Challenge     I am currently an undergraduate sophomore student and a member of the Undergraduate   Business Association ( UBA ) events committee . Our challenge is finding ways to improve   student engagement in our Zoom meetings during the covid-19 pandemic . In our in - person   meetings before quarantine , students were able to engage with one another by chatting with   new people , grabbing food , meeting with guest speakers or club officers , and participating in   giveaways and raffles . The interactions made the meetings lively but after the transition to   online meetings , the atmosphere felt dull . We needed to improve the environment of our   meetings fast in order to keep students and guest speakers interested while retaining and   increasing membership .      Selection     Our team decides to use the Learning Launch tool as we have already used the mind mapping   tool to identify common themes and patterns that made the meetings uninteresting , which I will   elaborate on in the next section . Learning Launches are small , cheap experiments where we   are able to test our ideas and determine if they should be continued . We already answered the   three questions : What is ? What if ? and What wows ? . Now , we are ready to move to the final   stage , What works ? and test the tool in our live meetings .      Application     Our first step is identifying the problems in our online meetings from our mind maps . We   conclude that the lack of students turning their cameras on made it awkward for guest speakers   to have closer connections with the audience and the lack of interactions between students   made it difficult to develop friendly relationships . Our first learning launch is to encourage   students to turn on their cameras by stating the task in emails and asking them to turn on their   cameras during the meeting . When students turn on their cameras , they are more likely to pay   attention instead of doing other tasks off screen such as scrolling through their phones . Next ,   we implement break out rooms before the meeting begins to allow students to introduce   themselves and interact with one another . A club officer is placed into one of the breakout   rooms to encourage conversation or icebreakers , which are games intended for people to   introduce one another .      Our next learning launch is engaging the audience throughout the presentation . We use zoom ’s   tools such as “ raise hands ” and polls throughout the meetings to ensure the audience was   actively listening . The polls ranged from questions on the presentation slides to icebreaker or   fun questions . In addition , we have a live Q&A portion at the end of meetings where students   are able to directly ask questions to the speaker through their microphone . When students ask   their questions through the microphone instead of text , the speakers are less likely to   misinterpret the question . 

 Insight     At the end of the meeting , we emailed surveys to ask students for their feedback . From the   results , many students enjoyed the new tools we implemented as it made the meeting more   interesting . Furthermore , several students recommended that we can continue our giveaways   by holding virtual raffles and have prizes such as an online gift card . From our learning   launches , the insights we gained were the need to have great teamwork and student feedback .   Working as a team is important to keep the meetings lively from encouraging conversations in   break - out rooms to planning the schedule of the meeting to stay within the time frame .   Feedback from the students were huge in ensuring that membership wo n’t drop while providing   us new ways to improve such as the online raffles . This led me to think that collaboration and   customer feedback is essential in the Design Thinking process . Working as a team helps   generate new ideas while customer feedback helps with improvement .      Approach     Due to the success of the Learning Launch tool , our team would continue to utilize the tool as   we strive to improve our meetings . Instead of relying only on zoom tools , we will try different   alternatives such as using Poll Everywhere or Kahoot . Members may get bored of the meetings   if they seem redundant , which is why experimenting with new tools would keep them interested   and help us improve by finding new ways to interact with them . In addition , we can also try   different online - meeting platforms such as Google Meets to determine which platform is more   efficient . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Challenge     I am currently an undergraduate sophomore student and a member of the Undergraduate   Business Association ( UBA ) events committee . Our challenge is finding ways to improve   student engagement in our Zoom meetings during the covid-19 pandemic . In our in - person   meetings before quarantine , students were able to engage with one another by chatting with   new people , grabbing food , meeting with guest speakers or club officers , and participating in   giveaways and raffles . The interactions made the meetings lively but after the transition to   online meetings , the atmosphere felt dull . We needed to improve the environment of our   meetings fast in order to keep students and guest speakers interested while retaining and   increasing membership .      Selection     Our team decides to use the Learning Launch tool as we have already used the mind mapping   tool to identify common themes and patterns that made the meetings uninteresting , which I will   elaborate on in the next section . Learning Launches are small , cheap experiments where we   are able to test our ideas and determine if they should be continued . We already answered the   three questions : What is ? What if ? and What wows ? . Now , we are ready to move to the final   stage , What works ? and test the tool in our live meetings .      Application     Our first step is identifying the problems in our online meetings from our mind maps . We   conclude that the lack of students turning their cameras on made it awkward for guest speakers   to have closer connections with the audience and the lack of interactions between students   made it difficult to develop friendly relationships . Our first learning launch is to encourage   students to turn on their cameras by stating the task in emails and asking them to turn on their   cameras during the meeting . When students turn on their cameras , they are more likely to pay   attention instead of doing other tasks off screen such as scrolling through their phones . Next ,   we implement break out rooms before the meeting begins to allow students to introduce   themselves and interact with one another . A club officer is placed into one of the breakout   rooms to encourage conversation or icebreakers , which are games intended for people to   introduce one another .      Our next learning launch is engaging the audience throughout the presentation . We use zoom ’s   tools such as “ raise hands ” and polls throughout the meetings to ensure the audience was   actively listening . The polls ranged from questions on the presentation slides to icebreaker or   fun questions . In addition , we have a live Q&A portion at the end of meetings where students   are able to directly ask questions to the speaker through their microphone . When students ask   their questions through the microphone instead of text , the speakers are less likely to   misinterpret the question . 

 Insight     At the end of the meeting , we emailed surveys to ask students for their feedback . From the   results , many students enjoyed the new tools we implemented as it made the meeting more   interesting . Furthermore , several students recommended that we can continue our giveaways   by holding virtual raffles and have prizes such as an online gift card . From our learning   launches , the insights we gained were the need to have great teamwork and student feedback .   Working as a team is important to keep the meetings lively from encouraging conversations in   break - out rooms to planning the schedule of the meeting to stay within the time frame .   Feedback from the students were huge in ensuring that membership wo n’t drop while providing   us new ways to improve such as the online raffles . This led me to think that collaboration and   customer feedback is essential in the Design Thinking process . Working as a team helps   generate new ideas while customer feedback helps with improvement .      Approach     Due to the success of the Learning Launch tool , our team would continue to utilize the tool as   we strive to improve our meetings . Instead of relying only on zoom tools , we will try different   alternatives such as using Poll Everywhere or Kahoot . Members may get bored of the meetings   if they seem redundant , which is why experimenting with new tools would keep them interested   and help us improve by finding new ways to interact with them . In addition , we can also try   different online - meeting platforms such as Google Meets to determine which platform is more   efficient .
### Output: 