So it's a great question. I was an undergrad in college. I was a psychology major, and when I graduated, I have no idea what I wanted to do, and a lot of people have a path in life, and they know it, and they stick to it. I was not that person. I, in fact, said I would never get a PhD because conducting research sounded terrible to me and mine and and I said that knowing that, you know, in my mind, research wasn't going to sit in a lab all day and test tubes and pipettes like that was my conceptualization of research. I did not realize that I could do this and call it research, right? And so, yeah, I had no idea what I wanted to do. When I graduated, I got this really great job. It was just a summer job working with Emory University's Department of what was then their education program. That program no longer. Exists, but I was hired to effectively be like a counselor for a summer program for Atlanta public school kids to come to campus. And it's basically school in the summer, but with really awesome, dedicated teachers who would have these creative spins on the kind of content that they would learn in school, if that makes sense. So like a math teacher, would teach really creative and applied ways of doing math as an example. And so my job was to make sure the kids didn't, you know, wander off on campus and, you know, bust their cracker heads open. You know, they're middle schoolers, so you never know what they're going to get into. And at the end of the summer program, they would present the work that they were doing in their classes. And, you know, I'm spending time with these young people. And so at the end, they were so excited to show their parents and their friends all of the projects that they it's lots of project based learning, so all of the projects that they were doing in school, or rather in that summer program. And I just remember a getting emotional, as I do when young people are very excited about the things that they're doing, but B thinking, what is it that has them light up like that, like this was kind of my first research question. You know, that kind of led me to grad school, and so I started thinking about education as an area to kind of explore my own kind of intellectual interests. I started talking to people at Emory specifically, one of whom Frank pajaras, who passed away a couple of years after I got into graduate school. But huge, huge motivation scholar. I did not realize at the time that he was such a huge motivation scholar, but he was so generous and met with me having not seen me, met me at all. I was supposed to have taken his class, and it didn't take and so we ended up not not meeting, but he met with me, and I was like, I'm interested. What does this education, psychology field? And he told me. And I was like, you know, this research thing, you know? Do you know, can I do this? And he said, and I'll never forget it. He'll say, he said, Barbara research can be seductive. And I was like, oh, you know, like, wow, that's, that's kind of cool. And so, yeah, I applied, got into school in here I am. So educational psychology is effectively the study of how people learn and are taught. So the definition when I teach an ed psych class, is someone learning something from someone else in some context, in some setting, right? I love that definition, because I find educational psychologists can come in at any point. So the someone learning something, we think about students and how students can learn anything right from someone else. So often we think about that as being teachers, but I think that someone else can be anyone as well, including peers. So this is the where I'm really interested in is like peer socialization and how peers teach each other about things and, you know, and not just academic things, right? Doesn't necessarily have to be the context of school or the content of school, but could be anything in some setting. Again, oftentimes Ed psychologists are thinking about the classroom, but there are also educational psychologists who can think about any of this. And so most of the work, by far, is really focused in the context of schools, but I do know as psychologists who use their kind of learning and understanding about learning theory and motivation and apply it to other settings as well, I often tell people that I am a weird educational psychologist and that i don't I my work is related to school in a lot of ways. About I'm really on the someone end of things, right? So who are the students who are coming into schools? What are the ways that culture and adjustment can impact them in school? But I'm I'm not necessarily always focused on the content of school, but I'm on the people in school. So how you know those young people, immigrants specifically, are making connections to with their teachers, making connections with their friends, how those connections and relationships influence them in terms of their own identities, their their cultural adjustment, and then ultimately, what that may have to do with their achievement, their goals, etc, etc.