 Okay. I see folks joining us. All right. Good morning, good evening, good afternoon, depending where you're joining us from today and welcome to Engineering for Change or E4C for Short. And happy New Year to all of you who are joining us for our very first seminar of 2022. I'm very pleased to welcome you here today as you are all trickling in. So for those of you who are new to the seminar series, this series aims to intellectually develop the field of engineering for global development. We typically host a new research institution monthly or bimonthly to learn about their work in advancing the Nine Nations Sustainable Development Goals. Today's seminar will be presented by Dr. Yael Perez, who is the program director at UC Berkeley's Blum Center for Development Economies and focusing particularly on development engineering, the development engineering program. And today she'll be speaking to us about how engineers can work on problems that matter on the issue that I'm certain is of particular interest to all of you. All right. My name is Yana Aranda and I am the president of Engineering for Change and the director of the ASME Engineering Global Development Team. And I'll be one of your moderators today along with Dr. Jesse Austin Brenneman and more on him shortly. So the seminar you're participating in today will be archived on E4C site and our YouTube channel. Both of those URLs are listed on the slide that you're seeing right now. Information on upcoming seminars is available on the E4C site. E4C members will receive invitations to upcoming seminars directly. If you have any questions, comments or recommendations for future topics or speakers, we invite you to contact the E4C team webinars at engineeringforchange.org. We also invite you to share your feedback at the end of the seminar to inform our strategy. I believe you'll be getting a link to that as well. If you're following us on Twitter today, do join the conversation with our dedicated hashtag, hashtag E4C seminar series. All right. And now it's my pleasure to introduce our seminar series creator and moderator, Dr. Jesse Austin Brenneman, who's an assistant professor at the University of Michigan in the Mechanical Engineering Department. Jesse has a tremendous resume and we are so lucky that he also serves as the research committee co-chair for ASME's engineering global development team. He is currently at Michigan where he leads the global design laboratory as director. I'm not going to read his entire bio because he is a constant figure on the seminar series, but I welcome you to connect with him a moment and he didn't ask me to do that but I'm doing it right now. Jesse will be leading our Q&A for this session and we're so grateful that he is with us today. So before we move on to our presenter, I'd like to tell you a bit more about engineering for change and who we are. E4C is a knowledge organization digital platform and global community of more than one million engineers, designers, development practitioners and social scientists who are leveraging technology to solve quality of life challenges faced by vulnerable populations. E4C's perspective cuts across geographies and sectors including ICT or information communication technology, energy, water, sanitation, agriculture, habitat, health and more. This provides pathways to connect and learn, explore and freely access critical knowledge networks to advance the social sector. E4C members can access news and thought leaders, insights on research and design and hundreds of essential technologies in E4C solutions library, professional development resources and unique training opportunities such as our E4C fellowship. Members also receive exclusive invitations to online and regional events and access and resources aligned to their interests. To learn more about our impact and just about us in general, I encourage you to visit the URL in the slide for more information. E4C leverages our unique community digital platform and expertise to enable the global engineering workforce to contribute their talent in service of the sustainable development goals. One key pathway is through our impact projects. This is an annual program that brings together our ecosystem of pragmatic optimists as we call them with organizations were applied to advance shared sustainability objectives across three work streams. Those are impact research designed for good and advancing workflows. This entails everything from investigating issues or key questions of interest in these organizations, supporting them with design of technology-based solutions and improving processes through advancing workflows. The impact projects are co-designed with these diverse organizations ranging from academic institutions, non-profits, social enterprises, private sector and multilateral agencies. To achieve the objectives determined together with our partners, we assemble a diverse talent pool which integrates our engineering for change fellows who make both these urgent issues and train to execute the mix of scholarly work, private sector market research and human-centered design required to propel the sector forward. On that note, I am eager to share that we are actually accepting applications for our fellowship until January 31st of this year. The fellowships enable engineers early in their professional journey to develop their professional skills while advancing the SDGs. This highly competitive program attracts applications from around the globe and continues to grow. It is an opportunity that is quite complementary to any studies, graduate studies or otherwise for students in the space. So if you are looking to apply to the development engineering program, please note that you can also participate in the E4C fellowship as it runs May through September of this year. It is part-time and 100% virtual. It's a really excellent way to build up your CV and perhaps if you're still not ready to apply for a master's level program, it's something that allows you to build up more experience to really improve your chances of acceptance as well. You can learn more about the fellowship and how to apply in the link that is listed on the slide. So please be sure to check that out. Last year, we received over 600 applications. We had 50 fellows join us from around the world and we're eager to see really great candidates this year as well for those impact projects that have already been identified. I also want to give a shout out to an upcoming webinar that we will have. This is going to be a really exciting webinar with one of our partners for impact projects that are happening this year and happened last year. On March 4th, we'll be celebrating World Engineering for Sustainable Development Day and we'll be hosting a webinar with Habitat for Humanity's Telwego Centre for Innovation and Shelter focusing on circular economy. So more details to come as you'll find on our site and do your mark that date. Put it on your calendar so you can join us for that awesome event. So with all of that background information, it's my pleasure now to meet some of you. I'm eager to see who's joining us today and from where. So I'm going to go ahead and ask you to share where you are joining us from today through the chat window which is located at the bottom right of your screen. Just type in your location and welcome to from Sweden and Cambridge. I'm here coming to you live from Brooklyn, New York. I'm just going to type that in myself. So if you don't see the chat on your on your screen, try cooking the chat icon the bottom of the screen in the little slides. Welcome from Calgary to Ann Arbor, Oregon to Yemen, Nairobi to Trinidad and Tobago. Really great diverse audience and all across the river in New Jersey, Germany, Nigeria, Dayton, Ohio. Welcome everyone, such a pleasure to have you with us today. It's wonderful to have you all here. Please note that you can use the chat window at any time to share your marks during the seminar and if you have technical questions, you're welcome to also put in a private chat to the Engineering for Change administrator. If you have any troubles with a broadcast, try hitting stop and then start or opening up a zoom in a different browser that sometimes helps. During the seminar, please use the Q&A window exclusively which is located below the chat to type in your questions for the presenter as that helps us to keep track of all the questions. And we will like to deserve the last 10 minutes of the seminar for that Q&A. So welcome everybody from Kansas to Nigeria. We're so glad to have you here with this. It's my pleasure now to introduce our presenter, Dr. Yale Perez who is the program director of the Development Engineering program at UC Berkeley's Blum Center for Developing Economies who manages the Dev Engmasters and Dev Eng PhD designated emphasis. Yale holds a PhD in architecture from UC Berkeley with a scholarship on co-design methodologies and technologies, a support and empower communities and desired practitioners in fostering sustainable development. For more than a decade, she has been collaborative leading CARES which is Community Assessment of Renewable Energy and Sustainability, a team of UC Berkeley faculty and students working with Native American citizens in their pursuit of sustainable development. She's going to, I believe, speak about this during her presentations that I want to reign on that parade. I'll let her unpack that further for you. Before joining the Blum Center, Yale was a visiting scholar at IIT, London, India. Yale, we are so honored to have you join us today. I'm going to stop sharing my screen now and turn it over to you to inspire us with your insight. Great. Thank you, Yana. And click the share screen. Okay. Is that looking good? We can see it. It's a bit small, but hopefully if anybody has any trouble, do let us know. But yes, we can see the slide. Thanks. Hi, everyone. It's early in the morning here in California. And I'd like to acknowledge that I'm talking to you today from Berkeley, which sits on the territory of Huchin, the ancestral and unceded land of the Chochenyo speaking of Huloni people, the successor of the sovereign Verona band of Alameda County. This land was, was and continues to be of great importance to the Mawitmah of Huloni tribe and other familial descendants of the Verona band. I put two links in the chat, one explaining more about Berkeley, more about this. And the other way you can find which indigenous land you may be joining from today. And thanks for sharing the places you are from. As I go ahead with my presentation, feel free to share which native land we may be talking from today. So in my presentation today, I will go over my own research in which I developed the concept of development as freedom and how it led powered my becoming involved in development engineering at Huchin Berkeley. I will start with a quick history of sustainable and human centered design and the social pillar of sustainability. I will introduce design as freedom as a way to connect sustainable design and social impact. I will present two studies of sustainable design within indigenous communities in the US, if we have time for both. And I will then discuss why education needs the field of development engineering and we'll close with why development engineering need education and where are we going. It sounds very well organized, but I will flow through this topic and it may pass seemingly, but if you have any questions please include them in the chat. So as Yana mentioned, I come from the field of architecture and their social impact and the integration of social factors in design has been recognized since the 1960s, which is 60 years ago already, in a subfield called environmental psychology. And as part of my architectural education with the Technio in Israel, I was trained, but also here in Berkeley, I was trained to consider social factors in the design, in my designs. The power at the end of the millennium was the millennial sustainable goal, social factors were incorporated into sustainability, acknowledging the importance of these factors in obtaining sustainable world. In 2002, the Johannesburg Plan of implementation, published by the UN, the combination of social, economic and environmental factors has been described as the three mutually reinforcing pillars of sustainable development, to be implemented eventually through the global development goals and developed into the sustainable development goals. So you see on the left the social, environmental and economic pillar of sustainability as it was defined in the early 2000. And then as we know it better today, the 17 sustainable development goals. So now the UN has 17 goals as part of sustainability and the goal I'll be mostly discussing today is goal number 16, promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institution at all level. This has now several indicator and is well detailed or relatively well detailed in the sustainable goals. But originally, as we learn about the social aspect of sustainability, we didn't know exactly what it means in design. And that was where my focus my work was focused on. So let's think a bit more about the past. It wasn't just the UN and big institutions developing sustainable goals. It was actually built on thought leaders in sustainable design. And I share here a few that I built on. And please share in the chat some thought leaders in sustainable design that impacted you. So I went through the cradle to cradle, free and McDonald's, McDonald's and Michael Brungard, natural capitalism by Paul Hawking, Emery Lovens and Hunter Lovens, biomimicry, Jeanine Deneuse, the natural step called Henry Robert, and not done yet by Vananda Shiva. Each of them has a different focus, but all of them trying to think how do we reach the sustainable sustainability in the world. My story of today starts with the environmental director of the penolabial combination who was looking for partners on campus to work on sustainable housing development for grant the PPM the penolabial combination and was planning to get from the HUD, from a housing and urban development. Our collaboration since spanned over a decade, several dissertations, courses, and several environmental directors. So the penolabial combination is a small tribe in California, a nation with around 300 enrolled members. It's situated on the 200 kilometers, sorry 100 kilometers north of San Francisco, two hours drive on the highway. You see here San Francisco, Berkeley is hidden a bit across the bay from San Francisco and we would drive the two hours drive to the penolabial combination. So we started as there were no agreement about what is sustainability and since we didn't know what the term if the term is meaningful or relevant for the tribe and what it means for them, we started our work with the workshop defining their meaning of sustainability. We're set eventually of workshop. What we learned is that sustainability for the PPM is a combination of achieving sovereignty, both cultural and tribal political sovereignty, economic efficiency and environmental harmony. And that was our first publication where we presented the process and the result of understanding sustainability for the penolabial combination. As we started our joint work on sustainable design, I also investigated the meaning of development in sustainable development and I encountered the work of Amartya Sen on development as freedom. According to Sen, the ends and the means of development called for placing the perspective of freedom at the center of the stage. The people have to be seen in this perspective as being actively involved given the opportunity in shaping their own destiny and not just as passive recipient of the fruits of cunning development programs. This is just a sentence from his book Development as Freedom that resonated very strongly with me and impacted my work with the penolabial combination. So Sen defines and identifies five freedoms to help us think of development as freedom. Political freedom, economic freedom, social opportunities, conspiracies and protective securities. But what are these has to do with design. So according to Sen, development should enable people to lead the kind of life that have risen to value. Winning Sen's concept of freedom to design puts greater responsibility on the designer to understand what is the kind of life the people, users, have risen to value before coming up with solutions. Therefore design as freedom as term in this research is the means and the end of achieving development through design in a process that supports human flourishing. The analysis evaluates design freedom by distinguishing agency at different phases through the co-design process, through the material and construction stage and through the design results, the product itself as it becomes an independent agent in each of these phases. So in each of these phases the important characteristic that supports human flourishing in our case study will be highlighted. So what do I mean by all that and design a freedom? So what do I mean by all this? Is that design as freedom is a transformation? Meeting with engineering for change and that makes it even more relevant. So you may call it design for change or engineering for change. In order to contribute to well-being design as freedom should be a process that identifies opportunities, exercise through a place or a product for people to lead a meaningful life. In addition to being an engaging methodology that enables culturally sensitive and sustainable accomplishment, design as freedom, design as freedom is also a transformative process in and of itself, expanding opportunity of all participants in the process by reinforcing relationship and cultivating positive emotions. Exercising design as freedom will force the well-being on the individual level, enhance resilience and support sustainable development on the societal level. And I'll go into more details of how this was developed and what it means. So here is the first research study. We looked into the unmediated technology. What do we do when we do collaborative design? We went through the process of designing the sustainable and culturally sensitive bones with ethnological combination. We had professional designers working together with non-professional designers. And what we found is that the process need to include the first part is to avoid looking at the second part. We need to extract information through reacting to form and then integrating all that through the form or the shape of the design. So in order to reach sustainable design and co-design process, the co-design process needs to start by actually avoiding any discussion of form. And what we specifically encounter is that the member of the community would tell us what we need, what we want in our dream home is very high walls around the house. And we had to unpack that and understand what exactly do you need before they come into the form of a solution which may or may not be high walls around the house. And that was privacy and security, for instance. Then once we had a better sense of the form of design through the collaborative design, we had a discussion on expressive materials as part of their design freedom. So we went over, we created this presentation of different architectural building materials and which of them would be more sustainable, less sustainable. Some traditional material that they mentioned that they would like to work with, like earth, we look into those as well as strawbell. Even if strawbell is not a sustainable material, they mentioned that as something that we'd like to explore and represented those material and the benefit or challenges that may be with each of them. And what resulted is that many of the design feature in the final building were actually not designed. You can see some niches that were incorporated in the wall or incense, blessings. You can see the tree, the shapes of the tree, the round windows. All of these look very design and yet they were created through the material as the people were able to express their design ideas in the actual making. Finally, what we used to think with is the effective design as freedom. And how do we know if the design we've done is effective? In architecture, we have post occupancy evaluation. We had here the advantage of working with academic institutions. So we had a master's student who did an evaluation in a life cycle assessment and created sensors to put in the house and measure the sustainability of the house. And we had a community evaluation, a PhD dissertation by Dr. Chris Gordon that looked on the community evaluation. So that's the advantage of working, one of the advantage of working with academic institution and being able to do all these evaluations of the final product. But this is still what we usually mostly look at sustainable design is the final product and its sustainability. But I want to argue here that the design as freedom is beyond just this one great product. Even a product that proves to be successful to users appraisal, in example, architecture cost, occupancy, evaluation or UX research and product design, it still has a great potential to produce social impact and positive change through the design process itself. Therefore, design as freedom offers an empowering mechanism that enhances agency to achieve human flourishing. So we usually consider the co design process as a way to achieve better design. But here I'm arguing that the co design process is important in and of itself. And the co design process as a process as freedom has the process itself, the material as an opportunity for expression and the final product, the combination of the three. So then we looked further into digital technology and how this can support the co design process. We had a second case study, a second research that I'll go over just quickly. It resulted in a book chapter published with community partners on community based participatory research to an international design competition. That was a set of building in that process. We went through the programming with the community. So that was the co design process with the community. We had different group thinking of a living culture center, which is in between a museum and a cultural community center. And we had the design results from architecture firm and architects from around the world, all together 40 teams from different countries. Some of them were nearby and were able to visit the place and learn about the place and the community. Some of them had to rely only on mediated experiences and that created our opportunity for research. So the designer were our research subject in this research. And you see some of the winners of this competition. And this is the mediated experience of place that the community created. We used the Facebook since everyone was on Facebook back then. We used movies that the community created and that we recorded and pictures of the place. And we asked the designer what worked, what had the most impact. There were a few interesting results. But what we learned mostly was that the technology that was created by the community with the community was the most impactful, the picture they took, the presentation they created through those pictures and the movies they recorded themselves to present themselves. And we also compare designer who had non mediated experience. You see that on the top. And those who had only the mediated experience. And we see that the impact of the technology was much greater for those who had to rely on those. For those who were able to visit the place, the impact was smaller. So this eventually evolves to a structured program. And a few other faculty, faculty who work on design with community gather together to create the graduate group in development engineering. Professor Alyssa DeGeno was working on the research with the penile pulmonation and other UC Berkeley affiliated community based action research offered together the designated emphasis, which is a PhD minor in developing development engineering. That was the first program they offered as a department. More recently, we started the master of development engineering. Both of them are led by the graduate group in development engineering, which is a multidisciplinary group of 30 plus faculty and put only a few of them on this slide, but you can check more of them in the development engineering website. They come from 18 disciplines and that's part, another part of the beauty of academic institution in UC Berkeley that it facilitates this bringing together of faculty from different disciplines and creating almost a separate department in development engineering. So what is development engineering? Development engineering is a field of research and practice that combines the principle of engineering and design with economic entrepreneurship, design, business, and policy, among the others, to create technological intervention in accordance with the needs and wants of individuals living in complex low resource settings. So I'm coming from architecture, but we have students and faculty coming from a variety of disciplines that are not engineering. We have a supporting team in the Blum Center that support the different programs that development engineering is offering. It's as well a multidisciplinary team and the designated emphasis in development engineering is a campus-wide system that provides doctoral students with certification in specialties outside their home discipline to be added to their doctorate. So this again support the multidisciplinary aspect of degrees in UC Berkeley. Developing this designated emphasis in development engineering was sponsored by USAID, a grant from USAID, as well as the National Science Foundation through an NRT NSF research traineeship grant in innovation at the nexus of food energy and water system. And both are trying and are investing a lot in supporting multidisciplinary thinking in solving complex problems. So what is the DE, the designated emphasis in development engineering? It's a program for the PhD students who incorporate the core classes of design, DaVenge 200 and DaVenge 210, which is a design seminar, and elective in three field problem identification, quantitative and qualitative methods, and development technologies. And to have a group of students concentrating on food energy and water system, we collected several classic cross campus that focus on food energy and water system, and the student research will focus on those systems. The master of development engineering is the three semester program, fall, spring and fall, with an internship in the summer. It provides training to solve complex societal challenges in and across the for-profit, the non-profit and the public sectors, in response to the demand of diverse STEM professionals who can invent, adapt and implement technologies to benefit communities in need locally and globally. And it leveraged a human-centered engineering methodology that we described before. We have, we just started this program, this fall, with 46 students in the cohort. The motivation for starting the masters is that the tech industry is now populated by people without development theory and no training in social good issues, even when they are working in developing countries. Innovation and entrepreneurship are core for many development organizations. But what can be more important is knowledge of local contexts and challenges, working with local stakeholders and governments. So the program brings together the need and the master program, the need for problem solving, for implementation of technologies in no research regions, the knowledge of political and cultural complexities and place-based nature of technological intervention, the core skill in qualitative and quantitative methods for evaluating technological intervention, professional skills that involve community-based approaches, teamwork, communication, post-cultural awareness, capacity building and sustainable design. And finally, deep knowledge in the research area for the PhD students or in the concentration area for the master students. So what we learn from some of the employers that we talked to before developing the master is that they are looking for people who know the current state of technology and how it has affected development. But they should also have one thing they are expert in, whether it's energy financing, solar design, etc., which is why we created the secret concentrations in development engineering. The vision was educating change maker, fostering innovation, innovative solutions to global problems. And the mission of the program as an education program is to empower, graduate with the ability to develop scalable, sustainable approaches to complex societal challenges globally and locally, to educate and graduate, to educate graduates to design new sustainable solutions through technology innovations and social entrepreneurship and enable graduates to continue to the development, to continue the development of more sustainable, just and equitable world. What we've seen both through the PhD and the master's program is that the general distribution is more balanced. So we have a good representation of women, which is not often the case in other engineering programs on campus. This is the distribution of countries that students are coming from. So we have about half a court from within the United States and the other half from around the world. And the program itself sits in the Blum Center, which is the home for rich social innovation ecosystems. So I mentioned the development engineering designated emphasis for PhD, the Infuse program, which is the NSF research traineeship. We have the big ideas program that support innovation of ideas by students. And we have also the global poverty and practice minor, which is an undergraduate minor. In all of them, the practice aspect and the experience is an important feature of all these programs. And the campus make it easier, as I described before, to bring different disciplines together. These are some of the disciplines that come together at UC Berkeley for development engineering. And this is where the graduates are going. So we're looking to have graduates as intrapreneurs, innovative specialists, corporate social responsibility leaders, and director of sustainability in big corporation or in organization who have graduating non-profit as non-profit leaders, either creating their own non-profit organization, which has been the case with several of our graduate, both PhD master students, research analyst, impact strategists, etc. And government change agent, foreign service program officers, energy manager, natural resource specialists. And I'll put later some of the links to stories of our graduates, more stories from our graduates. So where are we going with development engineering? Where the field should be going is broadening participation through localizing engineering solutions. And we recently got awarded the NSF inclusion across the nation of communities, of leaders, of underrepresented discoverers in engineering and sciences, which is called NSF Includes. We worked with the team. I was part of the team of faculty. Professor Alyssa Gugino, together with Professor Coletta Chipp, has an NSF research traineeship that focus on the Native American in food energy water systems for University of Arizona and our program in development engineering in UC Berkeley, with this specific collaboration with the Pinolevic combination. And we brought together this set of faculty to create a career pathways in food energy and water system within Native American communities. So our focus now is on Native American communities as part of broadening participation of other represented and underserved minorities. The idea is that we want to change now the system. We want to address urgent food energy water challenges in indigenous communities here in the US. We want to co-develop, for that we want to co-develop integrated indigenous place-based fused curriculum mentoring and practice experiences. So we want to make transform the institutional STEM field to be relevant and accessible to indigenous communities. And for that we use curriculum and intervention to recruit, retain and graduate indigenous students. And that will bring back the circle into the capacity to address urgent fused challenges in indigenous communities. So again we have this cycle of creating the curriculum, transforming the system, the academic system, making science more relevant to indigenous communities and students. And by that bringing more indigenous students to the field who can then go back to their community and address the urgent food energy water system challenges. So this is our shared vision of the Native Fuse Alliance. Our professional focus is fused because it encompasses basic human needs, the food, energy and water. It's the foundation of health and well-being and the development engineering. UC Berkeley has proven numbers that development engineering on food energy water system brought more diversity both gender and underrepresented minority minorities to the field. Our focus is on work with Native American communities. We want to bring traditional knowledge that will contribute to the institutional knowledge, making food, energy, water, system professions relevant to Native nations. And we want to serve the First Nation first. And we started with the West of the United States which covers both mountain plains and the coast and will expand to the rest of the U.S. and the rest of the world from there. So this is our project goal, weaving pathway to career in food and energy water system for Native youth and students. We start thinking with pre-college programs and we have members that are managing this program including the Pinoleville Permanentation, the work we've been the nation tribe we've been working with. They have academic success centers that they have been managing for many years. We have partners that are tribal colleges and community colleges. We have undergraduate programs that are focused on views in Native American communities. We have the graduate program, the UC Berkeley University of Arizona and other graduate program. And we want to collaborate with the different career organizations offering career pathway in food, energy, water systems. So this could be post-doc and academic career but also government organizations, non-profit organizations, teacher education and the private sectors are working with and within Native American communities. And that's the plan of achieving scalability and sustainability and the development engineering model. So we have a cycle where we, our education model cycles around the combination of quantitative and qualitative data that informs a plan for intervention, then pilot and test action. We then do a study that evaluates the action and an analysis and framework for scale action, scaling that action into a program implementation and then back to adjusting the plan. So this is how we mentor our students, how we educate our students and how we implement our own program in development engineering. And that's all I have for you today. Thank you very much. All right. Thank you, Dr. Perez, very much for the talk. I think one of the things, so really exciting to hear about it. We're seeing a lot of questions in the chat about how they can become part of your program and what are the different pathways to your program. So I think a lot of people are inspired to, you know, looking for pathways to come into the field. And one of the things, I don't know if my, sorry, I had my headphones working. One of the things that I would ask just to start with while people continue, if you're a participant and you have questions for Dr. Perez, please go ahead and put them either in the Q and A. You can type them in and then I will try and synthesize them. But I wanted to start with this sort of central idea that you began with, of sort of design as freedom, right? And you spend a lot of time talking in your different projects. How are we centering and building, you know, real true co-design throughout the whole process where, you know, people are the supposed beneficiaries. It's not this program where we're coming in and doing a development project, and then everything's great, right? This is something where the people and the place of whatever community is of interest is central to the whole project. And I wondered if you could talk a little bit more about what you mean by design, because you're an interdisciplinary program, right? And you're coming from architecture and you've talked about some of the things, some of the works that were central to your thinking about sustainable design. We also talked about engineering and sustainability. And I think that those words mean a lot of perhaps different things across these disciplines. So when you're thinking of design as freedom, what can you just talk a little bit, like expand on what you mean by design and what you're thinking about when you're saying this is bring, you know, this in itself equals freedom? I don't know if that articulates the question, Yeah, thanks. Thanks for this question. And I need to articulate that even for myself and remind myself, okay, what are we talking about indeed when we design it? So clear to me coming from architecture, but I'm working with students in different disciplines. What we were emphasizing for both the students and through the faculty is that design works on different interventions. So in the past, we mostly worked with engineering students who are working on different technologies. I'm coming from architecture, which focus on design of the building environments, it could be urban planning, and the building level architecture, or landscape. But we're also talking about a student coming from policy and designing a policy as an intervention, a student coming from education and designing an education program as an intervention or a curriculum. So design can really encompasses both tangible and intangible products. Students bring and we encourage students to bring their own focus of design and use the design methodologies, the same design methodologies and the process in whatever intervention they are inspired to work with. Yeah, that's great. Thanks. I did want to make that clear because I know that, you know, people listening. So I was like, okay, I was following, but I want to make sure all of our students across the different disciplines. So thank you for that. Allow me to ask a follow up question just because I want to synthesize what people are saying in the Q&A and in the chat. A lot of people are very interested in the pathways to your program. I really like how you broke down, you know, sort of the histogram of where people currently in your program are that. And I saw that tied pretty closely with the projects that you're doing where you're like, we're trying to get more pathways both in academia, but across all of these sort of future careers to expand who is doing the design, who is making these decisions and doing that. And again, sort of centralizing the people in the place within the whole process. Can you talk a little bit about how people, not necessarily the logistics here, but how are you building these pathways and what do these pathways look like sort of specifically? So if I was in Zambia right now, what would be my pathway towards getting to your program or towards getting into these careers and pathways that you talked about, whether that's NGO or company or government? How do you see, what do we need to do as a community to sort of continue the work that you're doing and expand these pathways? So I think for me, starting my own PhD when development engineering wasn't around on campus was exciting to see this as an academic field being developed. And the support it gives the students in pursuing, especially in the PhD level pursuing your research that is implementational. So we've been hearing in the past students saying, you know, okay, you want to work with the community, that's great, but this is not part of your PhD. This is not part of your research. Your research needs to be in the lab and you need to prove things there. And students often had to do that outside their academic degree. And by creating development engineering as part of the institution, it now becomes part of their degree and accepted part and evaluated part and something that is appreciated. And that's true for the faculty as well. Faculty has been doing investing a lot of time in working with communities, wasn't evaluated for many years. And now it becomes more part of the institution that community work is part of the academic requirements as faculty. So we have again, the PhD program is at the moment just a minor. So students are coming into different departments. And as they are accepted to the different departments, they can choose to do a minor in development engineering. So the first step for PhD students who want to do research in development engineering is to be accepted into any of the department in Berkeley. And we had students in development engineering who pursued PhD research in the social sciences as well. And the master program is for people who want to be more practitioners and apply their intervention more immediately who do not want to pursue a long-term research into the field. So thank you. Yeah, that definitely answers that question. Just as a quick follow-up because there are multiple questions about this, sort of logistically, you know, a lot of the students that I have seen, there's big differences between the academic systems in many of the countries that you're drawing from, right, and the U.S. So I wonder, is there a way like how if someone was interested, you know, we're talking both logistics from like a financial perspective, like what scholarships are available, how do I get those, how do I apply for those? And, you know, if I'm in the U.S. system, I'm used to it, I'm at a U.S. institution, I can sort of understand the Berkeley ecosystem and what's going on and it's very used to me. If I was a student participant today, where can I go to sort of get information about that? Would I just reach out to your guys' program or are there other ways that you're seeing students, pathways for students, to your master's program or to your PhD program? Yeah, so definitely the first step is to reach out to the program and I'll put that as well in the chat. I put it at the end of my presentation, but on our website for the master's program, we put several fellowships that are focused on master's students. PhD students generally have more options of research and the department, UC Berkeley now, more and more departments across the campus are required to offer students that accept a package that includes fellowship throughout the years. So that's for PhD students. The master's students have external fellowship and we are grateful to have the MasterCard Foundation sponsoring students specifically from Africa and that application is through the UC Berkeley campus and there have been different fellowships sponsoring different specificities of students. We put those we know on the website. We also have our internal fellowships, both a married fellowship and a need-based fellowship that students can apply in the application. Perfect. All right. Well, I think that we're very, very close to time and Yana always, always dings me if I don't, if I go over because I have lots of questions. I want to thank you, Dr. Pritzfer, for coming and speaking to us today about the program, but really speaking to this, the need for us as a discipline and a community to centralize location in place in our process. And I was really excited to hear a sort of about where you guys are going in the work that you're doing and again, sort of laying a pathway for us to build on. So I'm going to personally thank you because I'm inspired to go off and continue working and trying to continue to do stuff with communities and do it in a better way. And I'm going to turn it over to Yana to wrap it up. So again, thank you and Yana, please. Thank you. Thank you, Yale. Thank you, Jesse. This has been such a great presentation to start the new year. So I'm going to share my screen real quick here to highlight just a note for all of our listeners. If we didn't address your questions, we do apologize. Feel free to send us an email so we can relay those questions to Yale and perhaps address them through a follow-up communication or an article. For those of you who are joining us, I do encourage you to also join us as members and on the note of building up your CV for applications to the program at Berkeley. Also, you can feel free to leverage the U of C fellowship. And with that, I want to wish all of you a good morning, a good evening, or a good afternoon wherever you are joining us from today. And we look forward to seeing you on the next E4C seminar or webinar. Thank you, everyone. Thank you to our presenters. This has been an enriching conversation. Have a good day, everyone. Take care.