– So I wanna introduce you all to Vince Granito. Vince, you are an expert in psychology. You are an expert in AI. You are an expert in many things. So rather than try to sum that up myself, I’m gonna let you tell our audience who you are, what you do, and what we’re here today to talk about.

– Perfect. Okay. Just to give you a little bit of background about who I am. So I teach at Lorain County Community College in Elyria, Ohio, here in the United States. My main job is a psychology professor, but the thing that has sort of consumed my time over the course of the last two years has been the whole area around artificial intelligence and the use of AI in higher education. I serve as a faculty fellow through our Teaching and Learning Center here at the college. My main role in that sense is to work with faculty on how they can redesign their assessments to incorporate AI into whatever it is that they happen to be looking at. And then I also co-chair our campus-wide AI Task Force. And so we’ve been sort of exploring different areas. One of the cool things that our AI Task Force has just come up with is we actually created a 15 to 20-minute student class on how to use AI responsibly and ethically in the work that they do. That will be available for our faculty to assign for their students, it’s in Canvas. So it allows them to be able to sort of look at those, you know, those types of things. So that’s a little bit about me, and again, I’ll be able to answer any types of questions, further questions that you might have about things. Some of these things I’m gonna move through fairly quickly. We are gonna make available these slides for everybody, so if you are interested, you certainly will have the opportunity to be able to look at the slides.

But I first want to start off just by talking a little bit about an experience that I had shortly after ChatGPT came out. So ChatGPT came out in November of 2022, and I didn’t really do too much of it during the spring of 2023, but during the summer of 2023, I really decided to get into it a lot more. What is AI all about? What are some of the different types of things that we are gonna be looking at? And I had the opportunity during that summer to attend, and I don’t even remember what institution actually put this on, but they did a two-day webinar. First day was on higher education, second day was on K through 12 education. And what was cool about this webinar was that it was put together by both students and faculty. And for me, one of the highlights of this particular webinar was a student panel that was done. Now, this isn’t the actual student panel. This is an AI-generated image that I created. And the students over the course of that time period, talked a little bit about how they used AI, what types of things they were using it for. And surprisingly, there weren’t too many students that were actually using it for writing things. Most of them were using it for summarization. Most of them were using it for organizational type tools, outlining different types of things, using it as a tutor to be able to learn things in the classes. And I remember at the end, they opened it up to questions and answers. And there was a faculty member from a different institution, this was all virtual, so there was a faculty member who asked a question and said, “This is great hearing a little bit about how all of you are using it and how the students are using this, but can you see this from our point of view that as faculty, what’s got us scared about,” and at that time, ChatGPT was really the only AI tool that was out there, “Do you see that this has got us scared that students are gonna be using AI tools as a way of being able to cheat and get into that?”

And I remember there was a student on the panel, she said, “Can I take this question?” And her comment really ended up striking me. I don’t know whether it struck everybody else, but it really, I think, forced me to have to sit down and look at the way in which I teach and the way in which I do things. And what she said was, she said, “If students are cheating on your assignments and the different assessments that you have, they may not be cheating because there is some new technology tool out there that will allow them to be able to do that. But in many cases, they may be cheating because the assignments tend to be boring and irrelevant to what we’re gonna be doing after we graduate from college.” And that really struck me because as a faculty member who’s been teaching, you know, close to 30, 35 years, I sometimes find myself creating assignments and assessments that I then just use semester after semester after semester without necessarily really thinking through, “Okay, what was the purpose of that assessment?” You know, about 10, 15 years ago, we went through the whole sort of assessment revolution, especially in higher education, where everybody was saying, “You’ve gotta come up with different ways of being able to assess whether students are learning some of the things that they should be learning.”

And so for me, you know, I created a lot of those different types of things, but I hadn’t really thought through. Some of my assignments I found were actually very relevant to what they could be doing after they graduated from college. But one of the things that I learned was I was doing a poor job of being able to communicate that to my students. I wasn’t connecting the dots for my students to be able to see how this was gonna be relevant to them. So it really forced me to have to sort of sit down and rethink my whole process to assessment. Now this is a graphic that I created. I created this using Canva, but it helps me sort of in my mind sort of keep track of the different types of assessments that are out there. So, you know, in my mind there’s usually diagnostic, formative, and summative assessments. Diagnostic is usually something that’s done early on in the semester where we are sort of assessing where the students are, what they’re coming into the classroom with. Formative assessments are the types of assessments that you have over the course of the semester. So this would be the quizzes, the tests, the homework assignments that you might have with your students. And then the summative assessments are the ones that are usually done at the end of the semester, the final project, the final portfolio, the final exam that we have as part of that so that we can get sort of an overall picture of what it was that the students picked up as part of that. Now I like to sort of break this down into both formal or into the three levels of formal, informal, and mixed. Where formal would be the typical type things we think of in terms of assessments, the points that you get and those types of things. The informal are, there’s ways for us as faculty to be able to assess students without necessarily having them turn in anything.

So when I teach my behavioral stats class, I might give them a set of practice questions and then sort of circulate around the room and see how they’re going about solving those questions so that I then can go back and sort of figure out, “Okay, they’re getting this but they’re not getting this. So that now helps me.” That’s sort of an assessment for me as to what I then need to further cover. And then a mixed method would be where we’re doing a little bit of informal and then also formal where I might assign a couple of questions for them to take home that they then turn in and get for some types of points. So thinking about sort of those three levels of assessment. Now here we are in the AI era where we really are forced to have to rethink a lot of the ways in which we go about assessing the types of things that we do. You know, for a long period of time, shortly after ChatGPT came out, I think the lens that a lot of us were taking is, can students cheat using AI? And we spent a lot of our time trying to sort of police and catch students that were using AI from a cheating standpoint. I’ve really started thinking more along the lines of sort of redefining or rethinking assessment and rethinking it from the point of view of validity is if I am giving them an assessment, is it doing a valid job of assessing my learning outcomes, the career readiness skills that I want my students to be able to pick up and those types of things? And if it’s something that AI can be used for, is there a way of being able to incorporate it in? And I’m gonna show you some examples here at the end of the day or at the end of the presentation here of some examples of how AI can be incorporated into some of those.

So I really started looking at assessments through the lens of sort of validity. If your assignment says that students cannot use AI, yet students still have the ability of being able to use AI, well then is that really a valid measure at that point? And so that really has sort of, again, forced me to have to rethink the way in which I go about doing this. And one method that we’re gonna see is the ability of being able to sort of scaffold some of those assignments. So if I have a final paper or final project that I have students do, being able to break that up into small projects that lead up to the final one and sort of assess as we go through. There might be some areas in which students can use AI, but then there might be other areas where we don’t necessarily want them using that. Okay, so why would we wanna incorporate AI into our assessments? I’m not gonna go through all of these, but I think for me, one of the big things that I have been doing now with a lot of faculty that I work with is really looking at that first one, that Workforce Readiness. And down the second last one, Mirrors Professional Use. For me it’s a lot of, and again, I teach psychology and the American Psychological Association has really leaned into the use of AI as a tool that could be valuable for people who work in the area of education, research, or clinical settings. So typically a psychology student that would go on to grad school will eventually go into one of those three areas, or a combination of those three areas. And again, at least our national organization that sort of oversees the practice of psychology has really found ways in which AI is gonna be valuable in that work that they are doing. So for me, if I’m not incorporating some AI into the assessments that I’m doing, then I don’t feel like I’m getting my students ready for what they’re gonna be required to be able to do after they graduate from college. There was a survey that came out last fall that surveyed a number of recent graduates from college and asked them specifically about the jobs that they were now in. And a very large percentage, like 79% of the students said, or graduates, said that they were now in jobs that were requiring them to know and use artificial intelligence technology and that they felt like that their colleges did not get them ready for those types of skills that they were gonna need to be able to look at. And so I think that for me is one of the big reasons for why I like to incorporate AI into it.

The other area that I wanna get into is the two middle ones there, Enhanced Engagement and Higher-Order Thinking. ‘Cause I think one of the big critiques that I always hear from people is, “Well, doesn’t AI take away from a person’s ability of being able to think?” And the answer to that is yes and no. It all depends on the way in which the AI tool is actually used. And so what I wanna do is I wanna show a sort of story here of how, you know, how that sort of differentiates with that. So what we have is we have these three students here. We have Alex, we have Chloe, and we have Ben. So Chloe is the student that really knows a lot about the different types of things that might be asked. So in this particular case, in the class, they want them to do a essay, they want them to do some type of a class essay here. And so Chloe knows a lot about what the essay actually entails. Maybe she was a student who had already done this essay as part of her class from a previous year. And so two students sort of seek her out in terms of finding out a little bit more about that. We’ve got Alex here. Alex is a type of student who tends to be a little bit lazy in terms of what they do, wants real quick solutions around different types of things, and is the type of type of student that just says, “Gimme the answer, tell me what I should write.” And so Chloe tries to sort of get him to do a little bit of his own thinking, but it eventually, what she starts giving him is he just starts writing all that information down word for word. He then formats a little bit of it, turns it in as a class essay, but really has he learned anything from being able to do that, being that he’s really just using the information that Chloe gave him? Whereas Ben has a completely different approach. Where Ben’s already got a lot of his own ideas. He’s already got an idea about what he wants to write about. He’s got an idea about what he is doing. What he wants is just some clarification. “Am I on the right path? Does this seem like a good approach? How might you organize it a little bit different?” So in his particular case, he’s not asking for the answer. In his case, he’s looking more for sort of a collaboration, back and forth, between he and Chloe, okay? Now, what I like about this particular story is that this now can be generalized to the way in which students go about using an AI tool. If I need to have an essay written, it’s fairly easy for me to go on to ChatGPT and say, “Write me a history essay on,” whatever, if it’s a history class. But if we can get students to the point where they are using an AI tool as sort of a collaborative process. If you look at some of the prompts that I put into AI tools now, very rarely is it very, very rarely are we getting into, you know, all kinds of different, you know, asking for specific answers. But a lot of it is, “Here’s my ideas, here’s the types of things that I’m looking at.”

So what we’re gonna do is I’m just gonna go quickly through a couple of different examples of how we can actually get to and be able to use this. So one of the things we’ve already talked about is the ability of being able to scaffold out assessments, especially some of these bigger papers, projects, portfolios. And what I like about being able to scaffold out assessments is that it really will allow you to be able to designate for the students when and how they can actually use AI. And I’m gonna show you here in a second an example, an AI scale that has been used as a way of being able to do that. It helps sort of create rubrics that now don’t just focus on the actual skills in the end product, but also reflection-type questions on how they actually used the AI tools. And then the other thing that you can do as part of this is check-ins. So if one of your main concerns is that students are gonna still be using AI as a way of being able to do all the work for them. By having these periodic check-ins, you can sort of test to make sure that the students are actually the ones that are actually answering the questions. Okay, so this brings me up to, and let me go ahead. I’m gonna go ahead and enter this into, I just put this into the chat. This is an AI Assessment Scale. A group of educators in Australia have actually come up with this. They have a whole website that goes into a lot of the research, the way it’s being done. What I like about this is this allows you to be able to define for students the way in which they can use AI in different ways. So it goes from Level 1 where you tell them, “Okay, you can’t use AI,” all the way up to AI full exploration. But it gets into on the other levels, it’ll say, “Well, you can use it to create, you can use it for brainstorming and outlining, but you can’t use it for the actual writing process.” Or, “You can use it as sort of a collaborative piece where you go back and forth with it, but you can’t use it to actually come up with the final answer for things.” And so what we get to is, and I’m just showing you Stage 1 of this, so this might be a full research project that I do where I’ve got five different stages, but what I’m defining for the students is how how they can use AI and at what level they’re using at at each of these different stages of the project. So I might tell them, “Okay, you can use it at Level 2, which you can use it to generate potential ideas and things like that. But when it comes to actually putting together your proposal and outline down there at the bottom, you’re at Level 1, which means you shouldn’t be using AI for that.” And again, as I go through each one of these stages, I might informally just sit down with students and talk to them a little bit about the ways in which they’ve actually are doing this to make sure that they’re not using it in a way that they shouldn’t be using it.

Okay, another way I plan on doing this this semester coming up is using it as sort of case studies. So one great use of an AI tool is the ability of being able to create case studies. What I’m gonna do is I’m gonna have my students create case studies as an assignment, but make sure that the case study is something that is reflecting around something that they’re really interested in. So if they’re an athlete, they might prompt the AI tool to create the case study to be around sports, or if they’re into gothic literature, they would prompt it to be around that particular area and do it though around whatever topic it is you want them to be able to look at. And so in this particular case, the example that I have on here is using it for classical conditioning where you sort of learn a little bit about how to use the, you know, to incorporate so the case study will be about classical conditioning, but it will reflect their individual interests. What that does is it helps me be able to learn a little bit more about them as a student as well. Another example that we can do is, this is actually gonna be part, this is gonna go in conjunction with my final exam in my Introduction to Psychology class is AI tool can be used as sort of a collaborative partner. You can have the AI tool serve as an interviewer for the student. And so what I’m gonna do is I’m gonna have my students pick a topic from the class over the course of the semester and they are going to prompt the AI tool to say, “I am an expert in this particular area. What I want you to do is you are gonna be an interviewer on an investigative news show. And what you’re gonna do is you’re going to ask me questions.” The student then answers the questions and immediately gets feedback from the AI tool that, “Okay, that answer made sense,” or, “Can you expand on that answer a little bit more?” And this is just an example, what I’ve got up here on the screen, of what I did for one of the items that are on there. So you can usually, you know, use the tool and so what the students will do is the students are gonna turn in the full transcript, the back-and-forth collaborative process that they did with the AI tool and then a set of reflection questions about what that process was like. And so that’s gonna be a final project that we do with that.

Two more that we’re gonna look at, and these are just real quick ones. So over the last couple of weeks, both ChatGPT and Gemini have come out with student learning modes. ChatGPT’s is called Study Mode. Gemini’s is called Guided Learning Mode. And when students prompt the tools in these particular modes, that ChatGPT will not just give the answer, it will ask a set of reflective critical-thinking questions to help the student get to the answer. Now the only problem with this is obviously students can jump back to the regular mode and get the answer as they’re going through, but I can see where somebody might have an assignment where they tell students, “You have to interact with ChatGPT in the Study Mode and you have to turn the transcripts into me,” the back and forth, the types of critical reflection questions that the AI tool asked you and then how you went about answering that and then a reflection piece that you would have as part of that.

The last one I’m gonna look at here real quick, just so that we can get to some of the questions and answers as part of this. So NotebookLM, this is another AI tool that’s out there, it’s a Google product. What this allows you to be able to do is it allows you to be able to put in different types of resources, PDFs, websites, you know, documents, different types of things. And then the cool thing is this, where you see the two arrows is NotebookLM now has a video overview and an audio overview. The audio overview is where two AI voices take all of the information that you input in there and they create a podcast. The video overview now creates sort of a slide presentation where somebody gives sort of an overview of the different things that are in there. I can see where somebody could create an assignment where, number one, you’re grading the types of resources that students are actually putting into this. And then number two, the students would do a critical evaluation of the podcast and then the video overview to talk a little bit about where the AI tool got it right versus where the AI tool might not have gotten it right. So I think these are just, I know I went through those very quickly, but I wanted to just give you the opportunity to be able to see a couple of different examples of how you can actually incorporate this into assessments.

– Well, thank you so much Vince. Of course, that was so interesting that we already have some questions ready for you. The first, I wanna go back to the chat, was a question about, let me see if I can find it again. Oh, “Can you share an example of a successful integration of AI technology that has positively impacted equity and student success at LCCC?”

– So again, I think we’re still in the very early stages of a lot of incorporating this in. I know I had a conversation with somebody earlier today. I feel I’m much different now in, I think one of the problems that we have is just how quickly AI is evolving. You know, just showing the examples of that learning mode that has just dropped in the last two weeks and sort of trying to keep up with all of those different types of things. So, you know, in my assignments that I have done, especially around the area of case studies, I’ll give you an example, a classroom example I had in my adolescent development class. So in that class what we did was, we created a case study as a class. So we worked together as a class and when I asked the students, we were on the section of how adolescents deal in different types of family settings. And so what I asked the students to do is ‘Tell me a little bit about how should I prompt to ask for the actual case study? Give me some examples.’ And I remember there was a student who raised his hand and said, “Well, just recently, we’ve had my grandmother move in with us and now she’s become part of the family and the family system in which we are looking at.” And so that now allows that student to be able to have their own experience be reflected in, then, that particular case study, which we then created the case study, and then the students actually worked in it in small groups. Now, it’s a little bit unnerving for me because I don’t even know what the case study’s gonna look like until after we actually create it right there in the class. So it requires me as a faculty member to sort of think on my feet and, you know, be able to reflect some of those things. So I think that’s an example of, you know, it gives people that opportunity to be able to incorporate their own experiences into some of the things that they might be looking at.

– Thank you. I really like that. I don’t know, there’s no evidence-based anything to what I’m about to say, but I was just thinking that even something like the advancement of the Study Mode, you know, I teach online with a lot of adult learners who don’t have time to go to a tutoring center or who can’t afford to get additional tutoring. And so just to have these kinds of technologies for free that can help them in those ways, you know, it’s interesting to think about equity and accessibility in those ways too.

– Yeah, and I do, all of my, everything that I do in my classes all uses the free versions because again, if I’m gonna be requiring my students to use this in that class, I don’t want them to have that financial burden of having to have a subscription for it.

– Yeah. Now next question, these are a little bit long, so let me know if you need me to repeat anything. I’ll go slow.

– Okay.

– Okay. From Becky: Have you collected some of the responses you received from past students about how they are using AI in the workplace? Or do you know of anyone who has shared this type of information? It could be really helpful to provide students with those real-world examples.

– Yeah, so I do not, and I think part of that’s because we’re sort of further, we’re on the early end of the pipeline. So a lot of the students, since generative AI has come out, they haven’t gotten to that point where they’re out there in the workforce and they’re actually, many of them are in graduate school now and doing those types of things. I would really suggest for faculty, and this might even be a real cool, you know, speaker opportunity to have a speaker come into class, bring somebody in who is actually working in whatever your discipline is, and talk to a little bit about how AI is changing the work that they do and talk a little bit more about those types of things. I know the American Psychological Association, at least in my discipline, has been doing a lot of webinars in this area where clinicians will come in and talk a little bit about how they’re utilizing this as a tool. I know next week I’m doing a workshop for our Nursing faculty here. AI has really become big in the healthcare industry and so we already know a lot of different examples of hospital systems that are starting to utilize some of the generative AI tools as ways of being able to make their work a little bit more effective, so.

– Yeah. Thank you. Next question from Jeffrey: In the classical conditioning case study, can I just input the question to AI and ask it to write about classical conditioning without mentioning the USCS and so on?

– Yeah, so that’s actually what I, that’s the way I, when I give them the prompt that they use, that’s the approach I take because what I want them to do is I want it to be, and so part of the prompt is you can say, “Don’t identify those elements, but make sure that they’re in there.” So then that’s part of the learning process as well. The student has to sort of go through and identify, “Okay, what’s the unconditioned stimulus? What’s the conditioned stimulus?” So now that gives them that opportunity to be able to practice that skill of being able to identify those different factors.

– Okay, and I’m conscious of time, but there’s a couple more questions if we can just ask them.

– Yeah. Sure.

– Okay. So how do you ensure that students are genuinely working at Level 1 on the AI Assessment Scale rather than operating at levels 4 or 5?

– Yeah, so that’s, I mean, that’s the difficult part, right? So that’s part of what, and I tell a lot of the faculty that I work with here at my institution, at some point I feel like we have to get into sort of a trust mode with our students. And what I have found, at least the feedback that I’ve received from my students is that they like the idea that they’re being given boundaries as to here’s how you can use it, “Here’s when I can use it, but I shouldn’t use it there.” So many students, just like faculty, are confused about a lot of these technologies. And so they’re, you know, several of them are scared, “Oh, if I put the wrong thing in, I’m gonna be, you know, mistakenly identified as somebody who’s using AI when in fact I never really used AI.” And it’s gotten to the point where I think it’s created a lot of anxiety for students, but I also think especially in that scaffolding stuff that you do, it’s the periodic check-ins with the students where you can test them. So one of the things that I always put in my syllabus for my students is that any point, anything that we do in this class can be subjected to a verbal review where I’ll sit down, I’ll talk to them a little bit about what it is that they came up with and I tell the students, “This isn’t a punitive thing. In some cases you might come up with a real good example that I think you should further explore as a possible research topic in psychology.” But then what that allows me to be able to do is at any time I could sort of sit down with students, if I get sort of an idea that, “Okay, the student really didn’t do a lot of work in this area,” I can sort of, you know, bring them in and talk to them a little bit about, you know, what was their thought process, you know, what types of things went into how you sort of organized that? And I think that’s one way you remind the students of that before every assignment that they turn in and that’s sort of fresh then in their mind that, you know, that is, “I’ve gotta make sure that I’m abiding to those boundaries that he set for us.”

– Yeah, sometimes in teaching and learning, boundaries are beautiful, right? As you’ve just explained. Yeah. Vicki had asked: How can we ensure that AI systems recognize and reduce bias and stereotypes rather than reinforce them?

– So I think part of that can be, part of that is really working the way in which we go about prompting the AI tools, but I also think that this ends up being sort of a learning experience for our students. And so part of the reflection stuff that I have my students think about is, you know, in what ways did the AI tool work? You know, how was it helpful to you? In what ways wasn’t it helpful for you? If it didn’t give you what you want, what types of things? And so another reflection question that I might ask for that is, did the output reflect any type of general biases that are out there? And now that’s sort of a, you know, a metacognitive skill that the students are sort of thinking through, that, “Oh yeah, I didn’t think about that, but sort of stereotyped the individual that I asked it to create a case study on.” You know, and so I think that could be a valuable learning tool for our students to be able to identify that and realize that that is something that does happen with AI output.

– Yeah. And that critical thinking and reflective element seems to be such a great strategy to help assuage those anxieties about like losing those capabilities, you know, as technologies evolve. One other thing I think I heard from you, and also through my own experiences, that we can’t ensure that these systems recognize and reduce bias, right? They are created with human understandings and evidence that are themselves biased.

– [Vince] Right.

– And so having open dialogue about the potential, but also the problems of these technologies is again, part of that critical thinking and reflection that I think that in it of itself maybe answers to the question someone else asked about equity, you know, like, and just considering those things.

– Right. Right. Yeah, anytime I have them use AI tools, there’s always a reflection piece that goes along with it. And the students are very reflective. I mean, they like to be able to talk about this experience and what worked, especially some of the new ones that were just sort of introduced to these technologies, so.

– Okay. So very, very conscious of time. One last question. This is an easy one. “How many students do you have in the course where students are writing the case study?”

– So that is my Introduction to Psychology class. And so those are 40 students that are in that class. Or that’s the cap, it’s 40 students is the max that we have in there, so.

– That’s larger than I thought, I thought you were gonna say maybe things like that worked in smaller classrooms, but this shows that you can activate these tools in larger classrooms too.

– Yeah, yeah. I think it’s a way, you know, again, what I really like about the case study example, the case study assignment, is it really helps me be able to learn a little bit more about my students because I’m able to see what context they’re actually creating that case study in. And it helps me to be able to communicate, I think, a little bit more with them and sort of identify them with what their, you know, what their interests are.

– Yeah. Well, wonderful. Well, we always like to leave experts with the last word. So anything you wanna share with our audience today that we didn’t cover in the slides or that you want them to just chew on after they leave?

– Yeah, no. I would just would suggest if it’s an area that maybe you haven’t started using AI yet, start very small, you know. This can be very, very intimidating. It’s, you know, almost like drinking out of the fire hose analogy that everybody gives in terms of the amount of information that is out there. You know, start with just one tool, start with maybe ChatGPT, maybe start with just one assignment that you have them do or one class activity, like creating a case study in one of your classes with ChatGPT in front of your students, allowing them to be able to input. And I think the more you start doing that, the more comfortable you become with that, and the more comfortable you become with that, I think more comfortable the students become with that as well. Because these really ultimately are gonna be the types of skills that I think our students are gonna need as they go forward. Just with where we’re, you know, where we’re at right now, so.

– Well, thank you so much for your time. Thanks for taking on this hot topic and telling us all about the ways in which you use AI. We’ve had a really great discussion going in the chat and appreciate you taking a little bit of extra time to answer those questions as well.

– Yeah, I see Dasha did just put in the link to the new artificial intelligence course through OneHE, so.

– Yes. Yes. So Vince and I had the pleasure of collaborating a little bit on an Introduction to Artificial Intelligence in Teaching and Learning. We take a positive perspective, but we also include a fair amount of skepticism and maybe even sometimes, for me, a little bit of fear. But we tried to be fearless in our exploration of the positive potential. So encourage you to check that out and all of the other AI resources that are in the OneHE platform.

– [Vince] Mm-hmm.

– Brilliant. Thank you, Vince. And thank you, Niya, for your time. And thank you everyone for joining us tonight. We’ll be sharing the recording next week. Have a great rest of the day. Wherever you are.