05:35 Alanna Frost: I mean, I think I feel like we've sort of stated quite nicely the sort of path of something sponsored us to get there and then we're more than sponsored by the institute to become certain kinds of teachers. But what that makes me think about, so what's next? What happens at your institution? We've been out to camp, and now we're back home. So what does your institution now look like? 

06:04 Rik Hunter: Well since you mentioned camp, I wish I could've just camped when I went back to Wisconsin. Everyday, just camped outside on the lake. And then went to class and taught and stuff like that. I think for me, I was actually pretty lucky at Wisconsin. For graduate students in the English department, we had technology fellowship program where graduate students would apply for these fellowships and they'd be led by an advanced graduate student, who had some facility background experience teaching with technology. And we do readings, and we'd mess about with things, and try to break WordPress, messing around with the code. And we really focused on effective teaching practices with technology. And so I felt like I was lucky to be able to go into that program after Writing New Media with that solid foundation that I had. And so I felt really lucky, because that program was there, and then we also had an academic technology division in IT, that also sponsored grants for teaching with technology in the classroom. And through all of that, it really gave me, I guess the knowledge and experience that I was able to then kinda harness, into leading workshops as I went further along in my program.

07:28 Les Loncharich: When I returned to Oakland University, kind of something like what happened to Rick. I presented to the department, my experience at CWIC and then the following spring, I presented to the college about Writing New Media. And then once I returned from CWIC, I was given a manager position of our computer lab, that was dedicated solely to the writing program department. That appointment was part of an initiative to build a community of people who are interested in writing and technology and also to sort of bring faculty... Or increase their awareness of what can be done in writing classrooms with technology. In my current position at Georgia Southern, there are a number of entities who handle that sort of things. So my position is not quite the same. It's really much lower key. We now have committees and we have people internal to the department doing these sort of things. I [08:34] ____ through with the idea, and it was the idea that writing can be broadly defined. So I'm really playing this sort of a smaller but perhaps not less impactful role.

08:50 Alanna Frost: I think those experiences are differently mine. Again, at UAH, there's a real heavy reliance on the sort of stuff that the university has purchased, so Microsoft... Microsoft applications. There's not much support for innovative teaching, learning or writing practices using technologies. We do have a Scholars Institute. That every year, we gather at one of the university systems schools, and people present this really innovative work they are doing. But again, that sort of tantalizing and then you go back to your school and it's not very supportive but... And we have brown bag style lunches but most often those, are led by IT and they deal in the most trendy and latest software, so, TurnItIn luncheon or the use of Clickers from Pearson, that they sold to us with their new text book. So...

09:50 Rik Hunter: I think every university and college has those same courses.

09:53 Moe Folk: At my school now, I think it's interesting because there's a lot of curiosity in things that, CWIC and my grad program we were grappling with years ago, and every year, it seems there's more interest in my department and departments cross campus and from administration into issues surrounding computers and writing. And then immediately after CWIC, Writing New Media, I was pretty lucky again, 'cause I was in the same labs that the workshops were in. And I was teaching in those labs, so I got to really... I didn't have a learning curve where I had to go back and implement it with a new IT staff, or new teachers, or anything. So I really got to change a lot of assignments and change things up pretty fast. And here, we do have access to labs but now it's more rolling laptop carts, we have better access to. So it's not as stable as we were dealing with back in the day, but there's definitely a lot of opportunities here, so I'm happy about that.