Waching daily Feb 21 2019

Atrial Septal Defects, by Dr. David Bailly.

My name is David Bailly.

I'm a fellow here at Boston Children's Hospital in the Department of Anesthesia and Critical

Care I am also a boarded pediatrician and a boarded pediatric cardiologist.

And I am going to speak with you today about atrial septal defects.

Atrial septal defects are very common overall, and they're commonly seen in other cardiac

lesions.

Up to 50% of all cardiac constellations include an atrial septal defect.

We're going to talk initially about the anatomy and the physiology of the different types

of atrial septal defects, followed by the usual presentation, including some of the

unusual presentations, followed by the imaging and diagnostic modalities used to help us

treat and diagnose atrial septal defects, followed by initial management strategies

for patients with atrial septal defects and the sequelae of that lesion.

Anatomy and Physiology.

So, to start out with the anatomy and physiology, atrial septal defects are simply any defect

in the atrial septum.

They can be large, they can be small, they can be single, there can be multiple defects

anywhere within the atrial septum.

The three broad categories that we typically divide them out into are secundum atrial septal

defects, which account for about 70% of the defects that we see-- and those are actually

a defect in the primum portion of the septum from an embryologic standpoint.

The second most common type is primum defects, which are defects in the atrial septum that

occur in the inferior level of the atrial septum.

They're often associated with AV canal defects, but they don't always have to be.

The last type are the sinus venosus atrial septal defects, and they broadly fan out into

two categories-- those involving the superior vena cava, which are the most common type,

and those involving the inferior vena cava, which are the least common type.

Those are essentially a defect in the lumen of the SVC and the lumen of a pulmonary vein

such that there's a communication.

The entrance to the pulmonary veins is actually normal back into the left atrium.

But because there's a communication between the wall of the pulmonary vein and the wall

of the superior vena cava, a left-to-right shunt occurs.

So the physiology of all atrial septal defects is essentially a left-to-right shunt at the

atrial level that evokes a volume burden on the right side of the heart.

And we can use box diagrams to illustrate this quite clearly.

Box diagram here shows that we have the right atrium, the right ventricle into the pulmonary

arteries, the blood will return to the left side of the heart into the left atrium, the

left ventricle, and into the aorta.

So if we draw blood flowing through the heart in a usual pathway, you'll see denoted here

as simply an arrow, blood going to the RA, the RV, the PAs, and then back to the left

side of the heart.

This is the usual course of blood flow, as you all know.

Now, if there's an atrial septal defect, once the blood returns to the left atrium, it essentially

has a decision to make.

Is it going to shunt to the right side of the heart, or continue on to the left side

of the heart?

The definitive point of that - where the blood shunts, is determined by the relative compliance

of the two ventricles.

Now, at birth, the right ventricle is less compliant, because it has essentially been

behaving as a left ventricle in utero by providing systemic circulation through the ductus arteriosis.

However, after birth, the placenta is detached, the lungs are inflated, the pulmonary vascular

resistance drops, and the systemic vascular resistance rises over time as the LV supports

a systemic circulation and as we go through life and have coronary artery disease and

other reasons to have hypertension, the LV becomes less compliant; the RV becomes more

compliant.

So initially, at birth, there's very little shunting at the atrial level.

But over time, as the RV relaxes and the LV becomes more stiff, there's increased flow

across the atrial septum and to the right side of the heart.

And with this flow, obviously, it evokes a volume burden on the right side of the heart.

So more blood's going to the right atrium, the right ventricle, to the pulmonary arteries.

And it's this physiology that describes the presentation and the ECHO findings that we

describe.

And this is the reason to go for surgical repair.

Presentation.

So how do these patients typically present?

Usually, it's a perfectly well asymptomatic child that shows up for a well child check.

They're about 3 years old, parents have no complaints, no concerns, but during their

check, someone actually hears a murmur.

It's not a murmur that anyone's heard on prior occasions due to these compliance issues that

we just talked about.

The RV has finally relaxed to the point where there's enough flow through the right side

of the heart that there's what we call a relative stenosis of the pulmonary valve.

So you hear a 2 over 6 systolic ejection murmur as blood flows across the pulmonary valve.

Pulmonary valve itself is normal.

It's just there's extra blood flow from the atrial level shunt.

So you hear a 2 over 6 ejection murmur at the pulmonary valve position, which is the

left upper sternal border.

[HEART BEATING] Now, the heart sounds in atrial septal defect are very important to note.

They're fixed, and they're wide.

They're fixed because in the setting of a nonrestrictive atrial septal defect, there's

equalization of the respiratory influence on the right- and left-sided cardiac outputs

which gives you a fixed S1 and S2.

And it's wide because the delayed emptying of the right ventricle causes delayed closure

of the pulmonary valve, giving you a wide and fixed split S2.

In addition to the murmur of pulmonary stenosis, which we already talked about, they can also

have a murmur of relative tricuspid stenosis.

And over time, if the RV continues to enlarge, the tricuspid valve apparatus will stretch,

and then you can have tricuspid regurgitation and a murmur that is coincident with that

as well.

The main thing that we worry about in patients with atrial septal defects is the development

of pulmonary vascular obstructive disease.

This is a rare presentation in this day and age, when most of these murmurs are picked

up by routine exams and through echocardiography.

And it typically presents in the second decade of life and in less than 10% of the population.

Other presentations include atrial arrhythmias, again, we believe due to the right atrial

enlargement that causes arrhythmias.

Now, there's a small subset of patients with atrial septal defects that actually present

with Failure to Thrive or cyanosis.

These are outliers.

Any patient who has Failure to Thrive or cyanosis with an isolated atrial septal defect should

undergo a very thorough evaluation for other causes for Failure to Thrive and cyanosis--

including, but not limited to, reflux, obstructive sleep apnea.

And there's also been case series that have found that many of these patients with Failure

to Thrive and atrial septal defects often have spontaneous closure of their atrial septal

defects, implying that perhaps, for whatever reason, there was some degree of left atrial

hypertension, whether it was from a coarct or something else that caused, over time,

spontaneous closure of the atrial septal defect, when in fact, originally it may have been

more of a stretched foramen from the high left atrial pressures.

Imaging and Diagnostic Work-Up.

Imaging is a key component of identifying and diagnosing atrial septal defects.

Echocardiography is the benchmark for diagnosing these lesions, as we're usually able to get

adequate windows to diagnose the lesion itself, its location, as well as the size.

An important concept to remember, regardless of the imaging modality used, is that all

key neighboring structures need to be identified, particularly the pulmonary veins.

10% of patients with secundum atrial defects can have an anomalous pulmonary venous return.

So it's important that all the pulmonary veins are seen prior to surgical repair.

EKG findings are usually significant for some right axis deviation, positive 90 to a positive

180 degrees, some right ventricular hypertrophy, and/or right heart enlargement.

The chest x-ray also shows right heart enlargement.

Perhaps a prominent main pulmonary artery, some cephalisation, or increased pulmonary

blood flow can also be appreciated if the ASD has been long standing and is large.

MRI can be helpful if there is not an ability to clearly see all the key neighboring structures

by ECHO.

And cath is rarely needed except in the circumstances where there is already pulmonary vascular

obstructive disease that has developed.

Or if there is an inability to adequately quantify the degree of pulmonary blood flow

pre-operatively.

Cath is obviously used when devices are used to close the atrial septal defect, but is

rarely used as a diagnostic tool in and of itself.

Point of Clarification: catheter intervention can only be done for secundum ASDs where there

are sufficient rims.

Secundum ASDs can also be closed surgically.

Primum ASDs and Sinus Venosus defects are not amenable to closure in the catheterization

lab, and must be closed surgically.

Initial Management Strategies.

Now, the management of patients with atrial septal defects is very limited because they

often present asymptomatically.

The management really revolves around deciding on how best to repair the lesion.

The two main options available to most people are either a catheter intervention if there's

sufficient rims to occlude the defect or a surgical intervention, which is the traditional

mainstay repair that has been around the longest.

The morbidity and mortality of both of these options are extremely low with less than 1%

mortality reported overall.

It's important to remember, however, that patients who've had closure of the atrial

septal defect via surgical repair are at risk for postpericardiotomy syndrome, which is

an immune-modulated effusive response that leads to a pericardial effusion 1 to 6 weeks

after repair.

This syndrome can be life-threatening and it presents with the usual symptoms of pericardial

effusion, such as hypotension, muffled heart sounds, or an exaggerated JVD impulse.

Deciding who to repair is center-specific, but there are a few things that we have seen

that carries over to all centers.

If the defect is greater than 8 millimeters, they rarely, if ever, close on their own.

And that will require repair, and it's worth considering an earlier repair in those patients.

Typically, they're closed around 3 to 4 years of age prior to going to school but before

the development of pulmonary vascular obstructive disease.

Defects that are less than 3 millimeters, however, often close spontaneously, and those

can usually be watched for a few years.

However, if you have a defect that's 5 millimeters with still significant shunt seen by echocardiography,

it's worth considering closure of that.

Again, around the age of 3 to 4 years.

So in summary, atrial septal defects are very common overall, and they're commonly seen

in other cardiac lesions.

Up to 50% of all cardiac constellations include an atrial septal defect.

They usually present as an asymptomatic patient during a well child check with a 2 over 6

systolic ejection murmur at the left upper sternal border.

So early detection of these lesions is very important to overcome the effects of pulmonary

vascular obstructive disease that can develop if they're not caught early on.

Imaging can be very straightforward usually with echocardiography, and there's the x-ray

and EKG findings of right heart enlargements and increased pulmonary blood flow.

And finally, the management is by closure either in the cath lab or surgically.

Please help us improve the content by providing us with some feedback.

For more infomation >> "Atrial Septal Defects" by Dr. David Bailly for OPENPediatrics - Duration: 13:14.

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SPLAT THE CAT | Read Aloud Book for Kids - Duration: 3:32.

[Music]

Splatt the Cat by Rob Scotton, kids book

read aloud. It was early in the morning

and splat was wide awake. Today was his

first day at Cat School and his tail

wiggled wildly with worry. If I hide from

the day maybe it'll go away, he thought.

It didn't go away. Time to get up, said

his mom. Time to get dressed, said his mom.

I don't have any clean socks, mom. Maybe I

should go to school tomorrow instead,

said splat. You don't wear socks, said his

mom. I'm having a bad hair day, mom. Maybe

I should go to school tomorrow instead,

said Splat. His mom combed his hair perfect.

Don't forget your lunchbox, said

his mom. I'll need a friend today, thought

Splat, and he dropped his pet mouse,

Seymour, into his lunchbox. Time to go,

said his mom. The front door won't let me

out, mom. The gate won't let go of my

fingers, mom. The lamp post won't get out

of my way, mom. Mom! You can ride your bike

if you like Splat, said his mom. So he did

but he didn't say a single word. Welcome

to Cat School said a big round cat.

I'm Mrs. Wimpydimple, your teacher.

Splats mom gave him a hug, I'll be back

soon, she said. You'll be fine.

Everyone, this is Splat. Let's welcome him

into our class, said Mrs. Wimpydimple.

Hi Splat!

[Music]

Mrs. Wimpydimple began, Cats are amazing,

she said. We are clever, cunning and quick.

Am I amazing to? asked Splat. Yes, you too,

said Mrs. Wimpydimple. Cats climb trees,

drink milk and chase mice, she continued.

Why do we chase mice? asked Splat. It's what

we do, replied Mrs. Wimpydimple. Why? asked

Splat. Because. Why?

Mrs. Wimpydimple sighed, lunchtime, she

announced. Splat opened his lunchbox.

Mouse! The cats did what cats do. Seymour

hid behind a glass bottle and when the

cats saw his face through the glass they

screamed and ran away.

Seymour did what all mice want to do.

Stop! cried splat splat. They didn't stop.

Enough! Mrs. Wimpydimple said, and it

ended. Its milk time. Hooray!

But the door to the milk cupboard was

stuck. No milk today, announced Mrs. Wimpydimple

So Splat whispered into Seymour's

ear.

Seymour nodded and then a moment later

the door swung open. Yum! Mrs. Wimpydimple

wrote again on the chalkboard.

Cats don't chase mice.

Hooray! cheered the class. Soon it was

home time. Splats mom returned and gave

him a hug. I've got lots of friends. Cats

don't chase mice. I'm amazing.

It was early the next morning and Splat

was wide awake. Today was his second day

at Cat School and his tail wiggled

wildly with excitement!

Thanks for watching. If you like this

book, please subscribe for more kids

books read aloud.

For more infomation >> SPLAT THE CAT | Read Aloud Book for Kids - Duration: 3:32.

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'Finally Sarri listens' – Chelsea boss widely praised by CFC fans for handing rare start to player - Duration: 1:58.

For more infomation >> 'Finally Sarri listens' – Chelsea boss widely praised by CFC fans for handing rare start to player - Duration: 1:58.

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State Supreme Court Denies Graham Spanier's Request For An Appeal - Duration: 0:28.

For more infomation >> State Supreme Court Denies Graham Spanier's Request For An Appeal - Duration: 0:28.

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What's The Best Car For The Climate? | HOT MESS - Duration: 7:30.

Say you're looking to buy a car.

How do you pick the best car for the planet?

There's already a lot to consider when choosing a new ride, and factoring in climate change

makes it even trickier.

Well we're here to guide you through it… even if we can't come to the dealership

with you.

Hey, I'm Joe.

Let's get something out of the way right out of the garage: cars don't just produce

emissions when we're driving them.

Making a car–any kind of car–takes an enormous amount of energy, and so does disposing

of it.

So when we talk about a car's climate impact, we have to consider factory to junkyard, not

just on the road.

So, that applies to all types of cars.

But there's still a lot of options to consider.

First up, we've got our good ol' internal combustion engine cars.The ones we've been

zooming around in for over a century!

They can be powered by propane, ethanol, even biodiesel, but most run on gasoline and regular

diesel.

These kinds of cars and trucks account for nearly one-fifth of all US greenhouse gas

emissions .

But you've still got some options that can reduce the impact of even a gas-burning car.

Fuel efficiency--how far you can go on one gallon or liter of gas--depends a lot on vehicle

type, model and age.

Older cars can be less fuel efficient, but buying a used car technically produces less

emissions than a new one, because no extra energy went into producing the used car.

Luckily there are a few easy tools you can use to compare cars' fuel efficiency.

We've linked them down in the description.

And when it comes to which fuel, carbon dioxide emissions from diesel cars do tend to be lower...but

diesel cars emit more of other kinds of air pollution, that may not affect the climate,

but do make air less healthy to breathe.

Considering all this, many climate- and environment-conscious car buyers are turning to electric vehicles--or

EVs.

These run on electricity stored in a battery–basically a scaled-up version of the battery tech in

your laptop or smartphone.

When it's empty, you plug the car into an outlet to recharge it.

Pretty simple!

EVs don't burn any kind of fuel--they don't even have a tailpipe--so they don't release

any emissions….

...when they're on the road.

Remember, making a car–any car–and all of its parts takes energy, and this can create

its own emissions.

So how clean are electric vehicles, really?

Today's electric cars typically run on lithium ion batteries, which contain elements that

are really rare and hard to find–like cobalt.

The process of mining and processing these raw metals into usable battery components

requires a huge amount of energy.

Even the wiring, casing, and the stuff that holds the battery together are expensive…

money-wise and energy-wise.All this considered, manufacturing an electric car produces about

68% more greenhouse gas emissions than manufacturing a regular car.

Here's the kicker:  When an EV is plugged in, it's pulling electricity from the power

grid.

Depending on where you live, that electricity that could be generated by coal, natural gas,

nuclear, wind, solar… or in most places, a mix of these.

So driving an electric vehicle will probably still produce emissions, just not from the

tailpipe.

When you factor in manufacturing and charging, there's no truly zero emissions car on the

market yet.

But.

Here's the thing.

Even though making an electric car produces more emissions than making a gas-powered one,

and EVEN though many electric cars get their energy–at least partially–from non-renewable

sources...over their entire lifetime most electric cars still produce less than half

of the emissions of gas-powered vehicles.

Electricity generating plants are simply more efficient at turning combustible fuel into

energy than a car engine is at turning gasoline into energy.

So, are hybrid cars a good middle ground?

Well, non-plug in hybrids–which have gas engines and batteries charged when the car

is moving or braking–are basically just really fuel efficient regular cars with a

more emissions-heavy production process.

The impact of plug-in hybrid cars–small gas engines and batteries charged by plugging

in–is hugely dependent on the energy source charging them.

Manufacturing emissions are higher for hybrids too, but in many cases the on-the-road emissions

savings is more than enough to make up for that.

The biggest factor in whether a plug-in hybrid contributes more or less emissions than a

regular car is the source of the electricity going into its battery, similar to those questions

surrounding electric cars.

There are a couple of other futuristic options out there too, like hydrogen fuel cell vehicles,

which use hydrogen gas to power an electric motor!

The technology is tricky, the infrastructure just isn't there--yet--and as of right now

they are SUPER expensive.

It's too early to suppose how they may stack up compared to gas and electric vehicles in

a practical way, but if you want a whole video on how they work and how they could transform

our emissions in the future, let us know in the comments below.

The real answer to this question of "which car?" could be...no car at all.

If you live in an area that's highly walkable or bikeable or that has convenient public

transportation, it may not make sense to drive every day.

But the hard truth is we've built a world that depends on automobiles, so we need to

drive toward a cleaner car future.

Just think--if everyone in the US drove electric vehicles, we could cut our total car-produced

carbon emissions in HALF, even without changing how we make our electricity!

We're in a huge time of transition when it comes to how we get around in a climate-friendly

way.

So buckle up--I've got a feeling it's gonna be fun ride..and hopefully you can use

this handy-dandy green car guide to walk you through your next car purchase.

For more infomation >> What's The Best Car For The Climate? | HOT MESS - Duration: 7:30.

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YouTube Is To Blame For Flat Earth Craze - Duration: 5:23.

A new research study shows YouTube Is To Blame For the Flat Earth Craze

Whats up and welcome to Inform Overload, Im your Information Overlord, Johnny Rogers and

Im the Potato Queen Charlotte Dobre.

If youre new here we find the most interesting news stories on the internet and then we make

them more entertaining.

Or are least try to.

If are new here hit that subscribe button because we post new content all the time.

Plus dont forget to stick around to the end of this video where we will answer some of

your comments from previous videos.

At one point in time the world believed the Earth was flat due to lack of knowledge and

information, yet for some reason in todays age of the internet weve been seeing a resurgence

in this long disproved theory.

Theres a growing number of people online that believe the Earth is flat and according to

a new study this alarming growth can directly be tied to the number of conspiracy theory

videos popping up on YouTube.

This is disturbing sign that the online algorithm the platform uses is mainlining bad information

to people in vulnerable populations.

Its a similar thought process to people who think their country is the greatest country

on Earth without ever travelling for perspective.

The algorithm not only creates these echo chambers of bad information, but keeps you

locked in to learning more through recommendations.

The case study comes from Texas Tech University researcher Asheley Landrum who interviewed

30 attendees at two consecutive meetings.

Oh and its important to mention Johnny that those meetings were for the worlds largest

annual conference of Flat Earthers.

What the researcher discovered was ominous to say the least.

Almost everyone at the conference said they first became aware of the flat Earth theory

from YouTube.

Because yknow if theres a YouTube video on it, it must be true.

The only person at the meeting who didnt have a similar narrative was attending with his

daughter and his son-in-law who told him about it...after they watched a YouTube video.

Just when you think they found a lone wolf, all signs lead to the YouTube algorithm.

In what will become the greatest story of our time it seems as though mass information

can lead to the spread of misinformation.

Sure there is a ton of incredible information online, but because most sites want people

to stay on their platform the algorithm is adjusted to feed even conspiracy minded individuals.

And what do conspiracy minded individuals like to eat you ask, well they operate on

a strict diet of unreliable information that further warps their worldview.

Its not just your average individual who believes in the flat earth theory now.

This conspiracy theory has even reached the minds of celebrities such as B.o.B, NBA star

Kyrie Irving, Tila Tequila, and Sheri Sheppard from the view.

Looks like Sheri needs a new view.

In a 2007 episode of the view Shepherd said its not that she necessarily believes that

the world is flat, its just that she has other things on her mind.

Ummm Sheri you can do all the things you do and still not believe the Earth is flat.

We want to hear your thoughts on this story though so comment down below if you think

theres always been flat earthers all around the globe.

Nice I see what you did there.

Just a little personal experience I wanted to add here.

I was on a commercial once and the actor I was working with found me on youtube a couple

months later because of a video we did on the flat earth and contacted me through instagram.

Of course we weren't promoting the idea, we were making fun of the flat earth, we kinda

low key clickbaited and thats how this guy found my.

But yeah, that's just an example of how easily information can spread on youtube,

especially misinformation.

so did the flat earther ask you out?

he did actually.

I didn't know he was a flat earther and then on our first date he said that he didn't

agree with me about my views on the shape of the earth...lets just say that relationship

didnt last very long.

Now its the moment youve all been waiting for..

Its time for - wait Charlotte did you want to bring back the comment dance?

I mean i'll do the comment dance.

Will you do it with me?

Lets check out some of your featured comments from the video titled - Elon Musk is Hosting

Meme Review - Not Clickbait

Kuniko drop says - Elon musk is literally the coolest guy . Elon musk now hosting io

-He would be even cooler if he hosted iO, who wants to start that petition.

Potato Fandom says - I been watching Io for more than a year now and I never got featured

in a video.

Side note: your hair is amazing Well i will feature your comment but only because you

said my hair was amazing.

Ze Resonate says - I'm commenting as my teacher is telling me to put my phone away

because I'm in class rn -Tell him youre just being a good potato and

if that doesnt work..

QUICK put it away I think hes coming.

Ray Possiable says - If you've watched their Tesla ads, they're really good and funny.

I'm excited for this.

I just love elon musk because he has so many cool original ideas.

He really is a visionary.

Eric James Mantillo says - It's great to be alive.

-Yes IT IS *clap* *clap* Thank you for watching Inform Overload, Hit

that thumbs up button if you enjoyed this video.

If youre new here dont forget to subscribe.

If you want more videos like this one just click the playlist on the screen and if you

find any new stories that you want us to cover look for my instagram and Charlottes down

below, send us a DM and youre halfway there.

From Inform Overload, Im Johnny Rogers and Im Charlotte Dobre.

Johnny - and until next time take care.

For more infomation >> YouTube Is To Blame For Flat Earth Craze - Duration: 5:23.

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Boy Reacts to Hot Chocolate for Border Wall Backlash - Duration: 1:07.

For more infomation >> Boy Reacts to Hot Chocolate for Border Wall Backlash - Duration: 1:07.

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Chelsea 1-0 Malmo: Olivier Giroud scores for Chelsea after great work by N'Golo Kante - Duration: 1:26.

For more infomation >> Chelsea 1-0 Malmo: Olivier Giroud scores for Chelsea after great work by N'Golo Kante - Duration: 1:26.

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ET Is Live for Premio Lo Nuestro: Here's How to Watch! [Hot] - Duration: 4:16.

 Today just got a bit more exciting!  The 31st Annual Premio Lo Nuestro awards will take place on Thursday, Feb

21 and air live on Univision from the American Airlines Arena in Miami, Florida. The awards show is set to highlight the best in the Latin music industry and will include a special tribute to reggaeton legend, Daddy Yankee

  ET Live will be on the magenta carpet with all your favorite Latinx artists starting at 6 p

m. ET / 3 p.m. PST. You can watch right here in the video above or head over to ETLive

com. It will also be streaming on the ET Live app either on your phone or Apple TV, Amazon Fire or Roku

 Following the carpet, you can find all of our exclusive interviews and show highlights on www

ETonline.com/mas. Here's everything you need to know about Premio Lo Nuestro.  What Time Does It Start? One of Latin music's biggest nights will take place Thursday, Feb

21 starting at 7 p.m ET.  Where to Watch? The show will air live on Univision, Univision

com and Univision NOW. Who's Hosting? Alejandra Espinoza, Maite Perroni and Victor Manuelle will host the star-studded show

 Who Will Perform? Fans will enjoy the world premiere of Marc Anthony's highly anticipated new salsa single, "Tu Vida En La Mía

" J Balvin will perform his new hit, "Reggaeton," female powerhouses Thalia, Lali and Natti Natasha will also take the stage

Other acts include Prince Royce, Pepe Aguilar, Anuel AA, Christian Nodal, Juanes, Ozuna, Piso 21 among others

  Anything Special to Watch Out for This Year?: Daddy Yankee will be honored with "Premio Lo Nuestro a la Trayectoria" (Lifetime Achievement Award) and participate in a performance celebrating the 15th anniversary of his album, Barrio Fino, with superstars Yandel, Zion y Lennox, J Balvin, De La Ghetto, and Ozuna in a medley of hits such as "Lo que pasó, pasó," "Rompe," "Ella me levantó" and "Gasolina

" Get more Latinx news on ET MÁS, ETonline's new section featuring the latest celeb, film, TV, music and style news

 RELATED NEWS:  

For more infomation >> ET Is Live for Premio Lo Nuestro: Here's How to Watch! [Hot] - Duration: 4:16.

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Local program grants wishes for sick children - Duration: 2:12.

For more infomation >> Local program grants wishes for sick children - Duration: 2:12.

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Halsey & Boyfriend Yungblud Flaunt Major PDA In New Video For '11 Minutes' Ft. Travis Barker - Break - Duration: 2:58.

Not only are Halsey & rocker Yungblud dating, but they make a perfect match in the recording studio as well! After the release of their joint song, '11 Minutes,' they dropped a steamy video for the track!  Those who just can't get enough of Halsey's whirlwind romance with Yungblud are in luck — the two dropped a five-minute music video on Feb

21, and it's chock full of romantic scenes from the gorgeous couple! The two musicians were first seen canoodling in November of 2018, but fans got a front row seat to their romance thanks to the new video

The clip's plot line, which is broken up into chapters, follows a chaotic relationship through some seriously trying times

The sweeter moments of the video include Halsey and Yungblud cuddling up in bed and stealing kisses from one another — and, considering they're dating IRL, these two aren't doing any acting!    Fans are already loving the new video, and can't seem to get enough of the on-screen romance from the IRL couple

"OMG 11 Minutes Music Video actually nearly made me cry, There was so much passion and emotion in the story," one fan wrote in a tweet

"JUST WATCHED 11 MINUTES AND MAY I SAY I AM LIVING FOR THIS VIDEO," another wrote

Meanwhile, Halsey was just as excited about the video as her fans! "This music video is so f**king cool," she said on Twitter

"I can't wait for you all to see it. F**king so sick."  Yungblud recently explained that the new track is about the perils of modern love

"The song tells the story of a perfect tragedy that reflects modern love within our society

We are so distracted and focused on what's next, we can fail to see what is actually in front of us," he said in a statement, according to iHeartRadio

"We don't realize how much we need something until it's taken away from us." True that! Watch the rocker and Halsey put on a romantic display in the video above!  Halsey and her man were first linked at the end of November, when they were photographed out and about together in LA

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Financial Education Resources for Community Colleges Webinar — consumerfinance.gov - Duration: 52:49.

Welcome and thank you for standing by.

At this time all participants are in a listen-only mode until the question-and-answer session

of today's call.

At that time if you would like to ask a question, please press Star 1.

Today's conference is being recorded.

If you have any objections please disconnect at this time.

I would now like to turn the meeting over to Kristen Evans.

You may begin.

Hello.

I would like to thank you all for joining us today for our first webinar in our Community

College Webinar Series hosted by the Consumer Financial Protection Bureau.

My name is Kristen Evans and I'm the Acting Section Chief for Students and Young Consumers

at the CFPB.

I am joined by two wonderful speakers.

Amy Conrad from the National Endowment for Financial Education and Sharon Wurm from the

Truckee Meadows Community College.

We've put together a webinar for community college staff, librarians and other professionals

in the higher education field.

So our topic today is about general financial education resources.

So I'm going to kick off the webinar to talk a little bit about the financial education

resources that we have available at the CFPB.

But first I have to do our standard legal disclaimer as a government employee that what

I'm saying does not constitute legal interpretation, guidance or advice and any opinions stated

by the presenters are the presenter's own and may not represent the bureau's views.

And also with our guest speakers we are not affiliated and do not endorse any speakers

or entities participating in this presentation.

Okay so with that we'll move on.

I'm going to briefly give an overview of the CFPB.

The Consumer Financial Protection Bureau or CFPB was created following the financial crisis

and so we are fairly new.

We're about seven years old now.

And we're a federal agency that works to empower, enforce and educate consumers.

We help consumer finance markets work by making rules and enforcing those rules.

We also educate by creating tools, answering common questions and provide tips that help

consumers navigate their financial choices.

So I'm from a division that focuses on educating and engaging consumers so they can make more

informed financial decisions.

The vision also focuses on several specific populations including service members and

veterans, those who are economically disadvantaged as well as older Americans.

So I'm from a section for students and young consumers that focuses on that specific population

which could include young adults who are thinking about attending post-secondary education or

those who have already attended or graduated or entering payment status on their student

loan.

We help students and young adults to manage their money, build credit, save and pay for

college and repay student debt.

So I wanted to kickoff this webinar by giving a bit of background into the specific population

of students and young adults.

More parents and young adults are beginning to save for college.

And recent studies have shown that the percentage of Americans saving for college have increased

considerably since 2009.

But it still means that less than half or about 41% are setting aside money for their

children's education.

Plus only a small fraction of students receive a sizable amount of scholarship money.

This means that we can expect a sizable share of students will need to consider financing

their degree.

And in that same study they found that 45% of young adults have a student loan.

And on average they graduate with $30,000 in student loan debt.

So students and other young adults are at this stage of their life when they're entering

the financial marketplace for the first time.

They are starting to use or think about financial products and services and maybe building credit.

But young adults continue to struggle to meet their current financial obligations.

And about 1/3 of young adults receive financial help from a family member and have very little

savings or no savings at all.

This leads to about a half of student loan borrowers that feel financially constrained

and stressed when it comes to repaying their student loans.

This stress may also be exacerbated by the fact that many students may not know the difference

between federal and private student loans or how to calculate their monthly payment

before they begin repaying.

This fear and stress has led to regret for some student loan borrowers.

And more than half that they would change their choice about taking out student loans.

This is where financial education could assist student loan borrowers and young adults to

have the confidence to act on their own financial situation.

Financial education experts say that providing consumers with information is only part of

the solution.

Being able to manage their own financial life requires a combination of knowledge and skills.

Consumers need to be able to analyze the costs, risks and consequences of particular financial

products or services.

And they also need to know where to go for help.

So we've heard from student loan borrowers that student debt can impact their personal

lives.

For instance they may delay getting married or forming a family, buying a house or even

saving for retirement.

Student loan debt may also have an impact on their job choices after graduation.

They may be less likely to start a business due to the strain of a student loan payment.

So with that in mind I'm going to talk about the financial education resources that we

have available to help students and young adults.

The NEFE provides a series of web tools to help them plan for their financial lives.

These web tools focus on big financial decisions but also those smaller life decisions that

can have a big impact.

So on the next slide you will see a screen grab of our paying for college tool.

For many how to pay for college is one of the first major financial decisions they will

make.

So to assist these potential students our paying for college tool helps students make

more informed decisions about financing their college education and repaying their loan.

It also helps prospective borrowers walk through some important questions to navigate paying

and financing college.

This tool could be used by community colleges working with students as they prepare to take

out student loans and even prepare for the upcoming semester.

As we'll get to in later slides the tool also helps students make comparisons between

financial aid offers.

It provides information and advice for optimizing how to repay their loans and student financial

guide on choosing a loan and managing their money.

So the first guide in our paying for college tool is a guide on how to pay for college

into the loan.

The toolbox through some key questions when you're starting to think about taking out

a loan such as the different types of loan options from federal loans to private loans.

It provides tips on how to fill out the FAFSA form.

It also reminds people to exhaust federal student loan option before turning to private

student loans.

It also goes into detail and to other topics such as things to consider when determining

how much to borrow or information on alternatives to private student loans.

We also offer a comparison tool that allows students to compare the cost of college and

financial aid offers from different higher education institutions.

This would be a great tool for community colleges to recommend to students who may be exploring

to further their education beyond community college.

It allows students to input costs of attendance and financial aid packages including their

federal student aid, their private funding sources and scholarships.

And we can do that for up to three schools and allow students to compare costs of each

of those programs.

So even before students apply to go to college they can use this tool to help them decide

which schools will be the best fit for them financially.

Students can adjust how much financial aid they expect to get from a school or compare

how much their dream school would cost if they got no financial aid at all.

This allows students to have a better overall picture of their future financial burden when

deciding which schools to actually apply.

And may actually help students choose a school that allows them to take on less student loan

debt.

So this slide walks through our repay student tool.

Repay student debt provides information to students to understand what they need to do

to repay their loans and how to do it.

This tool will be particularly helpful for students who are just about to graduate or

those who are already in repayment.

So Web site provides what they can and cannot do while they're repaying their loans especially

if their struggling.

This tool also allows borrowers to consider their options by selecting different repayment

scenarios that match their situation.

This can be a benefit for student loan borrowers by providing advice related to their specific

type of loan, like, whether they're federal or private and their general situation.

It provides information on all the different repayment plans available to student loan

borrowers.

It also gives them options to postpone payments if they are financially struggling and options

to get out of default and dealing with debt collectors.

It also provides information for those who may not be struggling such as how to consolidate

your loans, protection for service members who are deployed and helpful advice to maintain

repayment such as setting up a direct debit or making extra payments toward their balance.

Also within this suite of tools we offer resources to young adults as they begin to explore opening

up their first bank account.

An important issue for young people is how to best manage their money while they're

still in school.

As I mentioned earlier college students arrive on campus.

They may be exploring financial products for the first time.

And they may need information on how to open up their first banking account.

They may need information on how to shop for a banking account what fees they should expect

or should avoid and how to get their financial aid reimbursement into their new bank account

if that applies to them.

So this tool actually sets up a series of guided questions which allows students to

browse the information necessary to plan and act on opening up a new bank account.

So the next resource I will talk about is Ask CFPB.

This is a digital resource that provides consumers with answers to common money questions and

provides information on how to guides on specific money topics such as auto loans, credit reports

and scores, debt collection and mortgages.

It has questions specifically for students.

And you can sort by population such as student or even by product, like, student loans.

Community colleges and other professionals should feel free to send students to this

page if they have a particular question.

It's a great resource.

And you can find it on our Web site consumerfinance.gov.

However if you have a student that's not really sure what questions to ask or how to

get started, we have a page - we've put together a landing page for most of what the

need to know questions related to student loans and borrowing student loans.

The goal of this page is to provide the most critical information a student would need

to know about paying for college or repaying student debt.

Overall the page can be used as a beginning place for financial newcomers and a place

to quickly learn about the actions available to fix any issues they are facing.

The page itself is broken down into two segments.

One for students who are looking to take out student loans and another for students who

already have student loans.

This serves as a resource for student loan borrowers as they go through the complete

financial lifecycle of student loans from borrowing to repayment.

This wraps up the section on web tools for students and young adults.

But I wanted to briefly cover some other resources that we have available.

So the next resource I wanted to highlight will help students who may be thinking of

taking a job in public service.

There are a number of special repayment programs and forgiveness programs particularly for

student loan borrowers working for non-profit, federal or state government and in education.

These resources would be beneficial for students who are thinking of taking a job in public

service.

But these resources may also be helpful for employees at community colleges as many may

qualify for these forgiveness programs.

We offer a series of guides tailored to a specific population including service members,

teachers and first responders.

These guides will walk through the requirements and criteria to qualify and apply for these

forgiveness programs.

These guides are also available on our Web site.

I also wanted to highlight that the bureau offers blogs and other consumer advisories

and a series of topics on our Web site.

I provided a select few of the blogs in consumer advisory related to students but there are

many more available on our Web site.

I should also mention that many of our resources are available for free either for print, download

or bulk ordering.

Some are offered in other languages.

While not all publications are available in every language you should take a look because

you can browse our publications.

You can do that by visiting the government printing office link on this slide.

Last but not least I want to tell you about our Financial Education Exchange Program or

as we call it FinEx for short.

So FinEx is a way for the bureau to share its tools and resources with others and learn

from you all about what you're learning in your work.

People can sign up on the Web site on this slide or you can send us an email.

So if you would like to receive additional information on our work, I would urge you

to either visit this page to sign up or you can send us an email to cfpb_finex which is

F-I-N-E-X@cfpb.gov.

So this concludes my portion of today's webinar.

Next I'm going to hand it over to Amy Conrad to talk more about work at the National Endowment

for Financial Education.

Take it away Amy.

Thanks Kristen.

Well hello everyone.

Thank you so much for having me today.

My name is Amy (Marty) Conrad and I am the Managing Director of the Cash Course Program

at the National Endowment for Financial Education.

I'm calling today from the NEFE office in Denver, Colorado.

And I'm here to talk to you about the tools, resources and research that NEFE provides

that may be of use to you in your work.

So as I said I work for NEFE - the National Endowment for Financial Education.

We are a non-profit 501C3 private operating foundation based in Denver.

And we are dedicated to improving the financial wellbeing of all Americans.

So NEFE is a private foundation and is in a really special place because we don't

rely on public funds or any commercial donors or ties to do our work.

So that means that everything that we do and all of the resources and research that we

produce is completely independent commercially and ideologically.

NEFE started as the college for financial planning.

So if you're familiar with the certified financial planner designation the College

of Financial Planning started that program.

And NEFE was created as its own foundation in 1992 and spun off as an independent organization

in 1997.

One of the things that we do we partner with non-profit organizations and government entities

to provide financial resources to the people that they serve.

As I said we're completely independent financially.

So we don't have affiliation with student loan companies or lenders or any kind of financial

institutions.

And our focus is on three things - educational programs, research and consumer awareness.

Next slide.

So as educators or volunteers of professionals you have a desire to serve your audience with

good information.

But we know that you have limited time and resources.

So NEFE has created out of the box non-commercial programs and resources for high schoolers

all the way through retirement age people that you can use within your programming picking

and choosing what fits best for your audience and customizing things to work for the amount

of time you have or the context in which the education is being delivered.

So I just want to go through a couple of our programs today.

This is not everything that we offer but I felt that these were the most relevant to

you as a community college professional.

The first one we have is Cash Course - the cashcourse.org.

This is our resource for colleges and universities.

Cash Course has two focuses - self-guided learning for students and educator materials.

So our Web site offers quizzes, course modules, budgeting tools students can log onto and

complete on their own.

Whether or not they have some kind of assignment or requirement for school they could go to

Cash Course and learn anything they need to about their financial questions.

And then our educator materials are designed for you as a staff person or faculty member.

We have an assignment's feature where you can select modules that you'd like your

students to complete as part of a class or a workshop.

And then you can log in and check their scores to see how they performed on those modules.

We also have workshop kits and marketing materials available for download.

So if you're trying to get the word out about your programming or the things that

you offer, we've made that very easy and simple to do with our ready-made materials.

And our workshop kits are out of the box so you don't have to spend a lot of time to

find the information yourself.

If you want to do it in person, activity or webinar you could just download that kit and

you're ready to get started.

We also offer a campus planning workbook.

So if you are brand new to the field of personal finance or financial education, NEFE has compiled

our recommendations for effective models in doing campus financial literacy.

Things, like, setting goals, selecting what kinds of materials to use, marketing to students

and then evaluation.

Cash Course covers the student experience beyond just borrowing.

So we know that the student financial life is much more complex than just deciding how

to pay for school.

In many cases for community college students they are also working or they have families,

they have other commitments they're balancing their academic experience with.

So our content is very comprehensive.

We cover six key areas aligned to the mymoney.gov standards.

And then with an additional sixth one earn, spend, save, protect, borrow and pay for education.

So one of the things that's nice about Cash Course is that we spend a lot of time advising

educators and consulting with them for free to do their work a little bit more effectively

or to just enhance what they're already doing.

We for example right now are offering a scholarship for professionals to pursue the accredited

financial counselor certification with the Association for Financial Counseling and Planning

Education.

So if you're already working in the field of financial literacy and you're looking

to take your professional expertise to the next level, NEFE has put aside some funding

to help do continuing education for professionals in the field.

Our next slide has our Smart About Money resource - smartaboutmoney.org.

This may be one that you're familiar with.

This is our online resource for consumers for working adults or heads of households.

Really anyone who just wants to go online on their own and get a personal financial

education.

This resource offers complete e-learning courses for adults on different financial topics.

For example career planning, saving for emergencies, creating a housing and transportation plan

and much more.

We actually have one on healthcare that will be coming out in a couple months.

And these are great.

You can log onto SAM, start the case, save your progress, learn more about any number

of topics by digging down into our in-depth articles.

And Smart About Money actually has an existing partnership with the financial literacy interest

group at the American Library Association.

So through that partnership Smart About Money has been providing additional continuing education

funding, scholarships for certification, a little bit of program funding for Money Smart

Week or Financial Literacy Month.

There is a page on Smart About Money specifically for librarians.

So if you work at a library you can visit smartaboutmoney.org/librarian to learn more

about those resources.

One thing I like to point out about SAM as we call it - Smart About Money is that it's

really a great tool for people working in the field as well as consumers.

So if you are walking into a workshop or you want to, you know, take a quick five-minute

lesson and you yourself need a little refresher on the topic of the subject matter, SAM is

a really great place for you to go and get that information for yourself or for your

family.

Our next slide features financial workshop kits.

This is a resource for community educators.

And it goes into some specialty topics in personal finance.

So financial workshop kits have a great database of in the box kits that you can download with

a power point presentation, a guide for the speaker and activities and evaluations so

that you can take this workshop, walk right in and be ready to go to spend your time interacting

with your audience or your students.

It takes a lot of time off your plate so you have more time to do the work that's important

to you.

So some of the examples of things that we've covered on the financial workshop kits and

there's over 40 kits available.

So this clearly is comprehensive.

We have a kit on problem gambling.

We have one geared towards former inmates, one on preventing foreclosure and recovering

financially from domestic violence.

NEFE has a partnership with the National Coalition Against Domestic Violence and their advocates

and practitioners have used financial workshop kits with their audiences.

So hopefully there's something there that could be helpful to you.

Next slide.

And I briefly wanted to mention our high school resource.

I know that community colleges reach a really wide audience.

Some of you may have some sort of bridge students or dual enrolled students that this may be

a good resource for.

This is our Turnkey Financial Literacy Program for Teens.

It's designed to taught in the classroom with a facilitator, trained educator, either

a workshop or a high school classroom.

Students learn by doing in order to form positive financial behaviors.

So we have competency based educational modules here.

And then the sixth topic areas are aligned with personal financial literacy standards

- different state standards as well as national standards.

The high school financial planning program's Web site has just been relaunched.

Just a great experience.

You can go on there and get all of the learning materials and the teaching materials including

lesson plans all for free either online or you can order print materials for free as

well.

Next slide.

So the next thing I want to go into is NEFE's work in research and in advancing the field

of financial literacy, we do more than just programs.

We also are focused on advancing the field and advancing what we know about how people

spend money, how money affects their lives and different intellectual topics, like, that.

Next.

At the National Endowment for Financial Education we have sort of a birds eye view of the field

where connected to a lot of different organizations and different practitioners.

So we're able to bring together people working in the field to help advance the conversation

and see where we have gaps in our knowledge base.

We do things, like, research forums and convenings.

And once we have those we disseminate talking points or videos from those events so that

you can get to know what's going on and the national conversation around financial

literacy.

We've also published things, like, the 5P Sector for Effective Financial Education.

You can learn more about this on our Web site.

And now I just have a couple of minutes so I don't want to go too far in depth on this.

But we spent a lot of time building and connecting the works of professionals and organizations

in this field because we know that we really don't have competitors in this space.

We're all working together towards the common goal of helping Americans lead more fulfilling

financial lives.

And on my last slide here I just want to briefly mention our primary research.

NEFE provides research funding for exploratory projects on personal finance and financial

behavior.

So we give grants to major academic research institution to explore topics, like, the social

influence on financial decision making or how financially fragile Americans are.

We have several projects we published this year.

But we have at least a couple every single year that come out.

And for every single one, every single grant that is completed and every study that is

published, we put together a very easy to read executive summary around that topic so

that you as a practitioner can learn from that research and enfold it into your work.

So it's not reading a complete research paper start to finish although those are available

to you if you'd like to read those.

But the executive summary really gets at the heart of the research and its findings and

why that matters to you as a practitioner in this space.

Next slide.

So that's everything I have for you today.

I have a couple of links here and I know that these materials will go out to you as well.

My contact information is on this slide and I'm happy to speak with you about questions

you have or anything that you want to know more about what NEFE provides.

And now I'd like to pass it onto Sharon Wurm.

Great thank you so much Amy.

So we're going to now switch to sort of a campus level view.

I do want to add that we do use all of the resources that our colleagues have just presented

mostly in our curriculum that we provide to our students.

But before I do that my name's Sharon Wurm.

I'm the Executive Director of Financial Aid and Student Success.

I'm in my 30th year of providing financial aid assistance to students.

And at TMCC we've had a pretty robust financial literacy program that we've been developing

since 2013.

Next slide.

I should have mentioned it's called the Financial Literacy and Money Education by

Students Program.

It was named by our students when they first created it.

So just, you know, here's where Nevada kind of follows in the financial literacy crisis.

In early 2018 while having ranked all of the U.S. states and they have different metrics

that they rank them on and they use these three categories.

They have an online test called Wallet Literacy that assesses individual literacy which is

very interesting for folks to use.

They also assess based on financial and planning habits, financial knowledge and education.

Obviously it's not a perfect science but it is a way where they put everybody on the

same level playing field in terms of where they seem to stand in these areas.

So next slide.

So Nevada ranked 39th with a score of 58.57.

And we actually were 49th in 2016 so in two years we did come up quite a bit which is

really exciting.

And New Hampshire ranked number one in the United States with a score of 70.28.

So obviously we have a lot of work to do as a state.

And, you know, we're trying to do as much as we can for our students at Truckee Meadows

Community College.

Next slide.

So a little bit about our cohort default rates.

It's kind of confusing the way the cohort default rate works because they use a federal

fiscal year.

So I kind of - this is all layman terms here that we've put down.

But you can see that from our 15, 16 reporting year which was actually from 2010, '11.

So the students enrolled eight years ago after they went into repayment on their loans four

years we hit an all-time high of 25.3% default rate which just about made me fall out of

my chair that day.

And the federal limit is 30%.

So we worked close to the federal limit and its 30% default rate over three years.

Then they impose sanctions.

But it was high enough - it was the highest it had ever been and it was higher than the

national average for two-year public schools.

So we were very concerned.

And in 2017, '18 or in in 2012, '13 we actually created or in '13, '14 excuse

me we created our Flames Program.

And you can see just since then our student borrowers - our default rate just came out

this fall and it was 14.3%.

So to go down 11% over four years is - I've never seen it before.

So we're very proud of that and we're very excited about it.

So we created our financial literacy program FLAMES in response to this growing concern

about the increasing student debt which some of my colleagues have talked about.

As well we had a very large outstanding account receivables from students not paying their

tuition.

So students that were not on financial aid.

Obviously we saw a great need to educate not just our financial aid in our loan students

but all the students on campus.

We're really lucky to get started.

We had initial fundings from United Student Aid Funds from a capacity grant.

And we actually got $100,000 each year for three years.

USA funds are no longer in existence.

They've morphed into and were purchased by Loan Science.

But they still have a program that I'll talk about called Student Connections that

we really - borrow connect that we really use.

After our grant went away we were temporarily funded by the college for two years.

So we sort of limped along on a budget that we were funded at was about $42,000 a year.

So, you know, we sort of looked long.

And then just this year we attained permanent funding from the college.

So we were so excited because, you know, it really reaffirmed the need for the program

and ensured its stability which is really important.

You know it's just hard to make future plans when you're not sure if you're going to

exist the next year.

And what really helped that permanent funding was our default rate going down so greatly

that that kind of data always shows.

It's a real strong selling point for folks.

Next slide.

So who are the FLAMES and how did we fix this problem?

Here's a picture of our current staff of these wonderful student workers who it's

a peer led program - student led, student driven program.

And we have a wide variety of ages, ethnicities and backgrounds.

We have a veteran who works.

We have students from the university who have graduated from the community college and still

work with us which then helps students prepare for transfer.

And, you know, we try to maintain between 8 and 10 student workers in the program at

all times.

Next slide.

So we have our Web site which you're welcome to go explore.

Again it's a student led program.

It is supervised and this is a long title.

It's the Nevada System of Higher Education Specialist Ii..

So (unintelligible) Specialist Ii we call it for default prevention and financial literacy.

What we did after was a grant.

So the grant paid for a graduate assistant to help create the program.

And we found this phenomenal woman who was just unbelievable.

So we were able to really do, you know, create this strong foundation.

And we had - and I'll talk a little bit about more of our loan debt for our students

as we've increased our education of students, the amount of loan dollars that they borrowed

has decreased substantially.

So our loan assistant - we have a loan coordinator, we have a loan assistant.

Really we didn't need that position for it to process loans anymore but in financial

aid, you know, you always have more to do.

So we actually restructured the assistant position into this default prevention and

financial literacy position.

And she is in charge of maintaining an 18-page default prevention and debt management plan

for the college.

And she also supervises our FLAMES Program.

Like I said well six to eight peer mentors.

Ten is our optimal number - our max number.

And, like, I said a wide variety of ages, ethnicities and backgrounds.

And they plan the delivery mechanisms and curriculums based on the needs of their peers.

So if you were to first start I would definitely say, you know, why we recreate the wheel.

Use some of the tools that you've previously heard about because they're amazing tools.

But we've been able to use those in our curriculum.

Our students kind of assess what their peers are talking about.

They do poll them, do surveys frequently.

And every semester they've talked about well what worked the last semester, what delivery

was the best, where did we get the best students?

And they go through and that has been really one of the most powerful pieces of this program

is that it's students telling - number one students telling other students which is always

very well received.

They hear it from their peers much more than they hear from the older folks.

And also that they, like, I said they assess what the needs are and they know best how

our students respond.

Next slide.

So here's just an example.

I won't read through this.

I can redo this.

But this is the curriculum.

It's also on our Web site.

And these are what we're this year focusing on our topics for our workshops and our different

events that we do.

Next slide.

So last year in 2018 we hosted and participated in 106 workshops, 14 tabling events, 18 outreach

events, 159 one-on-one sessions because they do one on one peer mentoring with students

as well.

And so were able to serve a total number of 10,477 students and just as a comparison we

have 15,000 students - a little over 15,000 students who attend our college.

So we were able to really hit a substantial piece of the population.

So we're very excited about that.

And then you see there's a picture there.

They're being a little cheesy at tabling one of these events in our student center.

And the item on the right is a game that they play.

So they do, you know, they try to bring fun into it.

So they have games and prizes.

And the prizes that they select every year are kind of based on what students are really

interested in.

So for example this year one of the prizes is a collapsible lunch container because,

you know, students can bring their own lunch.

They'll save money if they have to go to the café and spend, you know, $7 to $10 on

a lunch.

We also have an example of one of our flyers.

Last November we did a money personality type event and had students come in and, you know,

they took a little quiz and they determined what their money personality was.

And the peer mentors then talked about how to approach their finances based on their

money personality.

It's pretty eye opening for many of our students.

Next slide.

So here's the different programs that we offer.

Like I said we have the on-campus events and workshops, tabling, the one on one peer mentoring.

One thing that we started about three years ago is in person student loan entrance counseling

workshops.

So financial aid offices are only required by the federal government to have students

complete the federal government's entrant's interview which is an online tool.

And they have to do that for us as well.

But we also say for all first-time borrowers are supposed to go do this.

So before they can get to that tool they have to come to one of our workshops led by our

peer mentors and go through - we explain everything.

We explain repayment, we explain what they're getting into.

Really make them think about what they're borrowing, only borrow what you need.

And we also joined the Department of Experimental Sites Program for loan counseling.

So then a random sampling of subsequent borrowers.

So students who borrow a second or third loan a portion of them also have to go through

a second workshop which is basically kind of an enhancement of the loan entrance counseling

workshop because we found that the first time somebody goes to a workshop many times they

don't really understand it and it doesn't always resonate with them.

But then the second time that they go through it really makes a bigger impact.

And we really were, you know, not have it because we knew it was the right thing to

do to do this experimental site's program.

But we were really worried I guess that our subsequent borrowers would be upset with us,

you know, complain.

We've not gotten one complaint about it.

So because they come out of that workshop really realizing what they didn't know.

And we do post pre-tests and post tests and do a lot of assessment that way.

And we also have a money booklet that we have created.

Our marketing communications department has actually won awards for this money booklet.

So if you're interested there are contacts on the last slide.

You can always email us and we'll send it to you.

It's sent to new degree seeking students in the fall.

And it's basically a roadmap for them with information that they need to know about saving

and planning for college and budgeting and all of the information that we've already

heard about.

The next program that we offer is called the Money Savvy Scholar's Program.

And it's basically where students who agree - they sign up for this program.

And they have to meet with a peer mentor once a month for a whole semester and also attend

three of our events or workshops.

And if they do that at the end of the semester they'll get a $100 grant.

Not a lot of money but for the students that go through it it's, you know, they really

appreciate it.

Any money helps, you know, it'll pay for a book.

We have an extra credit program where we work with faculty to encourage them to offer extra

credit for students who come to the FLAMES event.

We also have a class cancellation program where we reach out to the faculty every year

and say hey instead of cancelling your class and having somebody post a piece of paper

where the students come to class and they haven't found out that it's canceled until

they get to campus, why don't you let us come in and spend 15 minutes with them so

it's not a wasted trip for them.

And we'll just talk about what we do with FLAMES and kind of answer any questions that

they might have.

So we do offer that as well.

Next slide.

We have our primary activity in social media is the Facebook - our Facebook account.

And also part of our programs that we do with students is we give out a weekly - excuse

me a monthly.

We hold a random drawing where we give out a prize to the most Facebook likes from a

student for that month.

And then they win a little packet of swag from us to encourage them to just go online

and keep reading and, you know, hopefully that means that they'll keep doing it after

the prize.

And then we also have a YouTube account in process.

And this is a link to one of our YouTube videos.

And I won't play this but I encourage you to go online and look at it.

It's kind of - very humorous because it's created by our students.

And so they really resonate.

And then that picture you see we have the cash man costume we call it where we have

about five of these $100 bill outfits that the students will where to some of the events

that we have on campus.

And that's another way to get student's attention because they're wondering why

people are dressed the way they are.

Next slide.

So just a little bit about for those folks who are curious and what else did we do to

lower our default rate?

So in 2012 we created our default prevention debt management plan.

Like I said it's 18 pages.

It's pretty comprehensive.

It's got data and statistics and then it's got all of the steps that we have.

And I have a little table at the end that show kind of what things we put into place

which year.

We do require the in-person student loan entrance counseling for first-time borrowers.

We do participate in that experimental site's program that I talked about.

We also - we begin contacting students about their loan status by phone and email because

all of the data shows that students that respond to their school before they'll respond to

a servicer or the Department of Ed unfortunately.

So they will pick up the phone if they know that we're calling.

And by having our student workers call them it's again another contact peer to peer

where they're more likely to pay attention.

We call students in their grace period.

So those students that have either graduated or fallen below six credits.

They have a six-month grace period.

And so we'll call them and let them know hey they're going to hear from their servicer.

But we let them k now you're going to hear from your servicer and you need to pay attention

and you have this much time and then you're going to have to start repayment on your loan

or go back to school and then here are the steps that you need to take.

We do call our delinquent borrowers monthly and we do use Loan Science Borrower Connect.

It's a piece of software that we use that helps us track our calling.

And tells us how late are they and that will kind of influence the information that we

give them.

But we call them monthly - our student works call them.

And that's one of the metrics they're held to.

And they, you know, have to report back on that and we can actually track who does how

many calls every month.

Again we have our workshops and our events that we talked about already.

And we also connect with our faculty to offer the opportunity to do in class presentations.

And so a lot of our first year experience faculty who teach that class will have us

come in and some of our faculties, some of our business faculty entrepreneurship, some

of our other folks will have us come and do in-class presentations.

And we'll do that at any time and try to meet all of their needs.

They do also assist students with filling out their FAFSA.

So we in the financial aid office have four kiosks that we have available for students

to fill out their financial aid application.

And oftentimes it's a little difficult to work our front counter and answer phones and

then run back and forth to someone who's sitting at the kiosk.

So we have our FLAMES peer mentor - that's their primary responsibility.

One of their primary responsibilities is to help people with their FAFSAs.

And that's keeping them pretty busy this month as you can imagine.

And then again we provide resources to students about financial aid scholarships and personal

financial literacy.

So at their desk, at the FLAMES desk where they sit we have all kinds of flyers, information

that we give out.

And of course we give that out at all of our table events and all of our other events.

Next slide.

So here's our default timeline of when we did what.

So when our default rate hit so high from that '10, '11 enrollment year, that was

the year we had just went - we just converted to People Soft which is a wonderful software

program.

And we tried as a college - we did automatic roam packaging and that's where someone

applies for financial aid and you award them a loan whether they ask for one or not because

they don't typically ask for one.

And then students can click on the loan.

They accept a loan and it directed them to the Department of Education to do their loan,

all of the steps with their documents - the master promissory note and the online entrance

counseling.

And then once all that was completed we got the information and then the loan was disbursed.

It was very easy for students to borrow hundreds - thousands of dollars, you know, sometimes

money at that time - $9,000 a year.

And sometimes they thought well I have to.

They didn't understand that it was an offer.

They thought it was a requirement.

So we stopped loan packaging and at the time we didn't know our default rate was going

to go up right because our default rate went up four years later.

But our president at the time felt very strongly about making sure that students understood

what the ramifications were.

And I know we're running out of time so I'm going to try to wrap this up.

We created additional loan education steps.

The next borrower - the next year I mean in '12, '13 we had them view financial literacy

videos.

The next year we contracted the Borrow Connect to call the borrowers.

The next year we implemented an online loan request form which made it very easy for students

to apply for loans and easier for us to help give them more information.

And then we started having Borrower Connect call late stage delinquency students.

And then we've continued to refine claims and participate in an experimental site.

So in addition to how our default rate lowered, over the last five years our loan borrowing

has gone down 63%.

So in 2014 we had students borrow $10 million in student loans and just this last year they

borrowed $3.7 million.

And no our enrollment did not drop in the same corresponding fashion.

It was really students only borrowing what they needed.

And really thinking about the things that they wanted to do to borrow.

Next slide.

Did I lose you?

Oh here we go.

So what can you do?

First look at your institutional data to determine your needs, develop the recommended budget.

We restructured an existing staff, hired peer mentors, tried to make sure we had incentives.

We created a proposal for the institutions.

Again we identified the critical topics that the students need help in.

And then we also do a lot of training.

All of our peer mentors watch a lot of webinars and research all the programs online.

Next slide.

We attend any financial aid and financial literacy conferences, visit other institutions.

We welcome anybody to come visit us.

We're happy to host you for a day and show you what we do so you can get more information.

We can bring it to you.

Create programming, like, I talked about, what students will respond to.

We house our program in a high traffic area where there's a lot of students that walk

by and see them.

We really have to track data and findings so that we can determine what works best when

we apply for outside grant funding which primarily provides food and wage supplements for us.

Next slide.

So any questions?

I have two contacts here of me.

I'm on the bottom.

But then the person on the top (Sherry Matissen) is our specialist for default prevention and

financial literacy so you're welcome to contact either of us if you have questions.

And now I think it's time for the overall questions from the audience.

Thank you Sharon and to Amy for providing such helpful information.

In a second I'm going to open it up for questions but to start us off some of you

may be wondering how you can get a copy of the slides for this presentation.

So as we mentioned earlier this webinar is recorded and it'll be made available on

our Web site in the coming weeks.

And you can find that at consumerfinance.gov.

Also if you would like to receive additional information about this presentation, you can

always email the CFPB and that email address is cfpb_finex which is F-I-N-E-X@cfpb.gov.

Okay (Allison) would you open up the line for questions?

Thank you.

We will now begin the question-and-answer session.

If you would like to ask a question please press Star 1 and record your first and last

name clearly when prompted.

Your name is recorded to introduce your question and to withdraw your question you may press

Star 2.

Once again if you would like to ask a question, please press Star 1.

One moment please for our first question.

At this time I'm not showing any questions.

Okay we don't have any online either.

So yet again if participants have any questions feel free to email us or visit consumerfinance.gov.

I would like to thank our presenters and those of you who had listened to this webinar.

We will now conclude the webinar.

This now concludes today's conference.

All lines may disconnect at this time.

For more infomation >> Financial Education Resources for Community Colleges Webinar — consumerfinance.gov - Duration: 52:49.

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News24 - Jose Mourinho returns as a pundit for beIN SPORTS for El Clasico clash - Duration: 3:17.

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