Wow.

So, uh, she's just an extraordinary person.

But why, why I mention that is that my experience looking back at that first school where I taught for about six years in London, was the experience of having, I think we had six courses together, uh, with this young woman.

Her name is, uh, Professor Mia Srinivasan.

And, uh, she just came to literature with a different set, set of assumptions than I did, which was awesome.

And it, it was, it did more for me sort of intellectually than any, any course I had done in graduate school or any mentoring I had in graduate school, um, because, you know, I w- I'd always be looking for patterns.

I'm, I'm good at recognizing patterns and kind of creating an argument, and maybe when I'd be planning out my, my teaching, I'd wanna have an endpoint where we could understand whatever this novel or this poem or whatever, um, with that endpoint in mind.

You know, after Notre Dame, Stanford, all these years in the classrooms, has your definition of what it means to be smart changed over this time? And what do you think intelligence looks like for you now, especially as you've now moved over from the English side to that college counseling side as the assistant director?