 Hackers are by definition diverse thinkers. They think outside the box. That's what makes them so good at what they do. To defeat them in their attacks, we need to think differently too. And so we need to increase cognitive diversity in the cybersecurity workforce, which is a challenge, which is a real challenge. We do a great job as a community educating people from the right backgrounds. They go to the best high schools. They get into the top colleges and universities. They study the right fields and they have some security specialization and then they join the cybersecurity workforce and they do great. They have excellent careers. We do well at that as a community and we do exceptionally well at that at RIT, of course. But what we need to do is bring different people into the workforce, which means we need to think differently about how we train people who think differently. So our technical training needs to be adapted to increase accessibility. And that goes beyond just a paint job on our pedagogical models. This actually requires some redefinition of the way we train mid-career transitioners or those who don't come from that same sort of path in the K-12 to undergrad to master's degree and so on. So having a career launchpad that starts with the technical training focused towards the ability, the skill development in diverse thinkers and in different learners is really a great first step. But then it needs to be followed up with meaningful individual assignments on practical experiences, building challenging group work using the differences to the benefit of the overall product. So that forces, that really does build exceptional communication skills across blended teams. It's one thing to be good at your job, but if you are the only one that's good at your job and you can't work with the others who are good at their jobs in their own way, then we're missing important components. And just having more diversity in the cybersecurity workforce is good, but leveraging that diversity for the cumulative benefit is really what we're designing here. And so of course building those skills, having the group work needs to be augmented for the individual apprentice to graduate into a full-fledged role. And so they become journeymen or experts in their field. And so that transition is very important. And so traditional resources like resume, workshops, mock interviews, networking sessions really does help to leverage the portfolio of experiences that they've created in this blended work environment into a meaningful career. And so having individualized support for placement is really an important component of the apprenticeship model for nontraditional and underrepresented persons. Cognitive diversity isn't just the right thing to do. It's also the smart thing to do. Through this apprenticeship we look forward to creating a model that other network members can use. We plan to develop and publish androgynical framework, evaluation criteria, a rubric for educating adults of a variety of backgrounds so that they can perform high skill tasks. So we endeavor to create therefore a catalog of best practices that network members can use in creating high impact public interest technology apprenticeships of their own. This program is built on a pre-apprenticeship model that we constructed during the time of COVID with online upskilling or reskilling potential. So we built a model company, a fake company, a simulation that allows new trainees to practice in a controlled environment what it would be like to be a cybersecurity apprentice or an intern. And so they have hands-on tasks, e-mails, trouble tickets and so on, and promote through general IT, troubleshooting into security-specific problems, and then have a culminating experience as a team, as a group, working through sort of a realistic environment assessing vulnerabilities and recommending mitigations. So this allows somebody with no technology background an opportunity to get the skills that they need at the foundational level to then apply them in a paid experience. And so again, this is what we will build the apprenticeship program on top of. So the exposure here is to fundamentals in a variety of operating systems and security and IT fundamentals, information systems, risk assessment and so on, and some soft skills, project management, group work and so on. And they apply a series of tools as well, some common tools across the industry and will have a foundational awareness at the exposure level to these before entering the apprenticeship. So then they apply the skills and the tools that they learned in the pre-apprenticeship for actual, real, critical infrastructure protection. We have focused on with the Eaton Cybersecurity Safe Lab within our IT. We do a lot of work in energy, healthcare, voting, finance, supporting real companies, real products and manufactured goods to have a security life cycle that includes assessment and security engineering. And so these apprentices will be working under the guidance of the Eaton Cybersecurity Safe Lab to address real cybersecurity issues in these critical infrastructure sectors. Of course, we do work outside of these sectors as well. So they'll have a wide range of available applied skills and familiarity with tools before they seek permanent employment after the apprenticeship is over. There's a lot that we don't know about cybersecurity training. We know a lot about cybersecurity education, but training for adult learners is in some ways new and different from what we're used to. And we will learn about how to do that, not just for traditional learners but for diverse learners in particular who have a varied need of learning resources and whatnot. The models that we use to train cybersecurity to educate cybersecurity workers are really built on pedagogy from K through 12 all the way through even the higher order study at the graduate level. It's really still that same model. And what we're looking to do is create new ways of understanding at the androgogical level for adult learners these tools and evaluate these tools. And so it's our goal that the project itself will provide resources that the network can use to advance the field of apprenticeship design and application for nontraditional learners at different stages of their life. A couple of years, I think we'll see more and more apprenticeship programs like this become available. I think over five years and looking toward 10 years, we're going to start to see higher education shift some of its business model into nontraditional learning like pre-apprenticeships for training and workforce development. I think we're all relatively aware of the proverbial demographic cliff that faces higher education with less numbers of tuition paying students coming into a traditional four-year model. So having diversity in our revenue streams as higher education I think is important. So that'll be a foundational driver, I think, in creating more of these types of apprenticeship programs and pre-apprenticeship boot camp type programs. And I think, so that's kind of part of the question, right? What do I see the field of education in the next two to 10 years? But I think we also have some interesting horizon for cybersecurity in general as well. So the cybersecurity workforce, I think, will start to shift away from the excessive demands that we see in hiring practices now with five years and a master's degree at an entry level position in cyber is untenable. And I think what we'll start to develop an appreciation for is how different backgrounds, different educational levels and different skill sets can work complementarily to find, solve cybersecurity problems. And having that bench strength and appreciation for where those problems live and how to get after them in the people processes and technologies perspective, I think we're going to see that more and more over the next decade in cybersecurity as well. I'm happy to be a part of the potential at finding some solutions that will be meaningful. So thanks.