 My environmental justice research was primarily on communities, looking at the spatial distribution of demographics, pollution sites, landfills, and so forth. And so, many of my students also did our environmental justice work on communities. I was invited to participate in a proposal by the Executive Director of the Duwamish River Cleanup Coalition, who at the time was BJ Cummings, and she was looking for another partner to propose to the Environmental Protection Agency, who had a competition called Collaborative Problem Solving for Environmental Justice. And I was enthusiastically joined that group, and the reason I wasn't enthusiastic because of the topic that we had to grapple with, but the fact that this was really the first time I was going to be able to work with the community. And so I began to make that kind of transition from just outreach and informing to collaborating with and shared leadership. And so that was a great opportunity. That started in 2014. And many of my students also got involved, graduate and undergraduate students. And that transition is also an important part of what I teach about environmental justice, is typically an environmental or policy analyst is doing outreach and informing. They're not facilitating and they're not educating, right? They're sharing their expertise. And I mean, ultimately, I leave that up to the students where they're going to find themselves professionally and where they're comfortable with. But I've certainly moved towards the shared leadership. And now even the there's a continuum of community engagement that, you know, you just have the outreach on one side of the continuum, but then on the other side, the deepest kind of community engagement is when it's community driven. And so that is where I've recently progressed, I think, now myself professionally and some of my students because the research that we're doing is very much because of concerns of a community. Research challenge happens to be noise pollution. There's a lot of noise pollution, especially with the traffic from the airport in Seattle and the newer flight path takes lots of planes over Beacon Hill at very low altitude, sometimes 1,200, 1,300 feet. And those planes are every two minutes, every three minutes. We were invited to join the newest collaborative problem solving grant with the Beacon Hill Environmental Health Coalition. And instead of looking at chemical and toxic pollution, we're focusing on noise pollution. You just don't have the kind of noise pollution anywhere else in Seattle because these are communities that are fighting another kind of environmental injustice. You know, getting out in communities, burden with an injustice is critical, but you just can't go do that, understanding a really broad and historical context of the injustice that you're working on in not just individual terms, but also institutional terms. Never do social justice work on communities, do social justice work with communities. The theory kind of gets left sometimes at the door or on the street for good reason, and it's about getting out there and collaborating. And I think the other key part of that is going in with an attitude to serve, but also more importantly to learn and listen. As academics, we are so accustomed to talking and others listening to us, right? Because of our students in our classes, that's normally what kind of happens. But I think to do this kind of work, you're the student you have to take on that mindset of not just serving, but learning, and listening is so critical to that. Really important for me as an individual going into the communities in South Seattle for the first time was to ask the question, what kinds of environmental injustices are you experiencing? And then just listening. Never interjecting, never clarifying some thing they said that wasn't quite right, just listening. And I think that's been a real key to making the collaborations successful that I've been involved with.