This is an invitation to rethink struggle, growth, and what it actually takes to become who you are in a world that celebrates shortcuts. Gifted learners and the educators who support them often reach a moment when things stop coming easily. The challenge increases. The praise fades. The pressure builds. Many interpret this friction as failure, when in reality it is evidence of meaningful growth. Let’s reframe the struggle not as a sign to quit, but as information worth paying attention to.

Through stories, metaphors, and reflective provocations, we will explore how identity develops over time, why the hard part matters, and how curiosity, persistence, and self-understanding help us stay with the work that matters most. This is not about pushing harder or finding hacks. It’s about choosing depth over speed and becoming, deliberately.

We’ve been trained to apologize for going deep. For asking one more question. For opening just one more tab. Somewhere along the way, curiosity became something to manage, contain, or politely redirect. This keynote challenges that instinct.

In a world obsessed with efficiency, shortcuts, and staying “on task,” rabbit holes are often treated as problems. But what if they’re actually the point? Purposeful curiosity is not wandering aimlessly or getting lost online. It’s the engine behind deep learning, creative insight, and meaningful growth.

This keynote invites educators, leaders, and learners to stop defending curiosity and start designing for it. Through sharp observations, familiar moments (yes, including the 37-tabs-open spiral), and a reframing of what real learning looks like, participants will rethink depth, distraction, and the power of going too far—on purpose.

You may never apologize for rabbit holing again.

Today’s gifted students are curious, intense, asynchronous, anxious, brilliant, bored, passionate, distracted, and absolutely unimpressed by anything that feels fake. They can spot busywork from across the room, ask questions you did not plan for, and derail a lesson with one perfectly timed “But what if…?” Some are terrified of being wrong, bored by being right, and deeply uncomfortable with anything in between. Others can debate ethics, redesign systems, and then melt down because the marker squeaks. Many are wrestling with perfectionism, anxiety, or quiet resistance while holding themselves to impossible standards. Teaching them is not about adding more activities or chasing engagement. It is about design. Gifted teaching is both an art and a science, requiring intuition, creativity, structure, and intent. Architecting excellence means building experiences strong enough to hold curiosity, challenge, and complexity without collapsing. No fluff. Just smarter design for real gifted kids, and the teachers who refuse to underestimate them.

Artificial Intelligence is fast, confident, and never tired. It can generate answers, polish prose, and fake expertise in seconds. So the real question isn’t whether students will use AI, but it’s whether they’ll still know how to think without it.

Let’s cut through the panic, hype, and hand-wringing to ask a more uncomfortable question: What becomes uniquely human when machines can do the easy parts? In an age obsessed with efficiency and shortcuts, gifted learners need more than tools. They need wonder that pulls them forward, wisdom to judge what matters, and the courage to stay human in a world that rewards automation.

Together we will explore practical classroom and leadership strategies for designing learning that prioritizes curiosity, judgment, originality, and ethical decision-making even when AI is in the room. With humor, clarity, and a healthy dose of skepticism, this keynote reframes AI not as the enemy, but as the mirror that reveals what we’ve been outsourcing, avoiding, or undervaluing all along.

The future doesn’t need smarter machines. It needs deeper thinkers.

Beneath the surface of the ordinary lies the extraordinary. Like pearls forming in hidden depths, gifted potential often starts as something small like an unrelenting curiosity, a restless mind, or a question that won’t let go. But without the right conditions, that brilliance may remain unseen or never develop.

What if we are only looking at the shell and missing the treasure within?

Join us as we dive deep and explore the quiet transformation that shapes gifted minds. This keynote focuses on how gifted potential develops within individuals over time, and what it requires to be recognized, supported, and sustained. Together, we will uncover the unseen, embrace the unexpected, and reveal the luminous brilliance waiting beneath the surface.

The question is: Are you ready to dive?

Cultivating giftedness is not a one-time intervention. It is a long-term process that requires patience, intention, and care. Much like tending a garden, it involves preparing fertile ground, nurturing growth, responding to changing conditions, and trusting the process over time.

This keynote explores practical strategies for cultivating giftedness across classrooms, schools, and communities. Participants examine how social, emotional, and academic growth intersect and how intentional learning experiences help gifted learners thrive. Designed for educators, leaders, and families, this session offers a hopeful, grounded framework for supporting gifted learners in ways that are sustainable, responsive, and rooted in purpose.

What makes a teacher unforgettable? This keynote examines iconic educators from television and film, including Ms. Frizzle, John Keating, and Mr. Feeny, to uncover what they reveal about curiosity, relationships, and meaningful learning.

Rather than nostalgia, this session offers insight. Participants explore how great teachers create environments where students feel challenged, seen, and inspired. Through familiar examples and practical connections, educators reflect on their own practice and consider how they cultivate trust, curiosity, and intellectual growth. This keynote reminds us that great teaching is not about performance or perfection, but about the relationships and experiences that shape learners long after the lesson ends.

Yes, you read that right. A person. A place. A thing. If this sounds like the start of a Mad Libs game, that’s exactly the point. Sometimes the most powerful insights come from unexpected pairings. In this keynote session, a global pop icon, a grocery store, and a desert cactus become unlikely guides for understanding how talent actually develops over time.

Taylor Swift’s career reveals what it means to iterate, evolve, take creative risks, and reclaim authorship. A supermarket teaches us about choice, accessibility, environment, and how design influences behavior. The saguaro cactus reminds us that real growth is slow, invisible at first, deeply contextual, and dependent on the right conditions. Together, this person, place, and thing unlock 13 sharp, research-informed lessons about nurturing gifted potential.

This keynote challenges the myth of overnight success and exposes the long game behind talent development. Participants explore lessons related to timing, feedback, identity, resilience, patience, opportunity, and environment, all grounded in classroom and program-level realities. With humor, storytelling, and practical takeaways, this session invites educators to rethink how they support gifted learners over time.

Talent is not discovered in a moment. It is cultivated, protected, revised, and sustained. And sometimes, the best teachers come from the most unexpected places.

I LOVE A GOOD THEME AND A NEW CHALLENGE! 

If you have an intriguing idea or your organization is celebrating an anniversary, let's talk about how I could construct a bespoke professional learning experience just for you. 

Get ready to unlock the ultimate AI playbook for gifted education! This high-energy session will equip you with a set of “secret plays” to help you better integrate AI into your learning environment. From creativity-boosting prompts to critical thinking challenges and time-saving teacher hacks, you’ll walk away with ready-to-use learning experiences designed to engage and empower gifted learners. Whether you’re using AI to spark innovation, sharpen analytical skills, or lighten your own workload, this session will provide you with strategies, tools, and insights to work smarter, teach boldly, and prepare gifted learners for an AI-powered world!

Ever found yourself reading a student essay that feels just a little too polished to be real? You’re not imagining things. In this engaging and thought-provoking session, we’ll explore what it means to teach and learn alongside artificial intelligence while keeping human thinking front and center. Together, we’ll examine how to design learning experiences that prioritize curiosity, reward authentic thinking, and encourage original expression. You’ll leave with practical tools to enhance creativity, deepen complexity, and ensure that students (and not machines) are doing the thinking.

Artificial intelligence is fast, confident, and never tired. It can generate answers, polish prose, and fake expertise in seconds. The real question isn’t whether students will use AI, but whether they will still know how to think without it. This session cuts through panic and hype to ask a harder question: what remains uniquely human when machines handle the easy parts? In a world obsessed with efficiency, gifted learners need more than tools. They need wonder to pull them forward, judgment to decide what matters, and courage to stay human. You’ll explore practical strategies for designing learning that protects curiosity.

Learning rarely happens in isolation, yet we often design it that way. In this high-energy session, participants experience how ideas grow stronger when they collide. Through fast-paced, interactive learning experiences, we’ll explore how creativity emerges from CONNECTIONS, how critical thinking sharpens through dialogue, and how collaboration becomes more than dividing tasks. You’ll examine what happens when diverse perspectives are intentionally brought together and why meaning is something we build, not receive. Expect practical strategies, classroom-ready structures, and moments that make you rethink group work entirely. You’ll leave ready to design learning experiences where connection fuels thinking and collaboration leads to something genuinely new.

We often assume we’re all seeing the same thing. SPOILER: We’re not! Come experience how our perspective shapes understanding, decision-making, and certainty itself. Through short thought experiments and perception challenges, we’ll explore how assumptions, context, and prior knowledge influence what we notice and what we miss. Then we’ll translate those insights into practice, examining strategies that help gifted learners question certainty, consider multiple viewpoints, and engage in productive disagreement. This session strengthens critical thinking while deepening empathy, without turning every conversation into a debate. You’ll leave with tools to teach PERSPECTIVE as a skill and design learning experiences that reward seeing differently.

Gifted learners live at the edge of ORDER VS. CHAOS. Too much structure and learning goes flat. Too little, and anxiety takes over. This session explores the sweet spot in between: cognitive friction that stretches thinking while remaining emotionally safe. We’ll unpack why gifted learners crave clarity yet grow through ambiguity, and how intentional design builds trust in the learning experience. Through vivid examples and practical design moves, participants will learn how to create experiences that invite uncertainty without losing purpose. This isn’t about managing chaos. It’s about designing friction worth staying with and learning how to linger in the hard part long enough for growth to happen.

Ever felt yourself tumbling down a rabbit hole of fascinating facts, only to emerge hours later with a head full of... well, something? Gifted learners are notorious for these thrilling dives into the unknown and the ability to find distraction in almost any situation. Together we will explore ways to unlock the magic of unexpected detours and dig deeply into strategies to transform aimless exploration into purposeful journeys of creative productivity. Discover how to nurture your students' unique strengths, guide their curiosity, and help them emerge from the rabbit hole not just with trivial knowledge, but with the power to create something truly extraordinary.

Curiosity is rarely linear, and gifted learners know it. Interests branch, questions multiply, and decisions matter. This highly interactive session places participants inside a living rabbit hole, where choice, direction, and consequence shape the learning experience. Instead of talking about curiosity, we will experience how it unfolds in real time. Along the way, we’ll examine how agency, timing, and intentional decision-making influence whether exploration deepens or derails. This session makes visible the often-invisible moments where learners choose to stay, pivot, or abandon an idea—and how educators can design learning experiences that support navigation without over-control.

Curiosity alone doesn’t guarantee meaningful work. Gifted learners can generate ideas endlessly, yet struggle to decide what is worth pursuing. This session focuses on the often-missing skill of problem finding. Participants will explore what distinguishes real problems from interesting topics, why jumping to solutions shuts down thinking, and how judgment plays a critical role in creative productivity. Through practical frameworks and classroom-ready strategies, educators will learn how to help learners move from exploration to commitment. This is where curiosity becomes responsibility and where projects shift from interesting to impactful.

They’re done again, and you’re barely halfway through the lesson. Gifted learners cook fast, but speed is not the same as flavor. This session invites gifted teachers to rethink pacing through a culinary lens. We’ll explore why early finishing is feedback, not failure, and how many tasks are designed to microwave thinking instead of letting it simmer. Through concrete examples and ready to use design moves, you’ll learn how to add depth, complexity, and choice so thinking develops slowly and intentionally. No boiling over. No charring. Just learning experiences worth savoring, where students stay at the table and taste thinking.

Gifted learners don’t leave their emotions at the door, and they don’t think in neat, compartmentalized ways. This session brings together cognitive challenge and emotional development as inseparable parts of powerful learning. Participants will explore how curiosity, courage, imagination, and complexity intersect with self-awareness, self-management, and relationships in real classrooms. Through practical strategies and design examples, we’ll examine how differentiation can engage deep thinking while also supporting the intense feelings gifted students bring to learning. This is not academic rigor or social-emotional learning. It’s a deliberate “yes, and” that designs experiences where thinking stretches, emotions matter, and gifted learners are supported as whole humans.

Disney magic doesn’t happen by accident. It’s engineered. Let's step behind the scenes and into the mindset of Disney Imagineers to explore how imagination and disciplined thinking work together to design meaningful and memorable experiences. Grounded in Kaplan’s Thinking Like a Disciplinarian framework, we’ll examine how gifted learners can utilize engineering habits of mind like creativity, systems thinking, persistence, collaboration, and ethical decision-making to move ideas forward. Through Disney-inspired, classroom-ready design challenges, educators will see how failure becomes data and revision is an integral part of the process. This Pixie Dust sprinkled session helps you and your learners transition from Dreamers to Doers while build something worth experiencing.

SEED reframes puzzles as more than enrichment or early finisher work. It is a framework for designing learning that reveals how thinking actually works. Participants explore how puzzles become thinking laboratories where learners test ideas, abandon strategies, persist through uncertainty, and make judgments under pressure. SEED prioritizes process over polish, curiosity over compliance, and reflection over speed. This session unpacks the philosophy behind SEED and explains why struggle is not a flaw but a feature of advanced learning. Expect a shift in how you define rigor, engagement, and what it truly means to grow thinkers.

When gifted students say, “I’m bored,” they’re rarely talking about nothing to do. Boredom can signal underchallenge, overchallenge, perfectionism, loss of agency, or a mismatch between the learner and the learning experience. This session helps educators slow down and listen before rushing to fix anything. Through real classroom examples and practical strategies, participants learn to interpret different boredom signals and respond with intentional design moves instead of default fixes. Some boredom reflects cognitive friction, the discomfort of not knowing yet. Treating boredom as data, not defiance, leads to better learning and prevents disengagement from quietly turning into burnout.

Gifted adolescents and young adults are increasingly turning to social media to share their experiences growing up in gifted programs, and the stories are often painful, raw, and unsettling. This session takes a clear-eyed look at why burnout shows up so frequently in gifted learners and why it is often misunderstood or missed entirely. We’ll explore contributing factors such as perfectionism, pressure, identity strain, and chronic mismatch between learners and learning environments. More importantly, we’ll focus on what educators can actually do. Participants will leave with practical strategies for recognizing warning signs, designing healthier learning experiences, and helping gifted learners reconnect with purpose, balance, and hope.

Gifted learners are often told they are independent, self-directed, and fine on their own. Many learn early to operate like islands. This session challenges that myth. Giftedness does not flourish in isolation; it grows through connection. Using the metaphor of an archipelago, we’ll explore how understanding giftedness, naming strengths, and finding like-minded peers changes identity and experience. Participants will examine why belonging matters for motivation, resilience, and well-being, and how intentional spaces help gifted learners see themselves and each other more clearly. You are not an island. You are part of something larger, and that connection matters.

This full-day workshop supports teachers in strengthening instructional design without adding more content, time, or initiatives. Rather than starting from scratch, participants examine existing lessons and make intentional design upgrades that increase depth, rigor, and student engagement. Educators will explore how small shifts in task structure, questioning, and decision-making can extend thinking and reduce disengagement, especially for advanced learners. The focus is on practical, sustainable improvements that translate across grade levels and content areas. Teachers leave with revised lessons, shared design language, and strategies they can immediately implement. This workshop emphasizes instructional growth, coherence, and smarter use of instructional time.

Curiosity is one of the greatest strengths gifted learners possess and one of the hardest to harness well. This full-day workshop helps educators move beyond treating curiosity as enrichment or distraction and instead design learning experiences that channel interest toward depth, judgment, and meaningful outcomes. Participants will explore how rabbit holes work, why they matter, and how to guide students from initial fascination to sustained inquiry and creative output. Through modeling, hands-on design work, and practical tools, teachers will learn how to invite exploration without chaos. The focus is on purposeful curiosity that strengthens thinking, builds ownership, and leads to learning that actually goes somewhere.

When gifted learning gets heavy, it often shows up as boredom, burnout, or a fragile sense of belonging. This session explores how those signals are connected to perfectionism, underachievement, imposter syndrome, and the pressure to always perform. Participants will examine how learning environments can unintentionally amplify stress or quietly invite disengagement. Neurodiversity is addressed as part of the lived reality of many gifted learners, shaping how challenge, feedback, and expectations are experienced. Rather than fixing kids, we focus on conditions. Educators leave with practical strategies for designing learning that restores healthy challenge, strengthens connection, and helps gifted learners thrive without carrying the weight alone.

AI can generate answers instantly, but it cannot decide what matters, what is ethical, or what is worth pursuing. This full-day workshop invites educators to hit reset on how learning is designed in an AI-saturated world. Participants will examine how AI changes student behavior, assessment, and expectations, especially for gifted learners. Rather than focusing on tools, we focus on thinking. Together, we will redesign tasks so judgment, curiosity, originality, and decision-making stay human-owned. Educators leave with practical strategies for creating learning experiences where AI is present but thinking is not outsourced, and students remain authors, not editors.

Many gifted programs grow through good intentions, isolated decisions, and inherited structures. Over time, they become patchwork. This workshop supports schools and districts in stepping back to examine how beliefs about giftedness align with identification, services, curriculum, and learning experiences. Participants will analyze their current systems, surface gaps and contradictions, and clarify priorities for improvement. The focus is coherence, not compliance. Teams will begin building clearer pathways that support equity, sustainability, and meaningful outcomes for gifted learners. This work helps districts move beyond disconnected initiatives toward systems that are intentional, defensible, and responsive to the students they serve.

This workshop moves SEED from philosophy into practice. Participants learn how to implement SEED as a flexible thinking skills program built around puzzle-based episodes and world-story learning. Rather than teaching isolated strategies, SEED develops four core ways of thinking that consistently surface in advanced learners: persistence through uncertainty, strategic flexibility, pattern recognition, and reflective judgment.

Participants will explore how SEED episodes are designed, how puzzles function as thinking diagnostics, and how student moves reveal emerging strengths long before traditional assessments do. SEED becomes a way to notice learners. Who experiments? Who perseveres? Who revises plans midstream? Who sees structures others miss?

The workshop also unpacks how world-story-based learning increases engagement and coherence across episodes. Participants learn how narrative contexts give meaning to struggle, invite identity investment, and create authentic reasons to think deeply. By the end of the session, educators will be able to design SEED-style episodes, implement them across grade levels or programs, and use observational data to identify, nurture, and grow talent over time. SEED becomes both a learning experience and a lens for seeing thinkers more clearly.

No two schools share the same students, staff, or challenges, so why settle for off-the-shelf professional development? This option invites schools and districts to co-design a professional learning experience built around their specific needs, goals, and context. Together, we identify priorities, surface pain points, and design learning that actually moves practice forward. Sessions may blend keynotes, workshops, coaching, or collaborative planning, all grounded in gifted education research and real classroom realities. The result is professional learning that feels relevant, coherent, and actionable. This is not a program pulled from a catalog. It is learning built intentionally for your people, your learners, and your system.

 This partnership is for schools and districts ready to stop borrowing solutions and start building clarity together. Designed With, Not For is a sustained thought partnership focused on understanding your learners, your context, and your goals, then intentionally designing a program that fits. Over time, we examine classroom experiences, gifted services, and system-level decisions through collaborative planning, coaching, and reflection. This is not a packaged program or a one-size-fits-all model. It is shared thinking, honest conversation, and purposeful design work. The outcome is greater coherence, stronger instructional decisions, and gifted learning that is intentional, aligned, and meaningful.

This partnership is designed for schools and districts that know their gifted program has strong pieces but lacks clarity, alignment, or momentum. The Gifted Program Tune-Up provides a structured, thoughtful look at identification practices, services, curriculum, and learning experiences to surface what is working, what is misaligned, and what is quietly getting in the way. Together, we examine assumptions, language, and decisions that shape the program day to day. This is not about starting over or issuing a report that sits on a shelf. It is about sharpening focus, strengthening coherence, and making intentional next steps that better serve gifted learners and the educators who support them.

Better Tasks. Better Thinking. Better Fit.

This partnership focuses on the daily work that matters most: what students are actually asked to think about. Instructional Design Coaching provides gifted teachers with sustained support to strengthen lesson design, differentiation, and cognitive challenge without adding workload. Through collaborative planning, coaching cycles, and real-time feedback, teachers examine how tasks invite depth, decision-making, and productive struggle. The emphasis is growth, not evaluation. Teachers keep what works, refine what doesn’t, and build confidence in designing learning that truly fits gifted learners. Over time, this partnership builds shared language, stronger practice, and classrooms where gifted students stay engaged because the thinking is worth it.

Some challenges do not fit neatly into a single workshop or program review. Uniquely You is a fully customized partnership designed around your context, priorities, and goals. Together, we identify needs, surface tensions, and co-design a professional learning experience that may include facilitation, coaching, design work, leadership support, or strategic planning. This partnership adapts as conditions evolve and stays grounded in real classrooms and systems. There is no fixed agenda and no pre-packaged solution. The focus is thoughtful progress, clarity, and learning that fits your community.

Curiosity shows up differently depending on where you sit. For learners, it is the spark that pulls them forward. For educators, it is something to design for intentionally. For administrators, it is something to support without losing coherence. For families, it is something to nurture without pressure. This L.E.A.F. series aligns all four audiences around a shared understanding of curiosity as a skill that can be guided, refined, and transformed into meaningful learning. Delivered across audiences, this series builds common language and practical strategies so curiosity becomes purposeful, supported, and sustainable.

Giftedness is often misunderstood, rarely explained, and quietly assumed. This L.E.A.F. series helps learners, educators, administrators, and families develop a shared understanding of what giftedness is and is not. Sessions address identity, strengths, challenges, and common misconceptions in developmentally appropriate ways. When giftedness is named and understood, learners feel seen, educators respond more intentionally, leaders make clearer decisions, and families feel more confident in how they support gifted learners. This series strengthens communication, reduces confusion, and creates a healthier foundation for gifted learning across the community.

Artificial intelligence has changed expectations, behaviors, and anxieties across education. This L.E.A.F. series helps each audience understand what AI means for learning and what still matters most. Learners focus on ownership, judgment, and originality. Educators explore task design that protects thinking. Administrators examine guidance, policy, and coherence. Families gain language for productive conversations at home. Together, these sessions replace fear and confusion with clarity and alignment. The emphasis is not banning tools, but preserving human thinking, ethical decision-making, and curiosity in an AI-saturated world.

A Bespoke, Community-Centered Approach

Some communities need a L.E.A.F. series built around a unique challenge, priority, or moment in time. This option allows schools or districts to co-design a L.E.A.F. experience around their specific needs. Together, we identify a core theme and intentionally adapt it for Learners, Educators, Administrators, and Families. The result is a coordinated set of sessions that builds shared language, alignment, and understanding across the entire system. This option is ideal for districts navigating change, launching new initiatives, or addressing complex challenges that require everyone moving forward together.

Student engagement is not about louder lessons or faster pacing. It is about designing learning worth paying attention to. This self-paced professional learning experience explores practical ways to increase engagement by intentionally building in choice, creativity, complexity, and curiosity. Participants will explore ready-to-use classroom strategies that shift students from passive consumers of information to active producers of ideas. The focus is not entertainment, but ownership. Teachers will examine how small design moves can dramatically increase motivation, deepen thinking, and invite students to lean into learning rather than opt out. Engagement becomes something you design for, not hope for.

Personalized learning is more than offering choice or assigning independent projects. It requires intentional design grounded in student interests, purpose, and meaningful challenge. In this self-paced professional learning experience, participants explore how to design learning experiences that invite curiosity, decision-making, and creative productivity. Using accessible tools and flexible structures, educators learn how to move beyond one-size-fits-all lessons and toward experiences that feel relevant and memorable. This course focuses on practical strategies for aligning interests with rigorous thinking, helping students pursue questions that matter while developing skills they can transfer across contexts. Personalized learning becomes purposeful, manageable, and impactful.

Creativity is not a personality trait reserved for a few. It is a set of habits that can be developed, practiced, and strengthened over time. This self-paced professional learning experience challenges common myths about creativity and invites educators to explore how creative talents show up differently in students and adults. Participants engage with classroom-ready activities designed to increase mental flexibility, comfort with ambiguity, and willingness to learn from failure. The course emphasizes rediscovering curiosity and imagination while building environments where creative risk-taking feels safe and worthwhile. Creativity becomes something you intentionally nurture, not something you wait to appear.

The Great Teacher Alliance is a virtual professional learning community designed Brian Housand and Andi McNair for educators who want to think deeply about their practice without being handed a script. Through live monthly sessions, discussions, and shared reflection, participants explore big ideas related to teaching, learning, creativity, and identity. The focus is not quick tips or trendy strategies, but sustained thinking and professional growth. Members connect with educators from across contexts, wrestle with meaningful questions, and leave with insights they can actually use. The Alliance creates space to slow down, think clearly, and reconnect with why teaching gifted learners is complex, challenging, and worth doing well.

Any session in this catalog can be delivered as a live or recorded webinar. This option allows schools, districts, or organizations to select a topic that aligns with their goals and deliver it in a flexible virtual format. Webinars are designed to be engaging, interactive, and practical, not passive screen time. Sessions may include reflection prompts, classroom examples, and discussion opportunities tailored to the audience. This option is ideal for reaching larger groups, supporting distributed staff, or providing professional learning without travel. The focus remains the same: thoughtful ideas, practical strategies, and learning that respects educators’ time and expertise.