 This idea that you got it wrong, when that's where the excitement of science and the thrill of discovery is. And so in the work we do, it is in the lab. We try to create spaces where as you teach students science, you engage in them in real research so that when they fail, when they fail, right, when they don't get the expected outcome, they actually learn the process of science. And the special bit here is that creating that space for the unexpected. That's where faculty find the opportunity to engage with individual students to understand what they're thinking. And when a student doesn't get the expected outcome, I mean, they are deflated. And there's something magical when a teacher is trying to say, hey, don't worry, that happens to everyone, right? And like, here's how you're going to think about it. Here's how we're going to do it together. And there's such magic in that mentorship that somehow we have stripped from science. And we're trying to incorporate that back into the everyday classroom for students. So I hope that people walk away reflecting or remembering how science education is, it's really an apprenticeship, right? It's being mentored in how to observe and explore and think about the world around us. And so I'm hoping people will walk away reflecting on how that could be achieved, how that's a low bar.