 Good evening. Hi, I'm Susan Gindy. I'm director of student and academic services at the Ford School, and I'm very pleased you've joined us for this webinar this evening. Today has obviously been a very difficult day in our nation's history. So we before we begin this webinar, Dean Barr would like to make a few remarks about what happened today. Dean Barr. Thanks Susan and welcome everyone this evening. I'm sure some of you are watching and participating tonight with maybe a split screen and half of your screen with eyes on the capital and what's happening there this evening. It's been an extraordinary day obviously in our country's history. On the one hand, we had a really an amazing an event yesterday and internally this morning with voting in Georgia. With a quite unusual circumstance of a special election for two Senate seats with the Senate partisan balance hanging on the outcome of that decision and in many ways a historic vote significant turnout for a special election. The election of the first African American Democrat in the Confederacy since reconstruction. The first Jewish member of the Senate from Georgia. And an extraordinary display overall of our country's ability to use the electoral process in effective ways we had Republican administrators in Georgia. The Secretary of State and local election officials emphasizing the way in which the vote occurred as being a normal part of the democratic process. And that was an extraordinary thing to watch it reaffirms our faith in democracy. And at the same time this afternoon we saw really an extraordinary unprecedented attack on the United States Capitol by anti democratic rioters who broke into the Capitol, who smashed facilities who injured police officers and who forced the House and the Senate of the United States to leave session in the midst of counting the electoral votes for the next president of the United States. Just an extraordinary assault on our democracy and as I said earlier this evening in a very brief statement. I really condemn in the harshest terms, the attack on the Capitol, and also the voices of political leaders who incited and encouraged that attack. I think we are a country that has a very strong democracy, but it is a democracy under attack, and it requires all of us to do our part to stand up for it. In times of peril. So that's really what I wanted to say by way of opening I know that's not a light opening or a lighthearted opening. That's one that is I think true to the moment we're in right now. And with that, let me turn it back over to Susan to get us started. Thank you Dean bar. It's also a pretty stark reminder of why we can be proud of the Ford School's mission as community dedicated to the public good. And I hope that many of you on this call will join us in this mission as well. So the format of this webinar will be a Q&A question and answer session in which I'm going to pose some questions to the Dean. Several of you have already submitted some questions. Thank you for doing that. If we have time towards the end I'll invite you to submit some other questions in the chat room and we'll try to get to as many of them as we possibly can. I asked in our webinar series, but I want to encourage you to check out our events website as we have some incredible policy talks with distinguished speakers that will help you get a real sense of what the Ford School is like and its intellectual vibrancy. So with that, I will pose the first question to Dean bar. So what are your priorities for the Ford School in the next couple of years, apart from navigating this public health crisis we've all been in. Thanks Susan, maybe before I get started let me ask those of you who feel comfortable. If you wouldn't mind turning on your videos then we can all see each other and and connect. I'm a little bit more of an intimate community. I understand that not all of you feel comfortable in the circumstances you're in to do that. But if you do feel comfortable, I'd appreciate it. I'm really excited Susan about the next couple of years at the Ford School. As you said, part of what we've been doing is, is navigating the pandemic. In the midst of that, this whole year. We've been very much focused on continuing the amazing progress and continue to build the community that is the Ford School. We've managed to have a very tight knit close community, even the midst of this global pandemic and even while all of us are connecting over zoom and other kinds of electronic means. So I look forward very much to having that tight knit community back and hopefully back soon in person and in our wonderful Wild Hall. I'm also really looking forward in the next couple of years to continuing to build our leadership initiative. We did a soft launch of that earlier this year we piloted the leadership initiative in lots of different ways and now I think we're ready to really bring it to the whole Ford School community. And that's really exciting for me so the leadership initiative involves everything from in our internship experiences students will be offered the opportunity to do individualized and group leadership coaching in in their internships is a wonderful way to build career resiliency and learn about oneself and make sure one's taking advantage of these opportunities. We have leadership assessments built into the curriculum really starting with the summer before you arrive on campus. That lets you get a sense of your own strengths and how to build on those strengths during your Ford School career. We have leadership being built into many of our courses, including really importantly, work on conversations across difference. I'm excited to be a leader to engage in and work with people who are quite different from you, which I think is so critical at this time for our country's history. So I'm really excited about the leadership initiative. I'm excited to continue to build on our strengths and social policy. We've been so deeply engaged in the communities that we serve. And we've been able to do that, even in the midst of this global pandemic. And that to me is really exciting I think we have an unusual combination at the Ford School that I haven't seen in the same way of both a deep and really impressive a bench of academic rigor working at the highest levels and also a deep and abiding partnership, a genuine mutual learning with the communities that we work with in Michigan and around the country and really around the world. I think that combination is pretty special. It's something that I look forward to deepening and continuing to support with our program in practical policy engagement with the work that we're doing at poverty solutions with the work I do in the center on finance law and policy engaging in how to make the financial system work better for a small businesses and for people. The second big thing I'm really excited about a third thing I'm really excited about is the continued growth of our international work. We launched last fall the wiser diplomacy center with really an all start cast of speakers, Hillary Clinton, Condoleezza rice Steve Hadley Susan rice, Samantha power, Steve vegan, I could go on Dennis Dennis McDonough. And even more importantly, in our international work opportunities for students to get supported, and be able to engage in self initiated projects, all over the world. And that's been an amazing thing to see and to grow. So anyway Susan I don't want to go on too long with those are three examples of some of the things I'm excited about for the coming for the coming year. Thank you. So, given your background. When you worked at the US Department of the Treasury is assistant secretary for financial institutions. One of the questions we received is what do you think about the regulatory role of government on monitoring fintech companies, especially in the developing country world where it is capturing huge market share. I think that the developments in fintech are really exciting. There's some really phenomenal new ideas and new products new services that are being tested around the world. And in many ways, some countries have leapfrogged the United States and technology in payment systems for example and the ability to get your money when you want it and pay your money when you when you need it. Many countries have leapfrogged us. But fintech innovation is really, really exciting. It does require a really good and strong and careful enabling environment. And sometimes what can happen is that the regulatory system can get kind of ossified and lock in the power of the kind of the old guard the dinosaurs the incumbents. And that's really bad for innovation. And at the same time, there's a real risk that regulators don't pay enough attention to the risks in fintech, the risk to consumers from being taken advantage of the risk to investors from being misled or abused, or the risk to the financial system for not being careful enough about having equivalent requirements across the financial sector so there isn't a race to the bottom and standards. I think a lot of what I'm interested in in the financial sector is getting that balance right, fostering innovation but making sure there are guardrails in the system, so that people don't get taken advantage of and aren't put it inordinate risk. Wonderful. Thank you. How has the curriculum and the culture change at the Ford school following this year that we've had with the global pandemic, the racial tensions and the election related to that. How is the graduate program adapted to the risks posed by the coronavirus while preserving the educational opportunities and rigor that students expect from the Ford school so sort of two questions but similar. Yeah, I think it's maybe eight questions. Sorry. Part of a two part two part question but a super question and a really important question. Let me start by saying I've been really proud of how the Ford school community has navigated this crisis. It was tough. We all went online in March of last year. We moved quickly to get people the learning that they needed. And then we spent the summer, the faculty deeply engaged in working on how to teach and learn effectively on remote and hybrid platforms. And that work I think really paid off. There was a task force we put together that brought together our faculty and students to focus on this. And I think that the experience last fall teaching largely remotely was much more positive than most people feared. And then there was genuine engagement and student body, many students helped faculty navigate the technology. Some of them needed more help than others. We, we also spent a lot of energy focused on our community and trying to stay creative and engaged in building our community, because we wanted to be sure that, you know, a lot of a lot of what happens. And I think that what we did in a while hall at the Ford school is informal. It's the connections and sparks you create with your fellow students and with your faculty members and with staff. And so we paid a lot of attention to making sure that could continue even in the environment of this year, which was really, really very difficult. And again, I think people stayed tight knit and stayed focused and stayed connected. With respect to the issues of racial justice that were brought to the floor last summer. We spent a lot of time together the faculty the students, staff, trying to describe the kind of community we wanted to have together and the values that we stood for. And we work together on those problems. And I think it's made us a very strong community it's community that is based on trust and based on action. And I think that, again, I couldn't have been happier to be part of the community that we are in thinking about how to address issues of racial justice. Over the last, well really the last four years but that I've been dean but but certainly with a lot of energy and discussion last summer. I'm hopeful that some of the lessons that we learned will carry forward as we, I hope, get into a more normal environment next fall. And if the vaccine process works as people suggest and people are good about taking the vaccine. And it seems likely that by next fall will be in a much better place than we are today by we I mean the country. Ford school is in the same place that that the rest of the country is in. So I think that our emphasis on community or emphasis on our on our living our values are emphasis on staying focused on transparency and clear communication. The ability to focus on things outside of ourselves to really understand that we're a community dedicated to the public good. That served us in great stead in this crisis and I think it's because it authentically represents who we are. And we're able to carry that forward into I hope a better time in the in the coming years. One of my favorite events was we had a online holiday party and I will confess I was pretty skeptical of what that would look and feel like because usually our holiday party is just raucous and fun and outrageous. But it was incredibly nice outrageous moments in this. But the creativity and you know it was it was it was great so yes so we are still finding ways to connect as a community. Related to the question I just asked you. What lasting impacts has on learn have online learning rather had on the Ford school do you think that there will be continuing lasting impacts when we are able to return to you know more normal environment. I think that we learned a couple things one is that there are interesting aspects of what we do online that could carry forward even if we you know revert to usual in person classes. One of the things for example, that we did with our policy talk series is we had these amazing speakers who came all during the middle of the pandemic, like came I mean, you know, appeared appeared in our in our zoom rooms. And we were able to have really good conversations with them and to replicate a lot of the in close in person interaction we had with our outside speakers for our students. And at the same time, in addition to that more intimate setting with our students, we're able to reach thousands of people around the world. So, you know our event on just pick a cut we had an event on US China relations at the beginning of the fall term, and we reached over 10,000 people all over the world. We had an event with a few students where we, we interviewed Trevor Noah from the daily show, and that was fabulous and we could do it because he's sitting in his apartment and we're sitting in you know wherever we were in most of us in Ann Arbor. And we reached 14,000 people around the world with students getting to talk to Trevor Noah about the importance of voting and voting rights. So we've had these, I think nice creative moments that allow us to combine the intimacy of our community and the close knit nature of our community with reaching a broader audience I think that is something that will definitely carry with us as just one example. With so much populism and small government increased popularity across the world. Where do the private and public sectors hold responsibility for alleviating social inequities. Well, that's a very big question. I think that there's actually a role to play for all different kinds of sectors of society. There's a role for the private sector, private for profit sector, there's a role for the nonprofit sector. There's a role for state and local government and for the federal government a role for international organizations and for foreign governments. And I think one of the things that we do well at the Ford school is train help to train our students for all the different kinds of roles that can play in society to advance the public good. The basic toolkit that you learn at the Ford school, the analytical toolkit, the smarts, the knowledge base, the communication skills and writing skills. The killer writing program I'm sure Susan has described you before but it's one I'm really proud of those kinds of essential skills and the leadership skills that I described earlier are applicable across lots of different sectors and in lots of different ways. And so I think our students can find lots of paths to contribute to the public good and my own view is all of those are really critical if we're going to tackle the enormous challenges we face as a society. To lead the next generation of students of young people to lead on issues of climate change to lead on issues of racial justice to work on criminal justice reform to overcome poverty in the United States and around the world. To help bring our country together and not have the kind of divisiveness that is ripping our society apart right now. These are all skills that can be learned and taught and developed, and then applied to help solve our world's really most pressing challenges and so I guess a long way of answering your question is I think that each of these kinds of components in our society have really strong and important roles to play in solving these problems. Speaking of the skills that we're able to provide. Why do you think the Ford school is so strong in the field of policy analysis compared with other MPP programs in the US. That's historically been a very core strength of our school public policy analysis. When you go back and look, the Ford school has been around and in various incarnations since 1914, since so, since the progressive era so it's a very old and established school in that sense. In the 1960s. There was a decision made here at Michigan and in a couple other places to really focus on quantitative analytics skills, empirical economics systems research to help solve fundamental challenges in society and that tradition carried forward. And so it's really deeply rooted in our DNA. We have a lot of faculty who are the leaders in their field in quantitative perspectives analytic perspectives on public policy. So it's a core tradition it's I think it's why we so consistently ranked number one in public policy analysis in the country. And I think what we've been able to do is to build on that core analytic strength with strength in the other areas that are really essential for being effective so public policy management and leadership. I mentioned effective communications and writing skills, being able to work across difference and and build on diversity. Understanding the values of institutions their history, their origins, I had to move them had to organize them kind of make them effective. I had to be a change agent in an organization and had to bring change more broadly. And I think the basket of skills, I think builds on the core strength, you know, I'll say, you know, one of the things when I was in government. We used to have this expression like what's your, what's the ratio of your views to your knowledge. And if you had a really whacked out percentage where your views really outstripped your knowledge and understanding people kind of got tired of listening to you. You didn't really have something that worthwhile to say, but if you could build on a really strong base of fundamental analytic skill. Then things start to get interesting and then you can really get stuff done. I've got one or two more questions so if others on this call would like to submit some questions in the chat box. We'd be happy to try and entertain those. So go ahead. We're, I think we're small enough groups is new people want I'm happy to have them shout them out me so. Okay. I'm easy. Either way, whatever you're comfortable with you guys can submit them via the chat line or just raise your hands. I've got a couple of practical related questions we got one of which I'll ask you Michael one of which I think I'll probably handle the first few. What advice do you have for prospective students who may be transitioning back to school. After working for a few years. I guess the first thing I'd say is you can do it. I know some of our students come back in to school after being out for a while and they're, you know, they're a little scared. And that's okay. That's actually maybe a healthy sign of humility. I think it's going to be admired and respected. But the first thing I'd say is you can do it. If you're admitted to the Ford school. You are wicked smart. And you are a hard worker. And I should also say you're extremely unlikely to be a jerk. And that combination, I think will go far for you. And you'll be great. Coming into that new, that new environment. The second thing I would say is be really open to the opportunities that are presented to you. Some people come into the school knowing they want to work with Brian Jacob on education policy and higher ed. And that's why they've come to the Ford school. And that's terrific. And you should also be open to finding other avenues and other strategies that you want to pursue and be open to those opportunities. The third thing I'd say is really get to know your professors. One of the things that I think is extraordinary about the Ford school is we have these I think amazing faculty. But they're really here. They're really part of the community. They're open. They want to mentor you. They want to meet you. They want to talk with you. They really love our students. The reason they're here in the Ford school is they want to be doing the work they're doing in the community we have which is a small tight knit community where we can really get to know each other. You can really have access to faculty. So when they invite you to come to office hours or to connect with them. You should take them up on it. Don't be nervous about showing up. Just show up and chat. I have office hours regularly myself for students who want to connect. And I guess the last thing I would say is really get to know your fellow students and our wonderful staff. It's really a terrific group of people. You'll learn a lot from each other. And I think that one of the cool things about our community is that there aren't these like very high barriers between faculty and staff and students. It's really a quite open and flexible and a good way to get to know each other, to learn from each other and to do good things together. Our students, I'm always amazed about what our students are doing. I usually sometimes I find out in advance and often I'll find out long after the amazing work that our students are doing with each other to make our own community stronger. And to make the communities around us stronger. So get to know each other. Wonderful. The last question I'll ask as I mentioned, I'm happy to take it. But Michael feel free to chime in as well is, can you give some insight into how the Ford School works to help first generation students become successful students and professionals. I'm happy to say a word or two about that Susan and then to turn it over to you. I mean, we have a lot of students who are first gen students. So it's not an unusual thing at the Ford School. And we have a lot of faculty who are first gen students to who were first gen students back in their day. And so they I think have a good perspective on what the challenges are of that. We do have quite a number of fellowship programs designed to give financial support to first gen and other students who are potentially facing difficult economic circumstances I'm sure Susan I'll talk to you a little bit about about that. And I think that the kinds of hands on engaged work that we make available to students to do research through internships through engaged learning opportunities in the semester are particularly well suited to students who may be coming to an academic environment from a background that is has been less exposed to to these kinds of opportunities. Yeah, and I'll just add, we sort of take some ways a two prong approach the first one is, we want students to be able to connect with each other faculty and staff so very often at the beginning of the presentation in fact will have a first gen lunch, where we will invite new students returning students, as I said faculty and staff to get together. And that just starts out by letting everybody sort of breathe a sigh of relief a that they're not in it alone is as the dean said that there are lots of other first gen students who have thrived. So that's that's the first thing we do as I said just to sort of establish that comfort level, but then we also want to provide as much support as will help you succeed at the Ford school and there are a lot of supports we are able to provide a lot of academic supports in terms of, you know, tutor programs study groups. You know, as the dean said, you know, faculty are very, very open in their office hours to try to help and support students. The graduate career services is really instrumental in helping students who may not have you know, you know this great networking background, or, you know, and so how to develop those connections to to professionals that will will help further your, your career. The student orgs have been very active in really offering that kind of support to first gen students. And so we're small enough community that we really can be honest with each other in terms of what we need, what we're getting and what we're not getting. And so we do try to tackle it. Because frankly it's inspiring. That's that's not easy to get to the University of Michigan in the Ford school as a Ford student is a first gen student so we are so proud we want to do everything we can to help you succeed. So those are the questions that we have gotten in advance. Would anybody like to raise their hand and ask the dean, or myself or some of our colleagues here on the call any questions you have. Don't be shy. Hi everyone my name is Alejandra I'm calling from California. I asked the Ford school, done any sort of like implicit bias training or dreamer ally training for their faculty. I have the opportunity to speak with Professor Sanders on her new role and what she has done with inclusion and diversity. And I praise her for that but has a school in itself required any type of training for the professors that way they could get involved with their students and make students of color feel more comfortable. Yeah we do we, we have regular ways for faculty to engage on that including as a core part of our faculty meetings. So we've had both internally having faculty present and discuss issues that have arisen in the classroom or strategies that they've tried to deploy. And we've also have outside experts come in and engage with the faculty and provide advice and have an opportunity to think through these issues. Faculty takes it very seriously. It's an important part of how they think about their jobs. We spent a lot of time, even this summer as I mentioned when we were thinking about transitioning to remote work. We understood that remote learning has highly differential impacts on our students, and frankly on our faculty. We spent a lot of time thinking through what that meant and had to make sure that our students and faculty were supported through that process, again, differentially based on what what their own experiences are so it is, you know, quite a critical part of how we think about our jobs. I will also add that we have. We've had some of those bias training plus a bias trainings for staff. Both in terms of, you know, offices I know our own office has has done that. And I know other offices, and it's professional development opportunities for staff so that is something that's really happened quite a bit at the Ford school. You know I wouldn't I won't say that we're perfect on that I mean I that's a, that's a journey not a destination. But it's something we care a lot about getting right. Emily. Hi, thank you. My name is Emily rounds. I'm a current student at Davidson College in North Carolina, but I'm home in New Jersey now spent the semester virtual. And so I'm really interested in education policy, but I also have really loved my liberal arts education and I think that without it I would not be studying what I am. I glad that 17 year old Emily didn't pick what I'm studying for the rest of my life, when I applied to undergrad and so what really attracts me to the Ford school is the holistic nature of the curriculum, but also being able to do concentrations. So for you I guess the question is, what do you see as the advantages to that holistic education versus going to a school that has a particular like MPP in education or an MPI in education, I'm particularly looking at the MPP for the Ford school. Yeah, I think that's a great point. Emily, I think that. So we want to give you a set of skills or not give you but help you develop your own set of skills that can be deployed in lots of different kinds of environments as I was mentioning before. So, having that having that toolbox I think is really helpful. Being able to concentrate and learn deep knowledge in an area like education policy. So having that I think having that mix is, is really valuable. And I also think that it helps you solve problems and more interesting and potentially more impactful ways. If you are struggling with some issue in education policy, for example, and you are sitting next to people who are puzzling on a problem, and let's say criminal justice reform. Well, it turns out there's some interesting issues that overlap those two areas right. And so you have the opportunity to learn from and listen to and bounce ideas off around people who are trying to solve a problem to in a different domain. And my experience just as a, as a policymaker in government was that people did much better if they had that combination of, you know, real analytic skills and knowledge in some base area, plus an openness to learning from people who had very different skills or very, very different knowledge bases. So I think that's the, that's the advantage of this kind of program. Awesome. Thank you so much. Eric, you have a question. Yes, thank you very much and thanks, Dean Barr and others for your time tonight. My question is sort of building off the question you answered earlier around transitioning back to school for those students who've been out for a while. And it's about people looking to remain in the workforce. So I'm considering the NPA program. You know, been in my current role for six years since I left undergrad and looking to stay on in some fashion with my current with my current work while pursuing a master's degree. Is there any advice you'd give for students looking to do that. What are you, what are you doing now. I actually work in for a policy consulting firm in Lansing. So pretty relevant experience. Yeah. I'd say we have we have quite a number of students in the NPA program who do that. It's hard. So I don't want you to, you know, be under any illusion about it if you're working and in school. It's hard. It requires a lot of discipline about time management. But it is, it is possible to do and many of our NPA students do it. I think that the, the challenge is trying to weave together a structure that lets you stay engaged enough at work. Engaged enough in your classes and still leaves you open to the interactions with faculty and students around you. And so I'd say that third thing is the first two things, you know, students tend to focus on that third thing you have to be as intentional about as the first two. You have to build structure into your life. And that lets you create space for those kinds of interactions. And that's, I think the hardest part of the challenge. Great. Thank you very much. I'll also just add Eric that the advising support we have our, my colleagues are really good at helping students with the logistics of that, helping you decide which classes to take and you know how to sequence them and all that. So it can be very individual, you know, as the Dean said, it's not easy, but we can try to help make it as individually doable for you as possible. You know, our NPA program is around a couple dozen students. And I think one of the things that had what just to emphasize what Susan said that, you know, we're not like some big factory producing thousands of NPA students, you get, you know, real attention to what your particular circumstances are. And I think that makes a difference in being able to succeed in what is a challenging experience. Other questions and the couple. Is your hand back up Emily. Oh, I'm so sorry, I don't think I ever put it back down so no you can let someone else go. John. Yes, thank you very much and thank you again for hosting this and everyone's time. As my handy zoom name says my name is john. I currently work for a university. And I have been working a lot on their covert response teams and implementing policies, I do live events. And so that's been a hell of a thing to do policy for in a pandemic. I was wondering how you had specifically rolled out your covert policies and information how you related to the broader school itself, how much it was under your control. And virtual I was curious is how that information flowed and how you anticipated going forward. John, I think you're hitting on a really important question. And I'll say, we were really focused as a leadership team on being clear and direct and transparent about everything we did. And it started really last. Well our transparency didn't start last March but the covert response was started last March. I decided for from March until the end of the spring term, I was going to send an email to students and the faculty and staff, every single night. It was such a disruptive, difficult experience for everybody that I wanted to be sure that the community knew that I understood that and I was with them. And so we built into all of our messages and all of our communication information about what we were doing why we were doing it. But I also very much tried to meet our community where it was. So what that meant for example when you're talking about decision making. I was very open to and did say things like, I don't know. I'm not sure. Let me tell you what we're thinking right now but it might change because the circumstances might change. Here's how we're thinking about the problem. Here are the values we bring to the table. Here are the principles we're going to use to make decisions. I think because of that, the community was able to come along with us as we made really hard choices over the last year. If we can just hang on a couple minutes over. Ruth has a question. Hello Dean bar. Thank you so much for hosting the session I really appreciate it. My question has to deal with one of your policy concentrations specifically international policy. Having attended a different session. I did get the comfort of knowing that you guys do bring in guest professors and people who do come in and speak from that from say DC. But I was just wondering about the academic rigor and also the exposure say is it the same if it's equal capacity say with a school around the DC area, essentially. Thank you. I have terrific access to policymakers here at the Ford school. We're not geographically constrained by being in an arbor on that measure. I think you can see it just kind of by scrolling through the people who we have come to our campus. And provide real hands on experience for for our students. And one of the things that the visitors are really good at is, you know, providing private time for students, having career advice sessions with them having leadership sessions with them. You know, I ticked off before you know Dennis McDonough, Susan Rice, Samantha power. Lisa Rice, Hillary Clinton, Steve Hadley Steve vegan. You know, I could go on and on. And we also have really terrific people who are here full time. So we have a really wonderful faculty member Susan page. John last year, who came to us after a very long and distinguished career at the State Department, including serving as the first United States ambassador to South Sudan. And she lives and works in our community she's not just coming in for for sessions. She's a former ambassador to Brazil and to Bulgaria, a longtime member of our faculty, deeply engaged. John Chichari who's really running our international policy center and our wiser diplomacy program, who has both fantastic intellectual career and also experience at the US Treasury Department where I used to work. I could go on and on but basically, I think it's a really nice combination of visiting practitioners in house practitioners and academics who provide an amazing foundation. And the thing that I love about the University of Michigan is that, in addition to the faculty inside the Ford School. You have access to faculty all across the University of Michigan, who have phenomenal range of expertise. You know, so let's say you're interested in Islamic affairs. You can take not only the courses at the university at the Ford School that will train you in international policy analytics and basic diplomacy skills and the like. You can also go long and deep in the Department of Islamic studies and take as many classes you could possibly dream of there. And so that that combination I think of in house expertise and openness and ability to reach across the whole university. Other than 100 departments and units and schools that are, you know, top 10 in the world. So it's, I think it's just a terrific, terrific possibility. Now we have run out of time. I want to remind you that, you know, we've got nine days until the deadline. We are working diligently so if you have questions or concerns please I want to encourage you to just email fspp hyphen admissions at umich.edu, and, you know, we can help you with the with the process. And so before we bid adieu, Dean Bar would you like to make any closing remarks. I just wanted to say it's great to meet all of you. I hope to see you all in the fall. And Susan said, feel free to reach out either to the staff or to our wonderful students if you have any questions I'd be happy to answer them and I hope to get to have the opportunity to get to know you better in the coming years. Hopefully we will be back in person so you guys will experience why we call it the food school and not just the fourth school. So I hope you have a safe and pleasant night. And as always, go blue, go blue. Thank you so much. Have a great evening. Thank you. Take care.