 Hello, I'm the Reverend Dr. Katie Komsky, I'm a professor of psychology at the College of Staten Island, which is part of the City University of New York. I also serve as the academic coordinator of CSI St. George, which is, which is an extension of our campus at the, on the North Shore of Staten Island. I have the fortune of being a year two grantee in that I received grant funding for year one and year two of my project. And the title of my presentation today is becoming public interest technologists, the importance of marketable tech skills, peer support and mentorship in year two. So year two has focused on broadening our institutional capacity for building a curricular and co-curricular activities related to public interest technology at CSI and at CUNY. As I mentioned before, our program is housed at the St. George extension of the College of Staten Island, and this year our first cohort of Pitt students started their second year, while also an additional cohort of 20 students were recruited from four degree of feeder high schools and enrolled full time at CSI. We've built a two, over these two years we've built a two year program that meets all general educational requirements at our institution, and that will lead to an associate's degree with the students having taken most of their courses with a focus on Pitt. Of course, cohorts of students are now forming an intentional Pitt learning community at CSI and have become the foundation for a student club that they're in the process of chartering right now. We learned in year two that from year one into year two that valuing diverse voices and student leadership and the development of particular skills seem to underscore the foundation of what's important for the development of public interest technology. We realized that Pitt is defined by intentional skill building around leadership, critical thinking, social scientific methodology and storytelling. Our Pitt learning community is over 70% BIPOC students and all of our students can claim identities that fall outside of the perspectives of dominant culture. And so in order for us to achieve our goals of equity and access within our community, we've really had a participatory focus on how we develop our programming and how we involve students in what we're doing at the college. And so that this focus on participatory methods in building academic programming and building an interdisciplinary field, I think is critical is going to be critical to the future success. In year two we're also looking at what's next again motivated by our students impetus and their engagement in the Pitt curriculum, they're ready to go they're ready to think about what's beyond their, you know, second year, as they move into their baccalaureate degrees. And so by the end of this year we will have established the means for students to consume continue to pursue their bachelor's degree in Pitt through our CUNY BA program which is a unique interdisciplinary studies program that we have at CUNY. What I should also say is that we will have many students from our cohort that are moving on to baccalaureate degrees not in Pitt, but in more traditional ways of studying communication psychology and fine arts. However, they are, they know that they're going to be bringing a Pitt perspective to those fields as well and so we feel like that's going to be a really interesting thing to follow, as we will continue to follow up with our students. And we will continue on to the baccalaureate degrees. Another interesting part of our program is that we're working with our in house tech incubator to build a marketable credentialing program that will be deployed in January, which will lead to students from our first cohort being able to gain a marketable credential focused on human centered design that will pertain to social justice issues. We are very encouraged by the enormous effort recent effort that we see within the Pitt University network to support career development and opportunities within tech and beyond and so we're excited about building our relationships with regional partners that are kind of focused on, you know, how do we help students imagine careers that have a Pitt focus, and this is supporting our goals as we move towards scaling up our efforts in year three. In year two, you know, we've, we've haven't, you know, sort of encouraged and and established our strong commitment at the College of Staten Island and at CUNY more broadly to Pitt, and we see this as especially at CSI St. As critical to helping us brand what makes us unique. And, you know, the goals of New America and in the funding and the network has supported this enormously for us over the last two years. All of our activities have really been student focused and aimed at actively leveraging the assets that students bring to this as a guiding voice for what the future holds, as well as to encourage buy in to public interest technology. And we want to encourage CUNY and the university network to use Pitt to use Pitt to center our new discourses and anti racist and anti poverty movements, and to leverage locally driven solutions to social injustices and so we see this as our unique contribution to the network in that we consider our curriculum and our student involvement to be extremely place based in year two and as we move into year three, we're going to have real tangible examples of how we're investing our knowledges into how we can help build community capacity around things like food insecurity and challenges as it relates to climate change. In this we look forward to the ways in which we can use Pitt to engage regional partners in academia industry in the community to drive workforce transformation for 21st century post pandemic world. Thank you.