 Experiential learning happens at two levels for a public interest act data science core at Columbia and Lehman collaboration for our participants. At the first level, undergraduate summer interns work in teams, applying their data science skills in collaborations with project owners. They develop both in their technical skills and teamwork skills. Work from the public sector and nonprofit organizations allow our students to gain first-hand appreciation of how data-driven solutions can be developed to create positive impacts. In particular, there is no better way than such experiences to teach responsible and ethical use of data. At the second level, our design studio have graduate mentors who work with both the project owners and undergraduate interns. They first turning a project idea into an action plan, mapping out outcomes to meet the needs of this project, and later they guide undergraduate summer interns through the entire course of the summer project. This component of our public interest tech data science core ensure both a high likelihood of product success and the inclusive learning experience for all participants. Through this experience, our graduate students serving as mentors learned how to effectively promote diversity, equity and inclusion in their teams and how to lead a project from start to finish. We have both short and long-term plans to bring in students from other CUNY colleges to expand the public interest technology data science core. In the short-term, we plan to circulate our recruitment materials for future summer programs across the CUNY network. In particular, we plan to leverage our partnership with the CUNY Institute for Demographic Research and our relationships with colleagues at the John Jay College of Criminal Justice, a Hispanic-serving CUNY senior college in Manhattan, as well as our relationships with colleagues at Queens College, another Hispanic-serving CUNY college. Nearly 65% of Lehman students are transfer students. In the long-term, we hope to extend the public interest technology pipeline to the three CUNY community colleges that are the primary source of Lehman transfer students. Those colleges are Bronx Community College, Hostos Community College, and the Borough of Manhattan Community College. By eventually expanding the PIT data science core to those community colleges, we hope to increase student awareness of public interest technology educational opportunities at the point when they are just beginning to chart their career trajectory. Geo-Word projects naturally provide ways to engage faculty whose expertise is relevant. Our first cohort of summer 2021 have projects that provided opportunities for us to reach out to experts on geo-information systems, poverty research, and research of social justice. Often, faculty may feel reluctant to get involved due to their limited bandwidth. Our graduate mentors can help scale up such access to faculty expertise by guiding undergraduates in reading literature and learning new tools. The Public Interest Technology Data Science Core advances the field in a couple ways. First, the program diversifies the public interest technology pipeline by building a bridge between Lehman and Columbia. Most Lehman students are the first in their family to attend college, where than 80% identify as Black or Latinx. 60% are from the Bronx, the poorest congressional district in the U.S. Our project expands the public interest technology opportunities and resources available to Lehman students. Why should we care about diversifying the PIT workforce? Well, in addition to the importance of equalizing opportunity, we know from prior research that diversifying project teams results in a deeper understanding of public interest problems and more informed PIT solutions. The second way the PIT Data Science Core advances the field is by improving our understanding of how institutions shape the engagement of underrepresented students with the PIT community. In partnership with some of the first gen students in our first cohort, we're developing a PIT project development and mentor training curriculum for faculty and graduate students that focuses on best practices for improving PIT educational experiences for all students. The curriculum guides graduate student mentors through a six-week design process with the community project owners to scope PIT projects in terms of goals, deliverables, data availability, and required expertise and resources. The project development curriculum has been critical to ensuring the successful transfer of domain knowledge between the community project owners and the Public Interest Technology Data Science Core. In two years we'll see more formal curriculum development in public interest technology. Hopefully in five years there will be more formal collaborations between the public sector and higher education institutions in the forms of academic programs and career pipelines. In 10 years public interest technology may turn into a mature discipline on university campuses that prepare students for a career in the public sector.