My students are very aware that I’m in a doctoral program. And they don’t like it very much. Because what has happened is, I have transferred that scholarly voice, that research… they know they can’t get away with anything. I may not make them write in AP, but what has happened is that their critical-thinking skills have gone through the roof. Because now I’m letting them generate so much student content, just like we get to do throughout the modules. It’s really the students that are learning from one another. So, my project-based programs, my project-based learning activities have increased. My writing and critical-thinking skills have gone through the roof, but most of all I am using reflective practice with my students. I teach freshman, and I teach seniors. And I have seen them… first they were…kind of didn’t understand why I wanted to know what they thought about something, but that whole idea of reflection is so important, and it’s stressed by Walden. And positive social change?  I used to do community service projects. Now I help my students to really understand what positive social change is really about, and we do community learning projects, not community service projects where, we’re actually engaging in not just doing something to help somebody, and I live in southern Louisiana and there’s a lot of people to help, but when you create positive social change, you are talking about relationships. And so I am getting my freshmen and my seniors to work within the community in such a way that it’s not a one-shot deal, building a house for Habitat for Humanity, which needs to be done in New Orleans, but really building a relationship with the community. And there’s no better thing than to go back to marrying the community with the students because then they tell us what they need and we provide them with the future employees for the community. So, it has been an amazing relationship.