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Join us as we talk with Debbie Taylor, a passionate business teacher at Cardinal Gibbons High School in Raleigh, North Carolina. With a rich background as a former CFO, Debbie brings real-world business experience into the classroom, teaching students to think critically and innovate like entrepreneurs. She discusses her journey from the business world to education, the unique programs at Cardinal Gibbons, and the essentials of incorporating real-life experience into the teaching process. Hear about her creative methods to keep students engaged and the impact of AI on education. Learn how she aims to prepare students for competitive business schools and future careers with hands-on learning and practical experience.
00:00 Introduction to Debbie Taylor
00:53 Debbie's Career Journey
02:18 Teaching at Cardinal Gibbons
02:57 Challenges in Business Education
05:52 Innovative Teaching Methods
09:00 Real-World Business Applications
19:19 Embracing AI in Education
24:58 Future Goals and Aspirations
30:51 Conclusion and Final Thoughts
Creators and Guests
What is Freedom and Glory - Tales of American Spirit?
Welcome to Freedom and Glory: Tales of American Spirit—a podcast celebrating the heart of American craftsmanship, resilience, self-reliance, and the power of disruption. Through inspiring stories and authentic storytelling, we shine a spotlight on individuals and communities who embody these values, proving that small, determined efforts can spark meaningful change.
Join us as we share personal tales of triumph, innovation, and hope—moments that define the American spirit and shape our nation’s identity. Whether you’re seeking motivation to pursue your dreams or a reminder of the power of community, Freedom and Glory offers a powerful dose of inspiration rooted in resilience and determination.
Listen, be inspired, and take action.
[00:00:00]
Liz: Today we're thrilled to welcome Debbie Taylor, a dedicated business teacher at Cardinal Gibbons High School in Raleigh, North Carolina. Deb's creativity and passion for teaching go beyond textbooks. She be, she brings real world business experiences into the classroom, giving her students a chance to think, solve problems, and innovate like true entrepreneurs.
Thanks for joining us, Debbie. Oh, it's my pleasure. I'm glad to be here. What, um, I guess tell us a bit about yourself.
Debbie Taylor: Yeah. I've been really fortunate in my lifetime to have two careers. [00:01:00] Um, so I started out in the business world and grew into the CFO of a real estate firm and did that for well over 20 years.
Um, and then my, my children got to an age where I just really wanted to be more engaged with them and available to them. And so I decided to go back and get my master's in education and become a teacher. So I have been teaching for the last, goodness, 11, 12 years. I've lost count. But, um, so I've had two careers that have been wonderful.
And now where I am, I'm able to blend those two together in a really unique way.
Liz: Wow. And what, what brought you to, to North Carolina? I think you were in. Alabama, we were in Alabama, yes. Yeah,
Debbie Taylor: so I grew up in Indiana and then we moved to Alabama and um, then just, gosh, it's been six years ago now my husband took a job in Wake Forest, North Carolina, and so we decided to come over here and our youngest son.[00:02:00]
It was actually, um, the kicker for the, um, Campbell Camels, so, yeah. Right, right. So we were, we came over here so that we could be closer to him and to watch some of his games a little more easily. And then, um, I took a job with Cardinal Gibbons right when we got here, so.
Bill: So what is it that you're doing?
Cardinal Gibbons?
Debbie Taylor: I am the business education teacher. I have several roles at the school. But in the last year I really had the opportunity from the school to revamp our business program. So that's one of my key roles. I'm also the director of equity and justice for the school which has expanded in the last several years.
And we have lots of different affinity groups at the school that I help oversee and build community amongst our student body.
Bill: You know, one of the things about public education, sometimes we, we don't see the forest 'cause of the trees. Mm-hmm. And I, I'm wondering if that might be a case with you. 'cause I know you're involved in.
An entrepreneur class as well. I mean, how, how does public schools address [00:03:00] business, for instance, and entrepreneurship and critical thinking today?
Debbie Taylor: Right. Well, I, I've worked in public school, so Cardinal Gibbons is private. Is is private. Yes. Right. But I will tell you that in, in public school, a lot of times, you know, we really get stuck in reading, writing, math, and we, we, we really feel like in, in some cases it.
We define define success by how they do in those classes, but students are gifted in so many different areas. Yes, and in a lot of ways public education has trimmed back on the arts and in some of their business classes that they offer. Um, and so it really has impeded the growth that students could have in those areas.
Um, and it's also sometimes hard to find educators. In the field of business, oftentimes you want to marry the experience with the education background. Um, and so you don't have a lot of business educators that are certified in the field to be able to work in the public school [00:04:00] environment because they want certified educators.
In the private sector, you can have business individuals come in and teach without the certification you have that flexibility. So that seems
Bill: crazy to me. Right. I'm sorry, I'm just saying it out. That seems crazy. Yeah. You have some, a successful businessman, you would think that would be credentialed enough,
Debbie Taylor: correct.
Yeah, totally agree. And it's unique in that I am certified in business and also have the experience and so I was the only one in the school certified. In the area of business and there was a need to really grow and, and revamp the program. And so I fit into that. Prior to that, I've always taught English.
Um, so it was a shift for me, but it's really been neat to get back at it and marry the two experiences together. Um, so, but I would agree with you, if you have had a 20 year career in business, then you should be automatically credentialed and be able to teach in a public school environment without having to have that certification.
Bill: [00:05:00] Think if you're in business for 20 years, that's it. That's a credential. Yeah. You should be teaching as well.
Debbie Taylor: Yes, she should. She's come to my class, actually. She was, she's been a guest speaker in my class and really did a great job with talking about marketing to the students because, you know, marketing as you know, is changing day by day, and it really makes sense.
You want the kids to hear from someone who's got their feet in the ground with it. Right? Right. If we're looking at textbooks right now about marketing. Then we're not serving our kids. Um, so it's really neat to bring in experts in their field and let them really talk to the kids about what experiences and, and their experiences and how it's changing on a day-to-day basis.
Liz: Yeah, and I mean, I was really impressed with, with her students, um, and I think it, Debbie already said that she really blends. Textbook learning with, with real experience. And I think, will you talk a little bit about your entrepreneurship class? 'cause I think it's really cool Yeah. Kind of how you've brought in some local [00:06:00] experiences with students.
Debbie Taylor: Yeah, I will. I've got, um, a couple of different classes that we have at the school. One is the be Business Leadership and Management. And then we've kind of expanded and we're growing into the entrepreneurship program. The business leadership and management class is really set up as different modules.
It's almost like having a mini MBA course in a semester. So I really, um, expose the students to all different types of business avenues. So we might talk about human resources or marketing or accounting, um, business analytics, supply chain. We we're gonna talk about all those different facets of business because the students really have such incredible opportunities anymore when they go to college to really identify a specific area.
So my role is to give them a taste of what each of those is like, you know, and you might have a student that's more creative and they're gonna really enjoy the marketing side. Perhaps, you know, understanding the backside of, um, something on the [00:07:00] posting something on Instagram and then looking at all that data and that feedback.
Um, so on the creative side, but you might have somebody that's real data interested in mathematical and so then they really latch onto the supply chain and the business analytics side of things. So it's really neat to see that. My class is a class that has a lot of different. Students with different abilities and interests, but they kind of find their niche in business and kind of identify avenues that they might want to pursue in the future.
So with those different modules, I try to bring in experts in each one of those fields. So like, Liz came in from marketing, I have someone come in from human resources. I have somebody come in from banking that we talk about money and banking. That's what we start with. 'cause if the kids. I tell them if they can't take care of their own house, there's no way that they can take care of a business.
And so we start with money and banking and, and what does that mean for them? And to the point of if you graduate from college and you have an $80,000 job, that sounds fantastic when you graduate from [00:08:00] college. But then when you look at all those taxes that are gonna come out and you realize you're gonna have to live on about 50, and the realization for those students to be like, oh, oh, how am I gonna make my $50,000 flow?
And here's how much rent is. And we walk through and they see that, oh my goodness, that sounds great. 80, 88,000 or whatever. They're, hopefully they're making that as a starting salary. They may not be right. And so they see how much it really takes to live on. Um, so it's really great to start there and then build.
Bill: So you're teaching reality?
Debbie Taylor: We are. Wow. Yes, very much
Liz: so. Yeah. I know. I wanna go back in time and take her class. Yeah,
Bill: I would be further ahead of her. It's really impressive.
Liz: Um, and, and I mean this is a little weird 'cause I already know some of this information, but I just think it's so interesting, um, how at school you all have kind of developed different programs for students to apply, you know, what they, what they [00:09:00] learned.
Right.
Debbie Taylor: It's really, really unique in that we have two different businesses that run within the school. One is called holy grounds, and that is a cafe experience. Um, we call it, it's a holy grounds, um, cafe and soda box. So we sell everything from your cold brew to nitro cold brew, all kinds of coffees. We do all kinds of sodas.
Dirty sodas are really popular right now. Um, so we have this operation. That runs every day. It's open from seven 50 to three 30, and the students in my business class are required to work four hours at the cafe. And what that's allowing them to do is to take the things that we're learning in the classroom and put it into practice.
Um, so it really applies that knowledge. And one of the big components of learning is the fact that you can cram information into students all day long, but they're not gonna retain it. But the moment they take that information and they put it into action, that's when they learn. That's what Holy [00:10:00] Grounds allows them to do is to see that in action.
So it's one thing for me to talk to them about revenue in the classroom, but then to look at it and say, okay, we had, we sold $3,000 worth of product this week. What does that mean? Well, did we make $3,000? No. We had to pay for our product. Right. And so really seeing how that works, um, has. Helped expand their knowledge of business.
And it's really, it's been great to see them grow in a lot of different ways. Um. We also have a store at the schools, it's called Gibbons Goods, and the students work there as well. And so one of the projects last, um, semester was they totally revamped the inventory system. So they learned, we talked about inventory as an asset, but they actually learned how to bring.
Product in, when you get it, how you price it, how you put it down on the shelf, how you count it, how it has value what happens if you don't sell it? What happens if it's just sitting there? Where do you mark the price to help get the maximum [00:11:00] amount of value? So it's really been a great learning experience for them to apply those things that we're talking about in the classroom and real world.
Settings. And then they also have the opportunity to go out and shadow someone in the community. So as part of that class, they spend one whole day in the field at some sort of business related office or, you know, I've had someone even they've shadowed, um. Pharmaceutical sales and learn the business side of that.
So, um, they can branch out and shadow really anyone that they want as long as there's a business component. And that has been so incredibly rewarding for me to hear their reflections after they do that and how they, they may be sitting in on a meeting and they're talking about ROI and suddenly the student's like, oh my goodness, we talked about that in class and I understand what they're talking about.
Bill: I don't wanna brag, but I was, I ran the school store when I was You did. Um, I don't think I learned all the things that you, were [00:12:00] you quite excited? No, I certainly did. But I am curious, you know, how has this been received? And, you know, even initially, I mean, to, to get to where you are today with the entrepreneur class, how did that even come to be? I mean, did you must have seen a need that needed, you know, filled? I mean, how big a need is there, I guess is my question?
Debbie Taylor: Pretty significant? Um, I was looking the year prior to taking over the class. At the end of each year, our seniors put out on Instagram like little cards, and it's like, I'm going to Duke, or I'm going to UNC and I'm gonna.
And I'm going to NC State or, and this, and then they put, here's what I'm gonna major in. I was shocked to find out how out how many of our students intended to major in business. And then I looked at the business program we had, and I went to our head of academics at the time, and I said. You know, we have so many kids that are majoring in business, and I really feel like our program is not strong enough because it's incredibly [00:13:00] competitive.
They can declare that they're going to go to college and study business, but they have to apply to get into those schools of business, and that's competitive. I was talking to some students that were coming back after they graduated and they said, you know, accounting was really hard for me and I feel like it might, I had to take it in this first semester and I didn't do really well, and I'm afraid that's gonna keep me from getting in.
And so I went to her. I had a. Academics and I said, we really need to look at what we're doing in our business program so that we give these kids the best possible leg up when they go out and apply into these schools of business. So that was really my focus. How can I get these kids, um, enough exposure and experience so that when they apply into that school of business, they have practical knowledge, they have practical experience.
And so that's really how we. Formed the whole program as it's grown. And then we've been fortunate enough to have players in the business world that I was able to reach out to at the [00:14:00] school and introduce them to the things that I wanted to do. And they have been fully supportive. And so they have helped me along the way, um, because I, I use them as mentors.
So I sit down and I said, Hey, here's my syllabus. What do you think? They give me their feedback and say, you know what? This is happening in the world right now. This is happening. Um, so with every new, even this entrepreneurship program, and I'm revamping the class even a little bit more this semester 'cause it's coming up, and I sat down with one of my mentors and I said, I want you to look at this.
These are the six different areas and tracks that these students can study. What do you think about it? So it's really been helpful for me to have some. People in the business world that I can go to and say, what is happening in the world today and how can I change this to better serve our students?
It's incredibly innovative, isn't
Liz: it? It is. It really is. It's inspiring to, yeah. I think that's what I try to, are people modeling
Bill: your program? I'm just wondering. Well, as a matter
Debbie Taylor: of fact, yeah. It
Bill: sounds like every school could use it.
Debbie Taylor: [00:15:00] Right? Really? Yeah. And we have talked about that in, in kind of boxing this up, if you will, and helping other schools have an experience like this.
Do you notice the kids in school? I mean, it's easy to say, I am gonna take business. Mm-hmm. I'm gonna do this, you know? It's such a broad category. No one really, maybe I'm living my life. It's a nice thing to say. I don't have a clue about it. Is that generally where most kids are like, let's say in high school and they have, now we're looking at college, they say this, but really don't have any understanding of what it means.
Debbie Taylor: I do. I, I see that probably, I'd say 25 to 30% of the students that come into the class have no idea. Now the [00:16:00] other. 70% of the class, 60% of the class, their parents are in the business world and they have an intimate knowledge of what is going on. Because what we're finding, what I'm finding with this generation of students, their parents are very entrepreneurial.
Um, rather than in my generation, my parents always worked for someone else and it was, you know, you go work for a big company. What I'm finding with my students now is there's just a very entrepreneurial nature to their parents. And so they hear a lot of things at home and they have an idea of perhaps what they wanna do and what angle in business they want to go into.
So they do come in with more knowledge than they would have say, 10 years ago. Um, so they, they have some pretty good ideas, which allows me to really challenge them even more and grow in their knowledge.
Bill: Well, you, you're running the business. Would you like to work for someone else or is it better to, to basically call the shots and know everything that you need to know?
I mean, I would prefer to be in that seat. Mm-hmm. To be honest with you. Yeah.
Liz: [00:17:00] Depends on your, um, comfort with failure and taking risks. I think if you wanna. Take on that. That burden. Yeah, that challenge,
Debbie Taylor: and that's what I talk to the students about is, you know, if you're considering entrepreneurship, you're considering risk and you're considering failure, and you have to be okay with that, or don't go that.
Right. That's not your route. Mm-hmm.
Bill: Yeah. Do you teach that?
Debbie Taylor: I do. You
Bill: do? Mm-hmm.
Debbie Taylor: Yeah. How do you talk about failure? Well, um, I, I ask the students part of the course is that they have to read one book over the course of the semester, and one of the books that I talked to them about, which was very, very important to me in my career, is Failing Forward by John Maxwell.
And it's so important because I. In most cases, when we fail, we really learn, and I tell the kids that you are going in business, you're gonna face failure, and it's not the fact that you failed. It's what do you do with that failure? And we talk about that at [00:18:00] length. Are you gonna retreat and say, I'm done?
Are you gonna fail forward? And are you gonna use that information that you just gained and help that to make you a different person or to help you make better decisions in the future? So I would tell them, I tell them that failure is an important component of growing and that, you know, find a way to, if you run my license plate on my car for many, many years, said find a way.
Um, because I was, I'm the type of person that if I run into a brick wall, I'm not gonna retreat. I'm gonna figure out how to get through it, over it, around it, or under it. And that's what I want the students to walk away from my class and knowing that these walls are gonna be put up. But it's how you handle those walls.
What are you going to do? How are you gonna, the failure of running into it one time, what are you gonna do with that? So that's an important component to their growth in the business world.
Bill: And that requires critical thinking skills.
Debbie Taylor: Absolutely. Yeah. Right.
Bill: you mentioned that you have mentors.
Joe Woolworth: Mm-hmm.
Bill: Um, business changes constantly, right?
It does. And it from all different [00:19:00] perspectives, and now we're. We're technically changing in a way. I never thought we'd, I thought it'd be dead long before we'd be having robots tell us what to do. Okay. Right. So when you, what are your mentors saying and what do you, what do you pass along to the kids?
Because they're in a position where they have tools. Right. They do that I never would've imagined.
Debbie Taylor: Right. Well, and my mentors are all finding that they have to incorporate AI into their. Workplaces, you know, and it's, it's really changing the business environment. It's changing education. Um, and I am a, I've been a proponent of, um, when it comes to AI as educators, we have to embrace it because this is the world our students are living in.
And the role of teaching has changed because they can get any information that they need right off of their cell phones. They can ask chat, GPT. Anything they want about the Civil War, they're gonna get a list of information. Right. And so as [00:20:00] educators, we really have to change in, um, thinking that we are, we are disseminating information.
What we need to do is teach the students how to ask the right questions, how to be inquisitive. So our schools really shifted into, um, teaching the students. Inquisitive. And so in my class, it's not about me. I do teach them. I probably lecture 20 minutes every couple of weeks. But what I do is when I lecture, I say, okay, here's information.
Now what are you going to do with it? How are you going to use this information? What questions can you ask about what I told you? Or for an if we are. Researching a company, they need to know what to put into ai. What's the right question to put in there so that I get the information that I need. So our role is changing into encouraging them to be more inquisitive and to think about what they're doing with that information.
So in a lot of ways, it's [00:21:00] teaching them to be inquisitive, but also think critically about that information. Where did it come from? Who was the source? So it's not, so we're not using all of our time. Just here's the facts, here's the facts, here's the facts. You can get the facts. Now that you have the facts, what questions are you going to ask?
What are the facts? Correct, right? Yeah. So it's really teaching them to discern the information that they are receiving, and then analyze and be critical and think critically about that information.
Liz: I think it's, I think it's interesting. I was went to a lecture the other day about, you know, the way you ask chat GBT questions mm-hmm.
Can kind of drive some of the answers too. Correct. Which is so interesting. I, I mean, I think it, it does that to an extent in, in Google or whatever, but maybe even more with chat GBT. And so I, I think it's, you know, you really have to kind of think from different perspectives. Right. Um. That's so interesting.
I, I feel like [00:22:00] there must be a lot of pressure on you to. Keep their attention, you know? Right. It feels like lesson planning and, and all that kind of stuff is like just to another level. It is.
Debbie Taylor: It is. And because you really want, I want my classroom to be a, a place of activity. Right. I don't want them to come in and think this is gonna be a passive activity where I'm just gonna give you information.
So I'm constantly challenge challenging myself on how can I creatively. Um, give them this content in a way that they're gonna buy in and wanna do something with it. So this past year I was really challenging myself on how can I, in just a matter of a couple of weeks, give the students an idea of what it's like to keep a ledger in the business, like income and expenses and.
What's the best way to do that?
Bill: Real exciting stuff. A
Debbie Taylor: hundred percent, right? Riveting. Yeah. But I will tell you, so the students came in one day and I had eight sections set up, and on those sections was a monopoly board. And so they [00:23:00] walk in and they're like, this looks like fun. I'm gonna have a lot of fun today.
We're just gonna play monopoly. Which they did, but I also told them that I gave them a ledger and I said, for every transaction that you make, you have to write it down. So you buy Baltic Avenue, you're gonna write down that you bought Baltic Avenue and you're gonna reduce that amount of money out of your account.
'cause you started with $1,500, that's how much you get at the beginning Monopoly. So they were recording their transactions as they went through. Which some of the, it made it very tedious to play the game. Um, but we took that ledger and then we, we ported it in, if you will. We transferred it into financial statements.
So you bought Baltic Avenue, you bought Lexington, you have an asset now that's gonna sit over here on your balance sheet. But you pay the water company, that's an expense. That's not something long term to hold onto. You borrowed money from the bank, that's a liability. Here's where we're gonna put that.
So they took that ledger and they put it into a set of financial statements and then all of a sudden [00:24:00] they understood what that process was. That every time you spend something, it has to be accounted for. And they also understood from accounting that, um, precision matters. Right. Some of them, when they reconciled it back out, they were off by a hundred dollars $5 and they were frustrated.
I said, accounting matters. You have to pay attention and you have to pay attention to the detail. So it was a really fun way for them to learn how to take a transaction that they have in business and then see where it goes from there. So you have to constantly come up with ideas like that, that keep them engaged and want, and keep them wanting to come back.
Yeah.
Bill: Where did you put the go to jail? No, I'm kidding.
Debbie Taylor: Well, some of them did pay $50 to get outta with the I
Bill: and not having an accurate letter, I guess. Exactly.
Debbie Taylor: Fines and penalties. Yeah. That's another class.
Liz: Um, what are [00:25:00] your ultimate goals?
Debbie Taylor: My ultimate goal, you know, I was, I've been really thinking about that a lot this summer. That's usually when I have the creative time to kind of sit back and think, um, I would love my next step for this class to be an internship placement program as well. Um, so they come out of my classes and between their, um, junior and senior year and senior to going to college, I would like for my students to have the opportunity to be placed in an internship that's also going to help them in the future as they apply into different schools of business.
So. Um, I, I hope that that can become a reality. We're knocking on the door of it, so it could even happen at the end of this year. Wow. Um, my other goal is that Cardinal Gibbons eventually offers, offers what we call the Cardinal Gibbons Business or Entrepreneurship Academy, and it actually starts in their freshman year.
So right now I have juniors and seniors in my program as far as the classes, but I have a barista [00:26:00] apprentice program for freshmen and sophomores. And last year, um, 20% of the freshmen class, so there's 400 in the class, 20% of them worked at at least one shift at Holy Grounds, voluntarily. And so I saw we see a need and that students, even as freshmen coming in, would like to be exposed to the business environment.
Plus they also have aspirations of getting a job. And this gives them experience. They work 10 hours at Holy Grounds. I will be a reference for them on an application. So that has helped a lot of our kids get jobs over the summer because they have some experience. Um, but I would like to develop a leadership, or excuse me, an entrepreneurship academy so that they have, um, classes they could take every year that really grows their knowledge base.
So when we are graduating these kids, they've had a great. Um, knowledge base of experience, but experience, right? Not just learning, but I've practically put it into action, right? Um, we do have a venture [00:27:00] capitalist that supports our program and he helps my seniors learn how to take a product concept to market.
Um, and so having that knowledge before you go to college is invaluable. So it's growing them up to the point where that is, where they, where they end. So I would like those two things to be able to happen in the very near future if possible.
Bill: Sounds like you're, you're rocking over there. Really does.
Debbie Taylor: It's a lot of fun and it's great to be in a school where they allow that kind of creativity, um, and they're willing to try, especially if it's serving the students where they are and helping 'em get to where they want to be.
Bill: I've read so many stories about kids not even knowledgeable enough to balance a checking account mm-hmm.
Of their own. So to be at this point at your school, it's phenomenal, I think. Right. Absolutely. Phenomenal. Can I ask, you've been doing this a while. Have, have you noticed it's easier for your students to get into some of these business schools? You had mentioned it was kind of difficult. Have you seen progress in [00:28:00] that area?
Debbie Taylor: I, I think we'll see it this year. Okay. This coming year as I have students that I did have some experience and, and guidance with, they are now applying into the school as a business. 'cause they can't apply until they're a sophomore. Gotcha. So, um, that's generally when they at the end of their freshman year in college, they're applying into those schools.
So we'll know
Bill: Okay.
Debbie Taylor: To be, to be continued. Right.
Bill: I'm very optimistic.
Debbie Taylor: Yeah, I understand. I, I, I
Bill: I think there'll be a big improvement I understand. Over those who don't have that opportunity. Right. Absolutely.
Liz: Yeah. Well, I, I, I don't know. I think it's really exciting to hear about all the entrepreneurial spirit in young people, and I think that's, um, I don't know, just, just exciting for looking into the future.
And thank you for supporting them and yeah, for what you do, it's really, really great.
Debbie Taylor: Absolutely. It's exciting to see the opportunities that are in front of them, you know, and to, [00:29:00] to think about, um, especially with ai, you know, I, at first, like everyone, I kind of grappled with ai. It's like, okay, what's it gonna do, especially in education, right?
It's like, you know, this is changing everything. And then I thought about the calculator. I was like, you know, years and years ago when the calculator came out, there were math people that are like, what do you mean we're not going to be, you know, carrying the one and dividing it out and by hand, right? And so they were really kind of blown away by the calculator.
But what that calculator did is it free up, freed up the bandwidth. In your mind so that you could focus on harder things. Right. And so that's the way that I have reconciled AI in my mind as an educator is that because they have such easy access to information and they don't have to memorize and cram and all those things, they now have the bandwidth to be able to think and to be even more creative.
And so I'm [00:30:00] excited for our students that are graduating now because in the future. I can't wait to see what they do because they're gonna have more bandwidth to think and create than I ever could have imagined in my lifetime. So that's really what keeps me going and knowing that they have these incredible opportunities ahead because of ai, they have all this bandwidth to be creative.
Bill: That's what helped me back. They banned calculators Exactly. When I was a kid. Couldn't use it. Yeah. No, I couldn't either. Bandwidth, who knows where I'd been today. Right, exactly. Certain parts. I mean that's a certain, you could
Liz: use it, but not other parts. Right, exactly. I to show you work.
Bill: Exactly. Well, you are awesome.
You are awesome. I'm so excited about the program. I hope it like catches fire. Thank you. Because it's desperately nted, I think
Debbie Taylor: it is.
Bill: In office education facilities. Yes. In America. I really do. We've lost our way. I think we
Debbie Taylor: have. I think so too.
Bill: Yeah. Well, thank you so much for being You're welcome, Debbie.
Thanks for My pleasure. Thanks
Debbie Taylor: for giving me me the opportunity to share.
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