A (3:24)

That's fantastic. Congratulations.

B (3:26)

Yeah, there's just a number of other rankings and ratings are generated by third party sources that continuously point to the excellence at San Jose State. And I think our prominence and our position now as a national partner to so many tech companies, including being on your show today, but partnering with Nvidia and what that means. So our vision is largely driven by living and breathing in the epicenter of the future and how we prepare our graduates to be at the epicenter of the future. And I jokingly say that future started yesterday, really about what's going on tomorrow in industries that we are now at the center of.

A (4:10)

Well, I can say anecdotally, I work very closely with an SJSU graduate at Nvidia and they're the best. So doing something right a hundred percent. You mentioned in the introduction you're the first Latina to lead the university. How do representation and your own lived experience guide your approach to leadership, to education at San Jose State? But you mentioned you grew up in Texas, you were a president in the Texas higher ed system before coming, returning to California, like you said. So can you talk a little bit about, you know, how your own experiences inspire your approach?

B (4:47)

So I, as a first generation college graduate and a first generation president, I think about the significance of being a visible role model for all students, but particular students who might identify with my ethnic or gender or background or experiences in whatever way people make these intersectional connections. So I spend time being available and accessible to students, to people in our community and to other industry partners around ensuring everyone has opportunities to be successful in coming to a public university like San Jose State and in whatever career paths that they explore. So from a leadership perspective, a large part of this approach and strategy is about being visible and being accessible, both for good and bad. I have, you know, get positive feedback. I get, I know when something is on a person's mind because they reach out and let me know, which is a wonderful way for us to be able to lead and ensure everyone is seen and heard. So as a Latina, I also try to spend time with other Latina or Latino students in addition to everybody else to have an opportunity to just talk and connect with them. So I do that informally out on the Paseo here. I might show up in classes. I go to lots of events where students of all types will be. Just last night, I was at an event called welcome Black that was hosted by the African American Community Services Agency here in downtown San Jose, with some of our student leaders and faculty and staff leaders helping again, all students. But this was an emphasis on those students who identify or interested in the black and African American experience. And it was wonderful. And I was reminded when I was there, the executive director said to me, you're the only president that has ever come to our agency. And this wasn't my first visit. So being present and being miserable and helping everyone understand that this is a pathway for you comes from the old saying, you have to see it to be it. And that's part of how I think about leading.

A (7:02)

Yeah, that's. That's great. You touched on a few things that kind of relate back to kind of where I want to take the conversation next, which is you mentioned, you know, taking Office just after ChatGPT was released, just a couple of months after, in the beginning of this explosion. And as you said, San Jose State has offered a master's in AI. You know, previous to ChatGPT, the industry has been around prior to ChatGPT, but really a really eventful past couple of years for technology, technology's impact on education, higher education in particular, thinking about the workforce and what jobs of the future will look like, how do you think about shaping, maybe even reimagining the traditional university model to do what you were just saying to make sure that every student not only has a voice, but is being exposed to what they need to be exposed to. AI literacy, other things that might be, if not novel, at least more prevalent in the day to day At San Jose State, being right in the heart of Silicon Valley as it is, how do you think about the university model of the future, given all of what's happening with technology in particular?

B (8:16)

Well, I think one of the interesting things about this moment is the pace. We have dealt with change before, we've dealt with new technologies before, but this rapid adaptation of the AI products that are intersecting with our work and our personal lives is faster than anything we've seen before. And then on top of that, the evolution of the technologies because of the faster processing units, things like GPU and many new products that are being launched by Nvidia, it is allowing this industry to move faster and solve problems in a way that we have never imagined before. So you have two things going on at the same time, right? The acceleration of the new tools and then the acceleration of the technology that's making problem solving happen even faster and invention happen, innovation happen even faster. So how we are thinking about this at San Jose State is, first of all, ensuring every student at the point of entry has AI development and literacy in their orientation. So building this into orientation, building in the ability to learn and use tools into their first experience, because like the rest of society, it is still emerging. So at San Jose State, just like in the workplace, the speed of adaptation is different. If you're in our engineering and computer science programs, they're very far ahead. And that is really a competitive advantage for our students and the experiences that they have when they come into our programs because they are placed in vibrant tech companies or companies that are doing manufacturing of any type around the technology industry at a much faster pace, just because we're right here with them and they're very connected with our faculty. That is truly a competitive advantage which has driven that curricular development ahead of when everyone else learned to spell AI. Right.

A (10:19)

Right.

B (10:19)

In the other courses, though, I will tell you we have AI influences in art and design. We have AI influences in all of our programs. Education. One of the questions I often ask is, who's teaching the kindergarten teachers? So in our education programs, we are developing and have been modeling programs around building AI into pedagogy so that your children are being taught by teachers who are learning how to infuse AI into their course curriculum in their school and high school, so. And everything in between. Now, at the same time, we're wrestling with how do we ensure ethically, socially responsible use into the curriculum, into thinking, into learning, into teaching. And so what does teaching look like today with the tools? And we're in this murky middle, Right. So you have people over here in engineering and computer science and companies like Nvidia that are very ahead of the group. They're leading the way. And then you have sort of everything else catching up. And in that catching up, part of it is learning by using the tools themselves and doing case studies and doing assessment and doing research to determine how all of this is impacting our lives. San Jose is at the front of this work. And I would also say in terms of business incubation, which is the other piece that's really exploding, is how do we leverage and capitalize on all of this new development using AI? The city of San Jose, under Mayor Matt Mahan's leadership, has really been focused on anchoring our city as the capital of AI as well as the capital of Silicon Valley. Right. So the new business incubation center by Plug and Play is literally two to three minute walk from our campus. We have our own incubator work on our campus. It's built in through our innovation team and our curricular teams. And so we have reorganized and restructured, structured our own incubation to be better responsive, more rapid response to what's happening around us, but also to have this pathway to program, psych, plug and Play. So Noah, you asked me a question that has so many constellations of connectivity that it is just everywhere in what we're doing now. Let me be clear. You know, there are faculty members who don't think we should be using AI in their classroom.

A (12:52)

Okay.

B (12:52)

They're still trying to figure out how to do this without supporting cheating or supporting plagiarism. And we're wrestling with those concepts around ethical, social, responsible use. And that I think is the tension point that we're experiencing as a country, that we're experiencing as a society and also experiencing in our classrooms.

A (13:15)

Back at the beginning of my career, I was a teacher for a handful of years, taught K12 level and technology related, you know, basic computer skills, that kind of thing. And this was in the late 90s, mid to late 90s, so just before the first dot com boom. And I remember at the time, and particularly when I left teaching and got more into technology industry jobs, thinking about the impact of the Internet and what, what would that have on how we teach and how we learn and if, you know, instead of having to memorize facts, learning how to go find them and it's a faster process and maybe you have more brain power left over for doing stuff with that information. I think about parallels to what's happening now. All the furor around, you know, again right around when, when you took the presidency, GPT coming out and there were, you know, stories of different places in the U.S. and globally, but in the U.S. school districts banning ChatGPT or, you know, that kind of thing, it sounds like, you know, as you were saying, there are faculty members wrestling with it and you're working with them and kind of grappling with it as a whole. But that the approach is to introduce, to expose, to have these conversations around them. You mentioned, and I had heard about introducing digital twins and AI avatars to the campus community, something that you did. Can you talk a little bit about that project, that experience and then in particular how students have reacted and how that kind of shapes your, you know, your interactions with them, obviously. But the university's approach to Using these new technologies as you go.

B (14:57)

So we're integrating AI into everything. And I love your reference to the Internet, you know, when Google was introduced. Right. That we are moving through this generative or the society of retrieval to generative. Right, right. And students, young people, always figure it out. You know, the Internet, to YouTube, to many TikTok, you know, everything in between, how learning and discovery occurs. And so for San Jose State, I believe we need to lean into it pretty extensively and integrate into everything we're doing, which includes our administrative processes. So, you know, high school students are coming to us, transfer students are coming to us, expecting to be able to use things like they're using in their practical applications. And so we, I, our team, our office team, really wanted to continue to be ahead of this. So I use many of the tools, AI tools, generative tools, on a daily basis. And that has helped me inform and build my own custom GPU and the like to help me be more efficient in my work.

A (16:05)

So at the risk of interrupting you, do you have. I was going to ask, do you have any favorites to share with the audience?

B (16:09)

Well, I do, several.

A (16:11)

Okay.

B (16:11)

With our instructional design team, they helped me build my GPT with all of my most important work that helps me shape how I can be more productive. And that in and of itself, as you know, is an iterative process in figuring out how this works because the technology gets smarter with you and predicting you when you give it who you are. So building that custom GPT isn't. Is another way to build our own portfolio of work.

A (16:41)

Right. Very cool.

B (16:42)

And I'll come back to that in a moment with the school shoe. But let me say to you that part of this was also. One of my foundation board members suggested to me that I consider building an avatar. And he let me know the company that he was using. And so my team did it. We went out and created a custom avatar, you know, the. Not to be confused with, you know, deep fakes.

A (17:07)

Right, right. This is intentional.

B (17:09)

Yep, Intentional twinning. And we released her. Actually, she made her debut. It's me, but I call her. She. She made her debut at Adobe, actually at an Adobe Design challenge.

A (17:20)

Oh, cool.

B (17:21)

And then I introduced her to the campus later. And this full spectrum of this is great. Thank you for leading the way to why are you doing this and who asked this and how much did it cost? And if you can do it, then why can't I do this in my classroom? So there was a number of really thought provoking responses that my AI avatar produces. Now, what I love about the AI avatar and why I did it is I wanted to be, as I said earlier, accessible, more accessible. So the Avatar can speak 125 languages. I cannot so this and we, you know, the city of San Jose is one of the top five cities with residents that were not born in the United States. And so I need to be able to communicate in languages that I don't sure. And also as students are making decisions about where they attend college and their parents are helping them make decisions, these decisions, I wanted to be able to communicate with them more personally. And the AI avatar allows me to do all of those things in multiple languages. So that was my business need for wanting to create the avatar. But like I said, it created quite the conversation. I want to come back to your question about which tool we're using. As you know, or maybe you've heard, the California State University entered into a system wide partnership with OpenAI and every student, faculty member and staff has access to chatgpt.edu. i have been extensively using ChatGPT through that partnership, which was announced last February that is available to all of our community. I use some of the other tools, use different tools for different reasons. Right. And. But I'm using ChatGPT quite a bit now and have my custom GPT developed there. In our faculty development center, we have had for several years now faculty development engagement using multiple tools and we have a lot of peer training going on from faculty to faculty in case studies use cases, which is the big buzzword on how to best be efficient is what are the use cases for using the various tools. And so we're doing a lot of use cases and helping upskill across the community.

A (19:51)

Are there specific areas that faculty and or students have kind of shown the most interest, kind of curiosity in exploring when it comes to using the AI tools?

B (20:03)

I think it's across the board.

A (20:05)

Yeah. Okay.

B (20:05)

I've talked to students who have had assignments of which they build models that might be solving a policy problem. And they have to interject, you know, the legal perspective, a stakeholder perspective, antagonistic perspective, and they put all this into the AI tool and that helps them to develop a solution. It's an iterative process, but the tool may be helping them think of perspectives that they might not have thought of and then they have to respond to it more. Faculty that are building programs in that way. Right. Flipping it, how do you use it?

A (20:39)

Right. Yeah.

B (20:40)

There are some students who are using the tools that I've talked to for study guides. There are some students that are Using the tools for first drafts. I think however we use the tools, it's important if we're going to be writing about things or communicating that we're citing references and saying, you know, this was co developed based on whatever sort of information they might have retrieved from the instrument and also to validate it, because no, these hallucinations exist. But as time goes on, the hallucinations are diminishing, especially if you're building your own custom GPTs. That doesn't mean mistakes aren't going to happen.

A (21:21)

Sure.

B (21:21)

But that's, as I say to students regularly, Noah, and faculty and staff, you are still the human in the loop. We're not trying to replace the human in the loop. We're trying to be, you know, have the tool be your co pilot or your, your assistant that you are directing.

A (21:42)

That's how we talk about it and use it as well. And from my own experiences as I was listening to you describe the approach and these processes and the importance of things like citing information sources and everything, it's the same way that I do my work when I'm doing writing or I'm preparing for a podcast. And again, it makes me think about the original rise of the web and the importance that it kind of shone a spotlight on the importance of media literacy then. Right. And in the same way, well, here are my sources. But is this a reputable news outlet or is this some guy named Noah in his basement on his computer? Right. That kind of thing. It's not quite the same. And I think you're astute to point out, you know, the, the influence of pace, both the pace that the tools are being created and the pace that they're being adopted. And neither one of those is slowing down for the other. And it just makes this, you know, everything all at once in kind of a hyperscale mode.

B (22:40)

Well, you know, Noah, the state of California, Governor Newsom has announced a partnership with the California State University and several tech leaders that many of the major tech firms, if not all of them, to ensure that California remains competitive in its AI innovation economy. And the California State University has created a Workforce Acceleration Board that consists of workforce leaders, tech leaders and university leaders, and state of California leaders to think about opportunities to work together in things like metrics. What are workforce challenges? How are we ensuring success for holistic workforce readiness and development from students who are coming through either K through 12 and coming into the university, community college or university to being ready for the workforce is a holistic experience. And I think we both know that right now in this job market that that first job now looks different here in San Jose, for sure did even a year ago or two years ago. And so we have to rapidly keep up with this. And that's why I think the knowledge of the tools and how GPTs and the manufacturing components are working. To your point about pace, students have to be ready for that. And when I talk to tech CEOs from various sectors, they are expecting a San Jose State graduate to come into the workforce ready to contribute on day one. And that means a lot around the tech side, but also in their communication skills and their literacy and their ability to make sense of things that are coming at them so they can be effective problem solvers and team players in those companies. So that makes our work at a public university here in Silicon Valley even more important while we're keeping up with all these other technological advances. But the state of California has really embraced that in a way that is different from other places. And a lot of this is validated in things you and I read every day, from the Brookings Reports to the recent study from Stanford about how AI is being used in the workplace and the fact that the saturation is here in the Bay Area and San Jose in particular was in a whole different place. And that's what I love about the work we're doing with Nvidia. As we think about Twinning. You asked me about twinning. We're really thinking about with our city. We're working towards creating a digital twin using the Omniverse product from inventory of San Jose. Yeah. To twin the city.

A (25:21)

Fantastic. Yeah.

B (25:21)

We have our faculty who have now are going through actively going to professional development to learn to use the Omniverse tools in particular. So they're teaching students how to do this as they'll be building out that twin in our public library, which is accessible to all citizens and all residents of our community. So our job is to stay focused, not only on development, but also thinking about social and civic good and how we can in those areas, along with what the governor is looking at for state workforce competitiveness, what our mayor's looking at for solving civic and social good problems, and what we at San Jose State are looking at in ensuring our students are prepared for this broad array of opportunities in the workforce. And Nvidia has been a tremendous partner with us in that work. Like the GTC conference. You know, this last March, we did a watch party for gtc and it was a game changer for students.

A (26:21)

How so?

B (26:22)

Well, first of all, Nvidia brought Full Stop Experience to the university here at our Provident Event Center.

A (26:32)

Of course, when I walked in there.

B (26:33)

I didn't recognize the place. All right. Yeah, the Nvidia, the logo, they brought all the technology. It was truly like their CEO Jensen Huang was in the room. The technology was that good. It was almost. It wasn't, but it was almost like one. But here's the thing. Nvidia, as a part of that GTC conference, hosted a career panel on campus. They opened this up to all the region. We had over 3,000 students sitting there for over two hours, captivated by this technology rock star moment with this AI career panel, followed by the CEO's talk that he did up the street here at SAP Center. And then the kicker, they gave a drawing for five GPUs that were signed by the CEO Jensen Huang.

A (27:23)

Very nice.

B (27:23)

So it was. This is an epitomizes what it means to be in our geography and preparing students to understand, to get a glimpse of anybody that watches any of Jensen Huang's talks, his video cast. You get the sense of how far ahead the company is and how they're thinking about all these technologies. And that's what we need our students to understand going into that. But Nvidia is not the only one. Obviously, Cadence Synopsys, many other companies do their conventions here and we'll have an opportunity to hear from their CEOs. Yeah, but it matters. What's happening is matters in, you know, where we started, about visible role models, accessible. This is for you. We want you to be ready for this world of innovation that's occurring around us.

A (28:16)

And so as you were speaking, I was again, there were a few different questions under the umbrella of workforce preparedness and future economy and the AI driven economy and how, how you prepare students for that. And I was, you know, you were kind of addressing them as you spoke. And it made me wonder. In the career panel, you mentioned the students being held wrapped for two hours, you know, listening. What were they hearing? Or maybe, you know, sort of more importantly for this conversation, what were they asking? What are the students? What are the families? What are, you know, the faculty members on their behalf, what are they thinking about, concerned about, excited about when it comes to, you know, this new economy and finding that first job and the first job looking different and all of that.

B (29:02)

So there's a number of AI influenced career centered activities that are occurring in San Jose.

A (29:09)

Okay.

B (29:09)

Again, I think that's a competitive advantage that we have.

A (29:12)

Yeah.

B (29:13)

So GTC is one of them. But with many other companies, along with just Our own internal resources holding these kinds of conversations with mentors and sponsors who are all in the various tech companies around the Silicon Valley that are also, in many cases, San Jose State graduates, but not necessarily so. The trepidation exists, and so students get an opportunity to come in. They're asking, how do I get prepared? Right. What are you looking for? And you know, Noah, besides the technical proficiency, it's still, am I a good problem solver, Am I curious? Can I communicate? And the basic hygiene of can I get to work on time, can I hold up my responsibilities as a solid employee, you know, a good citizen of the company, wherever I end up, some of those things get reiterated. That all of these other parts of who you are still matter. But being prepared for this world of change and you as a human being, showing up as your authentic self to create this future that doesn't yet exist, is part of what is reinforced back to our students. But there is some degree of technical proficiency that's going to be required and some degree of understanding how the tools work. Even if you're not designing and building it. You understand the logic models to create effective prompts to manage your life, to manage your projects, to manage your work. Now, not everyone that graduates from San Jose State is going to be an engineer or computer scientist. So there are. They hire from all of our disciplines, our sociologists, our psychologists, our business school, they work in human resources, they work in accounting, they work in finance, they work in marketing, they work in sales and training and development. So there's an. A whole ecosystem. And then in the nonprofit business, the nonprofits also are looking for our graduates to have a competitive advantage, to understand how to use AI in offices and work that's often lean and under resourced.

A (31:23)

Right. That. That idea of AI being a superpower. Nonprofits. Absolutely. They could use it.

B (31:29)

So it's everywhere. And that's really part of what we're telling our community is that, yes, engineering and tech is one element, but it's not the only one. That's why we're embedding AI into everything we're doing in the social sciences, business school, humanities, in the arts, education and the like.

A (31:48)

Fantastic. How do you think about the use of AI for social good and you know, San Jose's mission and values? And then just in general, you were talking about being a human being and the notion of tools being tools, and they're somewhat agnostic, and it's how we choose to use them that really makes the impact. How does San Jose State sort of influence and drive the Discussion around AI and social good.

B (32:13)

So part of the social good is understanding who our consumers are. And I think about social good as we think about municipalities, right? So cities, counties, state employees, university employees. We're public workers, we work for the public good. And so part it starts with, are we in the public good, knowledgeable? So the upskilling component, we have worked with funders, philanthropic organizations that have helped fund our university, to work with our local cities, our local city, San Jose in particular, to upskill, to create curriculum that allows us to upskill so that we're developing solutions for common problems. That's why the digital twinning opportunity to. To twin the city is so important, so we can get ahead of things that are everyday life challenges, like is the bus on time? Where are there major potholes, where are there major safety hazards for pedestrians, bicycles, children and the like. So some of that is going to be wrapped around this social good and common good. So for us ourselves to be educated, then we look at how does the everyday citizen who has a library card, in whatever form that is, that can come to the library and get some basic knowledge and basic information to participate in city governments, like a civics masterclass, for example, or AI masterclass, where they're learning as a resident how to use tools to advance their civic causes or social causes. So you can imagine that happening in a workshop in a public library. So that's part of what we're trying to do, again with an AI innovation hub in our library, but also digital twinning of the city. And then as you and I were just talking about, how do nonprofits think about this? So how can a to solve expedient routes for food delivery programs like Meals on Wheels or our food bank programs and the like. So the, the use cases, which is really, I think one of the gold cards that's still being developed is what are the use cases? So as learners and as adult learners, it's even more of a challenge that we're learning the new technologies and trying to imagine now, how do I use this to do my job? Well, the use cases sometimes are flipped. So that's where the social good is also occurring in creating active and relevant use cases to help people as we transition to this generative economy from the retrieval economy.

A (34:52)

Your thoughtfulness on the subject, while not surprising, giving your role and your background, but it's really appreciated and it's really, I think, you know, thinking through the micro and the macro at the same time. Right? And as you said, public university, public benefit, what are all the different ways that these tools, and it's like any other technology, except perhaps it's going much faster and more impactful than the ones before, or many of the ones before anyway. But thinking about how these tools can permeate all these different parts of society as how you think about social good, I think is really just a great, a great way to think about it.

B (35:28)

Well, I was just going to say that you reminded me that we have faculty that are using AI for social good problem solving. And what really I've seen as well as some of the output of that is that students who may be multilingual or trilingual and may live in different areas of California or the region bring their own authentic experience to how they're thinking about social goods that may solve, to your point, micro population challenges or microcosms without giving up their authentic culture and this integration of solving social good problems. And I'm watching that in practice and with our faculty who in some cases are doing statewide looks at these problem solving using social tools. So I think it's important to remember that we're asking students, as they're learning to learn to solve these challenges in their own home communities. And that's really an accelerated benefit that we're receiving now with the tools.

A (36:36)

That's great. So you've talked about this throughout the conversation and I don't know how I could follow up your saying you're working on a digital twin of campus by saying, what else are you doing? But as we wrap up, what else is on the horizon? Are there any new collaborations, initiatives, maybe even research directions that you can speak about that you're excited to share?

B (36:59)

So a couple things. At San Jose State, we've got an AI related sort of this curricular innovation going on. So you can expect to see our curriculum and the programs that we offer here continue to emerge in ways that are in some cases reactive and in other cases hopefully proactive with our tech partners in tools not yet developed. So I think this human centered interaction with robots and living and working in space are things that you're going to see coming from us over this rapid period of time. And we're already embedded in and some of those conversations and things happening in space, which is just sort of mind bending, right?

A (37:42)

Yeah, right. Well, it's exciting.

B (37:45)

The other is we're really wanting to ensure we provide incentives to all of our faculty to lean into their research, especially if it is related to this new emerging industries and research opportunities and working with tech companies to understand what their research needs are, where our faculty can Be alongside them. And I'm finding that if we are more focused and granular on what we need, that tech companies can respond to that more rapidly and responsibly when we know what that looks like. And that's something we're still meshing together on.

A (38:29)

Yeah.

B (38:30)

And the Omniverse is the best example I have that we really want to do this. And oh, by the way, then we need to. To teach all the teachers, teach all the faculty members who will lead this and guide it and take it in a whole nother way, but to get everyone to baseline. So being at Nvidia when they can take those courses or go over into the laboratories, there is a big opportunity for everyone. So I see.

A (38:53)

Amazing.

B (38:54)

The other thing that we don't know yet, but I would imagine with the business incubation focus that our mayor has, and you know, earlier this week, the mayor issued checks to the first, I think it was five winners of the AI economy projects that are being incentivized here in the city.

A (39:14)

Oh, is that right? Okay.

B (39:16)

Yeah. The awards are made, I want to say Monday or Tuesday. It was earlier.

A (39:19)

Okay.

B (39:20)

Anyway, it's the first five. And according to the mayor, no other city has done this yet. So I think you're going to see business incubation and business innovation, and we're going to see it here coming from our students and what they're making in the proverbial garage, which is different now. Right, right. And in our business school, for example, Noah, this semester. So it's coming soon. Funded by Plug and Play, our faculty in the business school created a program called the Spark Academy. And Clark Academy is teaching AI entrepreneurship innovation to high schoolers.

A (39:57)

Fantastic.

B (39:58)

Here on our campus. And so all of this is being seeded to mature in this next generation. In response to your question about what's next? There's a lot.

A (40:09)

There's a lot. Fantastic. For listeners who want to learn even more, maybe want to plan a visit to campus. If they're local, think about applying. Is the website the best place to go?

B (40:20)

Yes. Come to sjsu. Edu. Anybody who wants to talk can always DM me on social media. And we do respond. I do respond. So it's exciting and we're happy to talk further about this as we all develop curriculum for the new tomorrow.

A (40:38)

Great. Well, Cynthia, Dr. Tiniante Matson, again, thank you for taking the time to come on the podcast. And more importantly, congratulations and continued success with all the work you're doing. It is an exciting time to be alive and as a parent with a child rapidly approaching the end of high school. I'm excited for their future if they go on to college by this conversation. It's really heartening to hear about the ways that as an educator, but in as we've talked about this really unique situation, geographical and sort of proximity to just this history of technology innovation, it's really great to hear about all the thoughtful and practical ways that you're approaching these partnerships and the new technology and just how to work with and serve your students. So best of luck and continued success.

B (41:25)

Thank you. Take care, Noah, and I look forward to talking to you again soon.

A (41:29)

You too, Sam. It.