ACMS Aces: Ernie Luna

Ernie LunaWhen upgrading or designing audiovisual (AV) systems in rooms, it is often hard for departments at UC San Diego to identify the best system to meet their needs. Audiovisual Design & Engineering, a recharge division of Academic Computing & Media Services (ACMS), is here to help UC San Diego understand AV systems and make the right choices. They design and install AV systems across campus. Ernie Luna is the head of AV Design & Engineering.

“If it comes to anything audio and video, we do it,” Ernie said. He starts with a meeting to understand the needs of a department. “We really spend a lot of time talking to the people, finding out what they need to accomplish, what their expectations are, what type of people will be using the room. Then we can help them find something that’s going to do the job,” Ernie explained.

Ernie helps departments understand what different AV systems entail so they can make the right choices for their needs. AV systems are more than just a display on the wall. Electrical work is needed to provide power and receive content or perform videoconferencing. Additional equipment like cameras and a sound system are sometimes required as well. Ernie guides departments through the process of choosing a solution that fits their needs and budget.

AV Design & Engineering recently finished working on the new Biomedical Research Facility in the School of Medicine. They designed and installed the AV systems in 12 rooms, covering the spectrum of available systems. Two of the rooms have high-end videoconferencing equipment including dual cameras, dual LCDs, and a projector. “There [are] also some smaller rooms that are used for basic conferencing needs,” Ernie said, “as well as a presentation area, digital signage, and breakout areas in the lobby.”

Ernie began his career in AV engineering with an entertainment company that installed theme park entertainment systems. “It was fun,” Ernie said. “I traveled all over the world. I would do long stints installing these systems and they were high-end audio systems, 3D projection screens, and video motion simulation seats. It was a good use of AV technology for a very fun purpose. I liked that because it was a lot of work to do these systems, but the end result was people coming in and having a good time.” Ernie came to work at UC San Diego because of the investment that the campus was making in its future. “There’s been a lot of new research buildings, high-end education buildings,” Ernie explained, “and it’s definitely something you want to be a part of.”

If you want to explore AV solutions for your spaces, contact Ernie at or (858) 354-8498. Thanks for all that you do Ernie!

ACMS Aces is a series of articles that highlights the dedicated employees of Academic Computing & Media Services at UC San Diego. Keep checking back to find out more about the people behind the magic at ACMS!

ACMS Aces: Brian Parent

Brian ParentAcademic Computing & Media Services (ACMS) provides a variety of services to UC San Diego to enhance teaching and learning. The foundation for many of these services is the network of servers and hardware that is overseen and maintained by the Computing Infrastructure group. One of the programmers who ensures the smooth operation of ACMS’s services is Brian Parent.

Brian’s team is responsible for systems administration for many of ACMS servers. “We take care of the LINUX and Solaris machines and keep their systems patched and up-to-date,” Brian said. These servers support services like student email, centralized file services, and perform tasks such as logging and monitoring. Brian’s team maintains servers used for various disciplines (including engineering, programming, and social sciences among others) to write and compile programs. The team also maintains data backups and supports student printing. Brian’s hard work behind the scenes prevents disruptions in service through planned maintenance and minimizes downtime when problems arise.

One of the best parts of Brian’s job is that he gets to solve problems as he administers systems. “Being stumped presents a challenge and it’s like a puzzle,” Brian said. “If you like to do puzzles, then you like to do this kind of work.” Brian added that, “we pretty much always know there’s a solution. There’s some way to fix [the issue at hand] or do it differently.”

Brian’s expertise comes in part from his long history working for ACMS. He has worked for the department for over 30 years, starting as a student worker with the department when he was an undergraduate at UC San Diego. “I saw some other students using fancy typewriters that would type everything for them. They were using word processors, which were new to me at the time,” Brian said. “I found the people at the Computing Center, which [would become ACMS], and I asked them questions. ‘How do I get an account? How do I do this word processing thing? Where do I get the paper?’ And on and on. I guess I asked enough questions that eventually they said, ‘Why don’t you come and work for us?’” When Brian graduated, he accepted an offer of full-time employment with the department. “I thought, ‘I’ll give it a shot. I’ll put in two or three years here and then I’ll get a “real job.”’’ And here I am, 29 years later, still at it,” Brian said with a smile.

LightRider picture

“LightRider” – Photo by Chuck Rose

Brian is an avid bicyclist, commuting to UC San Diego daily on his bike. “It’s good exercise and I get the best parking place on campus: my office. It’s the way to go,” Brian said. He encourages others to try biking, saying, “Anybody can do it who wants to.” Brian strongly recommends that people take a bike safety class, even though it may not seem like it may be unnecessary. “There are very specific behaviors that cyclists can use to improve their safety that are not intuitive and are against, in some cases, existing culture,” Brian explained. In the past, Brian has done his part to help promote bike safety, serving as a class instructor.

The next time you log onto your UC San Diego email or use a LINUX or Solaris machine, think of Brian and his team and the hard work they do keeping the servers that support these services running smoothly. Thanks Brian!

ACMS Aces is a series of articles that highlights the dedicated employees of Academic Computing & Media Services at UC San Diego. Keep checking back to find out more about the people behind the magic at ACMS!

Faculty Feature: Zeinabu Davis

Professor Zeinabu DavisZeinabu Irene Davis, professor in the Department of Communication, teaches a wide array of courses to undergraduate and graduate students on subjects including film history and theory. An accomplished filmmaker, Professor Davis offers media production courses where students create their own video productions. Collaborating with the ACMS Media Teaching Lab enriches her students’ educational experience.

“I could not teach my courses without the Media Teaching Lab,” Professor Davis said, “Adriene [Hughes], Lev [Kalman], and Mitchell [Wright] are basically the other parts of my hand in terms of teaching here at UC San Diego.”

The Media Teaching Lab’s mission is to collaborate with all faculty in their courses. “In production it’s all about teamwork, and everyone plays a very important role in making a film happen,” Adriene Hughes, manager of the Media Teaching Lab, said. “Teaching is the same [kind of] effort.”

Professor Davis’s students take advantage of the numerous workshops offered by the Media Teaching Lab each quarter. With only three hours in class per week, Professor Davis does not have enough time to cover all of the aspects of video production that her students need. The Media Teaching Lab bridges that gap. “They are my teaching partners, that’s what I like to think of them as,” Professor Davis said, “because they will get the students through editing situations or they’ll get them through learning how to use the camera, the microphones, the lighting equipment, all those sorts of things.”

Some of Professor Davis’s students have a critical need for the Media Teaching Lab’s services. “Even though I’m in the Department of Communication, all of my students do not necessarily come from the department. Some of our courses service students outside of the major,” Professor Davis said. Winter Quarter 2014 saw graduate students from the Departments Ethnic Studies, Literature, and Sociology, as well as the Scripps Institution of Oceanography, enroll in her courses. Media Teaching Lab workshops gave the students without a media production background the skills they needed to succeed in courses like those offered by Professor Davis. In fact, the Media Teaching Lab can support any UC San Diego course that has a need for video production resources, not just those from the Departments of Communications or Visual Arts.

In addition to training, the Media Teaching Lab provides students enrolled in media production courses with access to the Equipment Checkout Facility. Students can check out cameras, microphones, lights, and other equipment needed to create videos for their classes. They can also reserve time in one of the Lab’s editing suites to do post-production work on their projects.

Professor Davis could not overemphasize how much the Media Teaching Lab enhances her courses. “It’s really, really important to me that the Media Teaching Lab exists,” she said.

To find out more about how the Media Teaching Lab can support students enrolled in media production courses or graduate students who use media in their research, visit the Media Teaching Lab website or email them at

Faculty Feature is a series of articles highlighting faculty and their creative use of technology in the classroom. Check back regularly to find out how UC San Diego faculty are moving the future of education forward!

Faculty Feature: Kim Albizati

Kim AlbizatiKim Albizati, lecturer with potential security of employment (LPSOE) in the Department of Chemistry and Biochemistry, has a mission: to bring electronic lab notebooks to the University of California. Lab notebooks record procedures and observations about scientific experiments. Currently, UC San Diego uses paper lab notebooks in both teaching and research labs, but they are not an ideal way of capturing data. “Chemists generate a lot of raw machine output and make a lot of observations,” Dr. Albizati said, “With any one experiment there could be more than 30 pieces of data associated with [it]. It’s a problem to associate a piece of raw machine output data with a specific page in a notebook.” Private industry has already transitioned to using electronic notebooks, but academia has not yet adopted them due to the gigantic undertaking required to make the shift.

Dr. Albizati introduced electronic lab notebooks in two of his chemistry laboratory classes in 2012-2013. Students used their own computers to run the software, but this method resulted in immediate problems. “There were a lot of issues in compatibility,” Dr. Albizati said. “It was a nightmare. It was a 30-email-a-day kind of thing. Obviously, student satisfaction wasn’t very high.”

In Fall Quarter 2013, Dr. Albizati partnered with the Computing Infrastructure team at Academic Computing & Media Services (ACMS) to find a better way to implement electronic lab notebooks for his Chemistry Honors 143A Organic Chemistry Laboratory course. They worked with Dr. Albizati to solve his hardware issues and help him purchase 25 netbooks. “That’s enough for about a 100 person course because we run about 25 [students] at a time for labs,” Dr. Albizati explained. These specialized netbooks were well suited to the lab environment, but ultimately could not support all of the auxiliary software required to run the electronic lab notebook. The Computing Infrastructure team configured the netbooks to connect to virtualized desktops on an ACMS server (like those used in the GoVirtual computer lab, which is available to all students) allowing students to access the needed software at their experiment stations in the lab.

Student satisfaction with electronic lab notebooks was markedly higher than in his previous efforts. “The satisfaction level was edging into two thirds to three quarters, whereas it was more like a little less than half prior to this,” Dr. Alibzati said, “I think that’s because the hardware problems were eliminated.” With each pilot program he has learned “a little bit more about what this system needs to look like and what students’ expectations are and where to go next” in implementing electronic lab notebooks at UC. Dr. Albizati said that Computing Infrastructure “absolutely couldn’t have been better” throughout the process.

Faculty who have ideas about exploring how to use technology to enhance teaching and learning are encouraged to contact ACMS by emailing, attention Jim Rapp.

Faculty Feature is a series of articles highlighting faculty and their creative use of technology in the classroom. Check back regularly to find out how UC San Diego faculty are moving the future of education forward!

Faculty Feature: Maureen Feeley

Maureen FeeleyClickers have become a popular tool for engaging students in the classroom as part of a pedagogy known as “Peer Instruction.” This teaching method was developed by Eric Mazur, a physicist at Harvard, in the early 1990s and is designed to deepen student learning by engaging them in the process of answering and discussing questions in the classroom. Peer Instruction allows students the opportunity to practice and apply concepts they have just learned. Traditionally, clickers and Peer Instruction have been associated with use in the physical and biological sciences. That did not stop Maureen Feeley, lecturer with potential security of employment (LPSOE) in the Department of Political Science at UC San Diego, from exploring how clickers and Peer Instruction could be used to improve student learning in her upper-division undergraduate political science courses.

“With Peer Instruction, every single student in the class has the opportunity to participate.”

“I decided to experiment with [Peer Instruction] because a large and growing body of evidence-based research demonstrates it significantly enhances student learning,” Feeley said. She cited a study by Catherine Crouch and Eric Mazur from 2001 that found Peer Instruction resulted in double and triple absolute learning gains. Clickers are essential for Feeley in facilitating Peer Instruction because of the ease with which they allow her to engage students and gather data about their performance. As Feeley pointed out, “If we were to do this in a large lecture hall without technology, grading 300 questions—even just one quick question—is a considerable time investment.” Clickers, on the other hand, “provide immediate feedback, without overburdening graduate TAs or faculty.”

In adapting Peer Instruction to her political science courses, Feeley explains that she asks two different types of questions. “Factual questions are based on students’ readings for that day or on a concept I’ve just presented in class. These questions are designed, pedagogically, to heighten critical reading and thinking skills, and to provide me with immediate feedback as to whether students have understood the concept just presented.” The second type of question she asks are discussion questions. As she explained, “these are designed to provide students in large lecture classes with the opportunity to practice making logical, persuasive, and evidence-based arguments to support their positions in the context of a small group.”

Regardless of the kind of question Feeley asks, students always “click in” or vote individually first. On factual questions, “if 80% or more of the students answer correctly, we move forward with the lecture. If not, students break into groups of three to five students with their seatmates to discuss the question; that is, they engage in “peer instruction.” After discussion with their seatmates, they then “vote” again.  This process is repeated, with additional instructor explanation, until a large number of students answer correctly. Feeley then displays a histogram of student responses so that initial and final responses can be compared and discussed.

The learning impacts in Feeley’s classes have been impressive. She has found that classroom participation has increased dramatically, especially in large lecture halls with 200 to 300 students. In a regular lecture without Peer Instruction at UC San Diego, Feeley says she has found that, “you’ll still get students who participate, but typically it’s only a small subset of the class. With Peer Instruction, every single student in the class has the opportunity to participate.” Feeley’s own research on the use of Peer Instruction in the undergraduate classroom has shown how valuable Peer Instruction can be. “One of the things that was surprising to me in the end-of-term anonymous student surveys we conducted is that students report a much stronger sense of belonging and inclusion in my Peer Instruction classes.

“…The benefits for student learning are significant and more than outweigh the costs.”

They report feeling less anonymous and that their perspectives on course materials matter, not just for their own learning, but for their classmates as well,” Feeley explained, “Ultimately, I’ve found that Peer Instruction creates a more supportive learning community and a greater sense of responsibility among the students for their own learning. That is, students feel more responsible for coming to class, and for coming to class prepared, because they do not want to let their fellow seatmates down in the small group discussions. I, also, have learned much about student learning from the insightful comments students have provided. For example, many students have reported that they read in a more active and engaged way because they’re constantly trying to anticipate what kind of clicker question might be asked.”

Feeley strongly encourages other faculty at UC San Diego to experiment with Peer Instruction and clickers. “Yes, it takes some time to develop questions and implement the pedagogy, so there’s that cost, but I think the benefits for student learning are significant and more than outweigh the costs. Also, it’s possible to introduce Peer Instruction gradually with just one or two questions per class period,” Feeley explained. “The research on improved learning outcomes with Peer Instruction is extremely robust. Not only do students find the pedagogy improves their learning and their motivation to learn, but as an instructor, Peer Instruction provides you with immediate feedback as to whether students understand theories, concepts, and ideas presented. This type of immediate feedback inevitably makes you a better teacher.”

Faculty who are interested in learning more about Peer Instruction can contact the Center for Teaching Development. Academic Computing & Media Services (ACMS) can also provide technical support for faculty who want to begin using clickers in their classrooms.

Faculty Feature is a series of articles highlighting faculty and their creative use of technology in the classroom. Check back regularly to find out how UC San Diego faculty are moving the future of education forward!

Director’s Update 3

Jeff Henry, director of ACMSJeff Henry, director of Academic Computing & Media Services (ACMS), recently sat down to reflect on the changes and accomplishments that have taken place in the department over the last year. We are proud to present the final installment of the Director’s Update.

Last time we talked about the Lecture Hall and Classroom Refresh Project, which is one of ACMS’s long-term projects. What are the department’s other ongoing efforts?

As part of ACMS’s commitment to improving the student experience, we are in the middle of another refresh project right now, the Computer Lab Refresh Project. Like the Lecture Hall and Classroom Refresh Project, this updates all of the technology in the ACMS computer labs. The Computer Lab Refresh Project started three years ago, concurrent with the Lecture Hall and Classroom Refresh Project and is also on a five-year cycle that provides for a systematic replacement of computers, printers, audiovisual systems, and network infrastructure. This reduces our maintenance costs and saves the campus money. In the process, students get access to newer computers, so this is a win-win all around. As part of the refresh, we’re also bringing new chairs and desks into the labs and have done a lot of work improving cable management so that it’s a more comfortable experience for the students.

Additionally, the ACMS Help Desk continues to be one of the biggest ways that the department interfaces with and supports the campus. Their primary goal is to provide high quality, in-person support to students, faculty, and staff with their technology needs. We’ve got a lot of wonderful student technicians in the Help Desk who are really knowledgeable about the problems that the campus faces in its computing. I am consistently impressed with the enthusiasm and creativity that our technicians bring to their work. Chuck Rose, the Help Desk Manager, has instilled an ethic of teamwork and collaboration at the Help Desk and brings a strong customer service orientation to the organization. The Help Desk also provides support for ResNet, which provides all of the computing and network support for our residential students. This year, UC San Diego’s residential student population grew by 1,400—an increase of about 14%. As a result, the Help Desk is supporting more students than before and they’re still maintaining a high quality level of service. This is in large part due to the fact that the Help Desk does an excellent job of tracking customer satisfaction to constantly find ways to improve how they serve the campus.

In the last year ACMS has undergone a departmental reorganization. What benefit is this going to bring to UC San Diego?

The department reorganization set ACMS up to provide a higher level of service to the campus. I’m always looking at how we can improve quality of service. We want to make sure that faculty, students, and staff are getting the services they need. It’s of primary importance that we are efficient and make sure that we use our funding prudently. Making sure that we have a department structure that is accountable to the University and the campus community is hugely important to achieving that goal.

The area of the department that has experienced the most recent change is what we’re now calling our Computing Infrastructure group. The Computing Infrastructure group now shares programming and system administration responsibilities for all of ACMS’s services as a team.

Overall, what does the future hold for ACMS?

We will continue to provide high quality customer service to UC San Diego and support technology enhanced learning. We will always investigate emerging technologies and evaluate whether they improve the undergraduate experience. Technology changes quickly and it’s important that we always provide the best instructional technology resources to the campus. That’s our mission.

ACMS Aces: Craig Bentley

Craig Bentley, Instructional TechnologistIn support of UC San Diego’s commitment to improving the undergraduate experience, Academic Computing & Media Services (ACMS) has dedicated resources to help faculty enhance their teaching through the use of technology. One of these resources is the newest addition to the Classroom Technology Support team, Instructional Technologist Craig Bentley.

One of Craig’s primary responsibilities is helping faculty implement i>clicker student response systems in their courses. Craig quickly became an expert in i>clickers and is confident that faculty can do the same. “It’s a pretty intuitive product family,” he said, “plus there are great website resources available both on the ACMS website and on the i>clicker website.”

Craig keeps current with new capabilities and features that are offered with i>clicker and its associated software so that he can make sure UC San Diego faculty are taking full advantage of the system. “It’s a pretty deep product which adds a lot to the toolset the instructors have, especially if they use them in the right way,” he observed. He also pointed out that the UC San Diego Center for Teaching Development provides resources for faculty who want to learn about how clickers play a role in the pedagogy of peer instruction.

Craig also helps faculty learn how to use other instructional technologies to enhance their teaching. One of the common requests is to show instructors how to use the media equipment installed in classrooms and lecture halls. Recently, he has helped faculty learn how to use iPads during lecture. No matter what the technology, Craig has found that faculty pick it up easily. All faculty are encouraged to bring their ideas about integrating technology into their courses to Craig to explore ways in which ACMS can support them.

Prior to joining UC San Diego, Craig owned Imageworks, a video production company, for 27 years where he wrote, produced, and directed a variety of different videos, including training videos for government agencies and corporations. Craig also produced the feature-length documentary Under the Boardwalk: The Monopoly Story, which he described as “one of the most interesting and fun projects” he has worked on. The documentary can currently be found on Netflix, Amazon Instant Video, Hulu Plus, and iTunes.

Craig puts his video production skills to use at ACMS working with faculty to develop videos for online or hybrid courses. ACMS offers a suite of online education video production services ranging from do-it-yourself training to full video production in a green screen studio. Craig has already shot and edited video for two different courses since joining ACMS two months ago.

Whether it’s clickers, iPads, or online education, Craig and ACMS are always ready to support faculty in bringing technology into the classroom. Feel free to contact them by emailing or calling (858) 822-3315 today!

ACMS Aces is a series of articles that highlights the dedicated employees of Academic Computing & Media Services at UC San Diego. Keep checking back to find out more about the people behind the magic at ACMS!

ACMS Aces: April Cha

April Cha, Instructional Technology Support AssistantWhen UC San Diego faculty have a question about Ted, the campus’s learning management system, they call Instructional Technology Support, a unit of Academic Computing & Media Services (ACMS). Since the start of the Fall 2013 quarter, faculty have had the pleasure of working with April Cha, ACMS’s new Instructional Technology Support Assistant.

“I am the first point of contact for faculty if they need support with Ted or any of the other instructional tools,” April said when describing her position. April answers phone calls and replies to emails that come to the Instructional Technology Support. Though requests for assistance come in throughout the quarter, the busiest time is always at the start of instruction. April said that at the start of this quarter, Instructional Technology Support receives dozens of emails a day plus numerous phone calls throughout the day. Most questions related to adding users to Ted courses and making sure that everyone had the appropriate level of access. As the quarter progresses, the sorts of questions change to making sure that tests run correctly, learning how to post grades, or integrating iClicker with Ted. April enjoys being able to help faculty with such a wide variety of questions.

One of the features of Ted that April has found UC San Diego faculty are very enthusiastic about is TurnItIn, which is free antiplagiarism software that can be integrated into Ted. April said that faculty “really like TurnItIn because it checks for plagiarism.” In particular, April finds the ability for faculty to grade and add notes inside of TurnItIn to be useful. “I like that professors can set it the way they like for the student to view it. If the professor doesn’t want them to see the originality report or how much of their paper matches other content, they can change the setting so they don’t get to see that,” April elaborated, “Faculty can set preferences for just about everything.”

Since arriving at UC San Diego, April has enjoyed the opportunity to partner closely with faculty. “I really like interacting with the professors and I’m finding them to be so personable,” April said, “They’re all really excited [about] how to integrate Ted with their classroom.” In particular, April likes the ability to work face-to-face with faculty through in-person interactions when she needs to address a particularly troublesome challenge. Not only do faculty learn how to use Ted, but April gets to provide individual faculty with personal service and build relationships with them as well.

April is a San Diego native who was thrilled to get the opportunity to work at UC San Diego. “It’s really an honor to be here,” April said, “I think working with faculty is a privilege. You get to learn so much just by interacting with them.” The next time you have a problem with Ted or any other instructional technology, contact Instructional Technology Support. April and her teammates are ready and waiting to help you with whatever you need. Welcome aboard April!

ACMS Aces is a series of articles that highlights the dedicated employees of Academic Computing & Media Services at UC San Diego. Keep checking back to find out more about the people behind the magic at ACMS!

Director’s Update 2

Jeff Henry Head Shot FINALWe sat down with Jeff Henry, the Director of Academic Computing & Media Services (ACMS), to talk about progress the department has made in the last year and the future direction of the department. This week we bring you the second installment in our Director’s Update, which focuses on the Lecture Hall and Classroom Refresh Project.

ACMS has continued to provide new media equipment to lecture halls and classrooms through the Lecture Hall and Classroom Refresh Project. How has the project progressed in the last year?

We are now in the third year of the Lecture Hall and Classroom Refresh Project and it has been very successful. We are fortunate to have some very talented and experienced staff that have refined the process of doing installations on a regular basis. It’s been rewarding for me to collaborate with several different entities on campus, including Facilities Management, Administrative Computing & Telecommunications (ACT), and the Registrar’s Office. I remember the first classroom that we did. It was quite emotional because I could finally see the result of all the time and effort that had gone into getting the funding and project approval. To see the classrooms as they are transformed is a deeply gratifying experience for me. Refreshing all the classrooms and lecture halls is just the first phase of this project. When that is finished, we are going to keep these spaces in excellent shape using the system we developed for the Refresh Project. That work will be slightly different from what we are doing now. Some of the equipment that we’re currently installing won’t need to be replaced in the next cycle, whereas other technology will have already become obsolete. Rooms are always going to need to be maintained and we want to make sure that faculty and students at UC San Diego have access to the latest educational technology in their learning spaces.

In addition to improving 36 lecture halls and classrooms on campus since the project’s inception, we were also extremely pleased to work on the new Galbraith Hall lecture hall earlier this year. Adding a new lecture hall to a campus like UC San Diego is a once in a lifetime event. ACMS had the privilege of being able to provide the audiovisual systems design and engineering inside the lecture hall. I can’t understate what a big deal it was for this department to be involved in this project. It increased the campus’s seating capacity by 417 seats. That’s tremendous. We did some pretty neat things in the room to make sure that every student has a good viewing experience. We specified a 16 foot projection screen that you can see clearly from the very back of the lecture hall but it can be a bit overwhelming if you’re sitting in the first few rows of the hall. To solve that problem, we put in two 80 inch LCD flat panel displays to either side of the projector screen. These LCDs mirror whatever is on the projection screen and it’s a lot easier for students in the first rows to see the flat panels than it is for them to see what’s on the screen. That’s the sort of little detail that really makes a difference to students, and ACMS is committed to doing everything it can to improve the educational experience at UC San Diego.

We’ll have the final installment of our Director’s Update out soon! Check back later for Jeff’s closing thoughts on where ACMS is headed!