness
    Level 2: Information
    Level 3: Personal
    Level 4: (Task) Management
    Supporting them to Level 4+: Actualization (Management, Consequence, Collaboration, Refocusing)
    Evolution of Training
    Roger’s Diffusion of Innovation Theory (2.5% Innovators, 13.5% Early Adopters, 34% Early Majority, 34% Late Majority, 16% Laggards)
    Chart showing the juxtaposition Roger's adoption (early adopters, early majority, major majority, late majority, laggards) vs. Stages of Concern/Levels of Use.
    Pie chart to show the % of actual training workshops for those X points (Informational sessions (Overview), Introductory courses (Tools), Task Management (One-on-Ones), Collaboration (Group, buddy-system), Support model
    Post-Workshop Support
    One-on-One
    Buddy Systems
    Special Interest Groups
    4Help, Knowledge Base, Adobe Connect Pro
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =

    Communication (CBAM)
    Awareness of the system
    Benefits of the system
    Task Management (support, help, and ability to do it)
    Training move from task-based to pedagogy and cycles for each group
    Level 1: Awareness
    Level 2: Information
    Level 3: Personal
    Level 4: (Task) Management
    Supporting them to Level 4+: Actualization (Management, Consequence, Collaboration, Refocusing)

  • = Amber D. Evans (OCS Training and Documentation Coordinator) =

    Summer / Fall 2009 = (Just post) Innovators & Early Adopters
    These participants are without a deadline. Scholar is OPTIONAL and ELECTIVE. These users are concerned with “What is Sakai?” “How does it work?” “Why should I or would I use it?” and “How do I learn to use it?” “What can it do?”

    25 (Total) Actual Workshops Offered (Summer/Fall 2008)
    Introductory / Overview
    Scholar Everyday (Part 1)
    Scholar Encore (Part 2)
    Fall 2008
    Introductory / Overview
    Scholar for New Users (and How it Differs from Blackboard)
    Task-based focus
    Scholar: Student Assessment (Tests & Quizzes, Gradebook, and Feedback)
    Scholar: Planning Lessons and Using Assignments
    Pedagogy-focus
    Scholar: Connecting Students with Content
    Scholar: Reflective Learning Activities
    ePortfolio for Learning
    ePortfolio for Assessment / Accreditation
    ePortfolio for Professional Development


  • = Amber D. Evans (OCS Training and Documentation Coordinator) =

    25 (Total) Actual Workshops Offered (Summer/Fall 2008)
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =

    Spring 2009 = Early Adopters & Early Majority (a growing group)
    Early part of Spring semester, Scholar is still elective. They are not concerned with “what” Scholar is, but rather concerned with, “What are the benefits?” “How can I use it” “What should I do with it?”
    Mid-Spring and later, the announcement was made that Scholar would replace Blackboard at the end of 2010 … an entirely new group would enter our system and begin to form the mass of our early majority. But first, they would need to be brought up to speed …


    106 (Total) Actual Workshops Offered (Spring 2009)
    Introductory / Overview
    Scholar: Overview & Introduction
    ePortfolio: Virginia Tech's ePortfolio System within Scholar
    Task-based focus
    Scholar: Moving Materials from Blackboard to Scholar
    Scholar: Collaboration Tools (Blogs, Wikis, Podcasting, and more!)
    Scholar: Lessons & Assignments
    Scholar: Tests, Quizzes, Feedback, & Gradebook
    Track C - Using the Web for Instruction: Scholar and Other Tools (2 days)
    Pedagogy-focus
    Track C - Using the Web for Instruction: Scholar and Other Tools (1 day)
    Faculty Panel Discussion: Teaching with Scholar
    One-on-One Help
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =

    106 (Total) Actual Workshops Offered (Spring 2009)
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =

    This is a look at now and the restructuring of training we did to accommodate the sudden change and shift in audience needs. As I had mentioned, in mid/late-Spring, the announcement was made that Scholar would replace Blackboard at the end of 2010 … an entirely new group would enter our system and begin to form the mass of our early majority. But first, they would need to be brought up to speed and we would need to address the sudden onslaught of late majority people who were attending workshops “just to check this Scholar thing out” but had no intention of making any move at this time.

    This chart is an approximation of our content, materials, and training as it relates to both the Stages of Concern in the Concerns Based Adoption model juxtaposed against Roger’s Diffusion of Innovation theory. The key part of this chart is the center piece, focusing on the Early Majority group. According to Roger’s theory (which is based on empirical research done at Purdue by Ryan and Gross concerning farmer’s knowledge and use of seed in the 1940’s) , and to borrow from Malcom Gladwell, the “tipping point” for an innovation or project’s success is when the Early Majority group (at 34%) has adopted the idea or technology and uses it. Although Rogers claims that at any point an adopter can reject it, Hall & Hord (1987)’s CBAM pinpointed the Stage of Concern at which a user rejects the idea, technology, or concept:

    When the participant is in their own setting, trying to independently implement their training and build their mastery to a routine level of task management (Stage of Concern), THAT is when the power of support becomes so critical for participant success. If mentoring is provided at this point, participants CAN progress and continue to grow. If participants are NOT supported: they CANNOT continue to grow--implementation problems will often overwhelm them, the innovative practices will be discarded, or worse, coping strategies which are often poor practice will be adopted.” (Adapted from Barry Sweeny, 2003, http://www.mentoring-association.org/membersonly/CBAM.html)

    This is the stage where participants ask, “How can I master the skills and fit it all in?” Instead of just being a focus on the “self,” they now begin to focus on information and resources. They recognize the time investment and the task before them, but have accepted it as part of the process. This is where myriad resources for support become critical! Without the “on my own time” support, they will flounder and possibly fail!

    Rogers, Everett M. (2005). Diffusion of Innovations, Glencoe: Free Press.
    Ryan, B. (1943). The diffusion of hybrid seed corn in two Iowa communities. Rural Sociology. 8(1), p. 15-24.

    Communication (CBAM)
    Awareness of the system
    Benefits of the system
    Task Management (support, help, and ability to do it)
    Training move from task-based to pedagogy and cycles for each group
    Level 1: Awareness
    Level 2: Information
    Level 3: Personal
    Level 4: (Task) Management
    Supporting them to Level 4+: Actualization (Management, Consequence, Collaboration, Refocusing)
    Evolution of Training
    Roger’s Diffusion of Innovation Theory (2.5% Innovators, 13.5% Early Adopters, 34% Early Majority, 34% Late Majority, 16% Laggards)
    Chart showing the juxtaposition Roger's adoption (early adopters, early majority, major majority, late majority, laggards) vs. Stages of Concern/Levels of Use.



  • = Amber D. Evans (OCS Training and Documentation Coordinator) =

    Communication (CBAM)
    Awareness of the system
    Benefits of the system
    Task Management (support, help, and ability to do it)
    Training move from task-based to pedagogy and cycles for each group
    Level 1: Awareness
    Level 2: Information
    Level 3: Personal
    Level 4: (Task) Management
    Supporting them to Level 4+: Actualization (Management, Consequence, Collaboration, Refocusing)
    Evolution of Training
    Roger’s Diffusion of Innovation Theory (2.5% Innovators, 13.5% Early Adopters, 34% Early Majority, 34% Late Majority, 16% Laggards)
    Chart showing the juxtaposition Roger's adoption (early adopters, early majority, major majority, late majority, laggards) vs. Stages of Concern/Levels of Use.
    Pie chart to show the % of actual training workshops for those X points (Informational sessions (Overview), Introductory courses (Tools), Task Management (One-on-Ones), Collaboration (Group, buddy-system), Support model
    Post-Workshop Support
    One-on-One
    Buddy Systems
    Special Interest Groups
    4Help, Knowledge Base, Adobe Connect Pro
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =

    Summer 2009 = Early Adopters, Early Majority (a growing group), and Late Majority (“checking it out”)
    The announcement has been made that Scholar is replacing Blackboard. Entire departments are on-board with some enforcing the move to be sooner than Fall 2010. This brings in a sudden flush of participants who are very concerned with how Scholar will affect them, their time, their ability to create content, etc. Mostly, these folks fall into the range of Early Adopters at the earliest Stages of Concern, however, due to a number of willing and ready number of faculty, many begin building in Scholar for the upcoming Fall semester (as was seen in the Transition data). Still, many folks attend workshops to simply learn “what is it?” and “when does it impact me?”
    There are still many more other folks, however, who are now beyond the introductory phase (at least 16%), and we don’t want to ignore their needs. To meet this scale and breadth of training, another GA was hired to provide the personal and task management level trainings.

    Summer-to-Fall Timeline
    There was a significant addition of workshops during the early summer that were Introductory (Awareness) focused. As summer progressed, the sessions move through the stages of concern and become focused around task management (“how do I do something?”). As we draw near to the Fall Semester, again the process is reiterated, returning back to a number of Introductory Overview sessions for the late majority. Throughout all of this training, information is shared about where to go for 24/7 self-help (documentation, KB, videos, etc.) as well as for live help (4Help, InnovationSpace One-on-One Help sessions). Just prior to and during the first week of the Fall semester, a new slew of short (60 minute) tool-specific training will take place to help with the task-management stage for faculty.

    294 (Total) Summer/Early Fall 2009 Actual Workshops Offered
    Introductory / Overview
    Scholar Quick-Start Series: Overview
    Scholar: Overview & Introduction (in all 3-day Tracks)
    Scholar: Something for Everyone (An Overview)
    ePortfolio: Virginia Tech's ePortfolio System within Scholar
    Task-based focus
    Quick Start Series: Site Setup, Course Resources & Syllabus, Assignments, Tests & Quizzes, Gradebook
    Scholar: Unpacking After the Move from Blackboard
    Scholar: Creating Your Course and Content (Which Tools do I Use?)
    Scholar: Collaboration and Communication (Which Tools do I Use?)
    Track C - Using the Web for Instruction: Scholar and Other Tools (2 days)
    Scholar Group/Departmental Training
    Pedagogy-focus
    Track C - Using the Web for Instruction: Scholar and Other Tools (1 day)
    Scholar: The Instructor's Tools for Teaching
    Faculty Scholar Showcase: Among the Best
    Scholar: ePortfolios and eFolio-Thinking
    Scholar Group/Departmental Training
    One-on-One Help
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =

    294 (Total) Summer/Early Fall 2009 Actual Workshops Offered

    And … Tentative 91 (Total) Workshops to be Offered in Fall 2009:
    Introductory / Overview
    Scholar Quick-Start Series: Overview
    ePortfolio: Virginia Tech's ePortfolio System within Scholar
    Task-based focus
    Quick Start Series: Site Setup, Course Resources & Syllabus, Assignments, Tests & Quizzes, Gradebook
    Scholar: Unpacking After the Move from Blackboard
    Scholar: Creating Your Course and Content (Which Tools do I Use?)
    Scholar: Collaboration and Communication (Which Tools do I Use?)
    Scholar Group/Departmental Training
    Pedagogy-focus
    Track C - Using the Web for Instruction: Scholar and Other Tools (3 days)
    Faculty Scholar Showcase: Among the Best
    Scholar: The Instructor's Tools for Teaching
    Scholar: ePortfolios and eFolio-Thinking
    Scholar Group/Departmental Training
    One-on-One Help
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =

    Also note that we have and continue to take every training opportunity held through FDI or through the Graduate School to provide short 30-minute informational sessions about Scholar and ePortfolio to continue our awareness campaign not only about Scholar, but as to where all of the Scholar support resources can be found.

    Again, remember that acceptance comes when folks can ask and answer the question, “How can I master the skills and fit it all in?” As they now begin to focus on information and resource gathering, it must be in place and available for them to use. User recognize the time investment and the task before them and expect to find solutions on their own whether it be through documents, handouts, videos, or calling others. This is where myriad resources for support become critical; without the “on-my-own-time” support, they will flounder and possibly fail! Failure = rejection of the product and an unhappy outspoken group can do a lot of damage, but they can also be turned to do a lot of good.

    If participants are unhappy, you should ask them why. I may think Sakai is the Bee’s Knees, but I also know all of the tweaks and workarounds that many faculty are not privy to and really shouldn’t have to be. There are real issues, real concerns, and areas for constant improvement in Sakai. The fortunate thing about being part of a community like Sakai, is that feedback and input from actual daily users can be incorporated, making all of our faculty not just users, but also stakeholders in the system.


    Communication (CBAM)
    Awareness of the system
    Benefits of the system
    Task Management (support, help, and ability to do it)
    Training move from task-based to pedagogy and cycles for each group
    Level 1: Awareness
    Level 2: Information
    Level 3: Personal
    Level 4: (Task) Management
    Supporting them to Level 4+: Actualization (Management, Consequence, Collaboration, Refocusing)
    Evolution of Training
    Roger’s Diffusion of Innovation Theory (2.5% Innovators, 13.5% Early Adopters, 34% Early Majority, 34% Late Majority, 16% Laggards)
    Chart showing the juxtaposition Roger's adoption (early adopters, early majority, major majority, late majority, laggards) vs. Stages of Concern/Levels of Use.
    Pie chart to show the % of actual training workshops for those X points (Informational sessions (Overview), Introductory courses (Tools), Task Management (One-on-Ones), Collaboration (Group, buddy-system), Support model
    Post-Workshop Support
    One-on-One
    Buddy Systems
    Special Interest Groups
    4Help, Knowledge Base, Adobe Connect Pro

    Dave’s Notes:
    This includes exposure to Sakai as a secondary system
    This may include the previous model that was used
    After workshop support
    One-on-ones, small group support
    Live over the shoulder support idea has been thought about

  • Virginia tech's transition to sakai

    1. 1. Virginia Tech's Transition to Sakai John Moore, Senior Director Strategy and Planning Teggin Summers, Assistant Director ePortfolio Intiatives Will Humphries, Director Learning Application Development Amber D. Evans, Training and Documentation Coordinator David McPherson, Scholar Product Manager
    2. 2. Introduction John Moore Senior Director Strategy & Planning Teggin Summers Assistant Director ePortfolio Initiatives Will Humphries Director Learning Application Development Amber Evans Training & Documentation Coordinator Online Course Systems David McPherson Scholar Product Manager Online Course Systems
    3. 3. We are Virginia Tech • Comprehensive Research I Institution • Land grant • 60 bachelors degree programs • 140 masters and doctoral degree programs • ~28,000 total FTE • ~1,700 full-time teaching faculty
    4. 4. History of LMS at VT • “Cyberschool” web-course initiative - 1995 • WebCT - 1998 • Courseinfo (Blackboard) - 1999 • Current semester load: ~4000 course sections, ~1500 faculty & TAs, 27000+ students • WebCT phased out in 2002 • Open Source Portfolio - 2003 • Forward-looking concept for Faculty study groups, task forces, and administrators • Our introduction to open source arena
    5. 5. History of LMS at VT • Significant outage of Blackboard in January 2005 showed need for alternative • High impact clearly showed the need to have much more control over our software platforms and our services • As Sakai Project begins, VT establishes internal goal to provide an integrated LMS/Portfolio/Collaboration system based on community source software
    6. 6. History of LMS at VT • Sakai pilot (“Scholar”) begins Fall 2005 • Early focus on Collaboration • Filled strategic tool gap without initially competing with Blackboard • Built brand awareness and familiarity with product • Gained experience supporting platform • Sought high profile projects to gain visibility and show range of application • SACS & NCAA reaccreditation, research, committees • Quickly adopted, mostly word of mouth
    7. 7. History of LMS at VT • Scholar Fellows established • Course pilot sites begin in Spring 2006 • Waiting for tool enhancements and overall stability and performance before targeting a date • Sakai as platform for consolidated workspace starts to gain mindshare • Training workshops begin • AY2009-2010 emerges as production goal • Staffing and infrastructure resources • ePortfolios included in University Strategic Plan
    8. 8. ePortfolio Growth
    9. 9. Current eP Numbers • 471 participants in eP@VT • eP projects in every College on campus, including a number of Academic Support Groups • 23 new projects starting over this summer alone (almost as many as the entire year of 2008)
    10. 10. ePortfolio & Scholar “My experience working on the ePortfolio initiative certainly got me thinking about how to transition to Scholar…earlier versus later. An advantage to this is that I have more familiarity (comfort level) with navigating Scholar tools as I now migrate my courses from Blackboard to Scholar.” ~ Susan Clark, Director, Didactic Program in Dietetics
    11. 11. Scholar Advisory Board • The Board functions to provide: • Input to our process • Feedback and guidance • Credible spokespersons in their colleges • Comprised of faculty and administrators from all colleges and includes staff, graduate and undergraduate students
    12. 12. Scholar Advisory Board • The Board includes faculty who teach not only traditional face-to-face instructors but also blended classrooms and completely online classes • We try to fold feedback into our development of the system on our campus • They have helped us develop our communication plan
    13. 13. Communication Plan • Campus-wide announcement about Scholar and Blackboard • This announcement was signed by our Provost and CIO and was widely published • It appeared in our Daily Email often and we feature it on our main portal page and Transition site page
    14. 14. Communication Plan • We have plans to continue to publish updates about Scholar throughout the summer and next year • The intention being to highlight the growth of the system, new features, user stories, and survey results • The messages will include some targeted messages to groups of faculty • Faculty with tests in Blackboard
    15. 15. Blackboard --> Sakai Content Copy • bFree to extract archives • Web interface, scripted backend • On demand + long-term archive storage • Demo!
    16. 16. Copy Statistics • Completed migrations: 1031 • Manually migrated content: 1 • Users who have made a request: 314 0 200 400 600 800 1000 1200 Courses Copied Over Time
    17. 17. Copying Tests and Quizzes • This posed another thorny issue • The copy tool cannot copy those • We have a small team that handles moving these manually
    18. 18. Test and Quiz Procedure • We use Respondus to connect to Blackboard • Then we download the test to Respondus • Finally we print the test to a Word file • If you investigate the settings on the printing, you can get Sakai Quick Create to come out
    19. 19. Who has moved? • Summer 1 Courses 45 • BB had 383 • Summer 2 Courses 16 • BB has 20 • Fall Courses 75 • BB shells have not yet been created
    20. 20. Training Growth 0 200 400 600 800 1000 1200 1400 Summer 2008 Fall 2008 Spring 2009 Summer 2009 Number of Participants from 2008 to 2009
    21. 21. Awareness, Training, & Support • Two models used • Roger’s Diffusion of Innovations (macro) • Concerns Based Adoption Model (CBAM) • Stages of Concern (micro)
    22. 22. Awareness, Training, & Support • Summer / Fall 2008: Innovators / Early adopters • Awareness of Sakai • Benefits of the system • (Task) Management • Spring 2009: Early adopters / majority • Benefits of the system • Planning for use • (Task) Management
    23. 23. Type of Workshops Offered (Summer/Fall 2008) Introductory / Overview 48% Task-based focus 24% Pedagogy-focus 28% Audience: Innovators & Early Adopters
    24. 24. Actual Workshops Offered (Summer/Fall 2008) • Summer 2008 • Introductory / Overview • Scholar Everyday (Part 1) • Scholar Encore (Part 2) • Fall 2008 • Introductory / Overview • Scholar for New Users (and How it Differs from Blackboard) • Task-based focus • Scholar: Student Assessment (Tests & Quizzes, Gradebook, and Feedback) • Scholar: Planning Lessons and Using Assignments • Pedagogy-focus • Scholar: Connecting Students with Content • Scholar: Reflective Learning Activities • ePortfolio for Learning • ePortfolio for Assessment / Accreditation • ePortfolio for Professional Development
    25. 25. Type of Workshops Offered (Spring 2009) Introductory / Overview 5% Task-based focus 52% Pedagogy-focus 43% Audience: Early Adopters / Early Majority
    26. 26. Actual Workshops Offered (Spring 2009) • Spring 2009 • Introductory / Overview • Scholar: Overview & Introduction • ePortfolio: Virginia Tech's ePortfolio System within Scholar • Task-based focus • Scholar: Moving Materials from Blackboard to Scholar • Scholar: Collaboration Tools (Blogs, Wikis, Podcasting, and more!) • Scholar: Lessons & Assignments • Scholar: Tests, Quizzes, Feedback, & Gradebook • Track C - Using the Web for Instruction: Scholar and Other Tools (2 days) • Pedagogy-focus • Track C - Using the Web for Instruction: Scholar and Other Tools (1 day) • Faculty Panel Discussion: Teaching with Scholar • One-on-One Help
    27. 27. Training Refocused (late Spring) Laggards Late Majority Early Majority Early Adopters Innovators Unaware Awareness Information Task Management Consequence Collaboration Refocusing
    28. 28. Awareness, Training, & Support • Summer/Fall 2009: • Early Adopters / Majority • (Task) Management • Scholar Advisory Board • Real-life Examples • Late Majority • Awareness of Sakai • Benefits of the system • Planning for use
    29. 29. Type of Workshops Offered (Summer 2009) Introductory / Overview 29% Task-based focus 46% Pedagogy-focus 25% Audience: Early Adopters / Early Majority / Late Majority
    30. 30. Actual Workshops Offered (Summer/Early Fall 2009) • Introductory / Overview • Scholar Quick-Start Series: Overview • Scholar: Overview & Introduction (in all 3-day Tracks) • Scholar: Something for Everyone (An Overview) • ePortfolio: Virginia Tech's ePortfolio System within Scholar • Task-based focus • Quick Start Series: Site Setup, Course Resources & Syllabus, Assignments, Tests & Quizzes, Gradebook • Scholar: Unpacking After the Move from Blackboard • Scholar: Creating Your Course and Content (Which Tools do I Use?) • Scholar: Collaboration and Communication (Which Tools do I Use?) • Track C - Using the Web for Instruction: Scholar and Other Tools (2 days) • Scholar Group/Departmental Training • Pedagogy-focus • Track C - Using the Web for Instruction: Scholar and Other Tools (1 day) • Scholar: The Instructor's Tools for Teaching • Faculty Scholar Showcase: Among the Best • Scholar: ePortfolios and eFolio-Thinking • Scholar Group/Departmental Training • One-on-One Help
    31. 31. Post-Training Support • 4Help, KnowledgeBase, Documentation • Video-Recorded Workshops • Buddy Systems • Special Interest Groups / Dept. IT • Adobe Connect Pro / Elluminate • One-on-One Consultations
    32. 32. Future Plans • We are looking at our workshop feedback to determine where training needs exist • We are looking at our help desk questions to determine where training needs exist • These two areas will help shape how we train our faculty to use the tools
    33. 33. Future Plans • We are planning on continuing to go to departments that request directed training • We are hoping that our Advisory Board will continue to give input as to focus areas for our development work • We are optimistic about meeting our deadline of December 2010
    34. 34. Contact Information John Moore jmoore1@vt.edu Teggin Summers teggin@vt.edu Will Humphries whumphri@vt.edu Amber Evans adevans@vt.edu David McPherson dmcphers@vt.edu

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