 When you think about the studies that we're reading about jobs, right, 75% of the jobs that are going to be in existence in 30 years or 15 years don't exist today. And if you think back to even 15 years ago, there are a whole list of jobs that didn't exist and those jobs are a result of problems that we've caused. Things like drone operator, a self-driving car tester, I think that's my dream job actually. Get to see the world, but I don't actually have to do the work. Information security specialist, Lyft driver. And I don't think any young person 15 years ago said I want to grow up and be a 21st century taxi driver. But these are all jobs that are existing because we had, we created problems that weren't in existence before. And so this is a paradigm shift. It's not that we're solving problems, but that we're creating students that have the digitally fluent skills in order to be able to think about what's next, right? How do I create the next problem so that we can have a whole set of solutions around that, that drives these jobs that don't exist yet, that drive if you want to be an activist, right? What does that look like? And so for me, it's really thinking about how do we help empower our faculty and our learners to think about the work that we do from a different perspective and then how do we provide that whole set of faculty development, instructional design, IT, and research support to inform their practice and to ensure that we're providing an opportunity for us to transform higher education.