All right. I want to say thank you all for being here today and to have this conversation with us. I'm not going to tell you much about myself since it was already shared. I do want to share great gratitude to those who are joining us. Some individuals on this list are not able to be here today, but I do appreciate them making the commitment. I want to say special thanks to our character Reta here, miss Kesha Dixon with us. We have doctor Monte Tapler, miss Daniel Wedington, doctor Lisa Steel, and Mr. Tommy Arnold on from MSD Pike Township, and I know that it is in the middle of the school day, and I appreciate you all taking out time. Miss Aaron Naylor is unable to be with us today, but if she did send something that if time permits, I would like to read to the group and just thank you to all of the GSI staff, family, and friends that are all with us today. I do have two staff members, Savana ima and Renee that are here with us as well. What I'm going to do and what I've committed to do in 7 minutes or less is just to give some background, and then we're going to open up the floor to have a conversation. And so I'm provided overview of Girl Semester and all of our programs. And then I'm calling this conversation a impact vision and hope because from this, I really want our community partners to talk about the impact this partnership has had upon them and those they serve. Then for everyone, what vision and hopes do you have for the work that we are doing? Girls in Institute, I started this work in 2013 is not work that I do alone. I've always had committed friends and staff and family beside me. Our mission is listed here. We really want to empower girls of color to be leaders, innovators that can bring about change and understand that stem is something that they can use in their personal lives as well as for their community. We also We have some key elements. If you look at any of the research, we have some key elements that we really build upon the work that we do through Girl stem and all of our programs. That is, we use a social transformative curriculum framework, meaning that we want our scholars to know how the content relates to humankind in general. How does it relate to them? How does it help them understand different systems of oppression in? Then what does it help them to do to critique those systems or what can they do, what they learn to bring about change in their personal lives and in their community? We also know that it's important to create a very caring and loving environment. Having the scholars and their caregivers in a space where they can be them full cells, that they don't have to be shaped into a different mode, but they can bring who they are fully into the space, that the value that they bring in the knowledge that they bring into that space is value, their experiences are valued and that they're centered in what we do. And also the importance of partnerships, which it did my heart so I mean, my heart is full to the amount of yesses that I got when I put out an invitation to join us today on this call. And so the importance of building those partnerships with schools with communities with our caregivers, and that is central to the work that we do. Quickly going to put this slide up. I two of the key elements that I talked about, there are two specific equity by design resources here. At I U N D, Girl Semester two is situated in the School of d within the Great Lakes Equity Center, and these are two resources that are from the Great Lakes Equity Center. You can scan that QR code and go to their website. But these are some resources about some of the programs that I'm talking about today, as well as more about the social transformative framework that we take towards our curriculum. I'm going to talk through five programs, and I'm going to give you like a preview, but I can't give you a whole lot of information about a six program. In 2021, 2022, we received funding from IDOE, and we officially started the Girls and Guy Stem Institute program. This program is an A school predominant an AppA school program for scholars in grades three through eight. We do interdisciplinary approach to Stem as well as literacy, and we have partnered with MSD Pike, the Past school and Global Prep for this work, and we have strong representation from MSD Pike today to talk about their experience. Some other programs our summer summer institutes here at IU dy, and we also have posted these in Muncy. Last summer, we had a program that launched in Hampton Rose, Virginia through Old Maine University. We have our summer institutes here on campus that is a four week program that we open to scholars. We also have its playtime robotics program going on now where we're really engaging with scholars in grade three to 12 around computational thinking. I'm giving you all short versions of this. Have a group of miss Nama can correct me, six to eight scholars that are leading our research team for the Einstein Incredible Universe Project, which is centered around the eclipse that's happening in April. There are 20 teams across the country and Girls institute is one of two in Indiana, the other being Girls Inc. And so they are coll research they're collecting data Fassa that will then be used in an IMAX movie. They will be on campus tomorrow doing a solar observation. Then we have a program that I would love to see relaunched again along with girls and guys state, the family fostering and maximizing interdiscipline, learning year round, which is a program where we really center scholars learning alongside with their caregivers. It's not just we're working with the scholars, we're also bringing in the whole family and going through these learning experiences together, which was an extremely powerful experience to have that intergenerational knowledge come together was extremely powerful. That is those are Five projects that I can talk about in detail. I'm also miss Dixon and I are in the process of conceptualizing and planning out another project that will really bring together the arts and stem. Once we are able to talk more about what that project will look like, we will share it. So we're hoping that that program, we'll launch sometime later this year. Just don't want to give a lot of details yet until we have everything in place. What I want to talk about now is impact. Today I want to have a conversation about impact, and I'm going to talk about impact from the numbers, and then I want to open the floor for our community partners to talk about impact through their words and experiences. Since 2013, as you can see, through our after school programming, our sit programs, our summer programs, we have been able to impact over 957 scholars. 90% of those identify as scholars that are Black girls or boys. We have spanned six states. A lot of that happened during COVID, when we have virtual programming and then the launch of a program in Virginia. So North Carolina, Virginia, Georgia, Indiana, Florida, I think I did six. So if I did, it's on the map. Through our year round programming and and table in events, we have partnered with the State Museum. We have done things with the pacers with their STEM FAS, we have reached over 3,000 scholars. We have served over 343 scholars at IUPUI, I I UN Dy. Our summer program. And our work with Girls and Guys Sem Institute, we were able to reach another 611 scholars. As I said, I'm sharing with you about the numbers. But now what I believe is the most important part of today's discussion is to hear from our partners. If you have additional questions about Girls Sem, you can put them in a chat, and you can reach out to me. I just really I wanted to make sure that I left enough time for our scholars to talk about the impact of the partnership that they've had with Girls in Institute, whether it was through our girls and guys Stem, our summer programs, or any of the other programs that we're doing. Once we have that conversation, just to talk about vision for the future and hopes for Girls in Institute. So So probably know that I'm going to do this, so I'm going to do it anyway. I'll do it because she knows I'm going to do it. I'm going to start with the caregiver, missEmma Sullivan, and just wanting you to talk about the impact of partnering with us. And then from there, we will go to our partners at Pike Township to talk about the work that we've been doing. We'll go to miss Dixon, I'm sorry, then we can go to Pike Township to talk about the work the girl at Guston Institute. So miss Emma, do you mind sharing and getting that started off? Sure. It would be kind of hard to say no, at this point, right? So My name is Emma Sullivan. My scholar, Brandis, has been involved with GSI for six years, five years, a long time. When we first got involved, I was looking for the fourth leg in her stability, if you will. We had school, we have church. We had a good home life. But she needed another leg to stabilize her in her love of math. She had a love hate relationship with math. It was she loved doing it and loved accomplishing solving the problems, but hated it because it was really hard. It was difficult for her. It was a challenge. And what I didn't want to have happened to her was that it would get so hard that that the struggle would overwhelm her love. And I was also looking for a place where she would be encouraged to be fully present, to bring her whole self to the table, where she would be nurtured and encouraged and be surrounded by people who look like her. And I'm not going to apologize for using spiritual phraseology because that's who I am and that's how I look at this process. God led me connected me through one conversation. Somebody said, My daughter is working with and that led me to GSI. That's what I was looking for, and that's exactly what we got. Brands has learned the impact. The impact is that she still has a love hate relationship with math. She's in eighth grade now, and she's not quitting. She's still in the fight with math. She's still in the challenge, and now the issue is not that she can't do it. The issue is just continuing to overcome and push through the difficulty. She'll get frustrated, throw the pencil down, walk away, but she comes back. That's been a big support, a big outcome from being involved with Girl Stem, because they took math from the book, or from the computer and put it into her hands so that she could see how Stem in all of its forms was a part of all of her life. So in just a word about the family project, one of the things we talked about and learned about were food deserts, we still talk about food deserts today. When we go through neighborhoods, we see another gas station being built. She will go into this whole dialogue about the impact that is going to have on that neighborhood and where is the food and can we drive to see where the closest story is where they can get real food. So Krystal, your me gas money, because I'm running all over the city. With her, whenever she has these experiences of seeing a new gas station come up or seeing a new place where people can get fast food, but no real food. That's a direct impact. She has learned to love her hair. She's learned to love her skin. She's learned to love her full black girl self, and girl Stem has been a big part of that, where she could be challenged, encouraged, loved on, appreciated, and pushed a little bit to take the next step forward. And that's exactly what I needed her to have. In terms of my vision. I would love to see, of course, more girls have access to girl stem. I would love to see my scholars right at the edge of being able to step into a more responsible role, and she's nervous about that, she's shying away from that. But my vision is that she will continue to be encouraged so that if it's not this year, the next year, but she'll know that this is a place where I can take what I've learned and become the mentor. I can become the encourager. They already call her grandma at school because she's always, you know, on people who are acting out and doing all kinds. So she's already in that role. She just is a little afraid of the title. So my vision is that girl stem will be nationwide, that we would certainly have two or three sessions of Summer Institute, and that all of our black girls and girls and boys of color would have an opportunity to take math from the abstract from the book, from the computer and put it into real use, see themselves as the researcher, see themselves as the creator, see themselves as working and exploring and doing all these things that they don't think about in the school setting. Thank you, S E. I'll have to get that money to you. One thing you here is that we do hire our scholars. We really so we will hire them when the university allows us to typically 15, that they can then come and work for Girls Institute. Thank you so much, miss Emma. Miss Dixon, we going to have you talk about our partnership, and then we're going to shift to Girls and Guys Institute. Well, miss Emma is a hard act to follow. A lot of profound words. Thank you for that. And it brings to mind the similarities between the two programs. Doctor Morton reached out to Asante Children's Theater several years ago, looking for a teaching artist to come and augment the work that she was doing with GSI. So she and I had an opportunity to talk and the more I heard about the program, the more impressed I was with it. And at that time, because of my work that I was doing with the National Association of Black Storytellers, Stem to Steam was also of interest to me. So to be able to partner at teaching artists with her program was excited, and it was curious for me. I called my friend, Ronnie Stone, who was the founder of Epiphany Dance collective and talked to her about the program, and would she be interested in bringing her expertise as a phenomenal dancer? And well crafted dancer to bring that and augment what Crystal was doing. She did so. What she did was to bring the roots of African dance and teach the girls the culture, introduce them to who they are, through African dance, and who they were, through African dance, helping them to understand the power of movement through music, and teaching them about presence. All of this through an introduction to African dance. So now we are years later, and Ronnie is still a partner on this and still bringing her expertise to the program. I had an opportunity to witness the finale performances and to see these young girls exude with confidence. And some of them you knew were new to this process of dance, but yet they executed their moves with confidence because they know who they are and they're comfortable in their skin. Much to what miss Emma was talking about. They had the opportunity to be around instructors who look like them, and we know how powerful that is. They had the opportunity to be around other young ladies who look like them. And again, that adds to their experience. So the work that we have been able to do and accomplish together has really strengthened the partnership. A Sante Children's Theater became A Sante Art Institute, and the partnership is still there. And although I am the former executive director, I am proud to be able to say that I'll be working with Crystal developing a new initiative that is going to benefit girls as well. So the similarities in the programs was cultural grounding. And then we that was a strong point for me. But our vision, what I envision for this program is that it will expand and have far reaching impact because Crystal is brilliant in being able to create these opportunities for young people to come and learn about who they are and these different models that she's come up with. I I want to see them grow beyond even her expectation and that they are around for years to come. And any way that I could help support that, I'm here T hank you, miss Dixon. I appreciate that. So we are. We have about 12 minutes left. I'm kind of sad by that. But right now I want to go to our MSD pipe. So I know we have miss Weddington, Mr. Arnold, doctor Still, and doctor Teflar think that's who we have. Miss Brody, if you're on, just make yourself known. So talk about working with us with girls and guys Stem and just sharing what you would want to share in terms of the partnership, the impact, and what you would vision and hope moving forward. And you all can go in whatever order you can have a completely open. Well, if you all are okay, I'll kick it off. Is that okay? Yes. Okay. All right. Well, I'd say, we had we were blessed with the opportunity to host the Girls and Boys Tim Institutes in our building at Lincoln Middle School. We are middle school of as close to 800 students. And when we started this program, we started this partnership, it was 2021, 2022, I believe, and we had just opened the school back up full live instruction. And so what a great opportunity this was for our kids to be involved in something extra curricular. We're still trying to teach kids how to come back into school. And it was great timing that we were able to work with doctor Morton and her team because again, it was an opportunity we would bring kids back in, and yet, and we also have things you can get involved in. So we started that program about two years ago. Multiple hands on opportunities for our students. Anytime I would be able to go in and see what was going on, kids were engaged. And if you're in education, that can be a challenge to try to find out how can I keep kids invested? How can I keep kids engaged? And anytime I went in to see what was going on or to observe, kids were certainly engaged. They learned how to make things. They learned a bit about engineering, aviation. I think that the really cool thing about it is they were learning how to create something. And it was something that was productive. They learned how to make things that they could actually do as a full time career. And I think about just our exceptional learners, too. We had some exceptional learners in that program. And I guess I say I have a personal investment as a parent of students who were involved in the Girls and Boys Sim Institute. It was great to see all of our students that participated, especially in my own children learn about gifts they maybe hadn't thought they had or tapping into some skills that they maybe hadn't thought of or hadn't developed, and that was able to happen through this particular program. I'm glad our kids were able to be a part of it. Again, all of our students that were participants. I'm glad all of them were able to take part in this adventure. Even doing the summer extension, that was a blessing. Because now students who may not have been able to participate in the SIM Institute during the school year, now you've got that opportunity over the summer. And again, it was another opportunity for them to be able to learn how to create, how to think, and also work with and see people that look like them working in the same atmospheres. I know, especially for our girls. When we look at the math science piece, it's good for our students to be able to be encouraged in those areas to know, yeah, you can do this. And it's also good for them to be able to see people that do look like them, as has been mentioned before already. It's good to be able to see that at time so they know, you know, this is possible. And I'm seeing particular individuals doing things that, again, I never even thought I could do, but it's inspiring. This is something, I would say, it would be great to have this back in Pike Township. I'd love to have that opportunity for our students because sometimes they're limited in access in terms of access points, and we want to be to provide as much as we can. But I'd say the time we're able to have together working and facilitating this program. It was rich. I really appreciate miss Daniel Weddington, who's online right now, too, she and an additional team of staff to chose to work and serve in this capacity during the school year and even after school. It just really gave an opportunity for our kids and exposure, if anything. And that's a big thing for us is to expose our kids to different ideas, different opportunities, and they were able to do that through this program. So I hope that we're able to have that in the future. I am, too. We're working on that funding. No. I will go next. Good afternoon, everyone. My name is Lisa Steel, and I proudly serve as the principal at Fishback Creek, Public Academy in Pike Township, and Fishback Creek had the pleasure of partnering with IUPUI to provide the Girls and Guy Stem Club for approximately 70 scholars in grades three through five. And so this took place last year from November 2022 until March 2023. And so this after school program consisted of different individuals who volunteer to conduct stem projects such as building coding robots, engineering, and also building towers, using index cards, various types of stem activities. Our students absolutely loved it. What was really great about it was thanks to this partnership, we were able to attract many teachers who were willing and available to give some of their time after school to support our scholars in stem related activities and content. This is remarkable because this gave our students an opportunity to see our teachers in a different light. They were exposed to stem activities, and more importantly, they were exposed to stem careers. So they were able to see it in order to be it. And so I think that that is very profound and very impactful. And what I loved about it is, I would get feedback from both the scholars and the teachers on a regular basis. They were excited, and they looked forward to meeting every week. I am so grateful for doctor Morton and miss Barlow for this partnership. They were very responsive and easy to partner with. And as a school who is always looking for ways and opportunities to integrate stem in our everyday lives, we are hoping, as doctor Taplar said, we are hoping to be able to partner in the near future to do more stem oriented and stem related activities. Now, one of the teachers who was to me, probably the most excited about the program and kept asking me at the beginning of the year this year, doctor Stele, are we going to get it again? Are we going to get it again? Are we going to get it again? When doctor Morton reached out to me, I was like, I have to get Mr. Arnold on this panel. Because he really loved serving in this capacity, and he can also speak to the impact and the benefit that it had on our school. Thank you. So Mr. Arnold, miss Waddington, you all can feel free to share? I'm going. So going along with what doctor Steel said. The impact this has had for our students has been beyond compared. It has been an incredible experience for every single one of them. Our students till today, have been asking me, which is the reason why I kept going up to doctor Steel, because they asked me, W is Stem going to start? When is Sem going to start? I was getting that from several of our students. They have been asking me, till today, are we going to get stem started? So I was actually very appreciative when I did hear back from miss Barlow inviting me to help with Stem for Pike during the summer because the amount of joy that I had helping through the year and during summer school with STEM has been phenomenal, being able to help students understand coding, especially when they were trying to understand how to work with the sphere minis that we had. The collaboration that even from first grade through fifth grade, were able to work together, like little kids and big kids working together, collaborating, being able to build, be able to code. You wouldn't think one day I had a group from IUPUI who came in to observe my class during the summer, and they were shocked to see first graders coding. They were shocked to see first graders helping the bigger kids and showing their understanding of what to do as they were building airplanes. And I just remember one of the guests actually came up to me and said, Are they really just going into first grade because the amount of skills that they're showing is far above that age. And I was like, Yeah, she's a first grader. So just I mean, I can't speak enough as to how amazing this program has been for all of our students here at Pike. Thank you, Mr. Arnold. Thank you for always saying yes to for the summer as well as academic year. Mr. Waddington, thank you for saying yes. Always. Well, everything that's been said, I am in total agreement. I just want to point out that in over 25 years of education, I volunteered for a lot of programs, and sometimes I regret it because you get in there and it's too much work. But all I really had to bring to this program was my enthusiasm because the curriculum was there and it was just very flexible. If we were missing something or needed some, we would just call or ask. All the materials were provided. Again, many of these materials are simple enough where the kids could go home and challenge their family to the same things, we took the one piece of paper to make it into a chain and they didn't think it would go as far as it did and they learned how to work together. Same thing here, this Stem club was its own family for the kids, and they may not normally hang out together, but they knew in Stem club, they worked together. So it was really great to see kids who maybe don't normally talk in class or have many other kids to connect with. They had their little stem club group. So it was so adorable. Yeah, I think that's about it because everything else I agree with and it's already been said, but it's very fantastic. Same thing here at Lincoln. They've been asking and they really miss it. It really caught the kids who maybe weren't in band or weren't athletes, but still had something to offer and showed a lot of personal growth with that. And even kids who weren't other things, we were pretty flexible, like, Okay, you can go to band on this day or go to band for the second hour of stem, so it is very much the missed here, I'll say. Thank you. We are hoping and working hard to get it back for the academic year. So I know Nora's on and I know that I'm at my time, so I think now there. I think we have time for a few questions. I think I'm not sure. I'm going to hand it back over to New or Steve. Yes, we do have some time for discussion and would invite that. While you're thinking about if you'd like to unmute and say something or just raise your hand, there were a couple of comments, some great comments highlighting this wonderful work. Doctor Barr Pierce from social work made a connection that the impact that this can have on mental health and wellness, how wonderful that is and to provide that for students. And some hopes that you will expand so that students in other schools and communities would be able to have that. I'm sure you'd love to have that opportunity, wouldn't you, doctor Morton, to be able to have the funds to do that. Well, let's open that up. Who has a question or a comment or a potential connection? Does anybody else want to add anything? This is Emma Sullivan. I just wanted to say one other thing about the connection with mental health and confidence. My granddaughter, my scholar, Brandys. Had some, you know, family drama before coming to me and carried the label of having anxiety disorder. So of course, finding a place where she was going to feel comfortable and safe was very important to me and Girl Stem met that. But what happened at the end of Girls Stem and keeps growing is her confidence and her ability to be present in a room, you know, so many kids that they are having trouble with eye contact and being able to say who they are and say their names, even with ice breakers, you know, they can't introduce themselves, they can't have a conversation because they're so busy with technology. And little bitty Shy Brandes will now be the first. So just say, I'll go first so I can get it over with. My name is, and she'll just go with it. Her confidence level is through the roof and is ever growing, and it's noticed by her teachers in school. It's noticed by everybody who meets her that she once she gets over that little shy thing, she is so willing to speak up for herself, to speak up for other people to engage in conversation, and I think that Girl Stem fostered that a great deal. That's awesome to hear. One of the comments in the chat says gives appreciation for hearing these testimonies, and how important it makes me wonder about how to get the word out because the other comments are talking about, wait, there's a question about funding this important activity. That should be a no brainer. How do we make that connection? How do we partner together to say, this is an important and successful? I'm guessing, doctor Morton, there must be evidence behind the success of this, that you could demonstrate that in some way. Yes. I solid question, we do receive funding from those two organizations for our summer program. That piece is supported. We do have data that we can share. We do need to work to get more information out. When I say we that's myself, and we have a very small team, so it's difficult to do all the things, the program and the marketing. Amanda is on and she has been phenomenal and helping connect with private donors and other foundations. Yes, yes to your question. Somebody has some marketing or background, they want to volunteer some time. We will definitely not say no. Well, it is heartwarming to see the excitement and enthusiasm for an impactful program. And it was wonderful the way you framed that to ask people to talk about the impact and the vision for it to continue because it is something that makes a difference. Other comments, questions while we have a few moments. Go ahead, doctor Timan. Yeah Crystal, I was wondering if you could speak, it's so clear that this approach to math or STEM is so fundamentally different than how we approach it in schools on an everyday basis. And I loved hearing doctor Steel and Tommy talk about how well received it is at the school end. I wondered if you could just think what needs to change? This is the way we treat students. This is the way we see them. In content that sometimes is challenging. Just sort of your wish list of how schooling would change to do this as a regular thing, not a unique, odd special thing. So I'm going to I have some comments, but I want to ask Nama if she will share because we were having a conversation this morning about the approach to teaching. Miss, if you don't mind sharing, miss Ham, she's a direct the curriculum, so she was putting all the curriculum together to go out to our schools, and then I can be. Sure. I was listening to that question as an audience member. But if I'm remembering right, what makes it different basically so that it has this type of impact? I think that is twofold. I think while we do make significant changes to how we approach curriculum, they are significant. I don't think that's where the majority of the impact comes from. I think that it's when you allow The child, a scholar to be their whole self first, and you validate the fact that they are capable and that they are already built with the expertise to interact with the world that they live in, which is what makes them a mathematician, a scientist, an engineer in the first place, then they feel a power to be able to do something that otherwise might seem impossible or seem inaccessible or seem like it belonged to someone else. We now it belongs to you. You don't need to wonder if you're capable of doing something that's yours, I think when you approach it in that way, That's why they react to it so differently. But from the teaching standpoint, the philosophy that we were discussing earlier today and it's not rare, I think in today's realm of education, just the idea of being a facilitator rather than a teacher as you go through that process, something that we thought partners together as we explore what problems we're encountering or what things are on today's agenda. I think specifically I was given an example because we're teaching these kids how to code. Might wonder, does everyone at GSI know how to code a robot? The answer is actually no, we come from many different walks of life and not all of those were computer science. So part of how we approach this is that you the scholar, the 8-year-old in front of me, the 12-year-old in front of me are also an expert as much as I am at looking at the world around us and using our brain to make sense of it and to turn it into math concepts that we create ourselves because it belongs to us. As we tackle the idea of building this robot, the only real role is that you and I are going to figure out how to build a robot. We're going to figure out how to code it. I think when we approach it in that way, they just react really differently rather than the idea that. Somewhere in the back of my head, there's a correct answer and you, the student have to guess what that is and I'm not telling that makes them feel scared and it makes them not want to try. I hope I answer your question. I have a tendency to ramble, so I'm going to cause myself. Like doctor Morton said, I do curriculum work with GSI. It's been amazing to hear some of these testimonies. Often I'm somewhere in a room just scribbling new ideas down or wondering how that idea went or sometimes I'll e mail the teachers and be like, how did the students react to that or something? It's nice to just hear some of the testimonies about how the students felt about it rather than the logistical side of things for J. I love this. This was awesome. Can I Can I jump in really quick with that. As a former classroom science such to myself. And as I'm listening to some of the testimons, round, then I think the beauty about this program is that they're not coming in this productive thinking that I think a lot of school spaces have for black and brown children and when it comes to science, or we need to be really focusing on We can do more than one thing at a time as my point. We don't have to just focus sickly on literacy. You can incorporate science in that space. So I think Don answered your question on the I just think about working in an urban school with working in an urban school with most of my students of Black and brown and really giving the confidence around being able to do science, and number two, having the courage of pushback on administration, no offense to principals in the room, that we're going to do more than just focus on this one thing because we can do more than one thing at a time and we can integrate some of those things across multiple spaces and make the children see that you believe in them and that you're willing to stand up against administration, that we're going to do more than just this. Just one thing and focus on this one thing. Sorry. I interrupted. No, no, no, Can I say one thing, from the student's perspective. One of the differences is mastering fast failure. Failure of a project or a task or whatever it is, math on the paper in school results in the F, results in decreased, hope, feeling like that you can do it. Matt failing at Girl Stem was, Okay, now let's look at why that failed. What do you think happened? I just re engages the thought process so that the child the participant is able to evaluate the failure. Now let's do it again. Let's try it again. Even with the ending presentations that they do to everybody who comes, they may have something on the board that didn't quite work out, and they'll present it like, Yeah, we tried this, and this is what we wanted to get. It didn't quite work, but this is what they were still excited about the fact that they had gone through the process of trying. Awesome. Well, I had one last comment or one comment. Just one comment. Go ahead, do. Real quick. I just wanted to say for those who haven't experienced just being present when the young ladies are here. It's really thrilling to watch them sort of come together like a little village. They've got this village thing. And it's a powerful thing that you don't see everywhere, and you definitely don't see it every day. And it's also a reminder that, you know, for Black people, you know, we have a very, very, very, very, long relationship with stem. Going back thousands and thousands of years. So among the other things that are so important that have been said, I'll join the chorus or join the choir and giving doctor Morton praise, but just publicly, but just being such a visionary and just bringing folks together. And, of course, all of the laboring folks in the program who make this possible. Changing lives, and I think in the most profound way. So that's priceless. You can't put a price on that. So Bravo, Bravo, That's a great way to take a pause in our programming because we know that many people have other places to go and we want to allow that. We wanted to just close this piece. If people want to stay on, once we officially end, that's great and we can continue the conversation. But I hope that you'll take away a couple of things from this conversation about what an amazing opportunity. There's a lot of energy in this group today in this conversation about how, this whole idea, this concept. Take advantage of using the YouTube video and sharing this with others. We could all think together about how could we impact policy. And decisions about this kind of work. We could do this together, and now we have something that is captured in a beautiful way. We could make that happen. So thank you to doctor Morton, your incredible partners. We want to give you a big applause for doing this work and a you to keep doing it. And we'll pause there and say, officially, this is over. Thank you all so much for coming. I'll stay on if someone else has. Yeah, we're staying on. So if you want to continue the conversation, let's just do that. But thank you all for coming.