Professional practice means something different with each new professional development. This week, I had the valuable opportunity to visit another academic library, talk with their instruction coordinator, observe an instructional session, and have a conversation with the library's Dean. Having only spent time at the University of Michigan Library and one public library, this experience was both eye-opening and a great lesson learned.
Each of the pieces of my visit to the other university library was worthwhile in it's own way. The discussion with the instruction coordinator allowed me to peer into the inner-workings of how another library structures it's staff and views instruction. The instructional observation showed me how an actual lesson was constructed and executed at another library. The conversation with the Dean provided me with an inside view of an administrator's priorities and vision for the changing world of academia from the perspective of libraries and higher education.
The structure of this other academic library was very different from UM's library. The staff there are tenure-track faculty which allows them different challenges and opportunities within their work. The person I spoke with discussed their own goals and the goals of the instructional staff, but said that because there is no supervisor telling them what to do, that they have a lot of freedom in their positions and can focus on what they feel is important.
Another interesting piece of our discussion focused on the instructional goals that this librarian identified. Information literacy came up several times in the conversation which led me to believe that this was a large focus for his/her work. Additionally, the focus for this person's work was on the research process and helping students understand that process, as well as sources, in a more embedded way meaning that they believed the focus should not be on "one-shot workshops" but rather on intentional learning that included follow up.
The instructional observation also provided me a different view of this type of work. The instructional session was held in a large lab and the instructor "took over" the computers because there was not a large projection screen on which to show the demonstrations. There was time left over for students to work on their research while the instructor floated around.
The conversation with the Dean was very interesting to me, as I like to take a big picture view of situations. Without revealing too much, the focus of her/his vision was on partnerships and collaborations. They believe that the future success of libraries on university or college campuses depends on this. For me, this was exciting because it's exactly what I want to do in my career.
I probably could have written about 10 pages of reflection after my visit yesterday in conjunction with my visit today to the Detroit Center (which I'll focus on connecting next week) but for now I'll leave it at this and the overall value add to my professional development. The greatest lesson I learned was how continually learning and expanding my view of libraries and higher education can only enhance my career. The networking is key, yes, but especially because it's a great way to see what's going on on the ground in these fields which will continue to inform my work as I move forward.
Showing posts with label one-shot workshops. Show all posts
Showing posts with label one-shot workshops. Show all posts
Thursday, November 10, 2011
Thursday, October 6, 2011
Pure Observation
And it's Thursday again, and we're back. It's been another intense week, but a very good one. A colleague and I taught our second iteration of a Dissertation workshop, and it was awesome just how easily and effectively we were able to work together. Fantastic!
The real highlight of this week, though, was my observation a class. Pure, simple observation. It's been a long time since I sat in a classroom without floating or teaching, so it was a great time to actually reflect on instructional practices without actually being involved.
This experience helped me realize that pure observation can lead to a different type of reflection than I talked about last week, when I was reflecting on my own teaching. The observation of others allowed me to step outside myself and think about the instructional practices instead of how I, personally, was instructing. It helped me focus on the content and praxis of the lesson, and how students reacted to it. When I was reflecting on my teaching, I had been using a prescribed lesson plan, so most of my reflection was internalized - me thinking about how I was teaching.
After this experience, I can see now that both are extremely valuable. I could see how, as an "experienced" instructor who gets caught up in their job, one could forget to sit back and observe others. I will try to remember this experience as I move forward in my instructional career, so that I can continue to evaluate and reflect on myself as well as others to be the most effective professional possible.
The real highlight of this week, though, was my observation a class. Pure, simple observation. It's been a long time since I sat in a classroom without floating or teaching, so it was a great time to actually reflect on instructional practices without actually being involved.
This experience helped me realize that pure observation can lead to a different type of reflection than I talked about last week, when I was reflecting on my own teaching. The observation of others allowed me to step outside myself and think about the instructional practices instead of how I, personally, was instructing. It helped me focus on the content and praxis of the lesson, and how students reacted to it. When I was reflecting on my teaching, I had been using a prescribed lesson plan, so most of my reflection was internalized - me thinking about how I was teaching.
After this experience, I can see now that both are extremely valuable. I could see how, as an "experienced" instructor who gets caught up in their job, one could forget to sit back and observe others. I will try to remember this experience as I move forward in my instructional career, so that I can continue to evaluate and reflect on myself as well as others to be the most effective professional possible.
Friday, August 5, 2011
Instructional Reflections and Feedback
Last week I wrote about participating in lots of instruction over the coming week. Well, that was this week, and this week is nearly over!
On Monday, I participated in orientation workshops for incoming freshman (I did this Thursday as well), and also completed a Word for Dissertation workshop. On both occasions, I had the chance to collaborate with colleagues, which was a great experience. Co-teaching has allowed me to feel more comfortable with instruction and has also provided me with the confidence that I could probably have done both on my own if I absolutely needed to. Working with my colleagues was great, though. It was wonderful to have someone there who could help answer questions or jump in if I forgot something, however it was also simply nice to work with people whom I respect and admire.
The orientation sessions were a nice "warm up" for my later Dissertation workshop. Talk about different audiences! I went from working with 18-year-old-incoming freshman to mainly doctoral students of all ages. The freshman were tired - it was early morning and they were there because they had to be. The doctoral students were fully interested and engaged as this was something they chose to attend on their own and something they knew would be helpful throughout their long dissertation process.
The freshman orientation provided little to no feedback, other than what we could see. Some students asked great questions while others struggled to keep their eyes open. Most participated in our polls via iClicker but other than that, it was impossible to tell how effective of an instructor I was. I did receive some feedback from my co-instructors, which was helpful because they could do this presentation in their sleep and have a good deal of instructional experience.
The Word for Dissertation workshop, on the other hand, provided more and different feedback. I not only received tips from one of the facility's main instructors, but also from 7 out of the 9 workshop participants. The feedback from my instructor was very helpful - she talked about not saying things were simple or easy (because they may not be for everyone!) and also about leading into topics with analogies and in simpler terms. Extremely useful information that I can carry across my instructional experiences.
We also received feedback from the participants via an anonymous evaluation system. The numbers that we received were good - no negative feedback, a few neutrals, and mostly good. The comments, however, were one of my first lessons of criticism in the way that I could not ask for further information or could not really use the information to be constructive. I received a comment that said it looked like I was nervous and made a lot of mistakes by having to go back and repeat myself. I read this comment, and of course, felt a little bad. The same commenter had said my colleague had a nice presence about him, so he clearly did not see that same confidence in me. I did, to be completely fair, mess up right at the beginning of my transition... which probably through this person off. But it was hard to read the comment and not be able to follow up, ask what I might do better, or simply realize that the beginning of my half of the workshop was confusing for people and that I need to practice more for next time. Which I will, regardless :)
The point of this post is just a reflection on my instruction this past week. It also is a beginning thought on how we could make our assessment of the workshops better in a way that might provide more constructive feedback. I'm pretty sure that there will nearly always be "that person" or people who don't respond at all, but as I am more confident in teaching certain workshops, I would like to evaluate the assessment that goes along with them. The one-shot workshop model might be something I re-visit when this time comes.
On Monday, I participated in orientation workshops for incoming freshman (I did this Thursday as well), and also completed a Word for Dissertation workshop. On both occasions, I had the chance to collaborate with colleagues, which was a great experience. Co-teaching has allowed me to feel more comfortable with instruction and has also provided me with the confidence that I could probably have done both on my own if I absolutely needed to. Working with my colleagues was great, though. It was wonderful to have someone there who could help answer questions or jump in if I forgot something, however it was also simply nice to work with people whom I respect and admire.
The orientation sessions were a nice "warm up" for my later Dissertation workshop. Talk about different audiences! I went from working with 18-year-old-incoming freshman to mainly doctoral students of all ages. The freshman were tired - it was early morning and they were there because they had to be. The doctoral students were fully interested and engaged as this was something they chose to attend on their own and something they knew would be helpful throughout their long dissertation process.
The freshman orientation provided little to no feedback, other than what we could see. Some students asked great questions while others struggled to keep their eyes open. Most participated in our polls via iClicker but other than that, it was impossible to tell how effective of an instructor I was. I did receive some feedback from my co-instructors, which was helpful because they could do this presentation in their sleep and have a good deal of instructional experience.
The Word for Dissertation workshop, on the other hand, provided more and different feedback. I not only received tips from one of the facility's main instructors, but also from 7 out of the 9 workshop participants. The feedback from my instructor was very helpful - she talked about not saying things were simple or easy (because they may not be for everyone!) and also about leading into topics with analogies and in simpler terms. Extremely useful information that I can carry across my instructional experiences.
We also received feedback from the participants via an anonymous evaluation system. The numbers that we received were good - no negative feedback, a few neutrals, and mostly good. The comments, however, were one of my first lessons of criticism in the way that I could not ask for further information or could not really use the information to be constructive. I received a comment that said it looked like I was nervous and made a lot of mistakes by having to go back and repeat myself. I read this comment, and of course, felt a little bad. The same commenter had said my colleague had a nice presence about him, so he clearly did not see that same confidence in me. I did, to be completely fair, mess up right at the beginning of my transition... which probably through this person off. But it was hard to read the comment and not be able to follow up, ask what I might do better, or simply realize that the beginning of my half of the workshop was confusing for people and that I need to practice more for next time. Which I will, regardless :)
The point of this post is just a reflection on my instruction this past week. It also is a beginning thought on how we could make our assessment of the workshops better in a way that might provide more constructive feedback. I'm pretty sure that there will nearly always be "that person" or people who don't respond at all, but as I am more confident in teaching certain workshops, I would like to evaluate the assessment that goes along with them. The one-shot workshop model might be something I re-visit when this time comes.
Friday, June 3, 2011
Working Together
So, I finally have a workshop scheduled to teach! All on my own! Well, wait... not all on my own. In fact, I'm team teaching... with a colleague... who is teaching his first workshop too...
We're really excited to get started on instruction, but I really did not know where to begin when I was asked to do this. I've learned some on this topic, and feel confident that we'll be able to produced a productive session, but it was kind of a deer-in-the-headlights moment when I knew I would actually have to conduct a workshop. My supervisor offered to send me their latest outline of the session that I'll teach, but I didn't just want to do what someone else did because that was the way it was done. I searched our old instructional outlines and found four more. Now, where to start with that?
In the planning meeting with my colleague, he had a great suggestion. Why don't we just start a google doc, go through these outlines, and pick out the things we like? So that's what we decided to do. Hopefully after we come up with our own outline, we can add some interaction and our own personal touch. However, as the first workshop, it might be good to do it, get comfortable and then start playing around. Any thoughts or suggestions on this?
We're really excited to get started on instruction, but I really did not know where to begin when I was asked to do this. I've learned some on this topic, and feel confident that we'll be able to produced a productive session, but it was kind of a deer-in-the-headlights moment when I knew I would actually have to conduct a workshop. My supervisor offered to send me their latest outline of the session that I'll teach, but I didn't just want to do what someone else did because that was the way it was done. I searched our old instructional outlines and found four more. Now, where to start with that?
In the planning meeting with my colleague, he had a great suggestion. Why don't we just start a google doc, go through these outlines, and pick out the things we like? So that's what we decided to do. Hopefully after we come up with our own outline, we can add some interaction and our own personal touch. However, as the first workshop, it might be good to do it, get comfortable and then start playing around. Any thoughts or suggestions on this?
Friday, May 6, 2011
My First (Official) Instructional Experience and Enriching Scholarship
This week at the University of Michigan, Enriching Scholarship consumed my time. Enriching Scholarship is an annual week-long technology event (FREE to anyone with a uniqname) around the University presented by many departments including Literature, Science, and Arts, the Duderstadt Center, Communications, the Library, and many more. For a little history on the people who produce Enriching Scholarship, taken directly from the Enriching Scholarship home page:
Additionally, I had the opportunity to co-teach one of these sessions: The New Basics: Computing 101. What a valuable and great experience! Our session was attended by very receptive folks who gave us great feedback about what they wanted to know and about what they learned in the session.
While it seems our participants had a valuable experience, I learned a lot too. Not so much about Computing 101 (though I did learn some tricks and tips too :) but about presentation style, preparedness, and adaptation during workshops. As this was the first iteration of this workshop, we planned too much (or differently) than the participants wanted or needed. The first part of the workshop - browsers, bookmarks, tabs, etc., took much longer than expected but it was mostly because people were asking so many (great!) questions. So, timing of the workshop will need to adjust - either into a Comp 101 and Comp 102 or adding another half hour, or... so many possibilities!
Secondly, I could have been more prepared. Part of me is always hesitant to actually practice presentations (which I did, but not enough). I need to get over that and just practice, practice, practice! Which actually leads to my third point - adaptation. I had practiced, but only to the point where I could pretty much repeat information - and this did not serve me well when we had to adapt. I got frazzled and tried to do way too much in the last 15-20 minutes, which I think was confusing for the participants after the first 1 1/4 hours was at the perfect pace. But, the participants stayed after and asked questions so I think people were truly interested in the topic and glad to be there.
I am excited to reflect on and revamp this workshop with the feedback and observations that were made on Tuesday. Plus, I got the first instructional experience out of the way and am more confident moving forward knowing what I can do better next time :)
The TTC is a group currently comprised of staff from these units across campus. An annual initiative of the TTC is Enriching Scholarship, a conference offered for instructional faculty every May, showcasing over 100 workshops and sessions that address the use of technology in teaching and research.Anyway, Enriching Scholarship is pretty great. It brings together people who know technology, who want to know technology, and who want to share information about technology. I attended four sessions - one each day - and learned about Productivity Tips, Tools and Tricks, Embracing Facebook in Your Teaching, Using Everyday Technologies for Teaching, and Find, Use, Remix and Create Open Learning Materials. Each of these sessions brought something new to my work and gave me ideas to move forward as I think about instruction and my professional practice.
Additionally, I had the opportunity to co-teach one of these sessions: The New Basics: Computing 101. What a valuable and great experience! Our session was attended by very receptive folks who gave us great feedback about what they wanted to know and about what they learned in the session.
While it seems our participants had a valuable experience, I learned a lot too. Not so much about Computing 101 (though I did learn some tricks and tips too :) but about presentation style, preparedness, and adaptation during workshops. As this was the first iteration of this workshop, we planned too much (or differently) than the participants wanted or needed. The first part of the workshop - browsers, bookmarks, tabs, etc., took much longer than expected but it was mostly because people were asking so many (great!) questions. So, timing of the workshop will need to adjust - either into a Comp 101 and Comp 102 or adding another half hour, or... so many possibilities!
Secondly, I could have been more prepared. Part of me is always hesitant to actually practice presentations (which I did, but not enough). I need to get over that and just practice, practice, practice! Which actually leads to my third point - adaptation. I had practiced, but only to the point where I could pretty much repeat information - and this did not serve me well when we had to adapt. I got frazzled and tried to do way too much in the last 15-20 minutes, which I think was confusing for the participants after the first 1 1/4 hours was at the perfect pace. But, the participants stayed after and asked questions so I think people were truly interested in the topic and glad to be there.
I am excited to reflect on and revamp this workshop with the feedback and observations that were made on Tuesday. Plus, I got the first instructional experience out of the way and am more confident moving forward knowing what I can do better next time :)
Sunday, April 10, 2011
Webinars!
Welp, I'm not even sure we're supposed to write this week, but it kind of feels wrong not to. So, I'll do a brief reflection of the webinar experience up til this point. I've tagged one-shot workshop here too because I realized that a webinar really is a type of one-shot workshop, perhaps even more challenging due to the lack of face-to-face time. Anyway...
Can't believe that was our last "assignment!" I have to put assignment in quotation marks because again, it's a really practical thing that I am so glad to have had the opportunity to do. Because we worked in groups of 4 this time (instead of partners for the book club and workshop), the task was different and more complicated. Further, being able to speak on a topic for 20-30 minutes instead of being able to have full on discussions and activities as one would in a workshop made doing a webinar definitely a new experience.
Two things I'll say with authority:
1) it was so nice to have time to work on this in class. Even though my group didn't actually do a lot of our research there, we did create our work plan AND got to know one another better during that time. It was really helpful to have a chance to talk with people with whom I would be interacting in a professional space.
2) I was so glad to have watched another webinar before my group did ours. I added some slides about the webinar basics, take-aways, and saw some of the technical issues that could and did arise for other groups. This helped me know solutions to some of these and also helped me see what to avoid.
Overall, I think our webinar went very well. We got good feedback, with the trends showing that people thought we did a good job and were very prepared. They also seemed to learn a lot about a topic about which they didn't originally know very much. Our participants would have liked to see more images in our slides (I agree) and they also had trouble with the sound (apparently we sounded like chipmunks at times). These would both be things I would fix in the future (adding more images to the slides and investigating sound issues prior to the webinar). Our group worked very well together and it seems the webinar was a success.
It's also been great watching other webinars! People have overall done a great job and I've learned a lot about interesting topics. I saw the webinar on teens in the library on Friday morning and learned about a group I'd never thought to include in libraries- young professionals. The Saturday morning webinar on visually impaired patrons was also very interesting. Today's webinar on limited English speaking patrons was a great topic too! People have done a swell job of being prepared and knowledgeable about their topics which has made the webinars go smoothly. It seems that the only real negative has been the technical stuff, even getting into some of the webinars. Unfortunately this is a large barrier because it is a big part of the webinar experience. The content can be great but if people can't access it, hear the presenters, etc., they can't get the content. Luckily, I've been able to see and hear all of the webinars I've attended which is great. It's been wonderful to hear my peers be so professional and have knowledge on such interesting and important topics. Yay to everyone!
Can't believe that was our last "assignment!" I have to put assignment in quotation marks because again, it's a really practical thing that I am so glad to have had the opportunity to do. Because we worked in groups of 4 this time (instead of partners for the book club and workshop), the task was different and more complicated. Further, being able to speak on a topic for 20-30 minutes instead of being able to have full on discussions and activities as one would in a workshop made doing a webinar definitely a new experience.
Two things I'll say with authority:
1) it was so nice to have time to work on this in class. Even though my group didn't actually do a lot of our research there, we did create our work plan AND got to know one another better during that time. It was really helpful to have a chance to talk with people with whom I would be interacting in a professional space.
2) I was so glad to have watched another webinar before my group did ours. I added some slides about the webinar basics, take-aways, and saw some of the technical issues that could and did arise for other groups. This helped me know solutions to some of these and also helped me see what to avoid.
Overall, I think our webinar went very well. We got good feedback, with the trends showing that people thought we did a good job and were very prepared. They also seemed to learn a lot about a topic about which they didn't originally know very much. Our participants would have liked to see more images in our slides (I agree) and they also had trouble with the sound (apparently we sounded like chipmunks at times). These would both be things I would fix in the future (adding more images to the slides and investigating sound issues prior to the webinar). Our group worked very well together and it seems the webinar was a success.
It's also been great watching other webinars! People have overall done a great job and I've learned a lot about interesting topics. I saw the webinar on teens in the library on Friday morning and learned about a group I'd never thought to include in libraries- young professionals. The Saturday morning webinar on visually impaired patrons was also very interesting. Today's webinar on limited English speaking patrons was a great topic too! People have done a swell job of being prepared and knowledgeable about their topics which has made the webinars go smoothly. It seems that the only real negative has been the technical stuff, even getting into some of the webinars. Unfortunately this is a large barrier because it is a big part of the webinar experience. The content can be great but if people can't access it, hear the presenters, etc., they can't get the content. Luckily, I've been able to see and hear all of the webinars I've attended which is great. It's been wonderful to hear my peers be so professional and have knowledge on such interesting and important topics. Yay to everyone!
Sunday, March 27, 2011
Reflection of March 21, 2011 Class
During class last Monday we each had the opportunity to present a workshop with a partner (the same partner as for the Book Club assignment two weeks prior). This was an invaluable activity that - again - brought in professional practice that I know I will use in the near future. We each had to choose a library ethics topic and present for 20-25 minutes. It was first interesting to choose an ethics issue - my partner and I looked at the ALA Code of Ethics and chose to present on usefully using library resources. This may not seem like an ethics topic up front, but effectively providing access to users is actually a major ethical issue. If users cannot find what they need, they cannot use the material. Plain and simple.
One of the major challenges was time. I know that it was pretty logistical that we only had 20-25 minutes but it was also a good way to learn how to manage time in a workshop. We outlined our timeline for the session (which was extremely helpful) and made sure to stay on time, but to have to do this reminded me that in the real world, if a session runs over, you've got to be the President, or something, or else people will lose focus and or leave. So, keeping on time was important and this was a great way to practice this.
It was great to be able to see what others considered important ethical issues - cataloging correctly, use of new technologies, and ebooks/e-subscriptions were the topics in the Diamonds group. I not only learned "stuff" but I also got to observe other's teaching styles and what they considered to be effective learning. Most groups had a handout and did some sort of brainstorming or activity which made it clear that people thought those were effective learning methods, and I agree.
It was great to not only plan and present but also observe. This practical activity was fun and useful; I will be instructing this summer at the library and will most definitely use what I learned during this course and during this assignment.
One of the major challenges was time. I know that it was pretty logistical that we only had 20-25 minutes but it was also a good way to learn how to manage time in a workshop. We outlined our timeline for the session (which was extremely helpful) and made sure to stay on time, but to have to do this reminded me that in the real world, if a session runs over, you've got to be the President, or something, or else people will lose focus and or leave. So, keeping on time was important and this was a great way to practice this.
It was great to be able to see what others considered important ethical issues - cataloging correctly, use of new technologies, and ebooks/e-subscriptions were the topics in the Diamonds group. I not only learned "stuff" but I also got to observe other's teaching styles and what they considered to be effective learning. Most groups had a handout and did some sort of brainstorming or activity which made it clear that people thought those were effective learning methods, and I agree.
It was great to not only plan and present but also observe. This practical activity was fun and useful; I will be instructing this summer at the library and will most definitely use what I learned during this course and during this assignment.
Sunday, March 20, 2011
Reflection of March 14, 2011 Class
Class last week was a blast and so helpful to think about issues which will be upcoming (presentations) and that are current (HCOD). It was extremely useful to discuss the presentations (one-shot workshops) both in the sense of what we could do long-term (icebreaker-type activities) and what we could do with our classmates. I learned a lot about what to do when it really is a one-shot workshop and that is the only time that I would have with participants such as the basics (bathrooms!), activities to help folks get acquainted, different ways to help people learn material (connecting it to prior knowledge, activities that will help them process what they've learned, and wrapping up/evaluations.
What I kind of walked away with, was that the content is actually a fairly small piece of the puzzle. That's not to say the content isn't important, but it seems like what is more important is how I choose to present the material - not just an hour or 20 minutes of information, but the ways that I intend for participants to be introduced to, and process material. To me, this means MORE planning, stronger objectives, and more intentional learning. When Kara and I were planning, we kind of said, well, we know we can talk about this, so how do we want people to learn it? Anyone who is at at workshop could probably talk about the content for as long as needed (especially with Q and A time) so I learned on Monday that we really need to think hard about the focus of the workshop and what we want our participants to truly walk away with (probably 2 or 3 things that they can actually use!)
Then, onto our HarperCollins discussion with Bobbi Newman. WOW. What an incredible experience. To have such an expert talk with us in such a professional way was pretty amazing. I am not sure I could have learned everything I did in another way, without reading incessantly for weeks. Her opinions, facts, and relatively neutral point of view were extremely valuable for me to learn about the issue and hear how professionals discuss such issues. To be able to ask questions to Bobbi, and really discuss with her this topic was incredible and I appreciate very much the opportunity to do so. It was also really cool to see our class on the twitter feeds of other well-known folks in the field. Yay!
As I saw on the syllabus, there were no readings? So I think I'm good on this part of blogging for the week... :)
What I kind of walked away with, was that the content is actually a fairly small piece of the puzzle. That's not to say the content isn't important, but it seems like what is more important is how I choose to present the material - not just an hour or 20 minutes of information, but the ways that I intend for participants to be introduced to, and process material. To me, this means MORE planning, stronger objectives, and more intentional learning. When Kara and I were planning, we kind of said, well, we know we can talk about this, so how do we want people to learn it? Anyone who is at at workshop could probably talk about the content for as long as needed (especially with Q and A time) so I learned on Monday that we really need to think hard about the focus of the workshop and what we want our participants to truly walk away with (probably 2 or 3 things that they can actually use!)
Then, onto our HarperCollins discussion with Bobbi Newman. WOW. What an incredible experience. To have such an expert talk with us in such a professional way was pretty amazing. I am not sure I could have learned everything I did in another way, without reading incessantly for weeks. Her opinions, facts, and relatively neutral point of view were extremely valuable for me to learn about the issue and hear how professionals discuss such issues. To be able to ask questions to Bobbi, and really discuss with her this topic was incredible and I appreciate very much the opportunity to do so. It was also really cool to see our class on the twitter feeds of other well-known folks in the field. Yay!
As I saw on the syllabus, there were no readings? So I think I'm good on this part of blogging for the week... :)
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