That's a lot to talk about. So let me just talk about one specific example of what it is that we're doing this idea of integrated humanity. So what we mean by integrated humanities is, we're trying to get these different disciplines out of their silos, the academic disciplines in higher education, they tend to exist in these palaces where they, they don't go outside of their walls, because they're so focused on what's going on in their own discipline, like religious studies, or psychology or whatever. And so that's the problem with that, with having that kind of structure, the discipline structure is that creates a disconnect between what's going on on the college and what goes on in the actual world. Because if you've ever been a part of a large scale project, anywhere outside the world of college, you know that it takes a multitude of disciplines sitting down at a table to make a large project occur. So that's the world that students are going to be walking into, and they get out of here. So we want to educate them to be able to navigate that world. And so we want to create experiences that involve multiple disciplines. And so there have been multiple initiatives in my division, Liberal Arts and Social Sciences recently, that have been trying to reach across into these other divisions and work with these other divisions on projects and curriculum. One of those has been the themed course Initiative, where we see in our division, Liberal Arts and Social Sciences, which you'll hear me refer to as last from here on out. And last, we have a lot of high enrollment courses that are commonly required for Heartland degrees and certificate programs. So English 101, English 102, comm 101, whatever certificate or associate or applied associate you're coming here for, it's very likely that you're going to have to come through our door at some point to take one of these high enrollment course, to finish the program. So we had the idea, we have students coming from all these different areas, they're coming here for different interests, they all have to take these courses that we offer. So let's create themed versions of these courses that speak more directly to the interests of the students. So at their core, these courses are the same and that they have the same broader learning outcomes, as I said, problem solving, critical thinking, communication, things like that. But the difference is with the themed courses, so for instance, a theme like the environment, all the examples that the instructor chooses and gives to the students. All the research that the students do in the class is going to be centered on this theme of the environment, health care, all the examples that the professor provides, all the research that students do will be under the theme of health care. So in that way, we're adding another layer of learning to those broader outcomes by coloring and flavoring everything in the course with that theme, so that those broader outcomes speak more directly to the individual, professional or personal interests of the students.