1 00:00:00,960 --> 00:00:04,920 Speaker 1: You know, how do you reconsider the role or reimagine 2 00:00:04,920 --> 00:00:08,000 Speaker 1: the role of faculty compared to traditional institutions. 3 00:00:09,200 --> 00:00:11,680 Speaker 2: Yeah, I mean I think, as I said, to start, 4 00:00:11,720 --> 00:00:15,360 Speaker 2: faculty have to inspire. So we don't hire you know, boring, 5 00:00:15,880 --> 00:00:20,760 Speaker 2: you know, like just like you know, like uninspirational faculty. 6 00:00:20,840 --> 00:00:23,000 Speaker 2: We like to get it. To get hired at campus, 7 00:00:23,079 --> 00:00:26,079 Speaker 2: yes you have to be it from a top reputable institution, 8 00:00:26,120 --> 00:00:29,080 Speaker 2: but we also have to be charismatic, engaging, exciting, used 9 00:00:29,080 --> 00:00:31,760 Speaker 2: to be passionate about what you're teaching because students can 10 00:00:31,880 --> 00:00:33,400 Speaker 2: you know, they can feed off of that and it 11 00:00:33,440 --> 00:00:36,479 Speaker 2: actually ends up inspiring and motivating them and then improving 12 00:00:36,520 --> 00:00:38,839 Speaker 2: their outcomes. So to me, that's like certainly one way 13 00:00:38,880 --> 00:00:41,800 Speaker 2: in which our faculty are better than the average faculty, 14 00:00:41,800 --> 00:00:45,000 Speaker 2: even at elite universities across the country. Thing number two 15 00:00:45,120 --> 00:00:48,839 Speaker 2: is our faculty tend to genuinely want to teach. In 16 00:00:48,920 --> 00:00:51,599 Speaker 2: a lot of universities, many of the faculty they want 17 00:00:51,640 --> 00:00:54,960 Speaker 2: to do research, right, they don't actually want to teach. 18 00:00:55,000 --> 00:00:57,320 Speaker 2: They have to teach in some cases maybe they you know, 19 00:00:57,360 --> 00:00:58,960 Speaker 2: they're on the path for tenure and so they have 20 00:00:59,040 --> 00:01:02,480 Speaker 2: to do whatever is going to help them get you know, 21 00:01:02,520 --> 00:01:05,280 Speaker 2: that tenure track job or get tenured, so they were 22 00:01:05,319 --> 00:01:08,760 Speaker 2: fired to teach. But we actually only hire faculty who 23 00:01:08,800 --> 00:01:11,400 Speaker 2: want to teach. They're not doing research, you know, they're 24 00:01:11,440 --> 00:01:13,840 Speaker 2: not trying to get tenure. They're just here because they 25 00:01:13,959 --> 00:01:16,080 Speaker 2: love teaching. And so I think those are the probably 26 00:01:16,160 --> 00:01:20,200 Speaker 2: two things that our faculty do that distinguish them from 27 00:01:20,280 --> 00:01:22,399 Speaker 2: I think facts that even other top universities. 28 00:01:23,560 --> 00:01:25,640 Speaker 1: You know, I think about you know when I see 29 00:01:25,800 --> 00:01:28,800 Speaker 1: you know, smart and intelligent, passionate people like you, and 30 00:01:29,600 --> 00:01:31,600 Speaker 1: I guess my question is, like you could have done 31 00:01:31,600 --> 00:01:35,600 Speaker 1: a lot of things with your skill and ambition. Why 32 00:01:35,640 --> 00:01:37,520 Speaker 1: did you choose education to work on? 33 00:01:39,880 --> 00:01:43,840 Speaker 3: Naivete accidentally and Brandon washing. 34 00:01:44,319 --> 00:01:47,000 Speaker 2: So look, I think you know, when you're a kid, 35 00:01:47,000 --> 00:01:50,560 Speaker 2: you don't realize these things, but now looking back, it's 36 00:01:50,640 --> 00:01:55,840 Speaker 2: kind of obvious. You know, My my paternal grandfather was 37 00:01:55,880 --> 00:01:59,640 Speaker 2: a college dean. My maternal grandfather was a high school principal. 38 00:02:00,440 --> 00:02:05,640 Speaker 2: My mother got a PhD in education, homeschooled my siblings 39 00:02:05,640 --> 00:02:08,960 Speaker 2: and me, and and then and then became a college dean. 40 00:02:09,520 --> 00:02:13,359 Speaker 2: And my older sister, you know, as as a professor. 41 00:02:13,520 --> 00:02:16,400 Speaker 2: My father sorted a nursing school. And when we were 42 00:02:16,400 --> 00:02:18,640 Speaker 2: when I was twelve, and sort of, you know, my 43 00:02:18,680 --> 00:02:20,680 Speaker 2: brother and I used to go around and pass up 44 00:02:20,720 --> 00:02:22,880 Speaker 2: flyers to all the churches Sunday morning and get people 45 00:02:22,880 --> 00:02:24,600 Speaker 2: to go to the nursing school. So, you know, I 46 00:02:24,639 --> 00:02:27,040 Speaker 2: think sort of in hindsight, you know, everything was like 47 00:02:27,120 --> 00:02:30,400 Speaker 2: kind of forcing me to think about education my entire life. 48 00:02:30,480 --> 00:02:32,919 Speaker 2: And my mother in particular used my brother and I 49 00:02:32,960 --> 00:02:35,320 Speaker 2: as and my older sister. But my brother and I 50 00:02:35,320 --> 00:02:37,240 Speaker 2: are identical twins, So I think it was an interesting 51 00:02:37,280 --> 00:02:40,280 Speaker 2: sort of a b test as sort of guinea pig. 52 00:02:41,960 --> 00:02:45,799 Speaker 2: It's for different pedagogical learning modality, is different learning techniques, space, 53 00:02:45,880 --> 00:02:48,160 Speaker 2: repetition things kind of things like this, and and so 54 00:02:48,320 --> 00:02:50,320 Speaker 2: I guess I've always sort of been brainwashed at a 55 00:02:50,320 --> 00:02:52,640 Speaker 2: deep level to think about how then education work, how 56 00:02:52,639 --> 00:02:54,639 Speaker 2: can it be better, how can we make it work 57 00:02:54,680 --> 00:02:56,639 Speaker 2: for more people? And so I think that's probably deep 58 00:02:56,639 --> 00:02:59,520 Speaker 2: in my core. And I think the accidental bit is 59 00:02:59,639 --> 00:03:03,240 Speaker 2: just you know, I really, you know, I didn't plan 60 00:03:03,360 --> 00:03:06,040 Speaker 2: to be an education entrepreneur work in the space. I 61 00:03:06,760 --> 00:03:09,480 Speaker 2: actually went to a university to study aerospace engineering. I 62 00:03:09,520 --> 00:03:11,760 Speaker 2: started flying planes. I was going to be a pilot 63 00:03:11,760 --> 00:03:13,079 Speaker 2: when I was twelve, So. 64 00:03:12,960 --> 00:03:13,680 Speaker 3: That was my plan. 65 00:03:13,760 --> 00:03:16,880 Speaker 2: And you know, and then yeah, I think, well, what's 66 00:03:16,919 --> 00:03:19,480 Speaker 2: the what's the quote everyone's got a plan into their 67 00:03:19,480 --> 00:03:19,880 Speaker 2: punch in. 68 00:03:19,800 --> 00:03:22,960 Speaker 3: The face or something like that. Right, Yeah, that's how 69 00:03:22,960 --> 00:03:23,440 Speaker 3: these things go. 70 00:03:24,760 --> 00:03:29,000 Speaker 1: Yeah, you talked about your previous and just now you 71 00:03:29,000 --> 00:03:31,240 Speaker 1: talked about your previous track, like where you thought you 72 00:03:31,280 --> 00:03:35,760 Speaker 1: were going to be, you know, lending your talents, but 73 00:03:35,800 --> 00:03:38,920 Speaker 1: you're now leading a company, no organization, you know, an effort. 74 00:03:40,080 --> 00:03:42,800 Speaker 1: How did you learn to lead and particularly lead people 75 00:03:42,800 --> 00:03:46,000 Speaker 1: and lead teams? Like, how did you learn to not 76 00:03:46,120 --> 00:03:50,200 Speaker 1: you know, theoretically, but to actually bring to people together 77 00:03:50,600 --> 00:03:53,320 Speaker 1: for a common purpose with their agent. 78 00:03:53,520 --> 00:03:55,520 Speaker 3: Yeah, that's a great question. 79 00:03:56,080 --> 00:03:58,680 Speaker 2: I'm not sure that I've I don't I don't think 80 00:03:58,680 --> 00:04:04,200 Speaker 2: I've mastered leadership quite frankly, I'm not passionate about, you know, 81 00:04:04,440 --> 00:04:08,240 Speaker 2: just leading in an abstract sense. I'm passionate about solving 82 00:04:08,240 --> 00:04:10,480 Speaker 2: this problem for our country. I think, you know, a 83 00:04:10,520 --> 00:04:12,880 Speaker 2: lot of people think about education and like a oh 84 00:04:13,040 --> 00:04:15,400 Speaker 2: education kind of way. I sort of think about it, 85 00:04:16,480 --> 00:04:18,400 Speaker 2: if you know what I mean. I think about it 86 00:04:18,440 --> 00:04:21,279 Speaker 2: almost as like an existential problem for the country to solve. 87 00:04:21,920 --> 00:04:22,720 Speaker 3: You know. I think. 88 00:04:24,120 --> 00:04:28,440 Speaker 2: America is like we've sold our country rightfully as the 89 00:04:28,520 --> 00:04:32,039 Speaker 2: land of opportunity, and it's supposed to be a place 90 00:04:32,080 --> 00:04:34,080 Speaker 2: where it doesn't matter how you were born or the 91 00:04:34,080 --> 00:04:38,120 Speaker 2: conditions of your birth economically, you know, parentally, if you 92 00:04:38,200 --> 00:04:40,200 Speaker 2: work hard, you put in the work, you're going to 93 00:04:40,200 --> 00:04:40,479 Speaker 2: be able to. 94 00:04:40,480 --> 00:04:41,360 Speaker 3: Build a great life here. 95 00:04:41,839 --> 00:04:45,320 Speaker 2: And I think over the last thirty forty years, that's 96 00:04:45,360 --> 00:04:47,120 Speaker 2: just I think a lot of people feel that's just 97 00:04:47,160 --> 00:04:49,479 Speaker 2: not true anymore. And I think a big part of 98 00:04:49,520 --> 00:04:51,600 Speaker 2: that is the student loan. 99 00:04:53,000 --> 00:04:53,400 Speaker 3: Crisis. 100 00:04:53,400 --> 00:04:56,279 Speaker 2: I mean, kids are graduating today, you know, two hundred 101 00:04:56,360 --> 00:04:59,560 Speaker 2: K in debt. You're starting life in the red negative 102 00:04:59,560 --> 00:05:01,520 Speaker 2: two hundred okay, and then you can just for in 103 00:05:01,560 --> 00:05:03,600 Speaker 2: the next decade plus climbing out. 104 00:05:03,680 --> 00:05:06,000 Speaker 3: You can't buy a home. You feel like you can't 105 00:05:06,000 --> 00:05:07,760 Speaker 3: afford to take any risks like start a business. 106 00:05:08,040 --> 00:05:09,880 Speaker 2: Many people, like a lot of my age man's, are 107 00:05:09,880 --> 00:05:12,039 Speaker 2: saying they don't feel like they can have more than one kid, 108 00:05:12,120 --> 00:05:13,960 Speaker 2: if any kids at all, because they can afford them. 109 00:05:14,040 --> 00:05:16,480 Speaker 2: I think it's an absolute crisis. I think we, you know, 110 00:05:16,520 --> 00:05:18,040 Speaker 2: we have to actually solve this. People have to be 111 00:05:18,040 --> 00:05:19,800 Speaker 2: able to get a home. You know, by twenty seven, 112 00:05:19,839 --> 00:05:21,440 Speaker 2: twenty eight, if you're working hard, like you should to 113 00:05:21,480 --> 00:05:23,960 Speaker 2: buy a home, right, you shouldn't have any debt to get. 114 00:05:23,800 --> 00:05:25,279 Speaker 3: A great education to launch your career. 115 00:05:25,360 --> 00:05:29,520 Speaker 2: So like, to me, this is what inspires me, and 116 00:05:30,360 --> 00:05:32,440 Speaker 2: this is what I get up every single day trying 117 00:05:32,480 --> 00:05:33,880 Speaker 2: to solve. This is what I spent my twenties and 118 00:05:33,920 --> 00:05:37,599 Speaker 2: I will spend all my thirties tackling at least. And 119 00:05:37,680 --> 00:05:40,680 Speaker 2: so I don't think I have formal leadership training in 120 00:05:41,000 --> 00:05:45,120 Speaker 2: any traditional sense. I think people I found that. I 121 00:05:45,120 --> 00:05:48,480 Speaker 2: think some of the smartest, most hard working people are 122 00:05:48,640 --> 00:05:52,039 Speaker 2: trackled to passion, and I think that's why people join campus. 123 00:05:52,080 --> 00:05:54,039 Speaker 2: You know, about three hundred people today, and I think 124 00:05:54,240 --> 00:05:56,520 Speaker 2: they're tracted with my passion. They know it's genuine, they 125 00:05:56,560 --> 00:05:58,880 Speaker 2: know that I'm obsessed with this issue. I think people 126 00:05:59,279 --> 00:06:01,280 Speaker 2: people are trapped in the people who are really, really 127 00:06:01,279 --> 00:06:04,480 Speaker 2: freaking passionate, and they want to work with people who 128 00:06:04,520 --> 00:06:06,599 Speaker 2: are true believers. And so I think that's that's what 129 00:06:06,720 --> 00:06:08,560 Speaker 2: enables me a big, good leader. I don't think that 130 00:06:08,720 --> 00:06:13,440 Speaker 2: I'm necessarily qualified to, like, you know, lead you know, 131 00:06:13,720 --> 00:06:16,640 Speaker 2: a sports team like I don't know that I could be, 132 00:06:16,720 --> 00:06:20,120 Speaker 2: you know, the coach of the you know Atlanta Falcons. 133 00:06:19,640 --> 00:06:21,320 Speaker 3: Like I used to love football a lot. 134 00:06:21,440 --> 00:06:23,240 Speaker 2: You know, I still like it, you know, but it's 135 00:06:23,240 --> 00:06:24,839 Speaker 2: not like I'm not going to come out there every 136 00:06:24,880 --> 00:06:27,599 Speaker 2: single day, day in day out like coach Saban would 137 00:06:27,680 --> 00:06:29,279 Speaker 2: or something like that, motivating. 138 00:06:28,839 --> 00:06:30,760 Speaker 3: The guiles, because that's not my passion. 139 00:06:31,400 --> 00:06:33,440 Speaker 2: But I can lead people to go and solve this 140 00:06:33,480 --> 00:06:36,120 Speaker 2: big problem for our country and education and access to 141 00:06:36,120 --> 00:06:39,039 Speaker 2: world class education because people can literally see that, you know, 142 00:06:39,080 --> 00:06:41,279 Speaker 2: I care about this more than most people care about anything, 143 00:06:41,720 --> 00:06:42,680 Speaker 2: So so I think that's. 144 00:06:42,760 --> 00:06:44,160 Speaker 3: Yeah, that's how I think about leadership. 145 00:06:45,000 --> 00:06:48,840 Speaker 1: Yeah, I mean in starting a company, an organization and 146 00:06:48,920 --> 00:06:53,240 Speaker 1: institution in this respect, like you know, particularly because you 147 00:06:53,279 --> 00:06:55,279 Speaker 1: weren't setting out on a journey to be a founder 148 00:06:55,400 --> 00:06:58,480 Speaker 1: or an entrepreneur, at what point did you realize or 149 00:06:58,520 --> 00:07:01,919 Speaker 1: at what happened that made you realize like oh crap, 150 00:07:02,000 --> 00:07:05,360 Speaker 1: Like I'm the CEO, like I'm the chancellor, Like whether 151 00:07:05,440 --> 00:07:07,920 Speaker 1: or not we keep going to stop is on me. 152 00:07:08,320 --> 00:07:10,760 Speaker 1: Like what happened when that moment hit you? 153 00:07:13,080 --> 00:07:14,800 Speaker 3: Yeah, you know, I think that's a good question. 154 00:07:14,840 --> 00:07:17,040 Speaker 2: Like in the very like in the first four years 155 00:07:17,040 --> 00:07:19,560 Speaker 2: of the company, it was like kind of just me 156 00:07:19,600 --> 00:07:22,960 Speaker 2: and the homies. I was just you know, recruiting, you know, 157 00:07:23,200 --> 00:07:26,480 Speaker 2: friends of friends. You know, people are known through the 158 00:07:26,480 --> 00:07:30,520 Speaker 2: Internet to work on building software. We started originally just 159 00:07:30,560 --> 00:07:34,760 Speaker 2: building online learning software. I think the moment where I realized, no, no, 160 00:07:35,080 --> 00:07:38,160 Speaker 2: like on top of actually doing things, there is like 161 00:07:38,320 --> 00:07:44,480 Speaker 2: a specific leadership role. I think that moment was when 162 00:07:44,480 --> 00:07:48,400 Speaker 2: we bought we acquired this college in Sacramento. It was 163 00:07:48,400 --> 00:07:52,000 Speaker 2: called MTI College, and you know, it was the first time, 164 00:07:52,080 --> 00:07:54,760 Speaker 2: you know, I'd really sat down with folks who dedicated 165 00:07:54,840 --> 00:07:57,240 Speaker 2: thirty years or life to something. There are people who'd 166 00:07:57,280 --> 00:07:59,840 Speaker 2: worked at MTI College for more than thirty years, and 167 00:08:00,120 --> 00:08:03,920 Speaker 2: to explain them my vision and why I thought, you know, 168 00:08:04,040 --> 00:08:07,800 Speaker 2: campus and rebranding the institution is campus, and you know, 169 00:08:07,920 --> 00:08:11,160 Speaker 2: we thinking the way we were executing on certain strategies, 170 00:08:11,160 --> 00:08:13,760 Speaker 2: you know, keeping the same original mission but executing a 171 00:08:13,800 --> 00:08:17,239 Speaker 2: completely completely different strategy was the right thing for the institution. 172 00:08:17,320 --> 00:08:19,000 Speaker 2: And that was when I was like, Okay, there's a 173 00:08:19,040 --> 00:08:23,680 Speaker 2: real job here to motivate, to inspire my staff and 174 00:08:23,760 --> 00:08:26,160 Speaker 2: to lead them and to sort of be the kind 175 00:08:26,160 --> 00:08:28,040 Speaker 2: of person that they want to follow. Prior to that, 176 00:08:28,160 --> 00:08:30,160 Speaker 2: it was like, yo, guys, we just got to get 177 00:08:30,160 --> 00:08:31,360 Speaker 2: this shit out, like let's build. 178 00:08:31,400 --> 00:08:31,520 Speaker 3: No. 179 00:08:31,520 --> 00:08:34,800 Speaker 2: No, no professors are using the software. The complaining is buggy. 180 00:08:35,080 --> 00:08:36,520 Speaker 2: You know, we can't have it. You know, it was 181 00:08:36,600 --> 00:08:39,199 Speaker 2: just like putting out buyers left and right with the passion. 182 00:08:40,080 --> 00:08:42,319 Speaker 2: I think, I think, you know, after we acquire the college, 183 00:08:42,360 --> 00:08:46,439 Speaker 2: it was like there's actually like a real responsibility to 184 00:08:46,559 --> 00:08:49,480 Speaker 2: be a leader, not just not just a person who's 185 00:08:49,960 --> 00:08:51,560 Speaker 2: who's pushing everything with pure passion. 186 00:08:53,000 --> 00:08:56,680 Speaker 1: You know what, I'm curious on what excites you most 187 00:08:56,880 --> 00:09:00,880 Speaker 1: about the role AI can play in helping the scale 188 00:09:01,360 --> 00:09:03,160 Speaker 1: access to high quality education. 189 00:09:04,160 --> 00:09:06,320 Speaker 2: Well, you just said at scale to me is supposed 190 00:09:06,360 --> 00:09:08,280 Speaker 2: really cool. I'll give you an example. So, as I 191 00:09:08,280 --> 00:09:10,040 Speaker 2: said earlier, for every fifty students been a role, we 192 00:09:10,080 --> 00:09:13,640 Speaker 2: hire a success coach. This is somebody who is there 193 00:09:13,640 --> 00:09:16,360 Speaker 2: to motivate the student, who's there to be their point 194 00:09:16,360 --> 00:09:19,959 Speaker 2: of contact. If the student has any issue, right with 195 00:09:20,080 --> 00:09:23,000 Speaker 2: the students feeling depressed or the students dealing with a 196 00:09:23,200 --> 00:09:25,440 Speaker 2: life issue, the coach is their first point of contact 197 00:09:25,440 --> 00:09:27,960 Speaker 2: to help them navigate whatever they're going through. And so 198 00:09:28,000 --> 00:09:30,320 Speaker 2: we have the office in Atlanta. We have over one 199 00:09:30,360 --> 00:09:33,679 Speaker 2: hundred people there now there are Student Impact Hub and 200 00:09:33,800 --> 00:09:36,240 Speaker 2: their job is to just work students through all these 201 00:09:36,280 --> 00:09:40,240 Speaker 2: issues between all these barriers around or over these barriers 202 00:09:41,200 --> 00:09:43,840 Speaker 2: between first day of classes and graduation. 203 00:09:44,840 --> 00:09:45,199 Speaker 3: And so. 204 00:09:47,000 --> 00:09:49,840 Speaker 2: When you have a lot of people, you know, interacting 205 00:09:49,880 --> 00:09:52,280 Speaker 2: with students, you're responsible as an institution for making sure 206 00:09:52,280 --> 00:09:55,840 Speaker 2: those interactions are positive. And now we're not just a 207 00:09:55,920 --> 00:09:58,240 Speaker 2: random bank. We call one eight hundred and then we're 208 00:09:58,280 --> 00:10:00,600 Speaker 2: going to have a brief survey on your hoighood. Call no, no, 209 00:10:00,640 --> 00:10:02,480 Speaker 2: Like we want this to be awesome. So in the 210 00:10:02,520 --> 00:10:05,880 Speaker 2: sundary survey, it's like, we actually need to be responsible 211 00:10:05,880 --> 00:10:08,079 Speaker 2: for making sure every single person on the phone with students, 212 00:10:08,120 --> 00:10:11,320 Speaker 2: the inaccurate students is ready to go. And so you know, 213 00:10:11,360 --> 00:10:13,320 Speaker 2: we have a person who just used to listen to 214 00:10:13,480 --> 00:10:17,240 Speaker 2: ten percent of all interactions with students and just grade 215 00:10:17,240 --> 00:10:20,040 Speaker 2: them and then give feedback or God forbid, something bad happened, 216 00:10:20,200 --> 00:10:22,840 Speaker 2: escalate that. But generally it's like, you know, giving feedback 217 00:10:22,880 --> 00:10:25,120 Speaker 2: and helping these student impact people be better at their work. 218 00:10:25,480 --> 00:10:27,199 Speaker 2: Now AI can do it in a way that's more 219 00:10:27,240 --> 00:10:31,880 Speaker 2: privacy preserving and more efficient and cheaper and better. So 220 00:10:31,920 --> 00:10:34,000 Speaker 2: it's just like it's like, okay, you can just send 221 00:10:34,000 --> 00:10:36,720 Speaker 2: a transcript of a call to an LM. If there 222 00:10:36,760 --> 00:10:39,640 Speaker 2: was a flaged issue you know, profanity was used or whatever. 223 00:10:39,679 --> 00:10:40,000 Speaker 3: Whatever. 224 00:10:40,280 --> 00:10:41,679 Speaker 2: You know, you have a list of things you check 225 00:10:41,760 --> 00:10:44,520 Speaker 2: for then a human actually looks at it. If not, 226 00:10:44,760 --> 00:10:47,200 Speaker 2: then no human ever sees it. So you're improving privacy 227 00:10:47,720 --> 00:10:49,320 Speaker 2: and then you can scale that up. We're doing it 228 00:10:49,320 --> 00:10:51,560 Speaker 2: now for all of our interactions, whereas we could only 229 00:10:51,600 --> 00:10:54,040 Speaker 2: do it for five to fifteen percent usually around ten 230 00:10:54,080 --> 00:10:57,000 Speaker 2: percent of the interactions before. So I think AI can 231 00:10:57,040 --> 00:11:00,680 Speaker 2: make us way more efficient at enhancing the quality of 232 00:11:00,679 --> 00:11:03,599 Speaker 2: our services number one. Number two is AI should be 233 00:11:03,600 --> 00:11:06,280 Speaker 2: able to do things that computers are good at and 234 00:11:06,360 --> 00:11:09,800 Speaker 2: humans hate doing, and let humans do things that humans 235 00:11:09,800 --> 00:11:11,840 Speaker 2: are great at doing and computers can't do. 236 00:11:11,920 --> 00:11:12,000 Speaker 3: So. 237 00:11:12,040 --> 00:11:14,480 Speaker 2: For example, again with our faculty, I've said it twice already, 238 00:11:14,679 --> 00:11:18,360 Speaker 2: their job is to inspire. Do professors from Princeton love 239 00:11:18,600 --> 00:11:22,960 Speaker 2: inspiring students about what they're passionate about, what their area 240 00:11:23,000 --> 00:11:23,719 Speaker 2: of expertise is? 241 00:11:23,800 --> 00:11:28,200 Speaker 3: Yeah? Do they like grading homework repetitively? No? 242 00:11:28,400 --> 00:11:30,640 Speaker 2: They don't. They don't like grading homework competitively? So okay, 243 00:11:30,800 --> 00:11:33,640 Speaker 2: can can a professor set a grading rubric that an 244 00:11:33,679 --> 00:11:36,080 Speaker 2: AI executes and automates a lot of the grading? 245 00:11:36,600 --> 00:11:37,280 Speaker 3: Right? Yes? 246 00:11:37,800 --> 00:11:39,600 Speaker 2: For you can do that a lot of times. And 247 00:11:39,640 --> 00:11:44,320 Speaker 2: so there's so many processes. For one example that AI 248 00:11:44,400 --> 00:11:46,200 Speaker 2: will be able to do that will free up our 249 00:11:46,200 --> 00:11:48,920 Speaker 2: people to spend more time with students, like actually interfacing 250 00:11:48,960 --> 00:11:53,240 Speaker 2: with students and not doing back office processes. And then lastly, 251 00:11:55,120 --> 00:11:57,920 Speaker 2: you know, I think I think, yeah, the cool thing 252 00:11:57,920 --> 00:11:59,840 Speaker 2: about campus. One of the unique things about campus is 253 00:12:00,080 --> 00:12:02,360 Speaker 2: it's a live online learning experience. So you know, just 254 00:12:02,360 --> 00:12:04,040 Speaker 2: like you and I are meeting face to face, That's 255 00:12:04,040 --> 00:12:06,960 Speaker 2: how our students meet the faculty, you know, you know, 256 00:12:07,040 --> 00:12:09,120 Speaker 2: for twelve hours a week. It's a lot of it's 257 00:12:09,120 --> 00:12:12,120 Speaker 2: in tests. It's awesome now that the annoying thing those 258 00:12:12,240 --> 00:12:17,560 Speaker 2: that after class ends. Right now, there's no you know, yeah, 259 00:12:18,000 --> 00:12:20,520 Speaker 2: if you get stuck on a problem you know you're 260 00:12:20,520 --> 00:12:22,560 Speaker 2: working on in your homework, or you're studying for exam 261 00:12:22,640 --> 00:12:24,440 Speaker 2: and you're confused, you know, maybe you have to wait 262 00:12:24,480 --> 00:12:27,040 Speaker 2: for the next office hours to show up or schedule 263 00:12:27,160 --> 00:12:29,200 Speaker 2: tutoring sessions that could be two days out. 264 00:12:29,320 --> 00:12:31,040 Speaker 3: With AI, I think we're going to be able to 265 00:12:31,240 --> 00:12:31,520 Speaker 3: in the. 266 00:12:31,440 --> 00:12:34,800 Speaker 2: Next six to twelve months have every single student have 267 00:12:34,920 --> 00:12:39,880 Speaker 2: on demand world class tutoring, on demand world class study body, 268 00:12:40,559 --> 00:12:43,320 Speaker 2: you know, on demand homework help. And I think that's 269 00:12:43,360 --> 00:12:45,200 Speaker 2: going to be a game changer for both our students 270 00:12:45,200 --> 00:12:47,800 Speaker 2: and I think broadly for higher education in general. 271 00:12:48,960 --> 00:12:52,280 Speaker 1: You know, about ten years ago or so, there was 272 00:12:52,320 --> 00:12:55,720 Speaker 1: this big un college movement where people started to challenge 273 00:12:55,760 --> 00:12:58,960 Speaker 1: the value of a number of education. Yeah, and this 274 00:12:59,120 --> 00:13:01,240 Speaker 1: was around the time where I don't remember if we 275 00:13:01,240 --> 00:13:03,160 Speaker 1: were coming out or if we were going into like 276 00:13:03,240 --> 00:13:06,360 Speaker 1: the mooks, like the massive open online college you know 277 00:13:06,880 --> 00:13:11,720 Speaker 1: season that we were in. And you know, people have 278 00:13:11,960 --> 00:13:14,720 Speaker 1: my points, like people have taken these sorts of challenges 279 00:13:14,720 --> 00:13:19,600 Speaker 1: on before, and either there's regulatory or bureaucratic or just 280 00:13:19,720 --> 00:13:23,360 Speaker 1: pure like success rate, Like there's there's reasons it hasn't 281 00:13:23,400 --> 00:13:28,120 Speaker 1: worked in trying to reimagine college and university experiences like 282 00:13:28,440 --> 00:13:31,520 Speaker 1: what do you what do you have you faced as 283 00:13:31,559 --> 00:13:35,240 Speaker 1: like the biggest regulatory or bureaucratic reasons that you know 284 00:13:35,400 --> 00:13:39,040 Speaker 1: cause challenges to you know, or in stations like yours. 285 00:13:40,040 --> 00:13:43,520 Speaker 2: First, I'm still say it's refreshing to talk to a storyteller. 286 00:13:44,120 --> 00:13:45,680 Speaker 2: He's gone that deep on the space. 287 00:13:45,760 --> 00:13:46,400 Speaker 3: It's cool. 288 00:13:46,600 --> 00:13:49,439 Speaker 2: Yeah, we're not the first, second, or third to try 289 00:13:49,480 --> 00:13:52,760 Speaker 2: and tackle, you know, the problem with access to world 290 00:13:52,760 --> 00:13:55,720 Speaker 2: class education in the country. I think a lot of 291 00:13:55,720 --> 00:13:58,400 Speaker 2: the prior efforts and I studied all of them before 292 00:13:58,440 --> 00:14:00,160 Speaker 2: we got started with campus, as any why. 293 00:14:00,160 --> 00:14:00,800 Speaker 3: Person will do. 294 00:14:02,960 --> 00:14:06,400 Speaker 2: In stalled largely in part because they didn't have a 295 00:14:06,440 --> 00:14:10,120 Speaker 2: thoughtful solution to the money problem. And what that means 296 00:14:10,200 --> 00:14:15,040 Speaker 2: is specifically outside of basically India and China, the way 297 00:14:15,040 --> 00:14:18,000 Speaker 2: that the higher education is largely paid for is through 298 00:14:18,040 --> 00:14:22,880 Speaker 2: state subsidies. The government subsizes or outlet pays for the 299 00:14:22,960 --> 00:14:26,560 Speaker 2: vast majority of undergraduate education. But the US and Europe 300 00:14:27,400 --> 00:14:29,840 Speaker 2: that's just that's the core model. So if you don't 301 00:14:29,880 --> 00:14:32,080 Speaker 2: have a way for students to be able to take 302 00:14:32,120 --> 00:14:36,120 Speaker 2: your programs through these you know, state subsidies that they're 303 00:14:36,240 --> 00:14:39,840 Speaker 2: entitled to by being Americans, like in our case, it's 304 00:14:39,880 --> 00:14:41,880 Speaker 2: the Pelgrant. It's you know, it's eleven thousand dollars a 305 00:14:41,960 --> 00:14:45,840 Speaker 2: year for six years. It's a beautiful, amazing asset that 306 00:14:46,040 --> 00:14:48,160 Speaker 2: changes millions of lives every year. 307 00:14:48,720 --> 00:14:51,640 Speaker 3: And if you don't know how to access that. 308 00:14:51,520 --> 00:14:54,760 Speaker 2: Then your you're on college or disruptive mood, whatever it is. 309 00:14:54,760 --> 00:14:56,280 Speaker 2: Is it not going to work. It's not going to 310 00:14:56,320 --> 00:14:58,680 Speaker 2: be successful because that's how most students go to college. 311 00:14:58,680 --> 00:15:00,920 Speaker 2: And so we were very thoughtful about that from day one. 312 00:15:01,360 --> 00:15:05,160 Speaker 2: You know, I you know, our motto is fuc K 313 00:15:05,320 --> 00:15:08,160 Speaker 2: student debt, Like we did not want to add one 314 00:15:08,360 --> 00:15:10,240 Speaker 2: I don't know if I can curse here. We did 315 00:15:10,280 --> 00:15:13,440 Speaker 2: not want to We did not want to add one 316 00:15:13,560 --> 00:15:15,960 Speaker 2: dollar to the pile of student loan debt. 317 00:15:15,760 --> 00:15:16,360 Speaker 3: In this country. 318 00:15:16,360 --> 00:15:19,320 Speaker 2: And we haven't of our about twenty six hundred students today, 319 00:15:19,520 --> 00:15:21,720 Speaker 2: not a single one of them right now, our online 320 00:15:21,720 --> 00:15:24,280 Speaker 2: students has taken one dollar a student loan debt. And 321 00:15:24,320 --> 00:15:26,520 Speaker 2: that's that's super key for me. You know, So it's 322 00:15:26,560 --> 00:15:29,200 Speaker 2: all pelgrant funded or the students you know, pay out 323 00:15:29,200 --> 00:15:31,160 Speaker 2: of pocket if they're affluent and they can afford to 324 00:15:31,160 --> 00:15:34,200 Speaker 2: do so. And so basically that's the core. I think that, 325 00:15:34,320 --> 00:15:36,600 Speaker 2: you know, a lot of the people came before failed 326 00:15:36,600 --> 00:15:39,360 Speaker 2: at the second piece that's about at a little. 327 00:15:39,200 --> 00:15:40,840 Speaker 3: Bit less core. I think that a lot of folks 328 00:15:40,880 --> 00:15:41,600 Speaker 3: failed at is. 329 00:15:43,480 --> 00:15:46,640 Speaker 2: People want college degrees, like they just I think it's 330 00:15:46,680 --> 00:15:50,160 Speaker 2: like it's all these like these like Ivy League graduates 331 00:15:50,200 --> 00:15:54,160 Speaker 2: in Silicon Valley who don't know, regular people in Atlanta, 332 00:15:54,560 --> 00:15:58,920 Speaker 2: in Pittsburgh, you know, in Detroit, you know, in rural America, 333 00:15:59,080 --> 00:16:01,840 Speaker 2: like just regular people and they're like nobody wants college. 334 00:16:01,880 --> 00:16:04,080 Speaker 2: And it's like proready kidding me, Like there's millions of 335 00:16:04,120 --> 00:16:06,160 Speaker 2: kids every year who would be the first in their 336 00:16:06,160 --> 00:16:07,920 Speaker 2: family to go to college. And they, you know, they 337 00:16:08,000 --> 00:16:09,840 Speaker 2: just want the pride of being able to say, I'm 338 00:16:09,880 --> 00:16:11,640 Speaker 2: a college kid, first of all, not even a graduate. 339 00:16:11,680 --> 00:16:12,520 Speaker 3: I'm just a college kid. 340 00:16:13,080 --> 00:16:14,960 Speaker 2: You know, there's a million of the kids in middle 341 00:16:14,960 --> 00:16:17,720 Speaker 2: income high schools and low income high schools all over 342 00:16:17,720 --> 00:16:20,160 Speaker 2: the country who senior year want to wear that hoodie 343 00:16:20,520 --> 00:16:22,240 Speaker 2: of a college they got admitted to, even if they're 344 00:16:22,240 --> 00:16:23,800 Speaker 2: not even going. They just want to wear that pride. 345 00:16:24,320 --> 00:16:27,240 Speaker 2: And these these Silicon Valley elites, you know, they didn't 346 00:16:27,280 --> 00:16:29,880 Speaker 2: necessarily understand that. You know, in Silicon Valley, we have 347 00:16:29,920 --> 00:16:32,720 Speaker 2: this myth of the you know, the college dropout, of 348 00:16:32,760 --> 00:16:33,520 Speaker 2: which I am one. 349 00:16:33,600 --> 00:16:35,480 Speaker 3: I did three years in aerospace and dropped out. But 350 00:16:35,520 --> 00:16:36,560 Speaker 3: like so I understand that. 351 00:16:36,600 --> 00:16:38,400 Speaker 2: But like they have this myth of the college drop 352 00:16:38,400 --> 00:16:41,160 Speaker 2: But it's like Silicon value only invests in college dropouts 353 00:16:41,200 --> 00:16:44,800 Speaker 2: who drop out of elite schools, Like nobody's investing in 354 00:16:44,840 --> 00:16:47,480 Speaker 2: the community college dropouts in Silicon Valley, like you know, 355 00:16:47,560 --> 00:16:52,520 Speaker 2: and so so so, college actually is a really valuable thing, 356 00:16:53,360 --> 00:16:55,680 Speaker 2: and both in terms of the confidence that it bestows 357 00:16:55,760 --> 00:16:59,400 Speaker 2: upon the people who who complete it, and and then 358 00:16:59,440 --> 00:17:01,280 Speaker 2: of course they economic payoff. You know, if you get 359 00:17:01,320 --> 00:17:03,560 Speaker 2: a bachelor's degree, you're gonna earn a million dollars more 360 00:17:03,800 --> 00:17:05,560 Speaker 2: over the course of your life than someone with just 361 00:17:05,600 --> 00:17:06,439 Speaker 2: a high school diploma. 362 00:17:06,480 --> 00:17:06,960 Speaker 3: If you get an. 363 00:17:06,920 --> 00:17:09,000 Speaker 2: Associate's degree, you're in a half a million more of 364 00:17:09,040 --> 00:17:12,000 Speaker 2: the coasher life. So Americans know this. Most people recognize this, 365 00:17:12,440 --> 00:17:14,520 Speaker 2: and so they actually want a degree. So what they 366 00:17:14,520 --> 00:17:17,359 Speaker 2: don't want is a debt. What they don't want is 367 00:17:17,400 --> 00:17:21,200 Speaker 2: the stupid, you know, nonsense theoretical education as. 368 00:17:21,080 --> 00:17:23,440 Speaker 3: Opposed to practical, real world skills. 369 00:17:23,760 --> 00:17:26,920 Speaker 2: What they don't want is a system that treats them 370 00:17:26,960 --> 00:17:29,919 Speaker 2: like crap and says, oh, you're one day late to register, Sorry, 371 00:17:30,000 --> 00:17:32,640 Speaker 2: wait till next fall to start. Like it's all these 372 00:17:32,680 --> 00:17:37,160 Speaker 2: like really city, really silly, you know, sort of idiosyncrasies 373 00:17:37,240 --> 00:17:41,080 Speaker 2: in our higher station system that no other service of 374 00:17:41,119 --> 00:17:44,880 Speaker 2: this level of importance has, you know, like you're telling 375 00:17:44,960 --> 00:17:46,280 Speaker 2: me I can't take the class that I need a 376 00:17:46,280 --> 00:17:47,840 Speaker 2: graduate because it's full, so you can make me take 377 00:17:47,840 --> 00:17:51,000 Speaker 2: an extra semester just waiting around on camp like ridiculous 378 00:17:51,000 --> 00:17:53,040 Speaker 2: stuff that students have to deal with. And I think 379 00:17:53,040 --> 00:17:55,439 Speaker 2: that's what folks actually don't want, And so for us, 380 00:17:55,440 --> 00:17:57,200 Speaker 2: it was like, how do we solve the debt problem 381 00:17:58,119 --> 00:18:00,159 Speaker 2: right so that students don't have take onlines? And that 382 00:18:00,240 --> 00:18:02,920 Speaker 2: was by figuring out a business model that worked where 383 00:18:02,920 --> 00:18:05,880 Speaker 2: the tuition is priced below the pelgrant Number one, Number two, 384 00:18:06,440 --> 00:18:08,320 Speaker 2: how do we make sure the quality is excellent. 385 00:18:08,359 --> 00:18:11,160 Speaker 3: You're not learning nonsense. You know that's not. 386 00:18:11,119 --> 00:18:13,359 Speaker 2: Actually going to prepare you to be successful. You're learning 387 00:18:13,600 --> 00:18:16,120 Speaker 2: crucial things. For example, if you take our business classes, 388 00:18:16,880 --> 00:18:20,080 Speaker 2: you're learning how to negotiate. I've hired a lot of 389 00:18:20,119 --> 00:18:22,040 Speaker 2: smart people out of the elite schools in this country. 390 00:18:22,280 --> 00:18:24,240 Speaker 2: Many of them are business majors. Many of them don't 391 00:18:24,240 --> 00:18:27,639 Speaker 2: not negotiate. There's like a contractor here to fix the window, 392 00:18:28,160 --> 00:18:30,120 Speaker 2: and the contractors trying to negotiate and they're being all 393 00:18:30,160 --> 00:18:32,200 Speaker 2: friendly with them. I'm like, this is the contractor. He's 394 00:18:32,200 --> 00:18:34,159 Speaker 2: going to take you for a ride. You better take 395 00:18:34,200 --> 00:18:35,680 Speaker 2: that small after face, and I think you're about to 396 00:18:35,680 --> 00:18:37,440 Speaker 2: walk off the room, Like these are things that the 397 00:18:37,520 --> 00:18:40,919 Speaker 2: kid in the South Side Chicago knows by age eleven. 398 00:18:41,680 --> 00:18:43,879 Speaker 2: They know how to posture, they know how to communicate 399 00:18:43,920 --> 00:18:46,480 Speaker 2: with the body language and the tone, the right things 400 00:18:46,480 --> 00:18:48,640 Speaker 2: they need to communicate to get what they need to get. Done, 401 00:18:48,800 --> 00:18:51,399 Speaker 2: done right, that kids coming from the elite business schools 402 00:18:51,440 --> 00:18:53,840 Speaker 2: in this country may not even know. And so campus 403 00:18:53,880 --> 00:18:56,920 Speaker 2: graduates are equipped. If you're getting one of my business graduates, 404 00:18:57,320 --> 00:18:59,720 Speaker 2: good luck. If you're sitting acrossing them on a negotiation table, 405 00:18:59,720 --> 00:19:01,919 Speaker 2: they know how to read your face, your body language, 406 00:19:01,960 --> 00:19:03,880 Speaker 2: are going to make you sweat, right, and that's what 407 00:19:04,200 --> 00:19:06,520 Speaker 2: you know. That's what high quality education is about. That 408 00:19:06,560 --> 00:19:09,840 Speaker 2: students are actually looking for, not just theoretical nonsense, practical skills. 409 00:19:09,880 --> 00:19:13,159 Speaker 2: And then lastly, we treat students like customers. They are 410 00:19:13,160 --> 00:19:15,440 Speaker 2: paying customers. It's not sink or swim. 411 00:19:15,440 --> 00:19:17,560 Speaker 3: It's all up to you. No, no, no, How can we 412 00:19:17,920 --> 00:19:20,560 Speaker 3: help you be successful in life? How can we create 413 00:19:20,960 --> 00:19:23,160 Speaker 3: help you create the life that you want for yourself. 414 00:19:23,160 --> 00:19:25,760 Speaker 3: That's our entire approach to students. 415 00:19:25,800 --> 00:19:27,600 Speaker 2: So if you need a class to graduate, I don't 416 00:19:27,600 --> 00:19:29,479 Speaker 2: care if you're the only kid who needs it, We're 417 00:19:29,560 --> 00:19:31,280 Speaker 2: hiring a professor to teach that class. 418 00:19:32,040 --> 00:19:32,240 Speaker 3: Right. 419 00:19:32,680 --> 00:19:36,000 Speaker 2: If you need a laptop, great, we give free laptops 420 00:19:36,000 --> 00:19:37,200 Speaker 2: to seventy eight percent of our students. 421 00:19:37,640 --> 00:19:39,080 Speaker 3: Cool, we got it. 422 00:19:39,280 --> 00:19:41,360 Speaker 2: If you need Wi Fi at home, we give free 423 00:19:41,400 --> 00:19:45,119 Speaker 2: Wi Fi to almost seventy percent of our students. Free WiFi, 424 00:19:45,600 --> 00:19:48,280 Speaker 2: the WiFi, don't go t mobile or Risen. Let's go, like, 425 00:19:48,480 --> 00:19:51,080 Speaker 2: what do you need to be successful? As our customer 426 00:19:51,240 --> 00:19:53,280 Speaker 2: is our general approach, and that's so. I think when 427 00:19:53,280 --> 00:19:55,440 Speaker 2: you solve those three things, you know, when you solve 428 00:19:55,440 --> 00:19:58,040 Speaker 2: the debt problem, when you solve the quality problem, and 429 00:19:58,080 --> 00:20:00,280 Speaker 2: you solved the like you know, sort of cust fromer 430 00:20:00,400 --> 00:20:04,000 Speaker 2: centricness problem or try central to be a problem, then 431 00:20:04,000 --> 00:20:05,719 Speaker 2: I think actually everyone wants college. 432 00:20:06,000 --> 00:20:07,439 Speaker 3: Who does want to be a college kid? Who who 433 00:20:07,480 --> 00:20:08,720 Speaker 3: want to graduate? Let's go