 Okay, Jacob, we are live. Great. Well, thank you for joining us on this course development prize in architecture climate change and society session logistics first all attendees are muted. You can use the question and answer feature to submit questions and vote them up or down for the discussion that will follow the presentations and all conference registrants will have access to recording of this session on the platform soon. So, I'm Jacob Moore I'm the associate director of the Temple Horned Buell Center for the study of American architecture at Columbia GSAP. And the Buell Center, along with me is Lucia allies is the director and Jordan Steingart is program manager. I'm really grateful for their collaboration always. And I'm also grateful to Eric Ellis, Edwin Hernandez and Michelle Sturges at ACSA for all the work that they've done to make this panel and conference possible. So I'm just going to quickly share my screen to let's see where I'm sorry. Let's see can you see that. Yes, can you see the PowerPoint. Yes, it's not full screen. Oh there notice. Yeah, notice. Gosh, okay. You know what I think I screwed up on the from the presentation mode here. And I don't have my thing printed. I don't think we need well you can see these images really quick. Just a second ago it did work so maybe you could just hit. Yeah but then I couldn't actually, I couldn't actually. It's just these images. It's pretty straightforward. So I'm going to stop sharing now right. Great. So sorry about that. I'm joining you today from a campus on an island that lies within the ancestral homelands of the lending Lenape people. Until about 1650 will not be managed the forests marshes animals winds floods and paths of this place by stopping in as they navigated what is now called the Hudson River seasonally staying in small encampments growing food, perhaps also harvesting crops hunting and fishing some animal species well conserving others periodically setting fires to control growth and generally the resource ecology that stretched all along the Atlantic coast. From what is now Western Connecticut to Delaware and including most of New Jersey and Southern New York. By the end of the 17th century the Lenny will not they had largely been driven out of their homelands in the centuries since their communities have been decimated, their humanity denied, and their descendants dispersed from the European settler power that was responsible for this erasure and diaspora would continue to rely overwhelmingly on systems of control of bodies of resources of information and of land. And it is these profit driven systems industrialized development that has undergirded the shift into an entropocene still dominated by white supremacy and other forms of enforced socio cultural inequality. The resistance to these forces also long present persists today. And it is this struggle together with architectures relation to it that this prize and the panel gathered here today, intense to address under the title architecture climate change and society. The Buell Center, a research center housed within the Graduate School of architecture planning and preservation at Columbia University, began issuing this prize in 2020 and I'm going to put a couple links in the chat. They work in 2020 in collaboration with the ACSA. As we noticed that the all too typically quote unquote solutions oriented approaches to climate change and architectural education seem to come at the exclusion or at the expense of other perhaps more critical humanities based approaches approaches that didn't take for granted that it was always the same assumed quote unquote problem needing to be solved within the discipline itself, especially by 2020. It has become painfully clear that a lack of racial gender and socioeconomic diversity among other forms inherited from and reproduced by the aforementioned European settler power that remains dominant is a challenge inextricably linked with the work of design and the development of a building that lies ahead. And these challenges in and of society are themselves inextricably linked to the menace of climate change. Thankfully, many activists artists and scholars have been leading the way in recent years by showing that to respond in a meaningful way to each of these challenges must mean responding to all of them together. The new deal or an extension of it that we at the Buell Center have taken to understanding as we're calling green reconstruction is one such rubric, among others. And so, in the spirit of curricular change as part and parcel of societal change. I'm really excited that we'll be able to hear today from this year's winners of the course development prize and architecture climate change in society. Now for the Buell Center advisory board to whom we're very grateful for their service and selecting this in previous years winners and honorable mentions. I want to express how impressed and inspired we've been by the number range and quality of applications from across the staggering diversity of professional programs included in the ACSA's network. They come from private and public though notably more public institutions, large and small insight and outside the borders of the United States. So this year's winners are wonderfully representative of this meaningful heterogeneity, as well as of its power potential excuse me for impact in all corners of the discipline and its curricula. So in the interest of reserving as much time for discussion as we can. This year's amazing winners will introduce themselves in their presentations as they like and also their bios included on the conference platform. We'll also discuss, you know, institutional and professional backgrounds on the Q&A. So I'm now going to hand it off to them, and we'll look at presentations that have been organized on video, and we'll reconvene after the presentations for a discussion. So when we jump into that I just want to remind you that you are already able to and throughout the presentation that you're that we all watch together, you can input questions and everybody can, can, you know, click on the ones that they, they hope to hear most of the Q&A. I imagine that the Q&A will be, we'll have more questions than we have time so the more collaborative we can be about that the better so I really appreciate everyone being here and we'll jump into the, to the presentations and see each other at the Q&A. Good afternoon. My name is Nia Malou. I'm an architect and educator teaching at Harvard University. This is my cross prize development award environmental justice health plus decarbonization. This particular course puts climate change in society in the middle of our discussion and how do we create a better building, better design, so that we can come back climate change and the changing aspects of our society. Climate is changing. Why aren't we changing? Why isn't our curriculum changing? So this is an attempt to change architectural curriculum and create better designers for the society. Climate change is the biggest global injustice because of climate change we have numerous disasters happening from wildfires to flood and disasters. Black communities bear a disproportionate burden of harmful impacts of continued fossil fuel use. There's a lot of evidence, research, and this particular course addresses and how do we design buildings for all communities. Health, which is the occupant health, which is the most important architectural difference we can make is addressed in it. Health cannot be looked at independently. It has to be looked in conjunction with environment and animal and as one health because we are all related in a very symbiotic relationship. Economy, the cost of not doing is going to cost a lot of fossil fuels, a lot of poverty, and not doing is going to destroy our current economy. The social cost of carbon, the social cost of fossil fuels is pretty evident everywhere with the new disasters we face, new climate fires we face, new destruction we face in today's society. So to stop climate change we have to have better designers to do that our education in our curriculum should be incarnate from there. We can't make the trip to Washington for the climate change rally but we can do our part from here. So this is my part as an educator as an architect towards that development. I start with my most beloved saying education is the most powerful weapon, which you can use to change the world. Nelson Mandela is my mentor, and this saying I carry it in my heart every day when I teach my students. This particular course is meant to do that. Can we change the future of architecture. Can we change the future and offer designers by teaching them how to design with environmental justice as a centerpiece of architecture and buildings. The process is simple in a diagrammatic way. It's a four step process. You start with a typical building, you go to an efficient building, and then you add healthy materials, and then building materials have carbon in it, and how do we remove the carbon so we can save the planet. Again, the discussion starts and revolves around environmental justice. The reason is, we need a quality of life, we need fair treatment and as architects, planners who create the community as designers who live in this community, we need to make the change, what we want to see. So the first step as a designer for building in this course will be taught is how to make it building and most energy efficient. We're going to use architectural strategies for efficient design from better insulation we're going to teach students how to do modeling. We're going to teach students how to do exterior shading efficient line and how to make your site your friend. Then we're going to teach the next overlay is the health. How do we pick better building materials to make our buildings much more efficient. We are going to add the solar, the geothermal and any renewable which is available in the context with the electric buildings to create a better design for the community. All of this discussion with the centralized theme, am I providing justice for all. And the last step in this process would be building decarbonization. Building is a big imprint in our every single building construction. Everything we do has carbon in it. But buildings can be better in carbon. So as a designer what is the impact I can have as a designer what is the impact my students can have in the discussion of carbon. The carbon emission, the impact is, if I'm an average American who doesn't, you know, just goes about his life, then I have an impact of 1200 metric tons of carbon dioxide. But if I'm a building designer, I can impact our most 1.15 million metric tons of carbon dioxide. If I in my career of 45 years in my students career of 45 years if they design three buildings per year, and the math works out to be 1.15 million metric tons of carbon dioxide. That is equivalent to 35,000 electric cars. The body carbon has two aspects to it. One is the operational carbon and then body carbon of materials. The operational carbon can be reduced in a lifetime by having more high efficient and high performance building. The students will be taught and how to do this. The students will also engage in activities which teach them how to reduce the material impact of embody carbon. The carbon which is present in the building itself. How do we, what do we do about it? Can we do carbon offsets? The first carbon offset which is most prevalent is biosextration. Do we put plant trees? Can we have more renewable energy? Or can we do community-based carbon offset? All of these discussions will be made in the class to help the student understand that there is not one solution which fits all and it needs to be discussed. It needs to be put in the center scape with environmental justice in the middle of it. So this particular course makes the student a leader in sustainability and puts the discussion of sustainability, climate change in the center of education, in the center of architecture, in the center of all of us. Thank you to Harvard University. Thank you to Buell Center and ACSA for helping me with this course and thank you for listening. Hi everyone. I'm Jeanette Kim. I'm an assistant professor at California College of the Arts in San Francisco where I co-director research lab called the Urban Works Agency. Special thanks to the Buell Center for recognizing this work. We're really thrilled to be part of such a compelling and powerful group of initiatives. Today, my colleagues, Brendan Levitt, James Graham, and I are going to present a cluster of courses planned for this fall called decommodifying ownership from extraction to regeneration. The three of us came together to work across curricular tracks of design, building technology, and history theory. The fall is not just to bridge across familiar characterizations of each, as for example, investigations in form making performance optimization and critical research practices. In addition, we hope to find inventive methods by which each subfield can depict resources like energy, water, materials, nutrients, labor and knowledge, as sites of both extraction and regeneration. So in this way, we hope to open up with the Buell Center Development Prize called the socio-cultural and eco-political dimensions of the climate crisis, and thus find more speculative techniques for architects. My design studio does this by exploring how architects shape property and the kind of resources and cultural life associated with it. The studio is called Property and Crisis, and this will be its third iteration, but arranged within this course cluster for the first time. From the Jeffersonian grid to the single family home, the commodification of land as property has especially excluded communities of color from forging wealth and belonging. Many of the underlying logics of property, such as the commons, liability, maintenance, and even profit, can be altered towards more inclusive ends. So community land trusts, for example, can take land off of the speculative market or indigenous use rights can support the collective maintenance of land. In light of the movement generation's definition of extractive and regenerative economies. We also hope that property can proliferate resources, not extract them. So we'll begin this semester by making what we call follow the money diagrams, which track the flow of different kinds of currencies in relationship to land. And the next tool design scenarios in which alternate property arrangements can take hold, and these images that I'm showing come from previous iterations of the studio. And as the focus of their design work, and here I get that as you can imagine I'm showing professional work by other architects. But as the focus of their design work for the remainder of the semester, students will then study an architectural element in relationship to property. So elements in this case could include things like ground foliage, foundations, walls, floors, roofs, furniture, and fixtures. For example, we'll see how water could erode away lot lines, or how ground plan could be doubled, or we'll see how walls could kind of open up to include different users, or maybe change over time to allow multiple owners to coexist. And lastly, we'll work in teams to combine these elements. So, you know, I think all the private property has for so long to have been dependent on a kind of one to one correspondence between the boundaries of a parcel, and the rights and responsibilities of a landowner. We will look for unexpected misalignments across these elements to reshape property boundaries. Jeanette, my name is Brandon Levitt. I'm an associate professor and building technology coordinator at CCA. And as part of the decommodifying ownership initiative I've proposed to teach an advanced building technology seminar that explores ways that students can incorporate into their studio projects, notions of a regenerative and decommodified economy. We'll examine how the collective commons is affected by externalized costs, intrinsic to our existing carbon-based economy, and we'll also imagine future alternatives that foreground the challenges, uncertainties and opportunities of a more equitable built environment. Students will test their conceptual ideas with pragmatic solutions based on first principle calculations and simulations at the scale of the grid, the neighborhood, the building, and the room. And students will test their, you know, students are going to be working on a combination of different modes of representation. The examples that I'm showing here are called from a variety of seminars and workshops that I've taught are intended to illustrate a much broader methodology. We're going to use a generative framework for design rather than a traditional problem solution approach that's common to engineering practice. And in the process, we'll be reconceiving how energy and matter can function as closed loop systems, continuous environmental flows, in which the architecture is not the end result but part of a larger cycle over time and space. We'll experiment with both analytical and phenomenological notions of building performance, reconceiving the building's relationship to climate, landscape, and habitat. All the while, quantitative analysis will alternate with speculative explorations and responses to theoretical texts, art films, and environmental artists work. Both of these right brain and left brain modes will inform analysis and redesign of the student studio projects. The class is designed to build intuition and test perspective scenarios using simulation tools in a fast and iterative fashion, while the goal of discovering ways that regenerative performance can mitigate climate change while creating comfort and delight. I'll hand it over to James. Okay, great. Thank you, Brendan. I'm James Graham, and I teach history and theory here at CCA where I also co-direct HTX the history theory experiments lab. So my component of the decommodifying ownership cluster is a seminar titled spaces of extraction, which aims to expand some of these conversations around land property resource and climate change into the past. So this course looks at the extractive landscapes of California from the late 18th century to the present with a particular focus on settler colonialism, electrification, resource extraction, and the financialization of property relations. California has long been understood as as a resource of sorts, whether in terms of the extractive landscapes of the missions, the gold rush, the California petroleum boom and American Empire and Pacific, where the extreme housing market of today. This class is meant to situate our work as architects within the economies of extraction that have driven climate change, the buildings, infrastructures, logistical networks, and the landscapes really of fossil capitalism. But we're also going to be looking sort of beyond the building. Attending to the connections between the fields of architecture, geology, political economy, law, and ecological thought. So the class is going to be focused on developing a group presentations around some of the particular themes that might be of interest to the studio, particularly around the dispossession of indigenous lands, the creation of structural networks across California, the different ideas about extractable resources found in California over the centuries, and the translation of land into property. And so the intention is that we'll then have a sort of mini symposium with the studio to help bring some of that historical thinking into the design side of things. And after the group work that will be the focus of the first part of the semester students will then undertake individual research on a topic of their own choosing. Past student topics have ranged from highway construction, logging practices, stone walls, the migrant labor that goes into constructing them to problems of military surplus. Military surplus nuclear waste containment extractive office landscapes and ecological cost of cryptocurrency for example. So the goal of the semester is really to draw out some of the imperial and extractive systems that architecture and our own location really here in California has historically sat within how climate and housing. Alongside things like zoning laws, building codes, labor struggles, geology, atmospheric data, racial capitalism, and financial globalization, and especially how how the globe and the land have come to be seen through the managerial process of resource. But the seminar also insists on history's role in helping us as designers in undertaking a repetitive work here in the present. To briefly conclude these three classes this this cluster of courses is an experiment in what might happen when we coordinate a more intensively across some of the various curricular streams of our school how our various courses might offer new perspectives on shared questions relating to climate and how we might engage with shared concerns and in fact shared bibliography. And perhaps it might even be something like a testing ground for ways to make climate change and equity, still more present and more fundamental within our curricular core. And as part of our collaboration we've created a series of shared sessions, as well as exchanges and sort of handoffs between these three courses to place all of these various tools for analysis and design into dialogue. So we're excited to see how it all shakes out, and we'll be looking forward to the conversation with our fellow panelists. Thank you. Hello, Weser Aziz and Lindsay Croak, and we're delighted to share Monopoly dollar review today. Thank you to the ACSA and Columbia University's Temple Heim Buell Centre for supporting our course proposal and organizing this event. I'm a visiting assistant professor of architecture at the University of Colorado Denver, CU Denver, and Lindsay is an assistant professor of architecture at the University of Wisconsin, Milwaukee, or UWM. We were both 2020 to 2021 Fitzhugh Scott Fellows at UWM, and we found that our research areas overlapped as we both investigate industrial ecologies, nefarious land use strategies and precarious environmental practices across America. So we decided to examine Wisconsin together and we soon discovered that the most pervasive, invasive and ubiquitous force shaping the state is actually Dollar General. It's a largest and most influential of a dollar store chamber, a family dollar, dollar tree and dollar general. As we researched across section of 18,000 plus dollar general stores and distribution centers across the country and wrote Monopoly dollar. We wanted to work with students to see firsthand how the retail empire affects large scale commercial practices, the mom and pop corner shops, small scale domestic realities. As we come to incorporate the dollar store research into daily conversations with colleagues, friends and family, often to a reception of crickets or awkward silences. We've learned the importance of really answering why, why we think Dollar General is a useful tool or lens for studying the built environment. So we're going to try to provide some context here today. So we're aware that the dollar store is likely not a typology that draws people into the profession of architecture as they tend to be these off the shelf structures which aren't so awe inspiring. It's worth noting that at in in 2022 nearly one in three new stores opening in the US is a dollar store. And according to a report by core site research dollar stores accounted for one third of all retail openings last year in America. Two thirds of those are owned and operated by Dollar General, which is the largest small box retailer. So we're really seeing an unprecedented proliferation of the dollar store economy. So part of Dollar General's expansion model has long been to move into communities and areas where Walmart and other big box courses wouldn't, which gives at least one food and retail option to residents of those communities. There is significant debate about whether this rapid growth is having a net positive impact on regions considered to be food deserts. Dollar General executives tout the positive impacts their presence can have on a community providing that one stop shop to a variety of affordable goods. They strategically maintain their stores in the small box category under 10,000 square feet to avoid more stringent zoning and permitting rules and in turn limiting the number of food options. The company touts investment in literacy programs through their eponymous literacy foundation as well as job creation. So they have a troubling track record of labor force treatment, as in this case that made its way to the Supreme Court in 2016, as well as a recently squashed unionization effort from a store in Connecticut. So this inquiry into Dollar General really demands a tremendous scalar nimbleness and allows us to relate the scale of the domestic object up to the scale of a global network. We're trying to figure out where small box architecture, which is rapidly and inconspicuously taking over the built environment without much regard for its environmental impact, trying to figure out where that fits into this picture. The way that we're trying to do this is by running an interdisciplinary vertical research and design studio that operates at both UWM and CU Denver and uses a Dollar General cooperation to examine the country's environmental, economic and racial fault lines and in turn highlight this understood in vernacular typology as a weapon of discourse and agent of climate activism. It allows students to reimagine the architectural canon beyond the 1% of leads certified stark attack buildings and instead use a local and familiar as catalyst for creating new climate regimes. And as a tricyclic country, the two comparable design programs working in tandem allows students to observe a nation as a whole and develop systems for surveying the cross section of Dollar General enterprises that move from the provincial to the cosmopolitan. We conduct extensive primary research in the form of travel interviews and documentation product testing, and also by studying permitting applications and legal documents pertaining to the organization. With the support of the Dollar General literacy Foundation grant, students will interrogate the Dollar General machine from its copy and paste building design and tactical and permitting strategies that enable it to prefer it under competitors to the way that it affects large scale agricultural practices and small scale domestic realities. These are findings to test the environmental consequences of making a series of small measured disruptions in the Dollar General system. And finally, they will compile their speculative proposals into a book and pet exhibition that will be comprehensive table outside of architecture and outside of the academy. The support retail in the 18,000 plus Dollar General stars and the exhibition Dollar General futures will involve designing and producing a monopoly of climate responsive objects, the sale in a future Dollar General star. So since being granted the course prize and in preparation for the studio we're proposing and we'll teach next year. Sarah and I have been developing the research in a number of capacities and we'd like to share some of that with you today. So for one, we're teaching a research seminar at UWM as a kind of generator ahead of the studio course next year. The course has been divided up into five scalar investigations that involve both documenting things as they are as well as projecting alternative futures for the dollar store economy. So students started at the smallest scale in this case, the object documenting the kind of goods sold at Dollar General. And then they moved into the planogram or the organizing marketing and displaying of those objects. We then leaped to architecture speculating about building systems and re-injecting the vast amounts of material waste that the corporation produces and putting that back into the building technology. And finally they've expanded reading the country to reading the country as a whole and studying the various types of networks that Dollar General plugs into so anything from labor to law agriculture economics philanthropy transportation and so on. So in this case this map plots Dollar General salaries by state relative to average salaries for those roles around the country, along with excerpts from employees reflecting on their time working for the company. We will get to global networks it just hasn't happened yet. The second permutation of the project is titled burn after buying which asks Dollar General to use its geographic scope and influence to provide an antidote to irreversible environmental decline to which it certainly contributes. The idea is to move the company into the domestic realm into communities prone to are affected by catastrophic climate events and ask it to take the needs of its users and their landscapes into its scope of service. The first iteration is proposed for Denver, Colorado at a site adjacent to the 2021 Colorado wildfires. So the makeshift Dollar General store will stock objects designed to help manager mitigate the effects of the climate catastrophe. And ideally this model which is the kind of domestic mutual aid network has the potential to be similar to the ready made small box building in so far as it forms a decentralized and accessible network that is scalable and replicable and other cities, states and regions. And finally, a proposal we're working on for Wisconsin that melts public art and scholarship to create accessible educational opportunities for land literacy in the state. Sand dollar operates as a discursive tool in the landscape by decontextualizing and de familiarizing a recognizable retail entity. In the context of soft county Wisconsin we're looking at the expanding sand fracking industry that's tearing up farm and forest land to create to source construction grade silica sand used in high performance building materials and glass. In the construction of this installation with its deliberately porous facade and chipped brick will offer amount of this precious material a way to drift freely back to the Wisconsin landscape from which it came. In conclusion, the whole that the industry leader Dollar General has in the American landscape, society and culture is profound and as we can see growing exponentially. All of the items that it sells a manufacturing villages across the Shizhang province in China and distributed through the future market, which is also known as commodity city is the largest wholesale market in the entire world. With support from the ACSA in the temple on your center. We're starting to ask new questions ones around invasiveness and authenticity in America. What does it mean that American aesthetics and domestic rituals imported from China. And how do we grapple with the inherent contradictions that Dollar General presents us. While the country accelerates environmental decline through global shipping emissions monoculture agriculture and selling over package for a products. It also happens to stop a monopoly of affordable shelf stable foods and bugabag essentials for surviving a climate catastrophe. We're very grateful for opportunity to take the time to unpack these questions. Thank you so much for watching our presentation. Thank you so much for this opportunity to share my course. My name is Brittany adding I'm an assistant professor of architecture at Rice University and co founder of the research and design collaborative home office. Today I'll be presenting my studio deep geologies material encounters in Texas, which was one of the recipients of the 2022 course development prize and architecture climate change in society. This spring I was actually able to teach a version of the course here at Rice architecture. So I will be also showing some preliminary research and design work from the senior level undergraduate studio. Geology is a conception of the planet surface a stick resource rich and energy late forming slowly in what John McPhee has described is the deep time of the year. This terrestrial crest is composed of dense layers of rock, hot pyroclastic flows, agnese intrusions and tectonic plates slipping and grinding along fault lines. Laced within these shifting rocks the crust also contains the raw materials and carbon fuels of the technosphere bands of iron ore veins and mineral deposits seems of coal and vast fields of oil. Our everyday worlds are sourced from these geologies fracking cracking mining drilling processing and burning, feeding a supply chain essential to the production and powering of the built environment. The materials themselves have specific qualities and attitudes, enforcing structures of power and metabolizing territories through their spatial patterns converted into materiality of empire and the immaterial of energy. These were resources produce a complex infrastructure of capital energy and heat. While these geologies constitute the substructure of carbon majority determining its urban scales circulatory flows and organizational forms. They also devastate landscapes bodies and climates. As Andreas Malm writes the slow inertial violence of carbon accumulation implicates the geological in our relationship with the climate of the past, the present and the future. The industrial cycles such as the carbon cycle water cycle and nitrogen cycle, not only illustrate how jail, how the geological is deeply entangled with all aspects of the climate from the atmosphere to the biosphere to the cryosphere, but also opens up a critical space for architecture to reassess its own material practices. Deploying spatial and landscape tactics to intercede in these extractive processes. This studio seeks to trouble the persistence and durability of the hydrocarbon toward a deeper conception of geology, a planetary assemblage of landscapes, ecologies, organisms, technologies and learning from Anna Singh's concept of the liveliness of materials. Deep geologies looks to the entanglement of energy industries and transnational economies, geographies extraction and struggles for sovereignty to imagine new architectures for terrestrial care. Working in the context of Texas students will intercede insights of material extraction processing and movement through architectural landscape interventions. Through their spatial forms, relationship to territories and ecological agendas projects will reimagine how architecture can participate in a just transition to a post carbon future. Exploring the potential for hyper thinking with a material extraction deep geologies as how the built world can more radically engage with agendas for post extractive programming from decommissioning and rewilding to environmental justice and repair. For this first exercise geology and material students will begin the studio by investigating and extracting material used in the built environment. Examining examining its geological qualities compositions modes of extraction and processing architectural assemblies and product cycles. Students will assemble a series of physical artifacts to document the materials geophysical and architectural conditions, including drawings of building materials fragments of the material product specifications and processing methods. Some of the texts that we read in the section, or that we will read include on the top coaches that makes curse parables for a planet crisis, Jane Hutton's reciprocal landscape stories and material movements, and we also watch the 2015 film topophilia. The deliverables of this first exercise to assemble three artifacts explore material properties manufacturing processes construction assemblies and life cycles. This is the first iteration of the course due to coven 19 restrictions the first module of the studio is virtual. So this exercise was modified to produce a series of drawings instead of artifacts, but I hope to develop models in the next iteration studio. So shown here are two examples, some of these drawings which looked at the material processes involved in the extraction and manufacturing of steel concrete glass plastic stone and gypsum. On the left here is an image of sand extraction for concrete on the right is a drawing exploring the processes of oil refining and plastic production. So to geology and territory, students will choose a Texas based site of extraction or processing of a material used in the built environment and document the sites geological territorial and ecological conditions. And parallel to organizing field trips to sites to local sites to document the landscape and with geological environmental experts in the area. Students will also use a virtual fieldwork techniques such as GIS mapping data gathering to construct digital models of the sites. And explore the following questions. What are their, the relationships and movements between local geological conditions in Texas and global supply chains. How does the territory's resources relate to its forms of property infrastructure development governance and what ecosystemic atmospheric and political effects to these processes of resource extraction and transportation costs. So in the second module we read some of the texts that we read include a Laura Palmer's or the whole exploring sites and material extraction. Martín Arboleda's planetary mine territories of extraction under capitalism, and Catherine Yousaf's text a billion block Anthropocene or none. So the deliverables of the exercise are to represent a material landscape through its geological infrastructural and territorial conditions by producing a series of maps. So this first set of maps shown here is of the Permian Basin in West Texas, where Midland and Marfa is from. It's a vast oil field which produces more than 5 million barrels of oil per day. These two maps shown here compare the visible infrastructures of oil extraction with the invisible infrastructures of oil transportation. Locating active on the left, locating active sites of oil extraction in the region in relationship to the network of underground oil and natural gas pipe shown on the right. So the students current studio project is developing an infrastructure for plugging and cleaning up abandoned oil pumps which are prone to leaking even after the oil well has been spent. In this second set of maps the student was interested in the relationship between the extraction of hydroelectricity through dams and the Delta ecologies that the same dams disrupt downriver. Shown here is the Rio Grande River along the Mexican Texan border from the Amistad reservoir up in the ensuring white and the upper left to the city of Brownsville on the Gulf of Mexico. The map on the right. Excuse me map on the left compares the pre existing course of the river and it's Delta in blue to engineered channels of water circulation in the city of Brownsville and white so you can see the, the loss of the natural delta flow. And then the map on the right compares. Excuse me, and then map on the right shows the generation of hydroelectricity shown as a glow of white. So the students current studio project is seeking to restore Delta ecologies and wider channels that have been negatively impacted by the damning of the reservoir. These channels are called known as were sick us in the Brownsville region. So for the third module, geology and repair students moved from research to design. Students will begin the design process by developing a charter for an Institute of terrestrial care in Texas, thinking through programs centered around climate care. These institutional charters will serve as the students design briefs for the following exercise outlining each of their project specific programs and scope. Charters will propose research civic and pedagogical facilities for the communities and landscapes that are affected and seeking to engage in municipal environmental and activist agendas. Some of the questions that these charters will maybe put forth, or how can the energy and material infrastructures the built environment engage with projects of environmental justice and land rematriation. Specifically, sensibilities and cultures offer an alternative to systems extraction for designers. And how can architectural types forms landscapes and systems produce programs for geological restoration remediation repair from the scale of the building to the territory. So some of the text that we read include Maria de bellicasas matters of care, Holly Jean bucks after geoengineering and arts of living on a damaged planet, edited by Anna sing knows the bond Elaine again and Heather and Swanson from 2017. So students, each wrote an institutional charter researching existing environmental policies and community agendas and their sites to begin developing programs for environmental repair. And so shown here is the Roussakis project in Brownsville, putting forward a municipal policy that will seek to restore these fragile ecologies. And so, moving on to the actual design prompt which is the bulk of the studio. So students use their charter exercise to propose architectural and landscape design strategies for an Institute of terrestrial care in Texas. The Institute would include public facing programs such as classrooms and galleries research focus programs such as laboratories test landscapes and field stations, as well as residencies for care workers. So the prompts or themes that the projects are taking on our proposing new ways that architecture can inhabit the world with the design of typological hybrids and alternative material assemblies experiment with strategies for a post extractive world such as industrial decommissioning energy transitioning ecological remediation and carbon capturing and also imagine how to repair and care for the land and its geological and ecological conditions. So I have an idea about how the studio is developing I'm going to show some progress images from projects around midterm in early March. This first project is interested in the network of limestone quarries along the Edwards plateau in the Texas Hill Country. They have been reached that the students have been researching the relationship between the Edwards aquifer and critical hydrological cycles in the region, and imagine new ways to reclaim and rewild abandon stories. The project is researching the network of decommissioned uranium mines in southeastern Texas, understanding methods of uranium tailing disposal and processes of monitoring to the radioactive material. So the project combines a landscape strategy of fighter remediation to withdraw the uranium from the ground and the water. Combined with an architectural strategy that deploys a gradient and material thicknesses to create safe spaces for researchers to test and monitor areas around the uranium disposal sites. Finally, this last project is interested in the relationship between sand mining and fracking in the Permian basin. So the student has chosen the Kermit Sandhill dunes, which have recently been sold to mining companies for sand extraction. The project is imagining a post oil future, restoring the sand dunes with a series of fabric walls that capture sand particles blown along the transpecose plateaus. With this landscape strategy, they are also proposing to reoccupy the abandoned quarry infrastructures with environmental laboratories and research residences. So thank you all for your attention and this presentation about my studio deep geologies. I'm looking forward to discussing the studio outcomes and methodologies in this panel. Welcome to the Dean of Bowling Green State University and Unicef Toledo. We are the team will look and study urbanity islands in a legacy city named Toledo Ohio or also for a third to the class city. My name is Andreas Lucio. I'm an architecture faculty and chair and deeply interested in urbanism and its impact both at suburban and urban sites. I would like to introduce my colleague. Hi, I'm Sujata Shetty. I'm a professor in the department of geography and urban planning at the University of Toledo. I'm trained as an architect and as an urban planner and also interested in the land use and social issues that arise particularly in legacy cities. Hi, my name is Yang Huang. I teach architecture and urbanism at Bowling Green State University. As a new member of this community, I'm very excited to be able to join with Sujita and Andreas on this project. Our proposed research based studio will focus on the intersection between such heat events and the structure of the city, both social economic and physical. What I may ask is how can heat mitigation architecture and planning interventions further social activity. Our exploration aims to examine the emerging relationship between our daily appearance and urban condition. We are excited to integrate the well being of individuals with the design of healthy public space in the neighborhood wide environments. Climate change has led to an increase in the length, severity and frequency of heat waves. And one major contributor to prolonged high temperatures is urban heat islands. These are urban areas that are significantly warmer than their surroundings, chiefly because of concentrated heat that is emitted from the built environment, from vehicles and from industrial land users. In cities, impervious surfaces such as roads, sidewalks, parking lots, driveways and roofs create these urban heat islands. Tree can be scanned mitigate some of these effects, but nationwide the number of trees in a neighborhood is related to the degree of segregation in a metropolitan area. As a result, urban heat islands are far more likely to be located in poor and minority neighborhoods, as compared to affluent white neighborhoods. As my previous colleagues mentioned, such as the Shady and young hon that studying this urban heat island effects is not only important for future city but is in more severe for industrial cell T of US Midwest, because they are deeply hurt by existing population laws, abandoned plots, change of economic structure and radical and economic separation. Having this opportunity and being selective this price makes us really proud. And I want to say thank you to be a part of the team to present this active climate change proposal. Toledo is somewhat representative of a number of cities in this part of the country. We have lost population over many decades now as industry left the region. And so from a high of about 380 plus thousand people, we are now closer to 270,000 people. So we are a city that is struggling with population decline and economic decline. One study we will focus on is identify neighborhoods and within the neighborhoods identify urban heat islands. In one case is here, multi complex family apartments, housing, built in the late 60s, 70s. But the interesting part is not only where they are located but the relationship to the urban heat islands is extensive here in this case. So we have a shopping mall here, a large heat island, another parking lot here, another parking lot here, another parking lot over here. And then within the housing complex, we have some parking that generates a lot of heat islands. And this is pretty typical of Toledo if you look on the east of north 14th, you see a subdivision, houses all in place, lots of trees. As compared to the multi-family housing here, which is surrounded by a lot of asphalt. And a little bit to the west here, you can see against single-family homes, which you can see a lot of abandonment. And you see green spaces but not as many trees to the far left of your screen. Within this context, as we introduce this project and we like we will introduce this to our students in fall of 22. We will have a joint studio and joint seminar, which we explore these topics and hopeful will come up with some generative ideas and concepts to address and improve. Not only the urban living quality, but also the social aspect and also the justice aspect. So everybody has an equal opportunities to work or live in the pleasant neighborhood. Historically, we have much more parking space than we really need for the city. Yes, and the vacant vacancy and abandonment and these unused parking lots you see are overrepresented in our communities that are low income and communities of color. And that's largely because those are the neighborhoods in the city where more abandonment has occurred. And as a result of that, you see this connection between disadvantaged communities, unused land, especially hard surfaces and the environmental impacts of urban heat islands. And so our larger aid is to see whether by mitigating the impacts of the negative impacts of the built environment on urban heat, whether we might be able to work towards creating a more just and equitable urban environment. Interesting, one of these neighborhoods are aligned with some parks and green areas, although a more denser area on this area versus very few trees here. But the green areas in itself and just planting trees is maybe a good step forward, but the grass itself is actually artificial produced in greenhouse to make a perfect green. Preferable, it should be a natural green with water and insects addressing our environmental life. So this distinct species and honey, like urban honeys could be coming back in these areas and other insects will become and that will create a more environmental quality of life for people living there. Both the physical aspects of these green spaces like increasing biodiversity or different ways in which to make these green spaces richer and more natural, but also looking at where they're located and how they might help people who live in those neighborhoods. So it's looking at both the physical and the social organization that is required to reduce the negative impact of urban heat islands in our city. Great. I think yeah if everybody can jump back on really appreciate all the work that went into preparing for these courses and putting those presentations together. I want to remind everybody here in the session that you can add questions to the little q amp a feature. In order to do that we have about 30 minutes to talk about all these really amazing and in some ways connected course proposals. So I want to be sure that there's plenty of time for people to ask questions and also for the panelists to ask questions of one another. But perhaps to start I was thinking about. I shared in the chat during my introduction a project that the bill center had worked on recently called green reconstruction where part of it was looking at, or sort of one of the places it began was we worked with a bunch of students here to put together a database of all of the professional programs of the built environment that we could locate in the country. This architecture represented here you know at this conference but also planning various preservation programs, real estate development, anything we could find in schools of the built environment or in schools that maybe weren't of the built environment but that had programs related to the built environment point being we ended up with over 1100 programs I think that there's had a staggering sort of that were located in all over the country obviously and the range of it's the types of institutions was just really striking thinking about the different contexts for these programs that were obviously going to be informing really different approaches to curricula and syllabi and ways of teaching about the curriculum and I was just thinking about that during everyone's presentations because part of our criteria for the prizes here represented here is some kind of institutional innovation or thinking about hoping to recognize a course that don't just innovate in terms of the content of the courses but also in terms of the sort of what the course is doing in its institutional context how it works that could relate to you know perhaps intervening in a required track or I mean there are various modes of collaboration across you know between course types for example that are represented here. But another another thing that is represented here with two of the groups but also has happened in prior iterations of the prize is cross institutional collaboration. We're working between not just programs within schools but from school to school. And I'm, I'm just thinking about back to the greener construction project one of our we were just really inspired by the sort of collective power represented by this group of institutions and programs, but we're also struck by how infrequent, it felt to us at least that there wasn't any actual feeling of collect the collectivity in said power, in other words people for reasons that are understandable but these institutions and programs often tended to work sort of on their own. And when we're thinking about the scale of the challenges we face, not just climate but also you know everything that sort of climate justice represents that we've talked about in these, or that you've talked about in your course proposals to think about the scale of the challenges calls for you know a scale of intervention that is necessarily bigger than one institution or one course. So I was just hoping to maybe talk a little bit about the, the, what it has meant, maybe specifically for the, for the two courses represented here that are working across institutions, but also the, the same spirit exists I think, within each of the different proposals of trying to sort of break down disciplinary walls or perhaps typological ones related to the course courses with institutions and and learn about the challenges of setting that up also the possible benefits. And specifically maybe I know it's largely yet to come so it'll be speculative but I'm wondering what, what benefits you might imagine for the students who are involved in these, especially the cross institutional collaborations. This kind of new, seemingly new, unusual context so I don't know if either one of the teams representing those cross institutional collaborations wants to speak to, to that perhaps it's something that's been going on, you know, outside of this project for a while you could speak to sort of how it's been working or how you anticipate it working. Coming up. Should I go first. Go for it yeah. So, Andreas and I work at our third colleague who could not be here today. We work in different institutions and we work in different disciplines so I'm just and young are in a school of architecture and I'm in a department of geography and planning. Primarily geography, and we have a couple of planning faculty. Andreas and I have worked together for some years. And I should say that we are both universities bowling green and Toledo in Northwest Ohio. And there's a little bit of competition we're fighting over the same pool of students. So structurally, there's not a lot of incentive to work together. Because we, there is tension. I think I can say that without hesitation between the two institutions. But we have been working under the radar. So in some senses. It is not as strong. Our work is not as transformative as it could be. Because we are working at our level, but we're not able to get the two institutions to work together. So, so that's an issue. The other also is that we've written a little bit about this, bringing students you were asking Jacob about the impact on students. And we have students from two different disciplines, two different ways of working, having been trained as an architect, I know how studios work how you can be consumed by a project for days on end. And then the planning students are coming to the studio to discuss their project and the architecture students are thinking about something else and have no time for this today. You know, they can talk about this day after tomorrow, but not today. And so that frustrates the planning students. The architect students are frustrated because the planning students have no imagination, talking about what is possible and not wanting to think big. So there are a lot of challenges in doing this, but we have had students come back to us many years later and tell us that despite the frustrations of a project like this of a course like this. One of the most rewarding courses that they took when they were in school because they learned how to work in a into this cross. So we put them in teams so it's not just each of the groups, each of the university is working on their own, but every student is working with a student from another discipline. So I think that they've always said has been good training for later as difficult as it was when they were in it. How do things compare maybe in Colorado and Wisconsin. Good morning, chime in. So yeah so Sarah and I are working together between University of Wisconsin Milwaukee and the University of Colorado and Denver. For some context, Sarah and I met together first in Milwaukee we're both architectural fellows there last academic year. And then we formed a long distance relationship. I think for both of us you know working at large or relatively large public state schools like you know at UWM, most students are from Wisconsin and at CU Denver most students are from Colorado and that tends to be the case at comparable universities so there's kind of like a real siloed body of knowledge of like you know students from Wisconsin meeting students from Wisconsin and so I think where we were really trying to take advantage of this kind of change in geography and I think for the you know for the dollar store proposal it's really advantageous because it's such it's a kind of you know the map is a kind of rapidly spreading map it really covers the whole country and so when we looked at the two institutions they kind of are nicely pinpointed and dividing the country and third so that we can kind of use them as two hubs and branch out from there. And yeah I think for the students it yeah it provides this siloed knowledge, I think it just presents with them a really, I think unique opportunity to kind of build their networks with their peers not just from their home institution. We all know how kind of small the field of architecture is and I think you know it's can be hard to even so it's kind of geographically separated so I think students, you know at least we're teaching the kind of preliminary seminar just concluded this week but there's a real excitement to kind of talk to students at other schools and find out what they're up to and in the same way that it's really exciting for us to hear what's what's up or what's upcoming at at your institutions I think the students have a kind of desire for that maybe in particular after such a kind of isolated couple years. So yeah, I think yeah it's we haven't done it was a in contrast this is this will be our first time running this inter institutional course so fingers crossed and will it's kind of experiment so we'll see what happens. I don't know if Sarah anybody in the on the other team has anything to add to what was what was said I'm struck by when you said we all know architecture small as I think how you said it which is definitely a feeling I think I know what you mean but we were also struck by. There are so many ways that architecture institutionally, you know is not small at all, but it takes real work to sort of open those channels and through said opening you know empower ourselves and students to kind of take advantage of the potential openings there. I don't mean to cut off. Yeah if there are any other contributions from some of those other institutional collaborators. Yeah, I think the only thing that I would add. And I really appreciate an intersection. So sharing some context on how our partnership formed, but I've always been interested as well in the conversation around contingent labor and architecture, in particular fellows are visiting partnerships and how you know how that that transience is being amplified over the last couple of years and you know what it means to to be a fellow. You know, in this moment where we're testing the perfect attic dimensions of COVID education. So inherently we're all operating at a distance to some degree with the students or students are collaborators. So it was just using that to an inculcating it in a granular level through the courses that we were designing. So it's more just, you know, it's a transference of our experience into the classroom to try and see what kind of reciprocities what kind of, you know, new forms of collaboration can emerge as a consequence of, you know, our positions in the last couple years. Great, thanks. See, I see we have a couple questions that have popped up in the, the Q&A. I'll begin with one by Jonathan Bean he says as observed by several of the presenters architecture has long been an instrument of power and distinction. So we work as a fee as a field avoid. We as a field sorry how do we as a field avoid reinventing the wheel, when we collaborate with other fields such as urban planning, many of which have long been working on or founded on equity so it's a, I think a lot of the courses here and also in previous winners, sort of in a similar relationship but perhaps within the institutions there in, but have really emphasized cross or interdisciplinary work as part of the sort of contribution of the course. So, yeah, how do you sort of, as he said avoid reinventing the wheel when you're making those bridges between disciplines, but contending with the challenge there in Toledo that you know students come with very backgrounds understandings from their own fields. So how do you sort of make the most of that without yeah reinventing the wheel as Jonathan said, I don't anybody can take that on perhaps somebody at the CCA who's working across, well these types or there's planning also represented elsewhere so if anybody wants to jump in. I'm with having three people we all have to decide who's first. I guess I'll try. I guess in reference to Jonathan's question. I do think like some disciplinary boundaries can be useful. So, for example, the property studio that I've been teaching definitely doubles in like legal thinking around property. And I think we try as much as we can to just understand that our role is to kind of spatialize property so if we understand that the key element of spatialization as our tech as as our expertise then you know we attempt then should have recognized that we're not trying to sort of be lawyers, but we just want to kind of build on that knowledge. Also, if I could maybe just to build on your last question Jacob because I think it's really interesting what you said about making this database of different institutions and realizing that architecture is more diverse than we realize and your, your question prompted for me this recent realization that I've had that a lot of our students at CCA, especially ones who are the first in their families to go to college. They often get attracted to architecture because their parents might be builders or contractors, and it's been, I think, and it's in my studio I've realized that that has a lot to do with questions of ownership to because, you know my students bring these questions about how community members can have a stake in kind of constructing their environments in this kind of complex economy right like who has money to build who has land to build on. And I'm realizing to that. I think we as an architecture school need to understand like how we link to those forms of practice that our students have extraordinary expertise in, like they've been working for their, you know, as contractors for years themselves. So, I really interested in what you're saying I think it would might be fun to build on that more. Brendan and James do you want to pick up on anything I also see maybe I'll jump into the second question by Peter Rob is also addressed to Brendan and James maybe I'll throw it into the mix here. It's very exciting to see how the larger issues of climate change addressed in various institutions, but interested to hear more from Brendan and James. How has the discussion broadening across several courses within the curriculum at CCA impacted the college as a whole. Well thanks for the question Peter, and this actually relates to Jacob's first question about ways of collaborating in across the institution. Because what we're trying to do in this set of classes that I think is unique is to take these different stream studio building technology and history theory that are usually siloed as separate seminars or standalone courses, and to try to bring them together. But we are fighting a kind of institutional structure that requires us to be able to offer these courses in isolation as well. So, each class is what we're trying to do is to find ways of collaborating with each other, and working independently, so that a student who is maybe not taking Jeanette studio or James is history theory class but it's taking my technology seminar can still benefit from it without necessarily having all of the context from those other classes. So, in doing that we're trying to be very aware of each other's curricula and ways of overlapping and reinforcing, but also ways of making it standalone. And I think this potentially has a lot of impacts to the college as a whole. We haven't talked to classes yet so I don't want to make any misrepresentations, but to me it's very exciting to think about the potential for classes like these where we're referencing fields and areas of knowledge that are beyond ourselves. And this kind of in my mind goes back to Jake Jacobs question, because we're actually maybe Jonathan's question to about expertise, because I think that in architecture we as a discipline have a kind of mixed history of trying to espouse expertise that we don't have. And I think a really valuable and underrated role of architecture is to be generous and to understand where we are not experts and can rely on experts and collaborate well with experts. So, this series of seminars and classes is really meant to develop particular expertise and also to show students that they don't have to be an expert in everything that they can rely on on experts. If they understand how to collaborate better with them. If I could just add to that because I love these questions. Jeanette my cat's also visiting. Daniel barber recently observes that all of the sort of increases in energy efficiency happening in buildings right now are actually being offset by the fact that we just have more square feet per person. And that's a really interesting reminder that when you start looking at any of these problems through specific disciplinary frameworks then you kind of miss kind of bigger kind of conjunctions that are happening and so I think that's one of the potencies of trying to work across fields like this for me it was thrilling to show up at an institution where I realized that in the building technology class they're reading Jaquie Chang and they're reading Daniel barber and they're reading the folks that I'm reading to so that's super great. I think for me one of the sort of ambitions of this actually would be to see whether the ideas that were sort of dealing with in this kind of advanced set of classes might really work backward into the core courses like I also teach history one 1400 to 1850. And so the question of like, can we decarbonize the canon like are there ways to sort of ask, or to sort of see these conversations from the absolute earliest moments in the sequence rather than sort of saving it for kind of advanced level work I think that's a really important question that I hope will grapple with even more at the CC. It relates. Yeah, I'll go for it. I was just going to, I just wanted to kind of quick word about the idea of the sort of cross disciplinary project because so with my studio and seminar, you know, of course we were engaged with their kind of discipline of geology and it's sort of different and I think to me what I also think is a really important kind of a really useful aspect of the sort of cross disciplinary pollination pollution is is not just in the kind of potential for collaborations and courses or teaching but actually the usefulness of bringing in other disciplines as a kind of new way to look at the world. And so, for instance, in the sort of idea of geology produces a completely different time scale, like a much sort of a deeper time of planetary time. I think that those for architects, it's especially important to understand that, especially kind of architectural students that that kind of issue of time that kind of the time scale of the planet actually offers a different way of operating on the world or that is sort of essential to issues of climate change and so I think that it's not, I think it's not just about kind of experts or collaborations but it's also a kind of, it's about different points of views and different frames of reference that kind of offer sort of an essential sort of tools and instruments to kind of working on these these issues so I think that that's also kind of an important thing to say is that sometimes it's important to like sort of get out of the architectural box and and think through different ways of materials right as a way to kind of to look at issues of the environment. I think that's a really. I'm glad you put it that way because it's kind of a bridge to this to the question from Brian Holland that I think I was going to pose it to both you and now because I think very possibly they're very different answers or at least the question is exciting work I'm interested in your conversations with students about the architects agency in relation to the issues addressed here climate change and society. If those conversations have happened what are students thinking about or if not how might you plan to approach this topic of agency so for for you Brittany I think you were just addressing it like kind of an outside in approach if we bring these other tools to bear. I'm glad to see, perhaps new and exciting, at least for the students ways of thinking about what architecture can be in due in relation to some of these issues. For you now I was thinking about your course because my understanding is that you, you're meeting people much earlier in there in their, you know, architecture journeys. I can imagine there's a version of this conversation that's really important as a kind of first impression for how to tackle some of these issues or what an architect is able to do relative to some of these problems that feel so vast. I don't know or but but I'm curious how you might answer that question relative to the students that you're teaching. It's a question I was going to anyhow going to answer that without the question. So I teach at Howard University. It is a 95% completely. It's a black Institute we have black people it gives. It's the Mecca for diverse population. So they come with a different perspective environmental justice when they come activism as a part of them. So to quest and I wanted to also address Jonathan's question this also is one of the question is, why are we doing this proposal, because I do think what we think of justice today is different from justice, which was written in urban planning books, because it is a matter of time space and people. And I do think that that is to make injustice, but it is also a part of recreating history today. So I think as an architect. We have that diverse population which is addressing. And all of us are dealing with the wonderful students who are a different way of thinking with so connected that they are actually the climate justice comes from it Howard from, I'm sure the institution is from the student up. It's not a top down approach. Most of the students are bringing it to the class discussion. So, to me, it's more for me to listen and also give them tools to become leaders in sustainability, as they grow as to be a minority leader, as they grow to be architects and licensed advisors. I'll leave my other colleague to answer a few more because we have a really little time left, but I'll be happy to chat about this with anybody who few. I think we have a lounge. That's what I was told. I don't know if people or a lounge that we anybody can jump to if they like to keep this conversation going after the, just a few more minutes I don't know if anybody I mean I would imagine everyone here has thoughts. I know there's a version of this conversation that's sort of always churning and schools of architecture, and rightly so. But I also want to make sure that you all explicitly have space to ask questions of one another if you have them. As you all are at the precipice of getting these new things going so I want to be sure that, yeah, if you want to ask each other anything you have the space and anybody else in the audience, you know there's probably time for one more so. But maybe on the agency question if anybody's had striking experiences. I just say real fast at speaking from our experience at CCA the students are incredibly tuned into their own agency and using architectures and instrument for change. It's one of the things that I've enjoyed so much about teaching is that it doesn't take a lot of convincing to talk to students about what the possibilities are. In kind of how can that what are the methods or tools or skills that students can use for change and sort of finding causes or ideas or things that need improvement is not the issue at all, which is wonderful. And I know I feel lucky at our institution I'd be really curious how other people feel their students react to kind of provocations like this. Just one very quick comment to one thing that I found pretty startling but fascinating has been the response from students and then people who have been involved in the project in peripheral way whether it's they provided us with retail space to have exhibitions or conversations. But it has, you know, what's emerged is that a lot of them have been drawing categorical distinctions between the agency that architecture has versus the corporation versus the academic institution. And you know the consensus that's forming is one in which architecture doesn't actually have a lot of agency but it's the corporation itself. So thinking about how architecture isn't intertwined with different layers of bureaucracy and how they could be leveraged or subverted and so there is some kind of understanding about what the limitations of architecture actually is being quite surprising. That's great I do think we can jump to the lounge but I want to before the for anybody that would like to. But before we formally and I just want to take the opportunity to thank everyone, again for joining for all the work that's gone into these things and for and to say congratulations because I think it's really commendable work. And we'll look forward to, you know, figuring out in the years to come how to hopefully keep the conversation rolling as these courses are implemented and redesigned and you know everybody is learning from each other as they as they move ahead so hopefully it's the beginning and certainly not the end of the conversation but really appreciate everyone joining. Both here on the panel and in the audience and yeah I'll be happy to jump over to the lounge if anybody wants to keep chatting but otherwise, I hope everyone enjoys the rest of their day. Thank you. Thank you.