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Grady Titus

By Colin Bowyer, Communications Manager - June 25, 2025

Grady Titus, ‘17, didn’t grow up with a camera in his hand or a microphone clipped to his shirt, but in the quiet town of Ferndale, California, surrounded by the redwoods and the rhythm of small-town life, he was immersed in a world of storytelling. His mother and older sister were both journalists, and while he didn’t initially see himself following in their footsteps, the seeds of communication were planted early.

In high school, Titus’ world revolved around sports, both participating in and watching. He didn’t yet know that his love for sports and his family’s storytelling proficiency would eventually merge into a career.

“When I arrived at Oregon State, I was still looking to declare a major,” explained Titus. “I was interested in multimedia production, but didn’t know where to start. In a conversation with my advisor, they suggested the School of Communication’s digital communication arts (DCA) program. That conversation changed everything.” 

Around the same time and fueled by his love for OSU sports, he landed an internship opportunity with OSU Athletics, working with the production and broadcast team. Starting behind the camera, Titus took on roles as a grip and production assistant. During live sporting events, he worked in the broadcast truck, learning the ropes from both OSU staff and professional crews from ESPN and the Pac-12 Network.

In the classroom, the DCA curriculum built a strong multimedia foundation for Titus to grow. Courses in pre-production and video editing taught him how to craft a story from the ground up, starting with storyboards and progressing to camera work and lighting. Dan Faltesak’s New Media Futures (NMC 101) class was a major influence, as well as the late-Bill Lodges’ theoretical media courses.

Titus explained, “The year after graduating, I continued to take on freelance videographer contracts for OSU sporting events. It was a great period dedicated to learning more in the video booth and behind the camera.”

Then, looking for a change of pace, Titus moved to South Carolina to become a full-time video production assistant for the Myrtle Beach Pelicans, a minor league baseball team affiliated with the Chicago Cubs. In Myrtle Beach, Titus directed baseball broadcasts and honed his editing skills, where he would piece together interviews and footage to tell a compelling story.

Titus’ first full-time job followed at Boise State Athletics, where he joined the broadcasting team. It was a “steep learning curve,” but the supportive environment helped him grow quickly.

Eventually, Titus set his sights on Portland. He joined a smaller creative team in the Portland State University Athletics department as director of game production and fan experience. Titus partnered with PSU’s School of Film to build a student videography team supporting PSU student athletes, striving to deliver some of the best storytelling in the Big Sky Conference. He wore many hats, (mentor, technician, producer, etc.) and found fulfillment in supporting student-athletes and telling their stories.

“It was a transformative experience and I’m really proud of the work I did there,” explained Titus. “It was a small team with a lot of flexibility to explore new ideas, like developing the creative video team consisting of all PSU students.”

When the University of Portland came calling, Titus was ready for a new challenge. The school had made significant investments in its broadcasting infrastructure and Titus saw an opportunity to help shape something from the ground up. Today, as Assistant Athletic Director of Broadcast Operations, Titus’ day-to-day is a blend of preparation and production. He ensures games are properly staffed, works with on-air talent to identify storylines, tests equipment, and creates graphics. Additionally, Titus is lead producer and director of UP's ESPN+/TV broadcasts.

“Collaboration is key,” said Titus. “All of UP’s games are broadcast on ESPN+, so I’m meeting regularly with coaches to understand the narratives behind the games and preparing our in-booth and on-air staff. It may be a surprise to people, but the job is heavily story-telling based.”

Titus also continues to freelance, working as a technical advisor with the Rip City Remix, the G League affiliate of the Portland Trail Blazers. 

Looking back, TItus credits his success to the DCA program and a willingness to say “yes,” to internships, freelance gigs, and hands-on learning opportunities. His advice for those looking to enter the broadcasting world: “When you get your foot in the door, show up on time, ask questions, and do whatever you can to help. Surround yourself with smart people. Don’t dismiss the stepping stones.”

And above all, he says, “Be a good coworker. Have a good attitude. Be kind and helpful.”

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Jennifer Linares-Espinoza

By Ellie Webb-Bowen, CLA Student Writer - June 19, 2025

Emigrating from Mexico to Oregon, Jennnifer Linares-Espinoza’s parents always emphasized the importance of getting a quality education. Now a first-generation student at OSU’s College of Liberal Arts, Linares-Espinoza is earning a degree that will help her support college students during their own academic journeys. 

After Growing up in SE Portland, Linares-Espinoza enrolled in the University of Oregon (UO), but, like many first generation students, she struggled with the financial commitment of paying tuition, housing, books, etc. With scholarship support and a job as a residential advisor, Linares-Epinoza was able to completely cover her costs.

“My family never quite knew how they would pay for my education,” explained Linares-Espinoza. “But I was privileged enough to have their moral support and dedication to find the means to pay for my education.” 

Though, being a first generation student still came with culture shock. “Living and learning on a college campus was a completely new experience for not only me, but also for my family.” explained Linares-Espinoza. “This was a space that we all had no familiarity with, and as a child of immigrants who grew up in a strong Latin community, it was especially jarring.” 

Linares-Espinoza chose to double major in Spanish and political science, but also take on four minors, including topics that piqued her own interest: Latinx studies, legal studies, media studies, and nonprofit administration. “It was quite a bit to handle,” said Linares-Espinoza, but she attributed her success at UO to the support she received from student affairs professionals.

Linares-Espinoza found a commonality among student affairs professionals: many of whom were unaware of student services as a career path when they began their collegiate careers. Linares-Espinoza recognized the support she received from her advisors, mentors, and peers while at UO and decided she was interested in going down the same path.

 "When I worked as a resident advisor, peer mentor, peer advisor, and student orientation leader at UO, all of these experiences taught me to appreciate the different resources available at higher education institutions, as well as those who work tirelessly to serve students like me," said Linares-Espinoza. 

When looking at student affairs graduate school programs in Oregon, Linares-Espinoza found the School of Language, Culture, and Society’s College Student Services Administration (CSSA) program. What attracted her to the program was the course’s cohort-based model, where students build strong connections with a small group of peers throughout their studies. 

Also attracting Linares-Espinoza to the program was the curriculum centered around diversity, equity, and inclusion. CSSA supplies students with an intersectional, feminist, anti-racist educational foundation to help them better serve other college students in future higher-education administration capacities.

“This was exactly what I was looking for in a graduate program,” said Linares-Espinoza. “I wanted to learn more about how to support diverse students like the people who had supported me so well in undergrad.”

As an M.Ed. student, not only is Linares-Espinoza receiving her Graduate Certificate in College and University Teaching (GCCUT) and Leading and Creating Change graduate certificate, but she’s also applying what she’s learning in CSSA directly to students as a graduate teaching assistant for the University Exploratory Studies Program, an academic department for undeclared undergraduate students where she focuses on providing academic advising and teaching sections of Academic Learning Services (ALS 114/191)

Additionally, now in her second and final year, Linares-Espinoza is completing her M.Ed. final project, which is focused on threads of community and identity. After she graduates, Linares-Espinoza is looking to enter a student affairs role, applying directly what she learned in class and from her peers in the CSSA program.

“Something I really love about the cohort model is that I’ve grown close with peers and learned so much from them,” said Linares-Espinoza. “Being able to share experiences, build a learning environment, and co-create knowledge together has been an experience I won’t forget.” 

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KC Crandal

By Taylor Pedersen, CLA Student Writer - June 25, 2025

KC Crandal didn’t always know they would end up behind a camera. In fact, when he initially enrolled at Oregon State University from his hometown of Beaverton, Crandal had their sights set on biology. But just weeks before their first term, Crandal made a switch that would redirect their academic path and their whole creative future.

“I was browsing the OSU website, trying to figure out what I actually wanted to do,” he recalled. “Then I found the digital communication arts major and thought—wait, this is exactly what I want to do.”

Since making that switch, Crandal has emerged as a key figure in OSU’s student media world. From nervously holding their first camera on a Twilight Zone–themed episode of “Geeking Out About It” to becoming assistant station manager of KBVR-TV, his journey has been flooded with growth, experimentation, and joy.

Crandal had barely touched a camera before their initial camera assignment during KBVR’s orientation week, and found themselves thrown into the fray. But the support of peers and a shared sense of beginner's nerves helped create a low-pressure environment. “It was really cool to know that these people would trust you and train you if you had the passion for it,” he said. “That’s all you really need.”

Crandal quickly moved from that first crew role to becoming a student engineer, and then joined KBVR’s Creative Video team—Orange Media Network’s documentary branch. There, they found their rhythm in telling other people’s stories, especially through arts-focused features for PRISM, OSU’s student-run art and literary magazine.

“I loved talking to artists about what makes them passionate,” he said. One highlight was a short documentary Crandal created about Vianne Sarber, a ceramicist whose intricate sculptures captivated him. “Giving people a space to talk about their art is incredibly rewarding for me.”

Crandal’s intuitive understanding of visual storytelling is something he credits in part to their studio art minor, where drawing and composition classes gave him a deeper grasp of framing, visual balance, and what to highlight in a scene. “It’s all about how you arrange elements in a little rectangle to tell the best story.”

Now in their final year, Crandal has taken on leadership responsibilities as assistant station manager at KBVR-TV. “I get to make these fun videos about how awesome it is to work here,” he said. “It’s been exciting to highlight the joy of it.”

Crandal is quick to point out what makes OSU’s student media programs special. “This studio is incredible. Anyone can come in and be a volunteer, use industry-standard equipment, and get real-world experience for free. That’s kind of unheard of.”

After graduation this spring, Crandal will step into a new kind of spotlight—literally. They’ve been tapped to run lighting for a production of “The Barber of Seville” in Bend, directed by a close family friend. “My dad is an opera singer, and I grew up around opera, so this is a fun full-circle moment,” they explained. Though it’s their first time doing theater lighting, they’re excited to learn something new.

Beyond that, Crandal is keeping their horizons and their hands wide open. He is seriously considering WWOOF-ing (World Wide Opportunities on Organic Farms), a global program where volunteers work on farms in exchange for room and board. “Especially since my work is so screen-based, having something physical, being outside, growing life, that’s important to me,” he explained. Their ultimate dream is merging it all: visual storytelling, outdoor experience, and meaningful human connection.“I want to make cool videos with cool people, and get outside when I can.”

Whether he is behind a camera, editing in the studio, or getting their hands dirty in a garden bed, Crandal’s path is rooted in curiosity, creativity, and care. In his world, there’s space for both pixels and plants, and the stories that bloom between them.

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Cassidy Ochoa

By Colin Bowyer, Communications Manager - June 12, 2025

Cassidy Ochoa’s fascination with the sky began on a snowy morning in Beaverton, Oregon, in 2008. A rare blizzard had swept through the area, nearly causing her school bus to crash. As the snowflakes swirled outside the frosted windows, Ochoa, then just a child, found herself fascinated with the intense snow falling down. That moment sparked a lifelong curiosity about the atmosphere and the forces that shape our climate.

But Ochoa’s story isn’t just one of science; it’s also one of writing and communication. Even in elementary school, she was already weaving tales of dragons and folklore, using writing as a creative outlet. Her early passion led her to the Oregon Writing Festival at Portland State University, where she showcased her handmade books and zines and by middle school, she had discovered slam poetry and began performing across the Portland metropolitan area in poetry summits.

In high school, Ochoa became the editor of Dam Mag, Beaverton High School’s literary magazine, a role she held for three years. She collaborated with writers and visual artists to pair fiction and nonfiction stories, as well as poetry, with illustrations, deepening her appreciation for the intersection of art and expression.

When Ochoa arrived at Oregon State University's Honors College, she brought both her scientific curiosity and her creative spirit. Majoring in climate science at the College of Earth, Ocean, and Atmospheric Sciences (CEOAS), she dove into the study of meteorology, atmospheric trends, and the long-term impacts of climate change on communities. But she also pursued a minor in writing, where she found some of her favorite classes, including workshops that allowed her to receive feedback and refine her voice.

Through PRAx’s Art + Science Fellowship, Ochoa crafted a sci-fi novella, titled Weathermakers, set in a world called Squallstrom, where the main character, known simply as “the pilot,” navigates a water-stricken world managed by human-generated weather. The sun’s appearance and the wind’s arrival are orchestrated spectacles, and during a prolonged drought, the little water available is funneled into weather-making machines. The pilot is torn between loyalty to authority and a desire to help the people suffering from water scarcity. 

“I was inspired by Andy Weir’s The Martian to look at themes of power, rebellion, and resource management that echoed real-world climate challenges,” said Ochoa. “Writing gives me a different kind of energy. It helps me communicate complex ideas and connect with people in a way that data alone can’t.”

Her scientific work is just as compelling. For her Honors College thesis, Ochoa explored how cyclone frequency and intensity are affected by climate interventions like sun shades, giant reflectors that may redirect sunlight away from Earth. Using three distinct data sets (pre-industrial CO₂ levels, a scenario with quadrupled CO₂, and one with sun shades), she discovered that while sun shades significantly reduced cyclone formation in the Global South, they also caused increases in other regions. 

“Deploying sun shades into Earth’s atmosphere may be somewhat fanciful and not be economically feasible,” she noted, “but, at this point, we need to be exploring every possible solution .”

In the summer of 2024, Ochoa interned at the Pacific Northwest National Laboratory in Richland, Washington, analyzing plant root metabolites and after graduating in 2025, she’ll return to the public sector by interning at NASA’s Goddard Space Flight Center, where she’ll study hydrology and drought detection. After the summer with NASA, Ochoa will pursue a Ph.D. in atmospheric sciences at University at Albany. Her dream? To work with organizations like the UN, NASA, or NOAA, using her unique blend of science and storytelling to communicate climate issues to broader audiences.

“I want to tell the stories that often go unheard in climate science,” Ochoa said. “To help people better understand how our planet works and why it matters.”

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Sharyn Clough and Devlin Montfort

By Colin Bowyer, Communications Manager - June 11, 2025

Historically, U.S. public education priorities have reflected an assumption that most children will naturally develop social/emotional skills without the need for any formal training in school. However, adolescents are reporting less empathy than their age-mates in earlier decades while partisan hostility is on the rise.

The promotion of social/emotional learning (SEL) in public education settings has been gaining traction in the U.S. to induce skills like empathy, but success is hard to measure and the focus is typically on elementary-age students. Recent research from scholars in the College of Liberal Arts and the College of Engineering uses a novel measurement technique to show that learning Peace Literacy—a new kind of SEL curriculum—can help mitigate aggression in adolescents through the development of empathy. 

The research article “Peace Literacy as Conceptual Change: A Pilot Study,” by Dr. Sharyn Clough, professor of philosophy, Dr. Devlin Montfort, associate professor of engineering, and Sophia Betts, ‘23, was recently published in the journal Precollege Philosophy and Public Practice.

Peace Literacy, a concept founded by former Army officer Paul K. Chappell and expanded into a research and curricular program by Dr. Clough, draws from the growing field of social and emotional learning, but pushes further, proposing a revolutionary framework for cultivating empathy and reducing conflict. 

“Peace Literacy is not just about being kind,” Clough explained. “It’s about building a set of skills, like reading or algebra, that students can learn, practice, and refine over time.”

The article details a collaborative study in which Clough, Montfort, and Betts developed a survey to assess students’ understanding of aggression and empathy that was then distributed in high school health classes. The questionnaire asked students to describe a moment in their lives when they became aggressive and, then, when someone became aggressive with them. Importantly, the students were also asked to explain why the aggression occurred. After two months, the students received instruction in Peace Literacy from their health teacher, and they filled out the questionnaire again.

The results were striking: after Peace Literacy instruction, students demonstrated an improved ability to empathetically link emotional states with aggressive behaviors, in themselves but especially in others. The students’ responses were also much more sophisticated and thoughtful.

“For many adolescents aggression is like a handrail—it provides a sense of agency when they’re feeling helpless. It’s not something that we can just tell them to stop using. We have to replace it with skills that provide a healthier form of agency,” said Clough. “When teenagers are being aggressive, it’s less helpful to view them as ‘bad,’ and more helpful to view them as unskilled in managing various kinds of distress, just as they might be unskilled in algebra or writing. With a growth mind-set they can get better.”

Using a conceptual change analysis to examine the students’ responses to the questionnaire, Montfort, whose background is in engineering education, likens Peace Literacy education to physics education—in both cases, students come to class equipped with an informal understanding of how the relevant concepts like aggression and gravity work. By paying attention to the concepts that students come in with, researchers can design more effective curricular tools to help students level up their understanding. 

“Physics is one of the more deterministic sciences, where there are clear explanations about force, acceleration and mass,” explained Montfort. “It's helpful to compare Peace Literacy concepts to physics concepts because they are useful in a similar way. Students already have ideas about aggression and empathy, and we are trying to help them organize those ideas into useful models that help them better predict and explain the world." 

The article also highlights the broader implications of Peace Literacy in today’s polarized world. With rising partisan hostility and declining empathy among adolescents, Clough, Montfort, and Betts argue that high schools should take a more active role in teaching emotional and interpersonal skills through SEL curriculum like Peace Literacy. As the need for understanding aggression becomes increasingly obvious on the global political landscape, Peace Literacy interventions are positioned to be of broad curricular value.

“It’s not surprising that teenagers are showing decreased empathy overall,” said Clough. “They absorb what’s going on around them and we can’t assume caregivers have the time, skills, or resources to reverse this trend on their own. Incorporating the Peace Literacy curriculum in classrooms offers a structured, evidence-based way to help students grow into more empathetic citizens who can better predict and prevent aggression in themselves and others.”

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Donovan Morales

By Taylor Pedersen, CLA Student Writer - June 4, 2025

By the time Donovan Morales reached middle school, he already understood that identity wasn’t something to be taken for granted. His father, who immigrated from Mexico, and his mother, a Californian from the Bay Area, raised him in a predominantly white community along the urban growth boundary in rural Gresham, Oregon. Though he was close with his classmates, Morales always felt an undercurrent of difference.

“I had a lot of white friends, but I always knew I moved through the world differently," he said. "Coming to college made that even more obvious.”

The 2016 election snapped his quiet awareness of difference into something larger. Morales was only 13 when he first felt fragility within his family’s security. “There was this moment, ‘even though I’m a citizen, do we need to leave?’” he recalled his Grandma saying. “That fear—it never left.” At the same time, watching figures like Alexandria Ocasio-Cortez break barriers helped him imagine a different future: one where people who looked like him didn’t just survive in politics but led.

Law school had always been the expected plan for Morales, but after OSU’s fast-tracked law program, “three plus three,” ended before he was a first-year student, Morales enrolled in a political science class almost on a whim. “I took that first poli sci class, and I was like—wait, I love this,” Morales said. One major turned into two, with ethnic studies joining political science, quickly followed by minors in Indigenous studies and social justice.

Despite the heavy course load, Morales wasn’t content to stay in the classroom. He noticed that the political science student body, like many parts of the university, was overwhelmingly white and male. He became the president of the People of Color in Politics & Law Club to help carve out a space for students like him: those navigating law, politics, and identity all at once.

“We needed somewhere to be in community," he said. "Most of the political issues we’re studying are ones that directly impact people of color. It didn’t make sense not to have a place for us.”

Morales also became involved in OSU’s chapter of Movimiento Estudiantil Chicanx de Aztlán (M.E.Ch.A.), a nationwide organization promoting Chicano identity, unity, and political empowerment. Starting as an intern event coordinator during his junior year, Morales became a community organizer and liaison for the group, creating inclusive spaces for Latino students to come together and discuss political action.

Morales’s academic work, especially the Indigenous studies courses he took with Dr. Luhui Whitebear, further sharpened his perspective on Oregon’s deeply rooted inequities. Learning about redlining, exclusionary laws, and Indigenous displacement gave him language for the injustices he’d felt growing up but hadn’t fully understood. “It’s like Oregon was designed to be a white-only state, and no one taught us that,” he said. “Now that I’m working in the legislature, I see how much of that history still shapes the policies we’re fighting over today.”

That firsthand look at policymaking began with an internship on Congresswoman Janelle Bynum’s campaign. Watching Bynum move from state representative to U.S. Congress, Morales saw the messy reality of politics and gave him a look into what no political science textbook can quite capture. Campaign organizing, constituent outreach, and fundraising gave him the tools he now uses daily as a legislative aide in Salem, tracking bills as they wind through Oregon’s House and Senate.

Working at the capitol, Morales is shocked by just how many good ideas never make it to the floor. "This session alone had almost 4,000 bills introduced," he said. "Some of them were awful, trying to take away rights. But some, like a study for reparations for Black Oregonians, were incredible. And still, they died in committee before they could even be voted on.” Morales explained that seeing everyday people, particularly Latino farmworkers, advocate for their communities has been the most moving part of the work, "That’s the kind of advocacy I want to support.” He said.

While Morales once pictured himself heading to law school, his time in the legislature has shifted his goals. Rather than practicing law, he hopes to continue in political organizing and campaign work, building power behind the scenes for leaders who share his commitment to equity and justice.

For students of color considering a future in law or politics, Morales’ advice is simple but passionate: start wherever you can, and don’t wait to claim your space. "At the end of the day, sometimes the only person you have in your corner is yourself. So, build your resume and be proud of what you’re doing. It matters."

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By Colin Bowyer, Communications Manager - June 5, 2025

Unbeknownst to many, tucked away in the garage of Snell Hall, consists of a fully functional, student staffed, book press, able to print and bind both soft- and hard-cover books. 

Under the supervision of Evan Baden, senior instructor of photography in the School of Visual, Performing, and Design Arts, students in The Photographic Book (ART 355) focus on the art of book binding in all of its forms, using appropriated and original imagery to create a variety of publications. Now, Baden and his  students are venturing into new territory with Photobook Design and Production (ART 399, for now), designing and producing photo books for professional photographers nationwide. 

Starting in fall 2024, students will pitch their individual photobook designs to a professional photographer and then produce the book using the industrial equipment located in the studio. After the photo books are completed, all proceeds will go to the artist and Composit Press, feeding back into the studio to better improve the student experience.

“The cyclical nature of the class allows students to experience the entire process: designing the structure, sourcing the materials, crafting the layout, then pitching their mockup to the photographer in person,” explained Baden. “All while manufacturing the chosen design from the previous term.”

The studio will also be taking commissions, with students working under Baden’s guidance to create publications, notebooks, journals, bookmarks, and other materials for external clients.

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Lillian Goodyear | Photo credit: Julia Wood

By Ellie Webb-Bowen, CLA Student Writer - May 28, 2025

Growing up in Southern California, Northern California, and Utah, Lillian Goodyear moved around a lot due to her dad’s job in the aeronautics industry. Following in her father’s engineering footsteps, Goodyear loved computer programming and UX design, but her interests laid more than just what was on a computer screen. Goodyear loved photography, physics, history, and was also on her high school’s water polo and swimming teams.

When Goodyear enrolled at Oregon State, she chose to major in the College of Engineering’s nuclear science program. While on campus, she also became immediately involved in KBVR-FM as a student disc jockey. Not long after, Goodyear discovered KBVR-TV through a mutual connection and began working as a camera operator for Locals Live, KBVR-TV’s long-running live music program. 

"I showed up one day and never left. I think I kind of fell in love,” said Goodyear. “I started working at KBVR as a student volunteer, then I got a job as a producer during my sophomore year." 

Goodyear’s interest in nuclear science began to wane during sophomore year. She was drawn to the digital communication arts (DCA) major through her time at KBVR, but also missed the computer coding she had grown up with and continued to utilize. She decided to double major in both computer science and DCA (and minor in history and physics).

“I saw changing to my double major as the best of both worlds,” Goodyear described. “I had been programming and designing websites for people on the side all along and wanted to continue exploring my creative side through DCA.”

The DCA curriculum provided Goodyear with the creative skills in video and audio production, as well as media theory, ethics, and law. It was Dan Faltesek’s class during her junior year, New Media Futures (NMC 260), that sparked Goodyear’s interest in law school. 

Goodyear continued to work for KBVR-TV throughout her time at OSU, including producing Locals Live and The Way Too Late Show. During her senior year, she became a freelance technical assistant for both FOX Sports and the Pac-12 Networks, helping to produce OSU sporting events on campus. She also was elected to Orange Media Network’s advisory board, the student-run umbrella organization that manages both KBVR-TV and FM, as well as publications including The Daily Barometer, Beaver’s Digest, DamChic, and PRISM. 

During her senior year, Goodyear continued to branch out. She became a Reser Creative Scholar at PRAx, and was appointed vice chair of the ASOSU Student Fee Committee.

“The work I did on the committee was almost entirely behind the scenes, but it was so influential,” said Goodyear. “Our committee was tasked with managing the distribution of student fees to organizations around campus. As vice chair, I met with leaders around campus to hear how an increase or decrease in funding from student fees would impact their work. Being on this committee was a huge step out of my comfort zone, but it was a challenge that I took to heart. I believe I was one of the first students to ever work at KBVR to also work in student government.”

Goodyear is hoping to attend UCLA School of Law after graduating this spring, with the particular interest in applying her DCA knowledge to law. "In the age of A.I.,” Goodyear explained, “I wanted to protect artists from their work being stolen. It's really important to have lawyers who have both a technical knowledge of A.I. and media background."