For endorsed academic programs, what do the students submit instead of the eligibility assessment?

All candidates, including those enrolled in an academic endorsed program, should upload an Eligibility Assessment. The endorsed program letter is no longer required.

Is a recommendation from ACLP being made on courses in-progress versus courses being complete prior to applying for internships? Do these students need to hold for the next round to have the eligibility assessment updated?

Not currently. It is up to the clinical sites. If there are courses in-progress, registration will be visible on students’ unofficial transcript(s).

How does the academic curriculum connect to internship readiness?

Internship readiness necessitates collaboration and integrity amongst many stakeholders in the child life community. About a third of the work group members were academic child life professionals. They brought their knowledge of child life academic preparation to this project. For example, if you look at the KSA 2.04, it says “Knowledge of child development and how each developmental stage is impacted by illness, stress, and hospitalization.” A student could develop this KSA from their child development and child life courses. Also, the language of the KSAs is realistic for what a student can obtain in an academic setting.  For example, KSA 1.02 says, “awareness of the Child Life Code of Ethics.” This means that the expectation is that an emerging professional has been exposed and familiarized with the Child Life Code of Ethics- not the expectation that they are skilled at applying it in daily practice. Academics have the opportunity to introduce students to the Child Life Code of Ethics by requiring it as a reading or helping them begin to be aware of the principles through ethical scenarios. As a sample to the working group’s conversation, if you look at KSA 1.03, it reads “exposure to how theory and evidence guide child life practice.” During this conversation, we asked ourselves what types of courses or experience would support this development. We discussed the requirement for child development and family systems courses which would provide exposure to theories, and we discussed the requirement of the research course which would expose students to critically reviewing research to use studies as evidence to support practices.

As an academic, I am excited about how I can use the KSAs in my curriculum. I often get asked by students, “Well what do I need to do to get an internship?” To be honest, before, I didn’t have a concrete answer- a general answer of GPA, experience with well children, x number of practicum hours, and the ability to answer questions about child life. The KSAs give students a concrete answer to work towards.  Students now know if I want to be internship ready, these are the knowledge, skills, and abilities that I need to demonstrate in my application.

As an academic, I plan to incorporate it into assignments. For example, during the first few classes of the semester asking students what all they did last summer and saying well let’s look at the KSAs and discuss where that learning fits into internship readiness. Those are a few examples of how the academic curriculum connects to internship readiness.

How should academic programs prepare students for this standard of readiness?

The responsibility of preparing students for Internship Readiness does not solely lie with academic programs. Some Knowledge, Skills, and Abilities (KSAs) will be acquired through experiences obtained outside of academics such as work/volunteer experience. The KSA document should prove a helpful tool for academic programs seeking to best prepare students for an internship experience. 

As the main point of applicant support for academic stakeholders, why were letters of recommendation removed?

The intention was never to remove the academic voice. As an academic and as a member of this work group I can assure you that this was a concern of mine, too. The intention was to reduce burden throughout the entire application process. So as an academician, I felt that throughout our work together in this work group, the academic experience was very much considered and valued. 

I listened carefully to our clinical colleagues, and they shared that the letters are often not a helpful or comprehensive source of information regarding an applicant's experiences or readiness for an internship. I also listened carefully to my colleagues who participated in this work group when they shared that it's become increasingly difficult and time consuming for applicants to gather these letters. So, removing the letter of recommendation then decreases the time commitment for reviewers, for academics, as well as for applicants. The truth is, as academics if we've done our job well, and provided our students with a solid academic experience that facilitated critical thinking and created opportunities for students to intentionally make meaningful connections between their academic experiences and their field based learning opportunities, then they should be able to shine all on their own through their application process. After all, that's the bigger picture goal, right? We're hopeful that by eliminating the recommendation, it creates a greater focus for sites to really read into what applicants are choosing to include in their application instead of having to read into letters of recommendation.

In considering the Knowledge, Skills, and Abilities that have been developed - I intend to take intentional time in my classes to encourage my students to make meaning of how their outside of course experiences align with the KSAs and to encourage them to make meaning of their experiences in this way.

I am not sure that academics are unbiased when it comes to recommendations. Our program’s success is largely pinned on our students’ abilities to obtain an internship.

Thank you for your comment - this is really honest and I'm sure you are not alone in this perspective. We're hopeful that by eliminating the recommendation this creates a greater focus for sites to really read into what applicants are choosing to include in their applications....instead of having to "read into" recommendations.

Can we request reference letters at a later point in the application process?

Reference letters are taxing on applicants, academic professionals, and reviewers. Additionally, feedback collected from stakeholders during the development of the Internship Readiness Common Application indicated that there is inconsistency in recommenders’ content and knowledge of applicants, making letters of recommendation an inequitable source of information. Programs are welcome to call references at a later point in the application process if that would be helpful in making final determinations.

Are most programs still only considering applicants working towards their masters, or are they open to undergraduates who have received their bachelors?

There are many clinical internship sites that do not require applicants to be Master's prepared. Information regarding degree/affiliation requirements should be clearly stated on an internship program’s website.

How does the new application impact endorsed programs?

ACLP has paused the endorsement of academic programs. The Academic Excellence Task Force is gathering information on the best way to recognize high quality academic programs with the mindset of addressing problems identified in the current endorsement program. Therefore, discussions about how the Common Application would fit into endorsements are limited due to this pause. However, if endorsement or another process for recognizing quality academic programs is continued, they will have the conversation with recognition of the importance of giving academic programs time to meet any changes that may come about. Related to endorsement. There have been several questions regarding how the students from endorsed programs submit eligibility assessments as part of the application. During the pilot study, we noticed that students from endorsed programs were attaching a variety of things as part of the eligibility assessment. So, one of the next items that the internship readiness work group will be working on is to give better directions as to what students from endorsed programs should be attaching for the eligibility assessment component.

Will there be any need for academic professionals to verify or validate any experience hours that are submitted through the learner’s application at any point in the process?

Not currently. As a part of the application students affirm that the information provided is accurate.

What happens if a student has more than 6 different experiences working with children? 

Learners will have to evaluate and prioritize which experiences to highlight within their application and align with the KSAs. Additional experiences can be discussed during the interviews if needed.

Would a practicum be counted as one of the 6 experiences?

Yes

What format will the downloaded application be in? 

A single PDF that includes the eligibility assessment, the transcripts, and the completed application.

By using an online submission, does this mean that hospital sites will stop charging application fees?

Fees are an example of how bias and privilege are added into the application process. While ACLP cannot mandate hospitals to exclude charging a fee, it is the hope that hospital sites will consider not charging a fee to applicants.

For students who are not in child life specific academic programs, will the ACLP be offering a free webinar to help in educating students on the KSA writing model?

This is something the Internship Readiness Work Group will consider moving forward. 

Can the ACLP make a more official looking eligibility assessment than a screenshot?

A print to PDF button has been added to the eligibility assessment page to facilitate the submission of consistent eligibility assessments.

Will you be able to show a video on how the internship application is completed with a sample internship applicant?

Please see the Internship Readiness Common Application Guide

What transcripts need to be included in the application?

All transcripts that evidence your child life coursework progression. Both official/unofficial transcripts are accepted. 

Why are applicants limited to six experiences on the application?

By having applicants select only six experiences, it encourages quality over quantity of experiences. It standardizes the application. It decreases the time commitment for reviewers. It also has learners use critical thinking skills to really decide which of the experiences they've had truly helped prepare them the best for their internship.

What resources are available to support applicants in completing the application?

The ACLP website has a direct link to the internship readiness webpage that has tons of information about the process that we've been trying to share with you with these town halls, but then also the resources that the work group has been developing. In my opinion, the most important resource for an applicant is going to be the internship readiness KSAs document. Yes, it's new but it's also a very important framework for applicants to become familiar with and to really help that help guide them in the completion of the internship readiness application itself. There's also a guide that walks applicants through each step of the application and tasks that needed to be completed. There's also a video that helps walk through the application as well. Some other resources that the work group has published include the language associated with the Internship Readiness Common Application. That document provides some definitions, some clarity, for language that appears within the common application that again, might be new. Those are some important resources for applicants to reference.

Can you clarify, will you not be requiring a minimum of 100 hours of experience in any of the experience categories?

That is correct. There is no minimum number of hours required as part of the new application.

Can we combine similar experiences on the application for example, I have experienced volunteering at two hospitals. Could I combine them and the hours on the Common Application?

You have up to up to six experiences that you can include, but they would be separate experiences if they are from two different hospitals. Really the decision is up to you on and whether both of them are really relevant to your growth and development and can help you demonstrate, highlight, and showcase the internship readiness KSAs. If you feel strongly that both of those separate experiences can do that, then include them both.

What is considered an experience for the new application?

One of the things that we've really, really, really looked at in the work group was how do we make child life more accessible and break out of the traditional, very small boxes of experience that we've been asking for from students for a long time? Because we recognize that there are many different avenues to gain experience working with children and families. So an experience can encompass any interaction that you have with a family in a professional capacity or a volunteer capacity. If you can speak to it and how it's prepared you according to the KSAs, it can be included as an experience. We really want to leave it up to the applicant to be able to showcase their experiences in a way that the application currently doesn't do.

Will applicants have to distinguish between hospital vs non-hospital experiences?

Applicants distinguish between experiences within healthcare settings and outside of healthcare settings. For definitions of these terms, please reference the Language Association with the Internship Readiness Common Application resource.

Can you please give an example of how a student can link a specific KSA to their "experience" response.

Applicants are asked to make a choice about which of their experiences are most relevant to the field of child life and how those experiences best showcase the applicant’s growth and development of the KSAs. Critical thinking skills are needed to understand how the KSAs are present or are applied within each hands on or field experience.

Can I submit additional materials with my application?

Unless specifically requested by an internship program, please do not submit any additional materials with your Internship Readiness Common Application. 

I am having difficulty downloading my application as a single PDF. What should I do?

Some official transcripts are encrypted and may interfere with the download of your application as a single PDF. If you are experiencing difficulty downloading your application, please try uploading only unofficial transcripts.

When writing about the KSAs, do I use an abbreviation or write the entire thing out? For instance, is it "KSA 1.01" or "Knowledge, Skills, and Abilities 1.01" or "Awareness 1.01: Awareness of/growth mindset relating to DEI and cultural humility?"

Either way is acceptable. 

What if my practicum did not accrue many hours in a medical setting? Should I still include information about how this experience prepared me for the internship in the application?

The quality of experiences is more valuable than the quantity of hours completed. Consider the meaningful interactions that took place within that time. What was observed of child life staff and how did those professionals build relationships? Focus on finding the most pertinent experiences during the hours spent in a given setting and write about those.

Do not discount or discredit any exposure or experience with young people and families as they all can be valuable. Reflect on all pre-internship experiences, review the Internship Readiness KSAs, and incorporate those experiences into the application. Each experience offers the opportunity for gaining knowledge and perspective. When applicants are able to apply experiences to the child life profession, they are able to showcase their understanding of the child life role in healthcare to internship programs. 

In the experience section of the application, there are specific prompts for applicants to follow. Are applicants also supposed to type a narrative about each experience?

The narrative that applicants provide is in response to the description and role responsibility prompts in the experience section. There is not an additional narrative in the experience section, applicants can choose to reference those experiences in the written responses in the next section of the application. It is important to talk about what the applicant has actually done during the experience, rather than giving generic information (“these are all the units I was on” and “these are the assignments I have completed”). That type of information can still hold value, but it is important to show an internship coordinator, who does not know the applicant at all, what has been observed and accomplished. 

What do you mean by “use non-specific language?”

Another term for “non-specific language” is “blinded” language. Please use non-specific language so there is no possible bias added by naming which specific institution applicants received training or where applicants are located in the country. Therefore, it is preferred to describe locations, academic institutions, and hospitals by describing the size and setting without using identifying information.

Within internship interviews, besides the ability to use case examples, what are typical things hospital interviewers might be looking for that can set applicants apart?

It is important to use critical thinking when completing the Internship Readiness Common Application as well as during interviews. What really sets candidates apart is their ability to tie whatever they have been exposed to or experienced or thought out into their continued growth and development as an aspiring child life professional. Individuals who can verbalize how they are committed to continual learning,  why they are ready to complete an internship, and what they can bring to the profession of child life appear to navigate interview questions successfully.

What if pre-internship experiences focused on observation and did not offer many opportunities for hands-on work? Is that enough to create a foundation?

Typically, pre-internship experiences should be observational experiences where aspiring professionals can witness a child life specialist in practice. There seems to be a concern that something is missing from the experience if applicants do not have hands-on work during pre-internship experiences. However, this is not the case. Internships are intended to be the main source of clinical training. Practicums are not mini-internships. 

There is so much to take in while serving in that observational role and it is not a passive role. Applicants might not have an active role in the interaction but should be making connections with coursework and other pre-internship experiences to what is unfolding in front of them. Applicants should realize how much work they are doing during observations and how they are creating learning experiences for themselves. And then demonstrate that learning and those observation skills in the written responses.

What the ACLP was hoping to achieve with the Internship Readiness Common Application is the ability to create an application that was more open, inclusive, and encompassing of all different experiences. For those who might have a traditional practicum, great, include that information and reflect on those experiences. But for those who do not, those individuals still have lots of great experiences that partner really well with the knowledge, skills, and abilities to be internship ready.

Can we still quantify our amount of experience while using non-specific language such as the number of hours of experience?

Yes. The documentation of the experiences section still has a question of how many hours were completed as well as a start date and end date.

Is non-specific language expected to be used in interviews as well?

It is possible some internship programs prefer to use non-specific language but that is more likely to be a site-specific requirement. Programs should provide guidance when scheduling interviews or applicants can ask that question if guidance is not provided.

Will you be expected to use references at the end of the longer response questions?

No. There is a word limit to how much can be written in those sections. Therefore, references are not expected to be incorporated. 

Is it better to focus on healthcare vs non-healthcare experiences?

It is really about what the applicant feels best connects to the knowledge, skills, and abilities for internship readiness. If there was an incredible experience during volunteer work and the applicant feels it demonstrates a personal understanding of DEI or of health disparities, then go for it and use that experience from volunteering.

If an applicant saw something that was relatable to one of the other comprehension skills in the KSAs during a pre-internship experience, then go ahead and pull that in. Applicants can draw from all the different aspects of up to six experiences. Applicants do not have to weigh anything more heavily than another. It is about how an applicant connects observations and interactions to the knowledge, skills, and abilities.

Will we be able to still require site specific items for the internship application? (Ie. asking for letters of recommendations or application specific questions?)

The hope and goal is that this application provides enough information for sites to be able to find internship ready candidates from the application as is. The addition of more items has the potential to increase bias and add work for each stakeholder. One consideration is that a site could ask for additional items, such as recommendations, closer to the time of making an offer to an intern to better align with HR processes. Please refer back to the Removal of Application Components Rationale resource. It really speaks to the why behind what was removed from the previous common application, the thinking behind that, and how we sought to remove bias and burden for all stakeholders.

Will the hospital practicum still remain a litmus test or screener?

Completing a practicum is not a requirement to sit for the Child Life Professional Certification Exam. While practicums remain an advantageous experience within the field of child life, other pre-internship, hands-on experiences can offer valuable learning opportunities that are more accessible to aspiring professionals and should also be considered. Applicants may choose to use a practicum or pre-internship experience as one of their 6 listed relevant experiences on the Internship Readiness Common Application.

How are internship supervisors/coordinators supposed to make decisions with less information?

Yes, this application represents a shift in the types of information gathered from applicants. However, one goal of the Internship Readiness Common Application is to improve the application process for all stakeholders. By aligning each piece of the new application with an identified knowledge, skill, or ability, the responsibility rests with the applicant to use written communication skills to highlight how their academic preparation and hands-on experiences have contributed to becoming internship ready. A resource is currently being developed (and anticipated before the launch) that will assist clinical sites in assessing information provided in the new application.

With removing the requirement for practicum completion or in progress form, do you expect to see more students who have not completed a practicum applying for internship?

There are many hands-on experiences that offer valuable learning opportunities that are more accessible to aspiring child life professionals, and these should also be considered. Applicants can use these experiences or traditional practicum experiences to demonstrate their knowledge, skills, and abilities.

How do we ensure that sites don’t continue to follow their own wishes and needs, continuing to make it tough and inequitable for students?

It will take the entire child life community to begin to make changes. Individual sites still govern their own application and selection process. The hope is that individual sites will begin to hear the positive responses from other sites who have used it and will move toward this model. Additionally, ACLP is asking programs to consider signing the Internship Access & Equity Pledge.

How will an applicant be able to express intentional interest in sites they are applying to throughout their application?

This is something that could be assessed during an interview. The application's purpose is to help sites determine an applicant's internship readiness.

How should we account for courses in progress?

Academic information can be gathered from the Eligibility Assessment and transcript portions of the application. It is up to the internship site to determine if coursework must be completed prior to the start of the internship. This is a current requirement for accredited programs regarding coursework and the Internship Accreditation Oversight Committee is in the process of reviewing the accreditation standards.

Cover letters and resumes are professional requirements. Why aren’t they required as part of the application?

Written communication will be able to be assessed via the 5 written responses within the application. Information that would typically be included in a resume is accounted for in the Experience Documentation section where six experiences are detailed in a concise and consistent format. This encourages critical thinking on the part of the applicant to assess which six experiences have best prepared them for an internship. Additionally, the skill of writing/developing cover letters and resumes is part of the ACLP Internship Curriculum Modules (Module 14 – Professional Development).

Have you stated if an internship accredited program MUST use this new application?

Using the Internship Readiness Common Application is not currently an accreditation standard .

Will an application be able to be submitted if the applicant does not meet the KSAs for an Internship Ready Candidate? Or will it be on the site to determine this?

Nothing is changing about the current selection or determination process. Individual sites are still in full control of the review of applications, interviews, and selection of interns.

Does the application align with accreditation standards?

There are two areas that do not explicitly align. 1. A question about all required courses needed to be completed and 2. Requiring a minimum number of hours with well children and then also with children in stressful situations. The Internship Accreditation Oversight Committee is initiating a review of accreditation standards to determine the next steps.

How will rubrics measure quality while eliminating bias and internship sites choosing interns by program “goodness of fit”?

Rubrics help to reduce bias by encouraging an objective review of the materials and reducing the opportunity for a subjective review. Subjectivity increases the chances of bias influencing the evaluation of materials.

Will the rubric resource be available before Jan 6, 2023?

Yes, the goal is to release the rubric resource prior to January 6, 2023.

What metrics are we to use to measure the quality of the experience hours?

The rubric resource the Internship Readiness Work Group is developing will include suggested metrics. In addition, the new application should encourage students to highlight their learning in these experiences and how these experiences connect to the KSAs.

What has your committee done to safeguard already very taxed child life programs that will now be oversaturated with very similar internship applications?

The weight/ownership is put on learners to demonstrate their knowledge, skills, and abilities. Learners are able to evidence what they have learned from both academic and experiential settings. We are continuing to collect feedback/data via survey, listening sessions, and other avenues. We will take all feedback into consideration and make adjustments as needed.

How does the ACLP plan to address the potential issues that can arise from the already over-saturated internship market being further over-saturated by the ability for more candidates to apply each round with this new application?

Feedback regarding the Internship Readiness Common Application will continue to be collected via survey, listening sessions, and other avenues after the launch. We will take all feedback into consideration and make adjustments as needed.

Are internship sites allowed to craft programs that are longer than 4 months as part of paid work, but still completing the ACLP internship modules?

Internship sites are allowed to have different models, in contrast to the 4-month model. There are some internships who utilize a part-time 7-month model

Can we allow for internships to be completed at other non-hospital sites with CCLS's on staff?

Yes, as long as the requirements on the Clinical Experience Verification Form are met. 

How will this impact the number of applications programs receive?

At this point. We're unsure of the impact on the number of applications that will be received by clinical sites, so all we can really share today is what our pilot sites noticed during the pilot period. The average number of applications was 64. Two of the sites said that was typical for them and one site did say that was a few more. I don't want to make assumptions. But in case this question is driven by concern around time spent reviewing applications, I did want to also highlight that all three pilot sites agreed that the amount of time to review each application was significantly reduced.

What is the rubric resource?

The rubric resource is being developed as a reference guide for clinical internship sites to utilize to develop their own evaluation tool. The goal is for evaluation at clinical internship sites to suit the needs of each program and help them select a candidate who will ultimately be successful in their specific internship. I want to make it very clear, the rubric resource is not going to be a one size fits all templates that we're all utilizing to evaluate the same applications. We would all land on the same candidates and that would not be the direction that we're trying to go. Instead, we want to give suggestions for clinical internship sites on how to consider the content that they're reviewing. And we want to give prompts around where programs can have dialogue about where potential biases might be built into evaluations.

How does each hospital requiring their own timeframe for coursework completion lend itself to our goal of a uniform process?

I'll give some anecdotal feedback as a pilot site. We made it very evident on our web page (where students had to navigate to submit the Internship Readiness Common Application) some of those components that we were looking for. We want each clinical site to make some determinations, and then make it clear for candidates, what they will be evaluated on. We want to make sure that the Internship Readiness Common Application captures all the information that clinical sites will evaluate and so from the candidate and clinical site perspectives it is a uniform process. Then the next step of evaluation will be that deep dive and where some differentiation will fall.

Do you think hospitals will frown upon the fact that the eligibility assessment is incomplete?

It's hard for us to know how hospitals will respond and what will be frowned upon. I appreciate the question. But as it stands right now, there are times when eligibility assessments are not complete, and I don’t think it’s frowned upon.

How does this impact accredited internship sites?

We recognize as the Internship Accreditation Oversight Committee (IAOC) that some of the new features of the Internship Readiness Common Application do not align with the accreditation standards. And those are going to be reviewed. The IAOC is initiating a review of the accreditation standards and will be forthcoming with more information.

Asking about KSAs the student would like to learn more about doesn't give internship sites any indication of the students’ actual knowledge of the KSAs.

It's very important to call out that there is more than one question within the application. This one is talking about which element from the KSAs you most want to grow and learn about during your internship. That is one of five questions currently included in the written response section of the application. The instructions for the written response section encourages applicants to consider the entire list of KSAs and asks the candidates to make the connections to all the answers in the written responses. And so, your question only highlights the prompt that names the KSAs, but in the instructions above the written responses, it asks the candidates to consider all the KSAs in the responses.

Will a new coordinator or supervisory manual be provided to help guide supervisors and coordinators to incorporate more of the KSAs into our curriculum?

I don't know if that's something that we've talked about. But I imagine that is something that we can take back to the group as we continue to listen to all of this feedback and provide resources and materials that will make this a successful launch and ensure that programs are finding internship ready candidates. Also remember, sites have recommended curriculum modules that they're using to help guide the training during the internships experience. The internship KSA is our framework to help determine if a candidate is ready to start their internship on day one. So yes, it's important for the review and selection process, but in terms of clinical training, there are internship curriculum modules that help guide that training.

Our program would like to update our website to reflect the new application. What do you recommend we share as requirements?

Update your website to guide applicants through the new process. The internship readiness guide that has been developed as a resource has some really great language and kind of step-by-step instructions so we actually just linked directly to that for people that were considering applying to our internship. I would also recommend doing a deep dive into all the other resources that are available. When the rubric resource becomes available, that's another piece that internship sites can consider sharing with their potential applicants about how they are approaching the internship readiness common application. Please also see our Tips for Internship Sites: Accepting Electronic Applications.

Will students be able to apply if it does not meet the minimum requirements for internship readiness?

Right now, the application has three tasks that have to be completed and that is the application portion, the upload of the eligibility assessment, and then the upload of the unofficial transcript(s). Beyond that, with the requirements, again, we are putting a lot of control in the applicants hands to look at the KSAs to examine their own preparation and to be able to demonstrate and showcase how all of that's connected to their growth and development in the field of child life. So right now, there's no feature on the online application that would eliminate anyone in terms of the requirements. But this is a process. As you can tell by all the questions that are still rolling in, there are a lot of questions and concerns about the transition. And really what I can tell you is that we continue to be open to receiving feedback, and we are open to making changes to maximize this application.

How are we able to accurately assess a student's readiness solely on the essays in the new application when they don't ask about a student's knowledge of the child life profession?

The Internship Readiness KSAs provides a framework outlining what is expected of aspiring professionals to learn about the child life profession by the start of the clinical internship experience. Each component of the Internship Readiness Common Application aligns with one or more KSAs. Applicants are asked to use critical thinking skills to connect the information presented throughout the application with the KSAs, specifically within the written responses section. Each of the 5 written responses presents an opportunity for applicants to showcase their knowledge of the child life profession by making clear links from the examples they describe to the KSAs. Therefore, internship sites are able to assess internship readiness by evaluating which experiences the applicant choses to describe and how well those experiences were connected to the Internship Readiness KSAs.

Will this be re-evaluated in a year if it does not enable us to find qualified candidates?

Yes, moving into 2023 we are continuing to collect feedback/data via stakeholder surveys, listening sessions, and other avenues. We will take all feedback into consideration and make adjustments as needed.