The School of Los Angeles
Magazine
WINTER 2025
ISSUE 03
Issue 03, Winter 2025
Table of Contents
A Trip to the U.S. Southern Border
A critical service-learning trip connects classroom curriculum to the most relevant political issues of the day, sending students in Latinx Literature to Calexico, California, a border town, in the wake of the 2024 Presidential Election.
Last semester, SLA sent students to D.C. on an immersive Civics Trip. This semester, SLA approached election season in both the Middle and Upper Schools, from debate night to City Week, to figuring out in real-time how to teach an election.
A transformative Arts Trip to New York last spring inspired some of SLA’s most passionate art makers. This year, we continue to push our project-based arts programming in exciting new directions, inside and outside of the classroom!
The Service Council encourages students to think globally and act locally by hosting an annual trip to Puerto Rico.
Dr. Kenneth Rodgers, Jr.
President and Head of School
Dear SLA families and friends,
Welcome to the third edition of The School of Los Angeles Magazine. This semester, we leaned all the way into our identity as a School of the city, deeply in touch with the goings on of the world around us. I am proud of how we met the moment through both the Service and Justice Program and our broader curricular endeavors, including Service Trips, City Week, and our programming following Election Day.
After sending students to New York and D.C. on experiential learning trips last semester, we continued to build out our trips programming—rooting immersive experiences around the country in critical classroom learning. We sent students to Calexico, a border town caught at the crux of the southern border—a major national and local agenda item that is close to the hearts and lived experiences of many of our families. Our Service Council returned to Puerto Rico, expanding our relationships with the groups that have been generous enough to hold space for our students, exposing them to the lessons of autonomous organizing in the wake of climate disaster.
I hope you will see, as I do, the unique potential of this kind of Service and Justice Program: rooted in critical inquiry, growing well beyond the limits of traditional volunteerism. In the following pages, you will find reflections of the care, hard work, and flexibility that our faculty and administration displayed this semester. You will find stories of our fantastic arts programming and music curriculum, our growing athletics programs, and of the track record of success demonstrated in our College Guidance office. Thank you for continuing this exciting journey with us.
Sincerely,
Dr. Kenneth Rodgers, Jr.
President and Head of School
A Trip to the U.S. Southern Border
This December, SLA’s Service and Justice Program gave students taking Upper School Latinx Literature the opportunity to take an immersive trip to Calexico, California, on the southern U.S. Border. The border is a major local and national agenda item that is also close to the hearts and lived experiences of many of our families. As such the programming before, during, and after the trip was designed to engage students critically with the realities of global migration—specifically the economic, social, and legal dynamics at play in a border town community. The essential question students were asked to grapple with was, How might local communities respond to the changing impacts of global migration?
SLA’s commitment to critical service-learning is what inspires trips like this one. Our program continues to focus on finding ways to help students engage with real world social issues, in an attempt to formulate a critical analysis that connects their academic studies and personal experiences.
As a program with different cohorts of study, we felt the need to center the topics of immigration and the carceral state considering the current political situation our nation finds itself in following the results of the 2024 Presidential Election Additionally, with our educational praxis emphasizing the city as our classroom, and having Latine students whose realities are directly impacted by geopolitical factors, it is our belief that this is a trip our students could greatly benefit from. This trip fell under the Service umbrella because our critical service-learning model is intentional about exposing students to the deeper issues that drive oppressive frameworks, in hopes that this exposure will spark intrinsic motivation to create change.
Students departing the bus near Calexico, California
THE CONTEXT
From Spanish colonization to American westward expansion, people have been drawn to California for centuries. While early settlers massacred indigenous communities, modern borders now present new challenges layered on top of historical ones. Today, the U.S.-Mexico border stands as a symbol of the complexities surrounding global migration and shifting identities. SLA students studying in Calexico, a border town deeply shaped by these issues, explored contemporary immigration and border concerns through direct community engagement. What is the experience of new migrants crossing the southern U.S. border? How should we address issues of equity and individual rights? And how can we amplify the voices of migrants both in this country and across the globe?
ROOTING SERVICE IN ANALYSIS
The trip was rooted in a semester of study in the Latinx Humanities curriculum. Students in professor in residence’s Gabriela Quijano-Seda’s Latinx Literature course discussed issues surrounding identity, the border, and migration. Says Ms. Quijano-Seda, “My classes offer students the opportunity to explore and master key concepts and engage in dialogue with scholarly work that can help expand their own ideas. Coming from an academic tradition of Anthropology that values this approach, I believe that true creativity—an essential skill in today’s world—can only be achieved through a deep exploration of existing knowledges.” Further, in Latinx History, students read works such as Charles Mann’s 1491: New Revelations of the Americas Before Columbus, and Martin and Wasserman’s Latin America and its People, to explore the pre-colonial economies of Latin American, and their systems of authority with an emphasis on the regions of contemporary Mexico and Brazil. Finally, before departing for the trip, students had a special workshop with Mr. Rodgers. They engaged with Gloria Anzaldúa’s Borderlands to grapple with language and identity, and read accounts from indigenous authors, migrants and the children of migrants. They discussed the shifting border between the two countries over the past two centuries, and engaged in a special workshop on the evolution of border tongue languages and the efforts being made to preserve them.
Brian Vega, local organizer and activist, at Holtville Cemetery
UNPACKING WHAT WE SAW
On the drive back to Los Angeles, we stopped in Slab City, an infamous unincorporated desert community located near the Salton Sea. Students gathered in the town’s outdoor library to unpack what they had seen. Many of our hosts in Calexico spoke of feeling as if they were from neither side of the border, Calexico or Mexicali, and how this reflected a complicated relationship to place.
Students also noted the complexities of race and politics in the area. Despite being overwhelmingly Hispanic, local communities—which are largely based around industrial agriculture and the economic opportunities provided by Customs and Border Protection itself—are often quite conservative and even support the militarization of the border. Students observed that despite the ways that the federal government and local industry disempower and dehumanize people on both sides of the border, the persistence of mutual aid efforts in the area can serve to offer residents a modicum of dignity and autonomy.
During the following week, students who had participated in the trip shared reflections with the SLA community at chapel. SLA students understand their education as being in relation with the world, not apart from it. To that end, we invited professor-in-residence Gabriela Quijano-Seda, who joins us from UMass Amherst and teaches Latine Literature in the Upper School, to join our students on the trip, providing academically rigorous critical context, before, during, and after. Ms. Quijano-Seda brings a background in socio-cultural anthropology with a focus on food, economics, and culture and her courses have framed the learning trip for students in a number of exciting ways.
At the CPB
THE TRIP
On the first day of our journey, the group drove over the hills and into the desert toward Calexico, a border town rich in history and culture. They spent the day with local groups working to improve their home city, learning about their efforts to create a healthier, more vibrant community. Kimberly, a local artist and the proprietor of a food pantry called The Den, shared some of the difficulties local residents face with immigration authorities, food insecurity, and unaffordable housing. The granddaughter of an agricultural laborer from the region, Kimberly founded The Den to be a key node of mutual aid in the area. With the support of poor and working class residents, Kimberley revived the food pantry after it had been dormant for many years, against the wishes of the local government.
Later, students paused for reflection at the graves of unknown migrants at the Holtville Cemetery, a sobering reminder of the harsh realities many face. A government property, the gravesite serves as a burial ground for 300 unidentified migrants whose remains were discovered in the area between 1995 and 2012. There, a local activist named Brian Vega discussed the political economy of the region, where about two-thirds of the vegetables consumed in the United States during the winter months are grown. Despite the density of industrial agriculture, the area is a food desert for poor residents, who have access to a single grocery store, in the town of Holtville. Local communities are additionally assailed by the hyper pollution that results from lithium extraction and the especially intense surveillance regime endured across the length of the US–Mexico border.
The second day took us to the US Border Patrol office in El Centro, where we visited the border fence before CPB refused to meet with our students. We engaged with local residents involved in projects that aim to provide aid and relief to new migrants, hearing stories of compassion and struggle As the program concluded, we bid farewell to our newfound friends, taking with us the knowledge and experiences gained throughout our visit.
Students contemplate the unmarked graves at Holtville Cemetery; Professor Gabriela Quijano-Seda with students
A NOTE FROM PROFESSOR IN RESIDENCE GABRIELA QUIJANO-SEDA ON THE CALEXICO TRIP
From my perspective, one of the most valuable and inspiring aspects of SLA is its commitment to providing students with both in-classroom and experiential learning opportunities. In a class like Latinx Literature—especially the way I teach it—students find their greatest inspiration by engaging with our topics in the “field,” to borrow a term from my anthropological background.
I’ve emphasized in class that Latinx Literature is an expression of the emergence of a Latinx identity in the U.S. We often discuss how Latinx identity—like all identities—speaks about a collective struggle for representation and participation within a social and political community. This means that Latinx literature exists because there is a community fighting to be recognized and allowed to participate in the construction of a world that, without a doubt, also belongs to them. I believe the Calexico trip will help students better understand how this identity is forged and for what purposes.
With Mr. Rodgers’ support, my class has also introduced students to critical discussions about borders and borderland literature as key elements of Latinx written expressions. I want students to understand that borders are, at their core, tools for constructing otherness. Otherness, in turn, is a tool of power used to deny the humanity of certain groups of people. Above all, I hope to instill in my students the strong belief that every person in the world deserves dignity, respect, and recognition as a human. And I believe the Calexico trip will be a powerful opportunity to reinforce—or begin to cultivate—this essential value in my students.
Teaching the Presidential Election
How SLA made classroom to real world connections through an historic election year.
by Janie Hannon
At SLA we believe in encouraging students’ civic engagement and cultivating healthy, meaningful conversations amongst the School community. We lean into the ethos of our urban campus, our commitment to treat the city as classroom, focus on experiential learning, and engage our community through service work—in short, to truly be a school of the city. With this in mind, we spent this fall semester working to ensure that the conversations happening around politics, both nationally and locally, during this critical election season were reflected in our curriculum—and approached with the same academic rigor with which we would approach any subject. For all these reasons, we did not want to shy away from the election, nor the questions that students have around it: we are a School that asks students to seek the “why” rather than merely the “what” in all disciplines, to demonstrate rigorous thesis revision by embracing rather than evading the most difficult and worthy obstacles, and to feel at home dwelling in complex issues, discomfort, and confusion.
Amongst our students, there is a unique willingness to sit in hard conversations and ask difficult questions. Given everything at stake with these elections, both local and national, our goal was to make sure students knew what was happening, how elections work, and what impacts they might have. This semester, we took time to plan programming for classes, in grade levels, and as a school to address the U.S. elections and their impact. While our history classes regularly address current issues, we also felt it necessary to have broader discussions and dedicated time to research some of the local and national implications.
Grade 6 and 7 students canvas at UCLA
On debate night, our goal was to have a space where students could watch, react to, and reflect on the debate together, recognizing that many might not watch it or have access to it at home. It was well attended by both Middle School and Upper School students. Given the lively nature of the debate, students were locked in and reacting in real time with one another to what each candidate was saying. Some students remarked that people’s reactions were almost like a sporting event rather than a political one; there were mixed feelings about that aspect of the experience. After the debate, students were given the opportunity to engage with questions that came up for them with teachers in divisional spaces.
Throughout City Week, students had the opportunity to engage with their city through grounded learning experiences taking place outside the classroom. City Week dovetailed with each grade’s history curriculum, focusing on electoral politics at the local, state, and national levels—asking students to think critically about how electoral systems intersect with and affect the interests of Angelenos and the City of Los Angeles.
Parents and Caregivers attend SLA’s Debate Watch Night
Grade six and grade seven students investigated the information, language, and data people use to form opinions and, eventually, vote or not. They had the chance to go to UCLA campus conducting polling surveys—in order to better understand the methodologies of data collection and the human element in polling and gathering a representative sample size, before returning to campus to analyze the data and try to draw their own conclusions.
Middle schoolers created platforms for their ideal president and considered leadership qualities and issues of importance to themselves, their families, their School, their community, and those who they disagree with. Here are some of their takeaways:
Climate change is not prioritized by voters
Actions and policy positions are of greater importance to voters than leadership qualities
Voters are more concerned with economic issues such as the affordability of healthcare or the cost of living
Social media is the primary source of political knowledge and voters should verify and diversify their sources
Grade nine students looked at California’s Proposition 33, in order to investigate which issues bring people out to vote and the extent to which statewide propositions encourage or discourage local voter engagement. They had the opportunity to visit developers and non-profits and think critically about the housing crisis, ballot measures, and how change may occur at the local level.
Afterward, they engaged in a roleplay to decide how a piece of land in Hollywood would be developed from the point of view of their constituency: politicians, homeowners, developers, renters, and the unhoused. They argued proposals and ultimately caucused with other constituencies to make a final proposal to the director of the city development council, played by their returning humanities teacher Dr. Milner. Said Dr. Milner of the student’s preparation, “I think I was expecting people to play roles with gusto, but I was not expecting the students to have so much specificity, so many clear policy ideas and imagined life experience that went into the roles that they were playing. They clearly spent a long time thinking about what it would mean to come from that constituency and what their stakes were in housing and things like that. They clearly knew their stuff.”
Grade nine students make proposals for a mixed use lot in Hollywood ; Grade ten student Amalie M. hard at work editing a documentary; Local filmmaker Jacob Hurwitz-Goodman
The council decided on a mixed use plan that included a supermarket, a park, and a minority of units with affordable housing. Nellie Owens, one of the SLA students assigned to advocate for the unhoused constituency, reflected on the outcome of the week of research and policy debate, “I really didn’t expect to learn as much as I did during City Week! It was so interactive. I honestly felt like I got so much from going between the city and then back to the classroom to analyze and discuss things. It felt important to learn so much about the area I’m living in.”
Grade ten students asked the question: What is truth and who controls it? They engaged in archival research in multiple media at the Central Library, learned from professional filmmakers at the Los Angeles Film School, and had the opportunity to interrogate the first principles of fact finding with regards to political journalism. Said one SLA student after the week’s programming, “I constantly question the legitimacy of what I see on social media from both parties. I think more and more, fostering a healthy relationship with social media is determining whether or not what you are looking at is credible and true.”
Over the course of four days students engaged with the media and discussed its role in our society. Students discussed the importance of cross-referencing data to get a more complete understanding of the topics at hand. The week concluded by having the students cross-reference multiple sources in an effort to find the whole truth around political talking points. The final documentaries were shared with our guest artist, filmmaker Jacob Hurwitz-Goodman.
Grade 6 and 7 students canvas at UCLA
On election night, we hosted an event with the goal of watching the results arrive together and to encourage students to formulate questions based on actual, personal curiosity. On the following day, November 6, we devoted a full day of programming to conversations about what was happening in that very moment, how it was being reported on mainstream media, and how we might begin to process it as a community. Part of our pedagogy around this type of programming is knowing that we will be finding out information in real time and being inquisitive about what is happening in the world as it develops. We wanted to embrace students’ questions and feelings, rather than shun them or act like nothing was happening or being felt on that day.
Saul Siefer, grade seven, reflected on the value of such programming at a heightened partisan and emotional moment. “By going to SLA and learning about bias, it has made me open up slightly more to other political opinions. In the future I hope to have a conversation with someone who has a different political view, and have both of us learn something.”
Students began the day in discussion by division reflecting on questions on their own and then in small groups. They then filled out electoral maps and had an open discussion about swing states and how they voted. In the Middle School, Evan Barba (Grade eight) led an impromptu explanation and Q&A about the electoral college and swing states. We then moved into sessions where students watched different mainstream news networks, took notes on what they were hearing, and discussed how the network coverages compared to one another.
Grade eleven student Lila May Lee reflected that “it can be problematic for election coverage to be too focused on who is winning or losing because actual crucial issues about the after effects of the election are being tossed aside. Many issues have arisen from the winner of this election and these journalists should have been focusing on that instead of who is going to win.”
“By going to SLA and learning about bias, it has made me open up slightly more to other political opinions. In the future I hope to have a conversation with someone who has a different political view, and have both of us learn something.”
– Saul S., Grade Seven
There is still much to be done over the course of the year. Grade six literature students are doing a short unit where they are learning about political parties and creating their own parties and planks, then eventually writing inaugural poems. This unit will extend into the start of next semester, concluding with students reciting their poems and recording them. In the Upper School, students will be taking LA History, Class History, European History, or Queer History, and each of these courses will continue to weave current events into their units.
At SLA, we have always been a school that engages our world and works with students to reflect critically on complex issues—contemporary or otherwise. SLA students draw from and participate in the trajectories of their city, country, and world, and our role as a school is to help them think, discuss, listen, and be in community with one another. We are committed to the ongoing, necessary work of ensuring our students are informed and taking an active role where they can in political developments.
Winter Arts Night
“SLA kids have unparalleled confidence. They want to share an experience with you, bring you into their world. There’s nothing like it.”
– Jane McCarron, Chair, Visual and Performing Arts
“My favorite thing about the SLA music program is that we spend each semester building a band and learning how to play together,” Senior Edie Anderson shares during an Admissions Tour on a Thursday afternoon in November. The sentiment is echoed by Sophomore Oscar Ellsworth, as he praises the many opportunities that SLA students have to play for the community. Oscar and Edie, both students in Advanced Band, have played at Back to School Night, Open House, and have been consistent members of the Chapel Band. On this particular day, they are practicing Helter Skelter by The Beatles, followed by Smooth Operator by Sade. When asked how they select their songs, Senior Clara Mothersbaugh says there are a combination of factors, but that ultimately the song selection is student-led with support from Music Faculty Brahm Genzlinger and Dane Orr.
Senior Edie A. and Advanced Band performing Helter Skelter at Winter Arts Night
In all of the music and visual art classes at SLA, November marks the final month of preparation for Winter Arts Night, which took place this year on December 10. Winter Arts Night is an annual celebration of student work, consisting of a visual art show and concert performance by students in grades 6 through 12. Winter Arts Night, along with its spring counterpart CoacheSLA, provides SLA students with the real world experience of playing a professional gig or curating their work for exhibition on SLA’s campus, right in the heart of Hollywood.
Like many of SLA’s programs, the Visual and Performing Arts Department is dedicated to connecting students’ experience in the classroom with professional skills and methods of study. Film and Photography teacher Jerry White describes his goal for students, “I want all SLA students to become autodidacts, or self-taught. I hope that their curiosity and ambition drive them to have autonomy in the classroom and beyond. SLA will provide endless opportunities, but ultimately their passion will drive the work.” Some of these opportunities over the past semester have included learning from industry professionals: Vocalist Lindsay Lucas, Sound Engineer Jackie Boom, Documentary Filmmakers Harris Dirnberger and Jacob Hurwitz-Goodman, Actor Nathan Shube, and Composer Chris Thomas.
Seven M. and Ava H. from Advanced Band performing Smooth Operator
A new addition to Winter Arts Night this year is the integration of technology into the fine arts curriculum through courses in Digital Animation and Graphic Design. Arts Faculty David Deluty describes his fall course, “Students explore illustration in the digital realm with an emphasis on traditional illustration skills: visual problem-solving, rendering, and drawing, while exploring the digital possibilities to execute the artwork. Studio work-time is dedicated to conceptual prompts as well as technical execution.” While the courses are currently offered as Upper School electives, Middle School students are encouraged to engage with digital work afterschool in Open Studio and Art Club.
Winter Arts Night will also feature performances by students in Music Production, under the direction of Visiting Artist Gabo Lugo and Dane Orr. Gabo’s extended stay at SLA has allowed Middle and Upper School students the opportunity to learn from him, as well as solidified the program as an SLA staple. Says Gabo, “I want to teach the concepts upon which students can build their own music, devise their own tricks, and invent new ways of making sounds.” As a small school SLA has always been responsive to the interests and passions of its students, while also encouraging them to take risks and get out of their comfort zones.
Scenes from Winter Arts Night
Last March during City Week, SLA music and theatre students had the opportunity to travel to New York City to be immersed in the arts. It was a life changing experience. After a concert at the Village Vanguard Junior Amir Zuleta-Nallar, a heavy metal guitarist, walked away with a deep appreciation for jazz. Seniors Briana Garcia and Joseph Levy heard their beats played in a state-of-the-art recording studio. Members of the cast of Hadestown sat with SLA students after a show to share their journeys to Broadway. And while not everyone made it onto the stage at the Apollo to dance during intermission, those that did felt a little closer to their dreams becoming a reality.
When asked what her favorite thing about SLA Winter Arts Night is, Jane McCarron, Chair of Visual and Performing Arts, shared, “The confidence. SLA kids have unparalleled confidence. Not only are they excited to show you their work, but they want to stay late, pack up gear, and talk about it. They want to share an experience with you, bring you into their world. There’s nothing like it.”
Service Council:
Notes from Puerto Rico
By Oshae Rodgers
Why Puerto Rico? One of the goals of our Service and Justice Program is to help students think globally about social issues and act locally as a means of changing them. Not only creating change in society, but within themselves. I realized a few years ago that Puerto Rico was the perfect place to do work toward this end. Some, such as comedian Tony Hinchcliffe, have either viewed Puerto Rico as a “floating island of garbage,” or, at best, a vacation spot with nothing more to offer than a break from reality. This is often how those indoctrinated by the oppressive teachings of the U.S. empire view the most marginalized. Every day I am reminded that here at home many SLA students are grappling with global climate catastrophe, food scarcity, and housing sustainability in their daily lives. It’s essential that as educators we draw connections between the struggles of a neglected U.S. Territory and the issues facing our neighbors in Los Angeles.
Having gone to Puerto Rico a couple times a year, every year, since I was a teenager, I now notice aspects of the island that were transformative for me. The culture, the people, the rich and complicated history ... it’s unique to say the least. Over the years, my trips to the island went from simply enjoying piña coladas on the beach and riding down the mountain in Las Piedras to the local panaderia for some pan de agua and sabao, to making connections with people at non-profits and sustainable farms, and gaining a better understanding of how the island is being impacted by climate change and the continual project of colonization. In the past year, running the Service and Justice Program here at SLA and getting more familiar with the highs and lows of Los Angeles, I have begun to realize there is a needle to thead between the autonomous work being done in Puerto Rico and the work to be done here in LA. I was thrilled when presented with the opportunity to bring our students to Puerto Rico, a special place in my world, and I had to make the most of it.
Students on the Service Council exploring a community center in San JuanDespite not having access to many resources, limited government funding and representation, complications with imported goods and food security, as well as having to deal with the fact that whatever one builds may not last depending on the severity of the next natural disaster, Puerto Ricans always find a way. Some of them would say it’s because they have to. But most of them would say, it’s a blessing that they get to do it together. If there’s one thing I wanted students to take away from this trip, it’s that life is hard, but it’s possible to make life a little les difficult if we struggle together.
Last January, the first attempt of this trip did not go as planned. It left questions and assumptions lingering—for myself and for students on the Service Council. Instead of being deterred, I thought on how I could approach this trip differently, make our second visit better than our first, and use what I have learned from those in Puerto Rico who strive to make a difference despite so muchs being out of their control. The second trip was an inspiration. We were able to build upon relationships and critically engage with life on the ground in Puerto Rico.
But don’t take it from me, that’s the Service Council’s story to tell:
Click above to watch Service Council students present on their trip to Puerto Rico!
“One of our biggest takeaways was that while we acknowledge a larger goal that we work toward, it’s still important to not lose sight of the little struggles that people face every single day. Not being able to use your phone, not having access to education or mental health is really important. And that just goes back to mutual aid and using your skills to benefit your entire community. Not only giving back to your community, but keeping in mind the environment, everyone around you, and the world around you.”
On the trip, Service Council members engaged in conversations with locals about how the social issues occurring in Los Angeles, such as food insecurity, housing, and the environment, are interconnected and similar to oppressive frameworks operating in Puerto Rico. They also looked at how current socio-economic and socio-political structures in our society lack equity and can be oppressive, but through the lens of marginalized communities in Puerto Rico. There is a great deal of history behind the United States’ relationship with the island of Puerto Rico, one that consists of a long lasting settler-colonialism project, imperialistic policies, exploitation, and a deprivation of material support when needed most. This has not been resolved and is now even more dire due to natural disasters such as Hurricane Maria.As these disasters intensify, Puerto Ricans most impacted continue to search for autonomy through alternative solutions.
Students had the opportunity to witness how Puerto Ricans are currently taking back their own agency and creating sustainable lifestyles, despite the lack of government funding and resources. This experience cultivates a mindset for our students to think globally and act locally, while also receiving the phenomnological cultural experience of engaging with historical sites, music, food, Taíno ancestry, and more. By becoming aware of different forms of organizing and collective movement, students were able to bring that framework back with them and inquire about solutions for those suffering most right here in Los Angeles. They began this work by presenting to their peers upon our return.
I am grateful for our Service Council, for my grandmother and the people on the island who hosted us, Dr. Stamps and Ms. Dominguez for accompanying us and making the trip even more memorable, to Gaba for all of her support and guidance in the preparation of the trip, to Ms. Holloway for believing in me and my capacity to carry out this programming, and to Dr. Rodgers for giving the program the opportunity to make our annual service trip happen. Thank you all for listening and I hope you walk away inspired.