And we are, and this particular session is how non-cognitive learning can set the stage for transformational coaching and higher ed. Your presenters will be Mariah Johnson and Kevin Hall, both from WGU Western Governors. I will give this session a five-minute warning before noon. And periodically I will be posting the session evaluation and chats. Like to introduce Maria Johnson and Kevin Hall, Take it away. Thank you so much. We are really excited to be here. Higher Ed is obviously something most of us are passionate about, but myself, I'm very passionate about. And especially when we're talking about coaching Inside Higher Ed as a modality to support all of those adult learners. Kevin, I'd, I'd love for you to introduce yourself first, my fault. Yeah. Well, hello everyone and welcome to our session again, my name is Kevin Hall. I actually serve as the learning and organizational quality manager here for WGU Academy. I'm super passionate about this topic because of my personal focus on creating spaces that lend themselves to people, growing and making necessary and meaningful changes. That's why the whole construct of cocci is so attractive to me. But I'm looking forward to sharing with you all some of what we're dealing not just with learners, but also amongst our staff as well, which falls under my my wheelhouse here. So with that one. So I'm Moriah Johnston. I use she her pronouns. I am the learning and organizational quality trainer at WGU Academy, and I hold my National Board certification in health and wellness coaching. So that is a little bit about my background. But before we get into too much, we would love to just run a real quick commercial on WGU academy, who we are and who we serve will really support that foundation of why coaching is a cornerstone of our framework. So academy is an entity of Western Governor's University, which is a non-profit online university that started in 1997. So they've been around for a few years. We're actually rolling up on our 25th anniversary next week. So it's a high excite time at the university. But academy was founded in 2019, really to serve a student population that was not yet admitted into WGU. So that meant that they just weren't they didn't meet the admission requirements. And something they found of this population was, it was typically underserved learners. So adult learners, who a lot of times maybe we use the words non-traditional, a lot of folks are familiar with. But typically this is first-generation college students. Usually they're balancing, nearly all of them are balancing more than just school. They have a full-time position, they have family obligation. And many of them had already tried and had attempted higher ed on several attempts and were unsuccessful in the definition of that institution's success metrics. And so they were admitted. And so academy was developed to meet those needs of the underserved population. So we are a program that provides six transferable credit into WGU. This is a low-risk program at Academy for as far as the tuition is quite inexpensive compared were a $150 a month. It's a self-paced online program, really meeting those learners where they are at. And really just kinda shows why a lot of the things we chose a, not only the learning modality, but also coaching and other things. For Kevin, I'll tell you a little bit more about the learning we focused on at Academy. Yeah, it's really important when you think about our learning process. And really I'm going to cut across the field and talk about this. Because again, as a learning and organizational quality manager, my focus is not so much just the learners, but I'm also equally focused on our staff. So when we think about unlearning process and what is that? The center of our model? Courts begins with cognitive learning. We all understand different learning domains. And whenever we talk about. Cognitive, cognitive learning domain, right? It's where we're developing those intellectual skills, reading, writing, and arithmetic, that we're all familiar with. But our secret sauce really builds upon this, invites everyone to step into the non-cognitive learning dominate. This is where we really have found our secret sauce boat with learners and staff. And it's interesting because now we're not just talking about development of intellectual skills. Now we're getting into the development of specific skills and values and behavior. And this becomes something that doesn't just kinda rest upon what you know, but I like to say it this way. It's also about what should show. Because non cognitive learning is very much so tethered to. I experienced the learning that we gain through personal experience. And so when we think about non-cognitive learning domain, there's also the process by which women were talking cognitive and non-cognitive. And I know this is familiar to most of us. But the way we think about our thinking, this is also an important part of the process as well in terms of the medical approach. So for us, it's important that we're creating spaces that speak to all of these with our learners. And the part I'm excited about with staff as well. Because our coaches particularly are tasked with creating these environments with learners do the coaching relationship. Now I'll admit this can be a little difficult for some obvious reasons, but before we go there, let me, let me hear from you. I'd love for you all to get into chat. I'm making some assumptions and I don't want to make too many here. But when we talk about non-cognitive learning, what comes to mind? Well, what do you, what does that remind you of? What are those skills or outcomes when we talk about non-cognitive learn, I love to see your response here in the chat. Soft skills, empathy, goal setting, good social intelligence, mindfulness, love it. Okay. Were there growth mindset? Yes. Yes. Very interesting stuff, right? But, you know, this is very tacit. But it's like how do you measure growth mindset, right? So this becomes interesting. How do you measure goal setting? How do you measure somebody's soft skills becomes part of our challenge, but it is an essential part of our culture and our core, right? And we know that it's through experience, and that's what it's about. It's about us creating these experiences. So let me finish before I toss it over to Moriah by telling you why this is so passionate, something I'm so passionate. I also did eight years active duty in the Navy, and I'll never forget the lesson I learned about leadership. I worked with a guy who was my peer and we were good friends. Jason from Wyoming, I'll never forget. And Jason was my buddy but eventually he became my boss. If you've ever been in a scenario where your peers and now your buddy is in charge, that he didn't really interesting. But here's one of the things that I loved about what he did. I learned a lesson about leadership in a very noncognitive way because we were responsible for all of the Air Traffic communication. I worked on electronics and a navy on the East Coast. And so we had this major job and we had to do every day. But Jason wouldn't just sit in the back room and kick up his feet and write reports. I love when he did show up to work early than the early person's show up right early phones. He'd be there already is nothing to see him grabbing a broom and doing menial task and even what we're doing maintenance, Jason will jump in, roll up his sleeves and he taught us to experience them leadership. This is what leadership looks like. And so he developed a culture where we felt like we didn't run through the wall for him. Now, why did I bring that up? Because I get to do the same thing here at Academy with our staff. And it's something that we're doing with our learners as well. We're getting them to experience these things and try and trying to socialize this construct in a way that not only. Helps them in their learning, but it's also helpful for them in life. So that's a general idea of our approach and our learning process is what we focus on. Ryan's gonna get into some more of the specifics. So I'm going to toss it back over to you, Jay, to talk about what we're doing specific. Thanks so much Kevin, who we are really focused on non cognitive and metacognitive learning in two very specific ways. At Academy, every person who comes through our doors, both staff and students. Our app to go through our packet course, which is the credit bearing course. They get three credits and PPACA Downs per program for academic and career advancement. We're trying to lay that foundation of success. Early on. Some people are coming in are doors with many failed attempts. Very low self-efficacy with a lot of stress outside of school already. And so having them go through this course and having a requirement of our program can lay that foundation to just learning some of these non cognitive and metacognitive topic we really go into. So it's a seven-week course that is hybrid. As in, we have synchronous meeting, Insights Zoom because we are online and asynchronous homework that they do on their own time. But they work on topic than learn topics, practice topic, and to get familiar with them, like mindset, you know, all the things that you put in the chat, right? Mindset, self-efficacy, goals, setting. We even create that sense of belonging, which we know can be extremely difficult in an online environment. We're all here in Zoom. We know that connecting might be a difficult thing and so we're all hoping we can get that in-person conference next year. But it's not impossible. We just have to be very intentional. And so we use that base and packet to be very intentional to introduce a lot of these non cognitive and metacognitive being. So everyone is very familiar. We socialize these concepts quite early. But not only are we having the app go through this course and go through it, offer coaching. Each and every person who walks through our door. Every learner is paired with a full-time professional coach. And so that's one-to-one coaching that's available to them. And it's amazing Pythia were used to maybe a lot of the typical topic that can come up in some of the coaching conversations. In higher ed. Maybe it's dressed management at goal setting or high management. Have we heard that one just over and over again. We're hoping that there's just like the magic potion out there that's going to help us manage that time. And yes, we're still seeing some of those topics come up. But we're actually, you know, what can look a little bit more like a transactional coaching session. Let me give you some resources. Let them pulled a few things for you in this moment, support. But what we've noticed, because we socialize these topics though early, is that our coaching sessions are very transformational. Because not only are our coaches very familiar with non cognitive and metacognitive cognitive learning concepts. So our learners, they're going through these concepts and they're like, Hey, we've just learned about this nonviolent communication. Like I want to bring this into my life because I know it's going to be as supportive piece long-term going to help me with the the long-term changes I'm looking at. I so before I was in this trainer role, I was a coach AT Academy and our coaches both facilitate our packet and coach our learners though, very familiar with this all day, every day at the live and eat, breathe type of situation. But it's really so many success stories, so many beautiful moments of that connection. For bulk, I had one learner who, who came in after we talked about nonviolent communication and said that was the piece I felt like I had been missing. I've tried doing this so many times. I but it was really hard to communicate with my partner how important school was that I was asking for them to step up with maybe some of the household chores and helping with the children a little bit more if I could be here fully present and focus on the cognitive learning that I did sign up for. And it was just amazing to hear that story. We hear them every day. For my cell. I didn't go back to school until I was a mother of three and was a first-generation college student. Honestly never thought college was within reach for that I was worthy enough for it. So I started this journey on very rocky foundation. Very young kids. They're all two years apart. So I had three kids or an under when I walked in the doors for school and little flip, a lot of other things going on. But a big one was emotional intelligence. No one really sat down with me and supported me developing that emotional intelligence. My ability to name and manage emotions was like out of sight, out of mind. I'm trying to focus on whatever the math book is telling me. I can't, I have screaming kids. I'm so sleep deprived. My professor just rescheduled our final and I just fogged every single day. It was so hard for me to get through. Obviously, I'm here today, I now have a master's degree at the very wonderful opportunity that I get to share that and connect with people. But if I had started some of those non-cognitive pieces and had learned that early on. I slowly developed it and then brought it in. And that's why I connect to the material we have so much because I saw how it impacted me and now my family and how my kids do that. It's just, it's beautiful and wonderful. So in our coaching sessions, we really noticed the transformation that long-term change because We're just a short-term solution for some of these learners right there here for two, maybe four months before they move on to a degree bearing program. And so just see that they have these opportunities for coaching to develop and refine, and just open up this world that maybe hadn't been a parent before. It's really wonderful to see. So we want to instill that you may not have control over what your learners are experiencing in their courses and the content. But preparing your coaches and your staff with some of these non-cognitive ways of opening up a lot of dilution. So with that, noncognitive concepts really are just meant to be talked about and to find the really most powerful when they're experienced. But we would love to invite you to participate in our next activity. So this will be an act that come off mute and make that uncomfortable virtual connection. But we will do it together and I'm excited for it. So have it taken away? Love it. Okay. Very good. I love what you said there, Mariah, very powerful impression of your experience and that's what this is about. We don't just talk a big game and throw these terms in front of students. It's about the experience that we're creating for them with our learners. But for me it's also about the experiences I'm creating for staff. And as the LO Queue Manager over here, my approach is to really create a culture that tap into the culture that we already have here where we're focusing on building competency. Yes, but we're also focusing on building character and community. One of the things that's a part of our culture that everyone here for the most part, most familiar with is an activity that we take learners through. This activity we call it wysiwyg, which stands for what you see is what you get. Alright? So Mariah mentioned it. We're going to need you all to come off mute to help us here. Where are we going to talk a little bit? Because again, the non-cognitive pieces about experience. And so this is really a perspective taking exercise, but it's really simple. I'm going to pull up some slides. Ryan. And I'm going to ask you to talk about what you see happening on this slide. So we'll start with this first one here. Someone feel free to come off mute and just share with us. What do you see happening here on this slide? It's organized. It's organized. Moaning says, Okay, this is good. In the chat last dots. Interesting. 20 boxes. When you focus on the dot's, kinda goes away and you're looking at them. Okay. Let's stop here and let me check. Yeah. Does everybody see those gray dots that are going away when you look at them? Yes. Yes, yes, yes. They are working together to create an optical illusion. Ah, so, so let me ask a question behind that so we're crystal-clear. Are those dots actually there? No. Maybe I feel like I see my brain filling in the gaps. Hi, there, I love it. So we know this is an optical illusion, but to the point Robin mates there, right? So times our brains, beautiful brains of our current will allow us to see things that aren't actually there. Right now, breaking news. But this is something we really work to remind people up, particularly when it comes to perspective taking some time. The beautiful brains of that will allow us to see things that aren't actually there. Alright, so I want to push this a little further, but stay with me here for a second. I'm gonna go to the next slide and ask the same question on what do you all see happening here? Perspective based on the assumption. Okay. Okay. Grass is greener on the other side. Grass is greener on the other side. Interesting judgment somebody perceptions, but it's talking about individual views. One might feel or experience something, Kristy. Okay, I just say, I also think that it suggests improvement and progress. Moving on to the bigger thing. Moving on to a bigger thing. Okay. Ego, love that. So self-perception. Good. You got it. So they're tracking past spring. Lauren, I'm sorry, aspiration. It's come up already. But at the risk of sounding like captain obvious here, it's a reminder to people can be looking at and, or experiencing the exact same thing and come away with two totally different perspectives. Absolutely. Absolutely. And I don't want you to answer this next question, but just tuck it under your hat for a second. Just ponder. Consider this. Who's right? We're gonna get there, right? And the process by which we go through of determining who's right, what does that even look and feel alive? Again, it's tuck it under your hat for say. But let me bring in Mariah to build on this. Alright, let's, let's go through a couple of more slides. We're not done yet. We're going to get more tamp, come off mute. Hey, I want you to tell me what you see on this slide. People yelling at each other. Another optical illusion? Yeah. Depending on what you're looking for. Yeah. Goblet or faces. People laughing. Which one is laughing? It just seemed that some people are laughing is a dual said yelling, yelling, laughing, yeah, we're kissing. I felt laughing and kissing. Definitely lost like two old man laughed. The top ones, I think all the images are diff, the silhouettes are different, So they create different facial expressions. Very true. Some people are close to o hahaha, Oh man. Kind of laughing. Yeah. Okay. I'll go again. I love it matches your photo. I love it. Tells me a lot about him. I just had fun way to make a connection in between. But go ahead, Wanda. Wanda, did you have something to say uninterrupted you? At first I was only seeing the acts. They can wine glasses and then all of a sudden I saw the faces. Again. It's perspective. Yeah. Okay. Hi. Wanda, would you have seen those faces at all if no one had come off mute and I don't think so because I didn't see the faces at all. But now I'm seeing only the faces. Now that said, you can't take it back there, you know, they're right. Hey, that's the job of a teacher. The job of a coach is to two. Adjust perspective to help people see what they don't see you in the beginning. Absolutely. Being open to hearing someone else. Not just being closed off me like there's one thing in one way only put look at this image. There's one emotion and one emotion only. And each that, that's actually up bird, the bane of many peoples that different ones, right, on this one. Okay. So we're starting to fill a theme here, perspective, taking, listening to others that I have a couple more. What are we seeing on this one? Looks like it's moving. I don't know if it was just me. It's like a little twitch two-way. Another optical illusion. You focus on the center. It looks like the circles getting bigger. If you just focus on the white center. Like pulsate, I see a sunburst. Yeah, it makes me think of time because of those old clock. Sunburst clock. Yeah. Someone said wavy versus straight lines. When I use an emoji or are we using the emoji reaction is what we call them in Zoom. Something fun. If you see a circle in the center of this image, if you believe that the circle throw up a thumbs-up, whatever, confetti, something or other. Brandon, I'm loving the penguin. Okay, So quite a few folks are seeing there. By definition. Is it a circle? Not to my knowledge because a circle is comprised of 360 degrees and if you have breaks within a circle to me, it wouldn't be an actual circle and it also looks like an eye to me with eyelashes. Oh yeah, I can see that. Daisy, daisy flower. But the circle is implied. Is implied. We need a continual border, continue unbroken line to the definition of a circle. But we've all learned about shapes since we were very, very young. We know what a circle look like. Our brain says, hey, I know that We're good, Let's move forward. And that's what we actually referred to as fat past matching. I know something from the past. I want to move through the content and go to what I don't think I know to move forward. Even if we're by definition, quote unquote wrong. Like to use all those definitions and quote unquote, right? Because typically in the coaching world, there's no wrong answers. Just knowing that our brain is still trying to tell us things that may or may not be true in this scenario. Or what do we need from that scenario? Do I need it to be a circle so I can move on? Do I need to think of all the possibilities right now and giving ourselves that opportunity. Hey, I need a volunteer to read my next slide. When I get to it, I get one volunteer. Lisa, thank you. Alright Lisa, you're ready. You're going to be love it. Don't rock the boat. Would you read it once more slowly for me? Don't rock the boat. Is anyone reading it differently than Lisa? I'm reading don't work. The boat. That thing, fast path magic, just get it done and over with, right now, your brain automatically did it. You didn't even have to think about it. You just know don't rock the boat. Right? It took me so long before I saw the second was like, are we doing something with the triangle? I'm ready, let go. But no, it's really just how our brain we could be noticing a different detail. And the one that she's blinking right in front of us isn't even there. Right? And so just being able to take that perspective, slowing down a little bit, going through the same scenario over and over a couple of times. What can I get from this? Am I skipping a detailed that I truly think isn't there? Right? This one took me way too long to find the second thought. I was like, I, you know, they told us to stay silent and just raise your hand when we figured out what was going on with this canonical fountains with a triangle, there's gotta be something of a triangle. I felt like I was, I'd high self-efficacy and this type of game. Like I'm great. And it was very humbling for myself to know. I can skip over some of these things, like All right. So again, thank you so much for playing with us and we'll take a few moments to debrief. I'm going to stop sharing. So maybe we can if you'd like to join on cameras so we can see each other and connect a little bit more. I invite you now. Good, good. So let's chat about this. We just invited you all to partake in a snippet of one of the activities that we walk our learners through and that our staff are very familiar with, even the ones that aren't coaching. Because one of the things we actually do is a fact that we call it an experiential learning intensive. And so we strategically invited news new employees to become a merged in some of these non-cognitive constructs and ideas as well. So we just invited you all to partake, but I want to hear from you as we summarize just the experience that we just had here. What are some major takeaways for you? When it comes to perspective taking? I will just summarize what you got from that activity. Don't let another person's perspective become your reality. We all have our different opinions in our different perspectives, but I don't have to wear that hat of your perspective and make it my reality, especially when it's a negative perspective. Interesting race and love it, love it. Other people chiming in. Ravi has brought us. Our brains, fill in a lot of gaps based on our own experiences and our own perspective. And I think very important to be aware of those gaps that we're filling in. And also that other people may be filling in those gaps differently based on their experiences and their perspectives. So well said. So we'll say let's get, let's hear from you, Daniel. Yeah, I was thinking that some of these illusions like I've seen before, and it was easier for me to swap perspectives on those because of my experience with it. But some of the ones I hadn't seen, it took a lot more mental energy, right? So I think one, I think perspective taking can get easier with time and with practice. And it takes mental energy to do it. Yeah. It sounds like we can't be on autopilot on time, then this is going to work well for us. Let's see. I see West Bush and then we'll go to John. Yeah, I wouldn't say that this exercise also shows the value of hearing from and learning from other people's perspectives. Especially maybe in low-risk discussions and conversations that can help us build up to maybe higher-risk conversations as well. And the fact that the learning took place just from hearing from someone else, that maybe someone wouldn't ever have noticed something about one of the images before. So I think it's a great way to build on being willing to listen to what another person's perspective is. Even if we do disagree about that, the fundamental points or arguments that are being made totally get what you're putting down there. And just so you all know, this is a really cool setup for when we get into talking about communication. So you're right there West. That's exactly how we use this. Not just for learners, both for staff as well. So but let me, let me hatch. I want to hear more from Jon and then Mary, we come into you. Thank you. Kevin. This just reminded me to be student-centered in their perspectives and paying attention to what they're saying and listening and internalizing that. And it also reminded, I like this, this is a very effective because there's many different layers and I want to echo what West and Daniel mentioned as well too. This is good connector. The analysis of perspective from the coach and the student. You can come to a common area and stuff like you saw this, I saw this. And it builds commonality or discussion. It's also a good learning to eloquent Gladys put it in the chat and stuff. This is a great tool for that metacognition piece and stuff. We're asking you to look at something, but there's something more behind on why we're asking you to look at this. And I loved optical illusions, so this is fantastic. But then the third thing, like I said, it helps us remind ourselves to be student-centered. My perspective is secondary here. The student needs to guide their own goals and their, their empowerment in their self-advocacy, self-efficacy, most emotional intelligence, right? Where the guide, I like to see myself as a, as a coach to be the guide, but I also have to keep myself in check because I have my own perceptions and perspectives about college being first-generation, which I was low-income, underrepresented. All these other identities that a student in my office is bringing in, which ones do I relate to? And if that relation is clouding my judgment or printing concept or something on there, it could detract from the student-centered experience. So, love this great, fantastic Olivia. Love that, love that Thanks John. Mary, I see your comment in the chat, but please expand. I was just thinking of when I think about non-cognitive, you can tell someone to be, to listen first, but until they recognize their reactivity. That's still a cognitive habit. You're going to still be a reactive person. For example, I don't think I'm, I'm nervous talking, but which is an embodied experience. But when, when students, for example, come in my office and are stressed, I can tell him all kinds of study skills, but they're not. That's that's kind of throwing stuff at them that they don't have the cognitive bandwidth to process if they're stressed in their body. And so they have to get in a different space in their bodies so that they can kinda set, settle down their central nervous system, start breathing again. And then you can bring on the higher level cognitive skills that involve your higher level executive function or listening first, or being less reactive. But until they're aware in their bodies. Kind of embodied reactivity. You're just, you're throwing spit wads at an elephant and it's just not going to, nothing's gonna stick. That's why I love this conversation and being able to at least bring to the awareness of the judgments and things that people have in their habituated reactivity is a great opening which is perfect at college age, kind of developmental stage of life to start. Its YA a lot of times with students or edit this. But I'm like, Do you want to be like our government in Washington where people just yell at each other and nothing gets done. Theirs. If you can learn to be less reactive and get in that different headspace, body space, then maybe something else can go forward. Anyway. I could go, no, that's really good. I think question becomes, what environments are we creating for students and learners to be able to do those things that you mentioned, right? Because you're right. I mean, if if someone is triggered or having a bio response for whatever environmental reason. We know that part of the brain shuts down a learning. Learning is not happening when I'm triggered, when I'm react. So we have to think about how we show up to create environments that are designed to help you learn about the world. But what are you learning about yourself? What are you learning about? The way you engage the world is equally important. So let's take a couple of more comments and we're going to start the land the plane here. But any other thoughts? So I'm just hiding with summarize your takeaway from the wysiwyg activity brand and also has his hand raised. Oh yeah. Go ahead. Right. I don't remember who mentioned this to me the other day, but it was kinda cool connection. So I was trying to sort through. Why do coaches so often use the language like I noticed, X rather than saying like, Oh, you whatever. So it's just kinda like, Oh, I noticed that when you talked about this thing, you've got excited or a notice that you became more reserved or that you seemed nervous or something. But I think it kinda goes at this because we're kinda like trying to share our perspective of how we're interpreting that. But in a way that doesn't claim preeminence that were like demanding that they must agree with the way that we're perceiving the world. It's kinda like we're just giving them like a really rough outline of like, Here's the rough picture of how I interpreted what you just said. And now you can compare contrast that with your own experience and tell me how I'm wrong hopefully. But I guess I was just thinking there. I think that language of just like Oh, when you said this, I noticed blank from it can be a useful construction to kind of get at that in some ways. Practical when we're having these conversations exactly how it comes up. I think epoch, your hands race, please. It is My name is actually best. But that's okay. I don't know how that got on there. I apologize. When I think noncognitive, I think subconscious. I think it's something that just who you become. And I think it's up to us to mould ourselves to constantly be checking ourselves because most communication is nonverbal, right? Whether you're leaning forward, whether you're your eye contact or or, you know, just just who you are. I think in order to be a good coach, we need a mould ourselves into the kind of person that you yourself would want to be drawn to or that you yourself would just truly love somebody. People are drawn to love. People are drawn to people who actually care about them. And so maybe we train ourselves to, you know, what? I do like this person no matter how they look or based on outward appearance. There is something truly divine in each one of us. And everyone is important no matter what, right? Alright, that's all I have to say. Thank you. Oh, let's get a nice person. So Kayla, am I saying that correctly? Yes, you are so halo. I just wanted to emphasize and maybe this was expressed in a different way. That sometimes there are imaginary barriers and obstacles that are holding us back, that are not really there. But in our mind or in our perception. We think that there are these barriers that are holding us back there, sometimes self-imposed, imaginary. And if somebody can point those out to us, like the way we looked at these images and say no, it's not really there. Let's look at it from a different point of view. I think that's very helpful to all of us and to our students who are we trying to help them overcome barriers and obstacles? Yeah, that's right. I think that was Jordan that echo that in the chat. I think he said it really well. What you see may not be what you get, right. It's really important to keep that in mind, not just as the coach, but definitely as a coach because you're creating an environment. But in our conversation with our learners, thinking of ways to create those opportunities for learners to come to this level of awareness on their own, right? We're drawing this out. And so one of the things we do here as part of our culture is we want to create those environments very intensely with staff, so that staff has a reference point in their conversations with others. And so I think we've been driving that point home. But let's here, Let's take one or two more comments and then we want to respect our time here. But any other thoughts on just your takeaway here? Wanda, let's hear from you. Yes. I was going to just mention we do have to, I think recognize how culture of the person that you're coaching or the students that you're working with has to be taken into consideration. Because certain dependent on the coat and don't just, I guess make assumptions that person follows their culture. Simple things like making eye contact could be offensive to some people, but some cultures, but you may take it as they're not interested or they're not paying attention to you. We're actually just looking at a person dead in the eye could be offensive or makes the person draw back. I think culture is a big indicator of how we should approach people and speak with people. And also the other comment that I had posted was that What I liked about this optical illusion is that people can be influenced by what others are saying and then never even speak out about what they're feeling or what they see or say. No. Straw really wants it. I think we're driving home is this idea. If you did it, well, they wanted to write like all you and I see all you and I know it's not all there is to see where all there is to know. And it's a reminder that, yes, we may be having the same experience as an American or same experience as a learner. But it doesn't mean we're seeing it. We're experiencing it the same way. Sensitive to that open. Recognizing that, yes, I have the way I'm seeing things, but there can be some gray dots that I'm missing. And a width that West was asking, do we connect the dots for our learners? Like how I segwayed into that. We, we do some time, so we instead of our curriculum for packet course, we have facilitators and they are trained to facilitate, to allow the learners to come to their conclusions and to support if there's something extremely off base that we're bringing it back in, but really want to allow them to find that on anther in their own connection to the material. Because we know that that's where the power is. So when we're talking, I love to paint this picture. As well with like noncognitive versus cognitive learning. Like a non cognitive and metacognitive is what you're bringing into this base. What's already in you is how you show up. We really talk about like inside out, learning, how am I showing up with what coming inside of me and how am I bringing that to outside versus cognitive is outside in learning. What is the environment or the expert telling me that I can bring into now my own knowledge base. Um, and so it's really just to have that quick comparison of the inside, out. Outside and learning is a very easy concept to how am I showing up? What am I bringing into the space? What blockers may be there, what is really supporting this connection? So I appreciate your bringing in that question because we really do try to allow that awareness of what they're bringing into the space and if they're not connecting to the material, sometimes we give a little nudge, but we really do try to let them get to it. There's themselves. Yeah. It's really what makes it. So transformational is when the learners can themselves come to that conclusion. It's almost like, you know where you want to go, but you allow them to drive the car to that direction and that destination. So it's a really good question and facilitators have to be mindful of that. Anybody else likes to go back. Oh, I don't want to overstate someone else. Had their hand up. You got it. Let's hear from you and then, okay. Well, first of all, happy, fantastic Friday, everyone. It's a beautiful thing in the neighborhood. I wanted to go back to that lovely image where we were discussing if it was a circle, everyone's different perspective at whether it'd be a burst of sun. To me, I looked at it like this as well. It isn't illuminating ray of sunshine. And you have like if you want to look at it three circles, if you want to call that. And I'm going to call the inner circle like the core we as coaches. Oh, thank you for that wonderful pictorial illustration. This circle right here is the student. To me, I'm looking at it as it is the student not to minimize them or say that they are small. But we want to keep them for being on a hamster wheel. A hamster wheel goes all the way around 360 degrees and you think that you're getting traction, but you don't, you only got to get some traction, are going somewhere if you're a 180 degrees walking straight. So what's our I would say luxury and our compassion to guide them not to be on the hamster wheel. So eventually they can see those rays of light and eventually get to the outer circle and grow even more than us. I am not a hater, I am a congratulated. I want you to surpass me. That is part of my goal as a coach. I want you to get to that outer realm and be able to outgrow me. And I am happy to be elated to help you to get to that point. So that's how I look at it in a circle. Now keep them for being on a hamster wheel, put them on a 180 degrees on the right track, and different ways of life. It's just not about academic and social, emotional because it's all interconnected, interrelated. Your health is your Wolfe. I can go on and on about this, but to help them evolve and come to that outer realm and surpass us. What we gotta do is stand up in a minute. I'm about to stand up. All right. Thank you so much for giving me your time. I appreciate this phenomenal presentation. It's been great from the beginning until the end. I am learning so much. Thank you. Thank you. Student. No, we're coming to the end. We have a few more minutes per question. But just since I started with a commercial and with a commercial I guess. But if you want to know more about Academy and we have a lot more about our PPACA course and what we offer on our website. So please don't want to invite you to go and look at it. There's many students success stories on there as well. And it's just a wonderful opportunity to see, maybe again, what are some of our blind spots? We may not be able to control a lot of what our students are exposed to outside of the coaching realm that we own. But we can own a lot of that insight. How simple would it be to just pull up one of these images inside of a coaching session. When a learner is, I am not seeing any more than this one solution. And just to help them, like loosen up a little bit and realize that there are so many other ways to look at some scenario, the very powerful exercise. But again, I want to thank you all for just connecting with us. It's one thing that I absolutely love in life. I can be found on LinkedIn though. Please say hi and we can carry on the conversation all day. But again, I don't want to take all the time up just saying banks. So any questions or Kevin, did you wanna say anything? Well, I definitely will stick around for other questions, but I want to echo Mariah is sentiments. We were over the moon to hear about this conference because we're all like mind, right? And for us, it's not just about the knowledge and the understanding in terms of the complexities around the different things that our learners are experiencing and really the landscape in higher ed. How many variables that are going on in their coaching within higher education is an exciting concept. But as we put our heads together, it's a, it's really for me about the environments that we're creating. So Mariah and I get to lean into that passion of creating these very intentional environments for staff and for learners. And what we're going to see where Academy ends up going. We only been added about three years, but we're super passionate about the work and we invite you all to ask any questions that any way we can help, we would love to assist. Alright, so with that, we'll finish with any final questions or any comments or concerns before we bid you all to do. If you haven't already, this session survey is in the chat as posting it every now and again. So I'll give that plug as well in there. Let us know what help. Did you have a question or it's the had your hand raised from your comment earlier? Just didn't pull it down. Sorry. Okay. No worries. No worries. Super. Well, you all were a great class. We appreciate you so much. Please go out there and be great. I will see you all around Iran. Alright, take care yourself. All right. Thank you. Buh-bye. All right. Mariah. Yes. Thank you so much. This was an incredibly informative and incredibly fine. Thank you. Thank you. Alright, everyone, have a good day and enjoy the rest of the conference.