P120A160064
Through the HSSU MSEIP project a cohort of students became facilitators in the larger STEM growth at the university. An application process helped identify students most suited for the project. Students had weekly group learning opportunities with faculty based on their interests. There were Saturday talks and research activities. In preparation for these, students participated in learning activities and competitions based on related terminology. This improved participation and attention to the upcoming lecture/activity.
Stipends for participation kept students from needing jobs off campus. The kinship, and increased comfort with faculty helped students connect with school. Academic activities helped students develop career goals and explore interests, with mid-level students realizing latent potential. Students spent more time in student spaces explicitly created near STEM faculty offices, their visibility encouraging peers to join them.
Summer STEM Academies for High school students included education renewal for high-school teachers. MSEIP TAs were near-peer mentors to high school students, and peer-peer mentors of new inductees. Lectures, field trips, educational activities, talks and projects were part of the STEM Summer experience. The last two academies were virtual and HSSU TAs became supervised instructors in the final academy.
A research component included workshops for faculty and students in instrumentation and computational techniques. Student posters (including a prize winning one) and student co-authorship with faculty in a refereed paper resulted from this.
It was an institutional effort involving at least 18 HSSU faculty (fulltime and adjunct). MSEIP students have followed up with graduate school and STEM related jobs.
Ann Podleski
Mathematics Professor and Chair of Math & Applied Sciences Dept.
Welcome to our MSEIP presentation. We created a unique learning community with a cohort of students involved in academic activities outside the classroom. As they discovered their own potential and felt good about campus academic engagement, they influenced the larger school. Students increasingly engaged in academics and spent more time in student spaces judiciously placed near STEM faculty offices.
We appreciate any feedback and questions and also look forward to seeing and learning from your presentations.
Odesa WeatherO@hssu.edu
Timothy Hamilton
It's great to see a program like this that gives opportunities, involvement, support, and encouragement to underserved and marginalized students. Congratulations to all involved, from teachers to students.
Odesa WeatherO@hssu.edu
Anbreen Bashir
Associate Professor of Biology
Thank you Timothy! The biggest reward of being a part of MSEIP was to see our students grow. The grant helped instill skills, confidence, interpersonal growth and positive work ethic in our student body!
Odesa WeatherO@hssu.edu
Dr. Bashir,
The video was amazing. It was wonderful to see our students so confident and appreciative of their experience. OWJ
Mariam Manuel
Wow! This program is so powerful. I love all the ways in which you built a sense of community between the students and faculty members. Was there any type or training or professional development you did with the researchers or mentors prior to them working with the high school students?
Fran Agnone
Scott Horrell
Ann Podleski
Mathematics Professor and Chair of Math & Applied Sciences Dept.
It did really help that the academic year MSEIP activities had created a strong sense of community and also naturally modeled effective mentorship and academic engagement outside of the classroom. When the high school students got involved in the summer program, they were drawn to the community of college students.
Odesa WeatherO@hssu.edu
Odesa WeatherO@hssu.edu
Ann,
The work you have done with our students is amazing. I cannot tell you how many times I have viewed the video.
OWJ
Jayashree Balakrishna
Professor-Physics
Thanks Mariam.
Some of the TA-research mentors for the summer program had been with us through the year involved in MSEIP activities. We did have training for about 10days prior to the Summer program.
Odesa WeatherO@hssu.edu
Odesa WeatherO@hssu.edu
Dr. Balakrishna,
The work that all of you are doing with our students demonstrates their true potential. Thank you! OWJ
Jayashree Balakrishna
Professor-Physics
One of the strong components of our program was the strong student-faculty bonds that were forged. Also, our cohort students started getting involved with academics more/ They went on to become academic role models and helped other students develop a passion for learning. We had many faculty members across the school contributing a couple of hours a week to engage students in projects, activities, and readings based on student interest.
The questions that come to mind are
i) Did your project have similarities to this model?
ii) What other ways are there to involve the larger school beyond the ones actually in the project. We did have classroom projects. We also created conferences nearby so that other students, faculty, and members of our college could attend easily.
iii) What other strategies have been used to foster interdisciplinary research with students and multiple faculty?
Look forward to thoughts and discussions.
Odesa WeatherO@hssu.edu
Brent Wessel
What a fantastic program! I was glad to be a small part of a high school academy one summer. Keep up all the amazing work!
Odesa WeatherO@hssu.edu
Scott Horrell
Ann Podleski
Mathematics Professor and Chair of Math & Applied Sciences Dept.
This was truly an institution wide effort and having so many people involved really increased the impact on students.
Andrew Jackson
Adjunct Faculty
MSEIP provided an opportunity to encourage our students to explore new ideas and work in a team atmosphere. They learned by using scientific methods to gain knowledge and confidence in their academic abilities.
Scott Horrell
Paige Evans
This is a great program! I love the Saturday's Speakers Program. All of this community building is wonderful. Thank you for sharing this work.
Scott Horrell
Anbreen Bashir
Associate Professor of Biology
MSEIP equipped our students with unique skills involving interdisciplinary approach of learning. It allowed them to explore real world problems and put into practice information learned through various disciplines involved.
Shashi Rai
Scott Horrell
Ann Podleski
Vasit Sagan
Associate Professor of Geospatial Science
I think training students with hands-on research is the way to go. We all learn by working on a project, resolving challenges, and presenting our work to audiences. This is a wonderful experience for me as faculty. I enjoyed observing our students trained through this program publishing peer-reviewed papers and presenting at conferences.
Scott Horrell
Jessica Parker
Senior Director
WoW! This was such a powerful community and institutional effort that is so exciting to learn about. I don't think the beginning graphic really captures how the community building, academic engagement, collaborative research, and professional support is intertwined and layered. I would love to learn more about the impact on students and their professional successes. Could you share more about this aspect of the program?
Jessica Parker
Ann Podleski
Mathematics Professor and Chair of Math & Applied Sciences Dept.
Jessica - you are right that the core aspects of our program were very much intertwined and layered - I considered including more arrows in the opening graphic to try to capture that. In some sense everything is related to everything else, including various levels of professional success continuing to impact academic engagement, community building, and even more collaborative research.
I think aspects of our program gave students a broader concept of what types of careers and grad programs they ultimately decided to pursue. And we definitely noticed that MSEIP students were well positioned to take advantage of internship and other opportunities while still an undergraduate. The speakers that we brought in both for our Saturday activities and also for our MSEIP conferences represented a lot of different professional opportunities and help give students a chance to both showcase what they were doing in their MSEIP activities and to find out about different career paths.
Jessica Parker
Jayashree Balakrishna
Professor-Physics
Hi Jessica,
Along with what Dr. Podleski said, there were exposures through workshops and collaborations. One of our students did a GIS project and now is working in a company that uses GIS. A student's resume was very much enhanced by his work in MSEIP that resulted in his being an author on a peer reviewed publication. He is in graduate school pursuing a Computer Science degree.
MSEIP work often helped students find their passions and then pursue them with other opportunities and it was a great steppingstone for many students. A student interested in animals was exposed to bird biology in MSEIP. He then pursued another opportunity in which he looked for a mentor interested in birds and then ended up doing bird-tick and health research at a premier institute in the city and is now in graduate school. MSEIP gave students an opportunity to express themselves. It gave them confidence and they then worked hard to take advantage of other opportunities and achieve their dreams.
We have MSEIP students who are in and have finished nursing programs, a MSEIP student in dental school, a MSEIP student in the school of pharmacy, a MSEIP student accepted to a school of Osteopathy, MSEIP students in graduate school, and MSEIP students in technical jobs. Student resume's fattened by MSEIP did help them pursue summer internships.
We had students just being around school more picking the brains of faculty and studying. It just enhanced the academic experience. Student-Faculty relationships fostered by MSEIP did help students in their coursework and boost confidence and have successful careers even when specific MSEIP activities did not determine their career path.
Jessica Parker
Fran Agnone
Scott Horrell
Assistant Professor of Biology
Hi Jessica,
Thank you for your question. Yes, trying to encapsulate a program like this presents a unique challenge. The impact on each student is different, so we tried to find a heading to fit it all under (hence the overly broad "professional success"). In conversations with Jay and Ann, we did settle on the idea that this served as a stepping stone. In some cases, the next step was to pursue a Ph.D. or Master's degree. In others, it was getting a job using the skills they had developed in MSEIP. But for some participants, it was an even more subtle step - to pursue (and get) an independent research experience at an R1 University, to start focusing and dedicating more time to pursuing their degree, or to feel more comfortable working with faculty or one another.
One of the most exciting things for me as a faculty participant was to watch this impact manifest itself at the individual student level in varied ways. We felt this was perfect for our institution because we aim to serve the individual needs of our students. And what better way to demonstrate that than to see that the outcomes are individualized as well?
Jessica Parker
Ann Podleski
Odesa WeatherO@hssu.edu
At this time I can only say that all of you make for a terrific team and a major gift to our students and Harris-Stowe State University.
Thank you! OWJ
Rekha Meyer
Great things happen when students and faculty collaborate and learn! Well done MSEIP students and kudos to faculty!!
Scott Horrell
Odesa WeatherO@hssu.edu
Rekha,
You are absolutely CORRECT! THANK YOU FOR ALL THAT ALL OF YOU DO!
OWJ
Erica Reese
This all sounds great and encouraging for the students. Anything with Dr P involved is awesome, I miss the HSSU faculty and fun. #alumni #math Way to go everyone!
Scott Horrell
Erica Reese
This all sounds great and encouraging for the students. Anything with Dr P involved is awesome, I miss the HSSU faculty and fun. #alumni #math Way to go everyone!
Denice Blair
What an amazing project! As an educator in a university museum, I got a lot of ideas from your program model, especially the student mentoring and how the competition brought people together to learn from each other in really positive ways.
Scott Horrell
Ann Podleski
Ann Podleski
Mathematics Professor and Chair of Math & Applied Sciences Dept.
Denice - I am so glad you got some ideas from our program. We continued to tweak aspects of the program as we constantly reflected on all aspects. So glad this Video Showcase is providing opportunities to both share what we have tried and also get ideas from others. There are so many awesome projects going on!!!
Scott Horrell
Assistant Professor of Biology
Hi Denise,
Thank you for your comment. Yes, the positive aspect of the competition showed up over and over as we discussed the program with students. A student just visited me a few weeks ago (two years after their graduation and participation in MSEIP) and he was still talking about how good it felt when their group did well and got bragging rights. Competition seems to have a profound effect on student psychology.
Jacqueline Ekeoba
Thank you for sharing this project and creating a STEM community for students and faculty. I am curious to know what your recruitment efforts entailed for MSEIP.
Ann Podleski
Mathematics Professor and Chair of Math & Applied Sciences Dept.
Hi Jacqueline, I am assuming that you are asking about how students were recruited to be MSEIP trainees (as we referred to them). There was an application posted on our university website and students submitted an application which included an essay about why they were interested. At least one letter of recommendation from a faculty member was required also. And there was an interview with the PI of the grant, Dr. Jayashree Balakrishna. We had a variety of majors (STEM, Education, Social Sciences) and freshman to seniors. And some students continued as MSEIP trainees for multiple semesters and others went on to other opportunities (or graduated) and we were able to have a few new students involved each semester. All the college students involved were students at our university. High School students in the summer program were recommended by their high school teacher, and the teacher also participated in the summer program.
Shashi Rai
Math Teacher
My high school students gained an immersive enrichment experience that gave them insight into STEM careers, which they would not have received in their regular high school curriculum. Even during the COVID pandemic, the MSEIP program engaged the students in a Virtual Learning Environment which provided them valuable experience with the simulations and other virtual activities. The MSEIP experience inspired them to take STEM courses in college and pursue careers in STEM fields.
Ann Podleski
Jesús Lee-Borges
Excellent project! Wonderful job you are doing in your project. I was very impressed that you are incorporating the use of GIS in this project. It is definitely a powerful tool that opens opportunities, as the student pointed out.
Do you have a specific course where you teach GIS, or is it incorporated in another course?
Definitely interested in trying to do something with GIS in my project.
Ann Podleski
Mathematics Professor and Chair of Math & Applied Sciences Dept.
Most of what was done in the MSEIP project for GIS started with faculty workshops (a component of our MSEIP grant) led by Dr. Vasit Sagan (one of our co-presenters) that included student participants. So as some of the faculty were getting training in GIS, MSEIP trainees (students) participated in these workshops with us. For some students this became a specialty and they (and a few faculty) did projects that led to posters and deeper research projects. This led to an on-going collaboration with another university, including partnering with them on focused research through a supplemental grant to help establish research at HBCU's. We are now extending our course offerings to include GIS across the curriculum (we initially had one course in GIS, but not a lot of students were aware of this). We have hopes of a Geospatial Sciences certificate and are fortunate in that St. Louis is a hub for Geospatial. There are a lot of resources for GIS, including some free internet programs (I have not explored those, but have been to student presentations where students do use those.) Let me know if you have additional questions - this is definitely something I am trying to do more with and our university is also getting more involved - there is training this week in GIS that is open to all faculty.
Rebecca Weaver
Thank you for sharing this video showcase of HSSU's MSEIP. It is clear that the MSEIP is having a profound and positive impact on students and faculty alike. A former MSEIP student will be leading a Canopy Crew of youth to conduct tree health assessments throughout St. Louis, as a part of the Treesilience program, and we could not be more excited to have in our team. We are very grateful to HSSU and the MSEIP for the engagement and collaboration over the years. Thank you!
Scott Horrell
Nancy Songer
Dean
Thank you for sharing this amazing project. I am wondering how you are measuring the impact of the program? Any examples of metrics or outcomes are appreciated. Thank you.
Ann Podleski
Mathematics Professor and Chair of Math & Applied Sciences Dept.
I see that Dr. Balakrishna provided a lot of information about the types of data we collected for assessment and many of the outcomes of our program. As a faculty member and one of the Co-PIs of the grant, and actively involved with most aspects of the grant, I have benefitted in terms of content knowledge, new technical skills, more connections and collaborations with others outside our university which enhance my teaching and research and provide more opportunities for students.
Nancy Collier
Grateful to know my Father (Andrew Jackson) is involved in such an important & necessary program.
Scott Horrell
Fran Agnone
What an inspiring project. I love hearing about all the ways collaboration comes into play in this higher ed learning environment. And especially value the call out of "learning aside" professors. I'm so impressed by the career pathways that were shared of participants. Are there plans to continue the program beyond the life of the grant?
Scott Horrell
David Haury
Emeritus Professor
It seems you have a great model that is engaging and motivating for both students and educators/researchers. Could you say more about how you have or plan to make this model self-sustaining? What guidance can you offer teams at other institutions about how to imbed this model as a self-sustaining learning opportunity? Or, is that a challenge that you are still pursuing?
Jayashree Balakrishna
Professor-Physics
Hi David,
one of the advantages we had at our school was that the faculty in different disciplines are in close proximity to each other and constantly engage with each other. We could involve a lot of people in our project and really give our cohort students individual attention and then bring them together on Saturdays to interact as a larger group. Those students were then advocates for other students because they made them see that faculty was very accessible to students. So we crated mentors among students. An interdisciplinary STEM project was a natural fit for us.
We put a lot of time looking into cohort student interests, schedules and faculty schedules to make sure each student could be involved in readings and activities based on their interests and majors, each semester. We had a lot of support from all faculty.
Then COVID came and changed the landscape and campus engagement was difficult but we are working on bringing it back.
Jayashree Balakrishna
Professor-Physics
Hi Fran,
We now have the equipment, knowhow and collaborations established for research continuance and internships. In fact we are in process of getting a joint position with a neighboring university collaborator with GIS in mind. We have a certificate program in GIS getting ready to be rolled out. Some of our faculty are involved with the Danforth Plant Science center in Grant activities (Dr. Podleski is involved in this).
We are recipients of a sub-grant which includes interdisciplinary plant Phenotyping and Geoscience research. A fellow faculty member and I used the MSEIP purchased instruments to do intercropping research through another Grant in our Greenhousethis past year.
We have built strong relations with organizations like the Nature Conservancy and other organizations and institutions for further collaborations.
I am in talks with fellow faculty to look for funding campus engagement (Journal, book clubs, research reading, speaker series, etc) like our Saturday program. It will be like a new beginning in some sense because COVID effects shut down a lot of on-campus engagement. We realized that for many of our students the Physical in person on-campus engagement trumps the conveniences of virtual engagement. We plan to resurrect on-campus engagement with many aspects of the MSEIP model in mind.
Jayashree Balakrishna
Professor-Physics
Hi Nancy,
We would look at MSEIP student retention, graduation, and post-graduation career paths. Also post-MSEIP involvement in other opportunities. For some MSEIP students it was a stepping-stone and they often have continued mentorship with the MSEIP faculty because of the strong bonds forged by the experience. Some of then went on to be TAs as part of other programs but were often a TA for a MSEIP faculty class. We have kept up with our yearly cohorts.
We had surveys from the Summer school for the high school teachers, and students, faculty, and MSEIP TAs to get information on student engagement and content. We also had assessments during the Summer program for content, research, and presentation.
In addition, we had data from faculty surveys of all faculty involved with MSEIP, the percentage of MSEIP (former or current) who presented at Conferences whether they presented MSEIP or other projects. 12 of 20 accepted presentations for the 2019 ERN conference were current or former MSEIP students. Three of the other 8 later joined the MSEIP program (2 for our Summer Academy. We also had research projects that resulted in a publication with a MSEIP student as one of the authors in a refereed Remote Sensing Journal. This student presented at the American Geophysical Union international conference. Another MSEIP student won an award at the GEO-Resolution conference (3rd place for their poster). We also have former students in Grad. programs, technical jobs, environmental companies, and professional programs (dentistry, pharmacy, nursing).
MSEIP's flexibility of ways in which students could be engaged - projects research, TA or combinations of these helped students chose what suited them best and also look for other opportunities off and on campus as they learned about their interests. We followed them through their continued path in other programs. We also looked at the number of MSEIP students who got internships in the Summer at various universities, and organizations.
We also had projects in our courses and some MSEIP students helped the students in some of the classes with these. Even when we first went virtual, we had MSEIP students engage virtually as TAs and project helpers in some courses. We used the CURE test to evaluate our class projects.
There were multiple programs that some of these students were involved in over the course of their undergraduate years that impacted them and MSEIP was a very strong stepping-stone for them to transition to other programs. They got a stipend for campus academic activities and connected with faculty and fellow students. The stipend helped them be on campus more and not have to look for jobs off campus. Our MSEIP students definitely impacted the larger school. They got students from their different STEM majors to come and work in campus spaces, MSEIP students would stay and study on Saturday after the morning program. Soon other students were coming in on those days (pre-COVID).
Paul Adams
This is a great project. What would be the essential steps for others to start a similar project without funding?
Ann Podleski
Mathematics Professor and Chair of Math & Applied Sciences Dept.
Hi Paul - that is a great question. I think some aspects of our project might be accomplished through some type of seminar course that students might take that has the flexibility to include some of the activities students and faculty were involved in. It would likely be at a smaller scale, but might involve guest speakers, or team teaching approach, with a theme that can be approached in an interdisciplinary way. Or maybe a set of courses in different subjects, that are tied together with a common theme, where the instructors and students from the different classes all collaborate in some way. These are just some initial thoughts and it likely depends on the culture of the particular school as to what things might work.
Paul Adams
Thanks for the insights!
Cali Anicha
I so appreciated hearing from the students - thanks for centering their voices! You mentioned a 10-training you held - for TAs and other non-students involved in the work - can you offer any details about that training?
Also - the offer of a stipend so students did not need to seek jobs outside campus is a crucial component. A very real way to begin to level the academic playing field!
Scott Horrell
Ann Podleski
Mathematics Professor and Chair of Math & Applied Sciences Dept.
You have definitely hit on some of the key components of the project design - the stipend to engage with academic activities on campus (but outside the classroom) was really a game changer.
In terms of the training for TAs, there were many aspects in different years of the grant. In the first year that we did a virtual summer academy, (Summer 2020), we met via Zoom in the weeks leading up to the academy and "practiced" and did a lot of experimenting with what we could do. It was collaborative in that I think the training went both ways - students helping faculty and really sharing of ideas and strategies. We also met at the close of every day of the actual session, to debrief and share ideas about what is working and what can we adjust. Some of the best ideas came from the student TAs. I met with TAs to go over my planned lesson to get feedback from them and it really helped me.
And in the second year that we did a virtual summer academy, the experience TAs were partnered with a newer TA and the TAs actually led the sessions with the high school students. A faculty member would meet with the TAs in each group to go over what they planned to do and get feedback from the other TA and/or faculty. There was a lot of training and practice for the Virtual Labs we were doing (this was in both years of virtual academy)
Before we were virtual, the first summer academy did not involve the high school students, so served as a training in the sense of the college students (and the faculty) were participants in the academy. Also, there were always some students who were MSEIP trainees during the academic year who also were TAs in the summer academy. The fact that they were already comfortable with faculty and each other helped to model the TA role and was also something that helped make the high school students engage.
Jayashree Balakrishna
Professor-Physics
Hi Cali,
Prior to COVID when we had in-person instruction, the TAs would come in and work on some of the labs, with the instructors who were teaching them. During the virtual Academies the TAs had to do the virtual labs and make sure they did them more than once so they knew exactly what was involved. We also had a session discussing the academy and expectations.. In the last academy the TAs were actually doing much of the instruction (supervised) so they had to have their lesson plans ahead of time as well and they would be looked at, edited, and they would do practice sessions with each other and the PI.
For all the summer academies, the mentoring part was easy because they already took it seriously, and they wanted to make a difference. New Summer inductees (TAs) were helped by those already there. Classes in our Summer Academies, typically had an HSSU instructor, high school students, TAs, and at least one high-school teacher. Students were in groups so different classes went on in different rooms. Also we had projects run by a person hired for that and they would also meet the TAs and go over their expectations of the TAs. There were also Kahoot and Jeopardy quizzes that TAs had to set up based on the words and terminology related to the lessons.
We had already established strong faculty-student bonds with some of the TAs over the course of the year and these TAs which made it a lot easier.
Cali Anicha
Thank you for taking the time to share all those details - much appreciated!
Alini Agnes
WOW!
Its amazing to see how influential the MSEIP program has been to so many student's career paths including my own! I hope that more students have the opportunity to participate in programs just like this! It will enhance their growth as a student and help build crucial skills as they continue through their academic journey - and beyond.
Scott Horrell
Jayla Johnson
I really enjoyed this video. The insight from this video provided me with so much understanding and all the different subjects that sit under the MISEP umbrella! I enjoyed hearing from each student. As an a former undergraduate student I found myself being able to relate to what they were saying or what skill set they were able to strengthen. Providing students with these kinds of experiences and opportunities to prior to graduate schoo or their career has such a huge impact and that clear! Go HSSU!
Scott Horrell
John Kaup
What a great program and loved seeing all the comments, questions etc. Appreciate your providing stipends to offset the need for these students to work during the academic year - this is certainly key for full participation. Was not sure how many years students participate, did they move into leadership roles as they progressed through the program (from year to year). I can see them working on a research project and then helping the next cohort as a "seasoned" researcher on that project.
Jayashree Balakrishna
Professor-Physics
Frank Mack
A dedicated and committed faculty and TA collaboration. I am very familiar with their outstanding efforts to engage and motivate students toward and in STEM fields and studies. This was a specific initiative in their ongoing and successful efforts.
Shayo Bulenda
Wow, what an amazing program this was! We need more programs like this. Excellent job to all participants and faculty.
Scott Horrell
Meixia Ding
What a cool project! Truly needed. Hope the project model and findings will be widely disseminated to benefit more students!
Ann Podleski
Mathematics Professor and Chair of Math & Applied Sciences Dept.
Thanks for your comment - this was a great model for our university and hope others can get ideas of how to incorporate aspects that work for their faculty and students.
Kiearea Johnson
This is so amazing. I am a proud Harris-Stowe Alum and seeing the growth of the Arts and Sciences at Harris-Stowe is so encouraging. I recall participating in a sustainability project and just knowing the students have so many resources and support. I am very happy about reach they have with the students. I know Harris-Stowe Mathematics Department changed my life.
Shawn Baker
Great Work… It is truly amazing to see what students can do when they have the support and dedication of faculty. You can see and hear passion that both the students and faculty have for MSEIP and the experiences provided.
Ann Podleski
Kim Medley
What an amazing program. You have not only set students up for success in numerous ways, you are building community. Big congrats!
Ann Podleski
Ann Podleski
Mathematics Professor and Chair of Math & Applied Sciences Dept.
Building community is key. Thanks for your comments.
Freddie PhD
The MESIP project at Harris-Stowe State University is yet another example of how success happens when access, funding resources, and faculty mentoring is provided to develop and strengthen student talents through undergraduate research. Involving our students in undergraduate research opens doors for graduate school aspirations and desires that further the participation of underrepresented minority students in STEM. Our HSSU faculty and faculty friends from other academic institutions made this project a success for our students. I am proud of the outcomes that were generated from this wonderful work.