Sure. First, I'll just respond. Something you said reminded me of something I want to say, which is that a lot of the jobs that folks will have say even 10 years from now, certainly 20 years from now, don't exist yet, right? So we know that students are going to need skills such as flexible thinking and creative problem solving and all that sort of thing. And so I feel like as faculty, as we look at adapting our own curriculum, which takes a lot of us outside of our comfort zone, we can model that kind of adaptive spirit for our students. And I tell faculty when we do workshops, this is from my work prior to being a climate fellow, but in the LA CCD, when we do workshops for faculty to quote, unquote, climatize their curriculum. I talk about how this is an opportunity to be transparent about the discomfort and about what effort is involved in stepping outside one's area of subject expertise and thinking differently about the curriculum. And so that leads me to my answer, which is one barrier, one obstacle for a lot of folks beyond time, is fear, essentially, right? Like, well, I don't know enough, or maybe I'll give the wrong information. Or, like, well, what climate stuff should I involve? Or whatever, right? So there's a lot of fear. I don't know that folks would necessarily use that word, but I think that's the core of it, right? And so we try to address that, and ultimately, in year two. So I'm I'm in my first year of my fellowship, and in year two, besides the intersegmental work, we hope to be giving not just webinars, but also offer regional training sessions in which we can help faculty name and then address and sort of work through these barriers by looking at what other faculty in the state have already done, not just in the community college system, but also in the other segments, like K 12 and the four years. Like, we've got so much curriculum already in Canvas shells that's available to folks, and a lot of times, all you need to do is see what someone else has done, and then suddenly the ideas just pour in. Like, Oh, I could do that with such and such reading or such and such assignment and faculty get so energized by seeing what their colleagues have been doing and that sort of that just releases the dopamine and, you know, cancels out the discomfort, right? And then suddenly we're evolving, which is the whole thing. And that's what we can mirror for students and show them that, you know, yeah, we had some moments of discomfort too, but it can be done. You can change and you can grow, and that's going to be the way forward for all of us.