Rachel Richesson commenced the meeting and introduced the first speaker of the afternoon, Dr Trask.
4:05 – 4:20 p.m. –COVID-19 and uses of Duke electronic information, Executive Vice President Tallman Trask III (15 minutes of discussion)
What it is: To best protect the health of the Duke community as the campus re-opens to the greatest extent possible, unprecedented uses of information about individuals (health symptoms, inferred locations) are being considered. To be fully transparent with our community about such possible data uses, statements and processes around COVID-specific exceptional data use are being drafted, and it is anticipated that ITAC will play an important role in this. Dr. Trask will join us to discuss current efforts.
Why it is relevant: Duke’s response to the COVID-19 pandemic has required extraordinary processes in all that we do to keep our community safe while continuing to support our teaching, research, and clinical missions.
Dr Trask started the meeting with asking the audience for feedback regarding the draft COVID data use statement. It was explained that Duke has never looked at data unless compelled; before turning on tracking, Dr. Trask is having conversations with ITAC, trustees, etc. Details need to be ironed out such as why, how, who will have access. There will be full transparency. Only immunologists and Duke Student and Faculty Health. Data is mostly for contact tracing – who might have been connected to same access point at same time as to determine who might be affected By Covid-19. Everyone must complete a daily report if they are symptomatic. The emphasis of data collecting is on symptom tracking.
Q. What are the data sources? In a statement, can this be explicitly stated?
A. Duke Card and WIFI.
Library would like user to request a seat in order to maintain social distancing and this data could be used to determine contact training after the fact.
Q. Will there be a FAQ? Will I be penalized because of data Duke has? Will there be a way to opt out? Will this be in contract with students if they can’t opt out? Data collection is motivated by the Covid-19 crisis but sooner or later this data collection could lead to problems so can this data collection have a specific time range?
A. Dr. Trask says we don’t intend to turn this on permanently. We don’t know the time-limit of the need for this data at present but once we know, the data will be expired and deleted.
B. No way to opt out. This is the same on the Duke Health side.
C. Questions remain: Will students be locked out of dorms for failing to comply. Would that even be effective as their friends could let them in or prop the doors open. Who is going to police this?
Q. Who can get their hands on the data? Can this be said explicitly? Can individuals access their own data?
A. Epidemiologists, social scientists; Duke researchers would like the data but there is no approval for that use at this time. Duke Employee and Student health. Only if the data can be provided safely and anonymously. Dr. Trask is not opposed to allowing individuals see their own data but only if it doesn’t overwhelm the system.
Q. Are other institutions doing this?
A. More than half are, and they are still in the process of figuring out what this is.
Q. would people be able to request what data has been shared? And, can they request data to be purged?
A. I don't have a problem sharing data with individuals. The purge rules will be the same for everyone.
Q. in the realm of purging data, is there a different of way of trying to retain the information in such a way that is not easy traceable? Also, what are the legal implications of keeping the data to be more accessible?
A. There are many people looking at this and are having conversations regarding the legal aspect of this. This is also a reason why this statement is a draft now.
Q. can the authorities that will have this data be reported in this statement. ?
4:00 – 4:05 p.m. – Announcements (5 minutes)
Billy Willis retires end of July.
Shamyla Lando – from Mayo; New Chief Technology officer for Duke Health.
Up next, Rachel introduced Jen Vizas to discuss some of the Co-Curricular success stories.
4:20 – 4:45 p.m. – Co-curricular success stories, Jen Vizas, Isabel Taylor, Michael Faber (15 minutes of presentation; 10 minutes of discussion)
What it is: The summer programs at Duke, like Code+, that offer professional experience do so in part by investing in professional training for student participants. The Roots classes hosted by the CoLab, along with the Doctoral Academy for graduate and professional students, have provided great learning opportunities in the past for these summer program students. Before 2020, these classes were held in person.
Why it is relevant: The challenges brought on by Duke's response to COVID-19 meant shifting programs to run virtually/online, with limited resources operating on quick timelines. From those limitations, new learning partnerships formed across programs, and co-curricular efforts found new successes.
Michael Faber started the presentation by giving a recap regarding the Spring Semester roots classes (Co-Lab @ Home).
Michael Highlighted the following items:
• Spring break: cancelled all remaining Co-Lab Roots in-person classes.
• Between 3/24 - 4/17, 34 new classes were delivered. A lot of them had never been given before.
• Attendance was higher than average. Attendance with up to 40 people. Remote approach was doable but also had TA help.
• How do we capitalize on this interest/format, get most efficient use of time?
• Summer Plan – mix in Code+ and Sumer Doctoral Academy.
Michael continued to talk about the plans for the Co-Lab “Summer Session I” and the different classes being given. Michael mentioned the following items
• Reworked “Tracks” for summer Doctoral Academy, Code+ & Roots.
• Front-End Web Development – 5-day course for SDA, a la carte for Code+ & Roots
o Web Design, HTML, CSS, Advanced CSS
• Software Engineering – 4-day course for SDA, a la carte for Code+ & Roots
o Git, Linux basics, Ruby, Rails
Jen next talked about some of the lessons learned and mentioned that at the beginning of the year the attitude was fabulous, confident of how things were going in the program but then COVID hit. Jen said that they had to turn around quickly and adapt the curriculum to accommodate the current circumstances. In response to the current situation Jen highlighted some key points and action steps everyone took to accommodate.
• Set expectations for virtual program
• Pre-program meet and greets for each team
• Shared resources, LinkedIn Learning, and reference materials
• Leverage collaborative tools – MS Teams and Zoom
• Persistent Zoom team rooms
• Time zones: East Coast “home base” + lots of flexibility
• Regular check-ins with students and project leads.
Jen then talked about the difference between last years the summer 2019 program and the 2020 Summer program. Some key differences there are the in-person (2019) vs the online (2020) experience. Things that are working and challenges were the next things Jen discussed.
Team Lead and Program Perspective
• Recording everything – training sessions, team meetings, large meetings, presentations etc.
• Persistent Zoom space for each team
• Teams have daily standups
• Strong engagement within individual teams
• MS Teams channels – each team, leads only
• Just-in-time training specific to one team and open to all
• Grad student focused on student participation (near peer)
• Returning Code+ 2019 students
• Surveying students weekly to address any issues that arise.
• Time zones – All Us including Hawaii, china and Kenya
• Cross-team collaboration
• Difficulty bonding outside of team
• Requires extensive engagement from leads (up to 50% FTE for some)
• Zoom “shyness”
Based on the weekly survey that students take, this is what they had to say about what is working with the program:
• Meeting everyday with team and team leads
• Having a group chat without team lead to facilitate open communication and bonding
• Working with other team members on tasks
• Asking other teams for help
• Hearing about what other teams are doing and what tools they are using to collaborate
• Doing social things (games online and talking about non work–related things)
Some of the challenges mentioned by students are:
• There can be technical difficulties using zoom another application at the same time.
• Time zone differences sometimes make it hard to collaborate
• Scheduling a time period to work between time zones
• Screen fatigue
• Getting used to presenting virtually
• Not being together physically, knowing we would be more efficient and collaborative in our work if we were together.
Next Jen addressed how to meet the challenges that students encountered.
• Weekly student check-in followed by social activity (Fridays)
• Weekly check in with project leads to provide support
• Outreach to individual students, one-on one
• “Mixers” - joining 2+ teams together for project convo and social activity
• Offering non-project events after hours (low attendance)
• Drop in on persistent Zoom rooms.
Next, the room was open for questions/discussions.
Michael Faber as a team lead mentioned that overall things are going great. He said that there are some small bumps along the road but that the students have coped well with the situation.
Michael also emphasized that the moment that they have picked up with the roots class they also want to take over into the start of the semester. Michael mentioned that if there is an area, skill, knowledge or any practical skill that students need before they take faculty taught classes to please let him know so that Michael and his team can see potential calendar overlaps so that they can plan and schedule accordingly.
4:45 – 5:15 p.m. – Technology for reopening campus, Charley Kneifel, Richard Biever (20 minutes of presentation; 10 minutes of discussion) Also, Shellene.
What it is: The C-19 Technology Research Response Team (TRRT) has been working with faculty, researchers and practitioners to review and recommend technology solutions that can support a safe return to campus.
Why it is relevant: As social distancing, symptom tracking remains a high priority, technology can be leveraged to support a safe return to campus. Hear how the University leaders plan to combine existing services with new ones to make it possible to continue teaching, learning and working at Duke.
The presentation started with Richard Biever talking about some of the things they have been asked to do regarding some of the stuff that Dr. Trask mentioned earlier.
The goal is to Identify and evaluate technologies which appear most relevant and most likely to contribute successfully to Duke’s goal of safely bring faculty, students and staff back to campus.
Below are some of the goals/mission/workstream and key talking points discussed throughout the presentation.
1. Monitoring and education for returning to university safely and effectively
a. Contact tracing and symptom tracking are 2 different things
i. Contact tracing that is technology-cetric is fraught with peril
ii. ReEngage at Duke app [subsequent to the meeting the app was renamed SymMon] will be made available to anyone at Duke
iii. Coming to campus, you will have to swipe in but leaving, you don’t
iv. Concern about survey fatigue
v. App does symptom tracking but not contact tracing
vi. 3 ways: Voice response, mobile app, SMS/Text to fill out survey
2. Space & environment –
a. technology to help with social distancing;
i. Appointments (booking and Calendly),
ii. line queuing (Qless),
iii. Lockers (Luxerone),
iv. item inventory (PassITBack),
v. zoom on a cart
b. Environmental testing
i. air quality
3. Data and information
a. symptom survey and survey compliance, door access, WIFI (location and density), parking data
b. secure workspace for analytics/data modeling/reporting; research support
c. Q. worry about scaling this up especially when current form loads slowly A. why doing app and scaling away from redcap
d. If used for campus access, is this punitive but this is agreement when you come back; anxiety over door access; an outline of how this works would be helpful; faculty – if student is reporting symptoms, don’t want the student in the classroom; there are 2 sides to this coin: we don’t want our civil liberties at stake but we care about our health
e. How do we report non-compliance; this needs to be done but don’t want to pin faculty as the enforcers.
f. Can this be gamified and marketed
g. All students get thermometers and mask in the welcome back packet
h. Tech can only go so far with this big culture shift; basically, if you don’t feel well, don’t come in
a. This is what we are working through and what Dr Trasks presentation was about.
Q: How are people going to measure their temperature? How realistic is tying this to door access?
A: This is something that we are having different conversations with student affairs and everyone involved in this.
Q: How do people report non-compliance?
A: again, this is something that we are discussing as well and hope to include in the document.
5:15 – 5:30 p.m. – DKU fall semester planning, Bob Johnson, Judy Heath, Jack D’Ardenne (10 minutes of presentation; 5 minutes of discussion)
What it is: Duke Kunshan University will be opening this fall for in-person classes with the caveat that many foreign faculty and students may not be able to return to China in time for the semester beginning.
Why it is relevant: In addition to DKU faculty and students who will be able to participate in classrooms on campus, planning is also underway for those who must participate remotely via synchronous and asynchronous methods. There will also be approximately 195 Duke undergraduate and graduate students and a handful of Pomona students who will attend class at DKU as they may not be able to travel to Durham for the start of the fall semester. All these varying scenarios lead to the addition of AV needs both in classroom and for faculty who need to teach effectively in this HyFlex model.
Bob Johnson gave a summary of the presentation and mentioned that today's talk will focus on what is happening at DKU, some of the mutual lessons learned from each other and what the planning for all this looks like. Bob started with giving some demographics:
• 1,200 beginning fall semester
• 200 undergrads and grad students from Duke
• 1,000 DKU students
• 130 full-time faculty; 35 visiting faculty
• International faculty and students must renew work permit and certain visas annually
• Travel restrictions and consulate closures are problematic
• DKU campus physical planning COVID-19 ongoing.
Campus Logistic Preparation
• DKU health code/cell phone location history tracking and temperature checking at the north gate
• thermal camera at entrances
• all staff and faulty need to report and get approval to travel out of Jiangsu province
• Mask requirement: only required in spaces where social distancing is not possible. Mask is required at the canteen area to pick up food.
• More hand sanitizing stations were added and social distancing signage. Hand washing etc have been posted.
• Intra-China vpn for students in China to reach the campus
o Most faculty will be located around the world globally
o Direct connection from DKU to the Duke campus and western resources
• Proxy services to direct traffic accordingly
o To keep Chinese traffic local and western traffic routed through Duke.
• Zoom has a presence in china.
DKU Hybrid Teaching Needs for Fall 2020
• International students will not be able to get to campus
• DKU is expanding class hours – time of day realities and 7 days a week
• AV upgrades for Fall 2020
• Canadian International School Kunshan (CISK) – Duke leasing student housing and classroom space in CISK
• Training and Support are big pieces
Rachel wished everyone a good day and adjourned the meeting since time was going over.