GOOD MORNING, EVERYONE. WELCOME TO OUR MEETING. FOR THOSE WHO KEEP COUNT, BELIEVE IT OR NOT, THIS IS THE 22ND MEETING OF THE FULL BOARD SINCE THE CONGRESS SAW FIT TO ESTABLISH US. THE NUMBER OF MEETINGS OF VARIOUS SUBCOMMITTEES IS SEMI INFINITE, I THINK. LET ME WELCOME ALL OUR BOARD MEMBERS. WE HAVE, AS ALWAYS, A GREAT TURNOUT. THAT'S VERY MUCH APPRECIATED. I ALSO THANK THE MEMBERS OF NIH ITSELF FOR THEIR GREAT SUPPORT OF OUR WORK AND ALL THE EFFORT THAT WENT INTO PREPARING TODAY'S AGENDA. I THINK TODAY'S AND TOMORROW'S ARE GOING TO BE TERRIFIC, GOOD ENOUGH THAT WE COULD ALMOST CHARGE ADMISSION FOR PEOPLE TO COME AND HEAR THEM. SO THAT MAY BE A WAY TO SOLVE THE BUDGET PROBLEM FOR US TO THINK ABOUT. I ALSO WANT TO WELCOME THE MEMBERS OF THE PUBLIC, PARTICULARLY OUR INVITED GUESTS WHO WILL BE SPEAKING WITH US TODAY AND TOMORROW. BEFORE WE START, WE HAVE ONE NEW MEMBER WHO APPARENTLY IS LOST SOMEWHERE HERE ON THE CAMPUS. [LAUGHTER] WHICH IS NOT DIFFICULT TO IMAGINE. BUT THAT'S, OF COURSE, HARVEY FINEBERG. I THINK EVERYBODY KNOWS HARVEY, VISITING PROFESSOR AT THE UNIVERSITY OF SAN FRANCISCO, UNIVERSITY OF CALIFORNIA-SAN FRANCISCO AT THIS POINT, UNTIL SEVEN DAYS AGO, HE WAS THE PRESIDENT OF THE INSTITUTE OF MEDICINE FOR 12 YEARS. IT WAS MY GOOD FORTUNE TO WORK WITH HIM IN THAT CAPACITY QUITE A BIT, SO HE'LL BE A GREAT ADDITION TO OUR GROUP. YOU MAY RECALL HARVEY BRIEFED THE SMRB WHEN WE WERE DOING OUR WORK ON TRYING TO MEASURE THE VALUE OF INVESTMENTS IN BIOMEDICAL RESEARCH, AND HE HAD SOME, I THINK, IMPORTANT CONTRIBUTIONS TO MAKE AT THAT TIME. ONE MEMBER, MICHAEL MARLETTA, WAS GOING TO JOIN US ON THE PHONE. MICHAEL, I DON'T THINK YOU'RE THERE YET, ARE YOU? THE ANSWER IS NO. HE WILL BE HERE IN PERSON TOMORROW, HE SAYS. PROBABLY AD GOOD THING TO DO THIS BECAUSE WE HAVE ONE NEW MEMBER, WE'LL GO AROUND THE TABLE AND INTRODUCE OURSELVES, BUT SINCE HE IS NOT HERE, LET'S DO IT ANYWAY BECAUSE SOME OF THE PUBLIC WOULD LIKE IT TO KNO TO KNOW WHO WE ARE, SO WHY DON'T WE START DOWN AT THE -- SCOTT, IS THAT YOU WAY DOWN THERE? OKAY. >> I'M SCOTT KOENIG, PRESIDENT, CEO OF MACRO GENICS. >> GRIFF RODGERS, GREK TORE OF THE NATIONAL INSTITUTE OF DIABETES, DIGESTIVE AND KIDNEY DISEASES. >> CHIEF OF CARDIOLOGY, NORTHWESTERN UNIVERSITY AND PROFESSOR OF MEDICINE. >> AMY PATTERSON, STAFF TO THE SMRB. >> I'M NORM AUGUSTINE. IT'S MY PRIVILEGE TO CHAIR THIS GROUP. >> I'M STEVE KATZ. MUSCULOSKELETAL AND SKIN DISEASES. [INAUDIBLE] >> JIM ANDERSON, DIRECT THE DIVISION OF STRATEGIC INITIATIVE, HERE TO ADDRESS THE GROUP THIS MORNING. >> LINDA BIRNBAUM, DIRECTOR OF THE NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES. >> NANCY ANDREWS, DUKE UNIVERSITY SCHOOL OF MEDICI AND A MEMBER OF THE BOARD. >> UNIVERSITY PROFESSOR AT UNIVERSITY OF CONNECTICUT. >> FRANCIS COLLINS, DIRECTOR OF THE NATIONAL INSTITUTES OF HEALTH. >> GARY GIBBONS, DIRECTOR NATIONAL HEART, LUNG AND BLOOD INSTITUTE. >> MARTHA SOMERMAN. >> LEE ABBOTT, CHIEF SCIENTIFIC OFFICER, PHARMACEUTICAL PRODUCT DEVELOPMENT. >> -- PETTIGREW, DIRECTOR OF THE NATIONAL INSTITUTE OF BIOMEDICAL IMAGING AND BIOMEDICAL ENGINEERING. >> THANK YOU ALL VERY MUCH. WE HAVE -- I THINK THERE ARE FIVE OF US WHO HAVE NOT YET COMPLETED ALL THE PAPERWORK OR AT LEAST HAD IT ALL PROCESSED, SO YOU ARE LEGALLY ENTITLED, AS I UNDERSTAND IT, TO PARTICIPATE FULLY, BUT DON'T GET TO VOTE. SINCE WE AREN'T PLANNING TO TAKE ANY VOTES AT THIS MEETING, THAT WILL NOT BE A GREAT HANDICAP. LET ME KIND OF TALK ABOUT THE AGENDA, BECAUSE IT'S A LITTLE BIT COMPLEX. WE HAVE A VERY LARGE NUMBER OF SPEAKERS, SOME IN THE FORM OF PANELS. FIRST WE'RE GOING TO HEAR FROM FRAN SINCE FRANCIS A BIT ABOUT WHAT'S WHAT 'S HAPPENING HERE AT NIH. FRANCIS, AS I UNDERSTAND IT, YOU JUST RETURNED FROM CHINA, WHERE YOU PROBABLY HAVE A LOT OF INTERESTING THINGS TO SHARE WITH US. I HOPE YOU WILL. I MIGHT ADD, FRANCIS, YOU'RE PROBABLY JET LAGGED SO WE PARTICULARLY APPRECIATE YOUR BEING HERE. I JUST RETURNED FROM AFRICA, I'M JET LAGGED, SO WE JUST PASSED EACH OTHER. THE REMAINDER OF THE DAY, WE'RE GOING TO TALK ABOUT THE PEBS WORKING GROUP PRE-COLLEGE ENGAGEMENT IN BIOMEDICAL SCIENCE. THE GROUP WAS ESTABLISHED TO TRY TO ENCOURAGE YOUNG PEOPLE TO CONSIDER CAREERS IN THE BIOMEDICAL SCIENCE ARENA. AND THAT GROUP HAS BEEN HARD AT WORK UNDER CLYDE'S LEADERSHIP, AND WE WILL DEVOTE MOST OF TODAY TO SPEAKERS RELATING TO THAT TOPIC. THEN WE'RE GOING TO HEAR FROM JIM ANDERSON ABOUT -- OR AS PART OF THAT, NIH'S EFFORT TO ENGAGE STUDENTS. HE IS THE NIH DEPUTY DIRECTOR FOR PROGRAM COORDINATION PLANNING AND STRATEGIC INITIATIVES. WE'RE THEN GOING TO HAVE A SERIES OF PANELS ON THE SUBJECT OF PRECOLLEGE ENGAGEMENT, THE ONE THAT WE WILL BEGIN WITH AS RELATES TO SCIENCE TEACHERS AND CLYDE IS GOING TO WALK US THROUGH THESE MORE IN A BIT SO I'LL SAY IN MORE ABOUT THAT. TOMORROW WE'RE GOING TO FOCUS ON THE OTHER CHARGE THAT WE ARE WORKING ON AT THIS POINT IN TIME, WHICH IS NIH'S GRANT REVIEW AWARD AND MANAGEMENT PROCESS, WHICH OUR ACRONYM COMES UP WITH GRAMP, THE NAME OF THAT PANEL OR THAT WORKING GROUP. MICHAEL MARLETTA INTEND TO CHAIR THAT WORKING GROUP AND WILL BE HERE TOMORROW. WE ALSO HAVE A COUPLE OF ITEMS TO REVIEW ADMINISTRATIVELY BEFORE WE BEGIN. FIRST OF ALL, AS ALWAYS WE WELCOME COMMENTS FROM MEMBERS OF THE PUBLIC. THERE WILL BE TIME THIS AFTERNOON FOR THAT AND ALSO TOMORROW. MEMBERS WHO WOULD LIKE -- OR GUESTS WHO WOULD LIKE TO SPEAK COULD SIGN UP AT THE DESK OUT IN THE LOBBY. WE'LL TAKE COMMENTS IN THE ORDER OF SIGN-UP, AND WE'D ASK THAT THOSE WHO DO PLAN TO SPEAK HOLD THEIR COMMENTS TO FIVE MINUTES, AND IF YOU'D LIKE TO SUBMIT A LONGER STATEMENT, THAT, OF COURSE, IS ALWAYS WELCOME. WE DO POST ALL THE INPUTS RECEIVED ON THE SMRB WEBSITE. ALSO ADMINISTRATIVELY, THERE WILL BE A DINNER THIS EVENING. JUANITA SENT US ALL THE DETAILS. I THINK IT'S AT THE MARRIOTT QUITE NEAR HERE, AND IF YOU'RE PLANNING TO ATTEND AND HAVEN'T ALREADY DONE SO, IF YOU'D BE KIND ENOUGH TO TELL JUANITA SO SHE CAN ADJUST THE RESERVATION LIST APPROPRIATELY. I SAID THERE WOULDN'T BE ANYTHING TO VOTE ON, ACTUALLY THERE IS, THE MINUTES OF OUR MAY 7TH MEETING WHICH HAVE BEEN REVIEWED BY JOSIE BRIGGS AND NANCY ANDREWS, BOTH OF WHOM HAVE INDICATED THAT THEY PROPERLY REFLECT THE MEETING AND I THINK OTHERS HAVE HAD A CHANCE TO REVIEW THEM. I WELCOME A MOTION TO APPROVE THOSE MINUTES. THANK YOU. ALL THOSE IN FAVOR, PLEASE SAY AYE. OPPOSED? MINUTES ARE APPROVED. LASTLY, I'M TOLD WE'RE LONG OVERDUE FOR AN SMRB GROUP PICTURE. WE'RE GOING TO DO THAT JUST BEFORE LUNCH. BE SURE TO REMEMBER TO -- DON'T RUN OFF FOR LUNCH, STAY FOR THE PICTURE. IT MAY BE SOMETHING OF GREAT VALUE SOME DAY. [LAUGHTER] THEN WE COME TO THE CONFLICT OF INTEREST RULES WHICH ARE OBVIOUSLY VERY IMPORTANT. YOU'VE SEEN FROM THE NEWSPAPERS OTHER FOLKS THAT HAVE HAD PROBLEMS TRIPPING OVER THESE THAT WE DON'T WANT TO HAPPEN HERE. ALTHOUGH IT TENDS TO BE NOT -- WITH ALL DUE RESPECT TO AMY NOT THE HIGHLIGHT OF THE MEETING, IT IS DARNED IMPORTANT. SO LET ME ASK DR. PATTERSON TO GO THROUGH THOSE RULES AS SHE'S SORT OF OUR KEEPER IN THIS AREA. >> YOU A AW, SHUCKS, NORM. IT WAS THE MOST EXCITING PART OF THE AGENDA. BUT SERIOUSLY, IT'S A VERY IMPORTANT PART AS I THINK ALL OF YOU APPREC. SO AS MEMBERS OF THIS COMMITTEE, YOU ARE SPECIAL GOVERNMENT EMPLOYEES AND YOU'RE THEREFORE SUBJECT TO THE RULES OF CONDUCT THAT APPLY TO GOVERNMENT EMPLOYEES. THOSE RULES AND REGULATIONS WERE LAID OUT IN A REPORT ENTITLED STANDARDS OF ETHICAL CONDUCT FROM EMPLOYEES OF THE EXECUTIVE BRANCH, AND YOU MAY RECALL THAT EACH OF YOU RECEIVED A COPY OF THIS DOCUMENT WHEN YOU WERE APPOINTED TO THE COMMITTEE. WE KNOW THAT YOU'VE STUDIED THAT IN GREAT DETAIL, BUT AT EVERY MEETING, WE NONETHELESS LIKE TO ASK YOU TO REMEMBER THE IMPORTANCE OF FOLLOWING THE ETHICS RULES, AND WE'D LIKE TO TAKE THE OPPORTUNITY TO REVIEW THE STEPS THAT WE TAKE AND THAT WE ASK YOU TO TAKE TO ENSURE THAT ANY CONFLICTS OF INTEREST BETWEEN YOUR PUBLIC RESPONSIBILITIES AND YOUR PRIVATE INTERESTS AND ACTIVITIES ARE IDENTIFIED IN A DRAFT. AS YOU KNOW, BEFORE EVERY MEETING YOU PROVIDE US WITH A LOT OF INFORMATION ABOUT YOUR PERSONAL, PROFESSIONAL AND FINANCIAL INTERESTS. WE USE THIS INFORMATION AS THE BASIS FOR DETERMINING WHETHER YOU HAVE ANY REAL, POTENTIAL OR EVEN APPARENT CONFLICTS OF INTEREST THAT COULD CONCEIVABLY COMPROMISE YOUR ABILITY TO BE EFFECTIVE IN GIVING ADVICE DURING THE MEETINGS. AS SUCH, CONFLICTS ARE IDENTIFIED. WE EITHER ISSUE A WAIVER IF IT'S APPROPRIATE OR WE REFUSE YOU ENTIRELY FROM A PARTICULAR PORTION OF THE MEETING. WE USUALLY WAIVE CONFLICTS FOR INTERESTS OF GENERAL MATTERS BECAUSE WE BELIEVE THAT YOUR ABILITY TO BE OBJECTIVE WILL NOT BE AFFECTED BY YOUR INTEREST IN SUCH MATTERS. BUT WE ALSO RELY TO A GREAT EXTENT ON YOUR BEING ATTENTIVE DURING THE COURSE OF THE MEETING TO BE ALERT TO ISSUES THAT MAY CROP UP IN WHICH YOU MIGHT HAVE AN ISSUE OR AT LEAST APPEAR TO HAVE AN ISSUE IN A SPECIFIC WAY, AND IF THIS HAPPENS, WE ASK THAT YOU LET ME KNOW AND ALSO RECUSE YOURSELF FROM THAT PART OF THE MEETING. AND IF YOU HAVE ANY QUESTIONS ABOUT THE RULES OF CONDUCT, WE'RE CERTAINLY HAPPY TO ADDRESS THOSE, AND IF WE NEED TO, WE CAN APPEAL TO THE EXPERT HELP OF OUR COMMITTEE MANAGEMENT OFFICE. THANK YOU, NORM. >> THANK YOU, AMY. DOES ANYBODY HAVE ANY QUESTIONS ON THE TOPIC? HEARING NONE, WHY DON'T WE PROCEED. I NOTICE THAT DR. FINEBERG HAS JOINED US. HARVEY, WE'RE VERY HONORED AND HAPPY TO HAVE YOU HERE. WE JUST HAD A LONG FLOWERY INTRODUCTION OF YOUR ACCOMPLISHMENTS, AND EXTENSIVE BOARD DEMONSTRATION THAT YOU WOULD HAVE ENJOYED IN YOUR HONOR. YOU'LL LIKE IT, IT WILL BE A BEST SELLER. BUT HARVEY, WE ARE GLAD TO HAVE YOU HERE. IT'S BEEN MY PRIVILEGE AS I MENTIONED EARLIER TO WORK WITH YOU ON A NUMBER OF PROJECTS AND I LOOK FORWARD TO DOING THE SAME HERE. I THINK AT THIS POINT, FRANCIS, IT'S PROBABLY GOOD TO TURN THE FLOOR TO YOU. AS I SAID WE'D PROBABLY LOVE TO HEAR ABOUT YOUR TRIP AS WELL AS THE STATUS OF NIH. >> THANKS, NORM, AND THANK YOU MOST SINCERELY FOR YOUR LEADERSHIP OF THIS GROUP OVER THOSE 22 MEETINGS OR HOWEVER MANY IT WAS, AND YES, HERE AGAIN, YOU ARE MOST ABLY LEADING THIS ENTERPRISE. MY THANKS TO ALL OF YOU WHO HAVE JOINED US FOR THIS COUPLE OF DAYS OF INTENSE DELIBERATION ABOUT TWO VERY IMPORTANT TOPICS. WE REALLY LEARNED A LOT FROM THE DELIBERATIONS OF THE SMRB OVER THE TIME I'VE BEEN HERE, WHICH IS APPROACHING FIVE YEARS, AND WE'RE COUNTING ON YOU ONCE AGAIN TO TACKLE SOME PRETTY CHALLENGING PROBLEMS AND PUT FORWARD RECOMMENDATIONS THAT ARE ACTIONABLE THAT WILL MAKE THIS PLACE EVEN BETTER. TODAY I'M GOING TO BE WITH YOU THROUGH THE MORNING. I HAVE OTHER THINGS HAPPENING THIS AFTERNOON. I WILL TRY TO COME AND DROP BY YOUR DINNER THIS EVENING UNLESS SOME OTHER CRISIS SUPERVENES, ALWAYS LIKE TO SPEND A LITTLE INFORMAL TIME THERE WITH ALL OF YOU. HARVEY I WANT TO WELCOM YOU MOST SINCERELY. THANK YOU FOR JUST SEVEN DAYS AFTER BEING RELEASED FROM A PREVIOUS RATHER HEAVY RESPONSIBILITY DECIDING TO TAKE ON ANOTHER ONE, WHICH IS PROBABLY NOT QUITE AS HEAVY, BUT STILL, I THINK WE'LL TAKE SOME OF YOUR TIME AND REALLY APPRECIATE YOUR WILLINGNESS TO DO THIS. YOU MIGHT VERY WELL HAVE ARGUED YOU NEEDED A BREAK BUT SEVEN DAYS WAS ALL YOU GOT. THERE ARE SEVERAL THINGS THAT I THOUGHT I COULD MENTION TO THIS GROUP, NOT THAT THEY ARE NECESSARILY DIRECT INPUTS INTO YOUR TWO CURRENT DELIBERATIONS BUT I THOUGHT THEY WOULD BE OF INTEREST TO YOU. YES, I HAVE JUST COME BACK FROM SPACE SHUTTLSHANGHAI, A WEEK IN BRAZIL, SO IT'S ONE OF THOSE INTENSE TIMES FOR SEEING WHAT'S HAPPENING IN THE REST OF THE WORLD. THE BRAZIL TRIP WAS TO BUILD FURTHER STRENGTH IN THE COLLABORATIONS WE HAVE, IN RIO. I ALSO WENT TO THE MEETING OF THE LARGEST BASIC SCIENCE ORGANIZATION IN BRAZIL, WHICH WAS ABOUT 2,000 INDIVIDUALS MEETING TO TALK ABOUT BIOCHEMISTRY AND CELL BIOLOGY. THAT WAS REALLY AN INTERESTING OPPORTUNITY TO SEE THIS NEXT GENERATION OF BRAZILIAN YOUNG SCIENTISTS EMERGING AS A REAL FORCE. SO AS THAT PARTICULAR ECONOMY IS GROWING, AS THAT COUNTRY IS GETTING STRONGER, AS THEY ARE SENDING OVER THE COURSE OF A FEW YEARS 100,000 BRAZILIAN YOUNG SCIENTISTS TO THE U.S., U.K. AND EUROPE IN ORDER TO GET SCIENTIFIC TRAINING AND THEN GO BACK TO THAT COUNTRY TO BUILD THEIR OWN SCIENTIFIC STRENGTHS, BE PREPARED. THIS IS GOING TO BE A VERY INTERESTING ARRIVAL ON THE XENO, ANSCENE, FROM EVERYTHING I'VE SEEN, WITH A LOT OF PASSION AND ENERGY. IN CHINA, I WAS IN SHANGHAI ONLY FOR ABOUT THREE DAYS, IN BETWEEN THE LONG FLIGHTS GOING AND COMING, BUT SUCH IT IS. THERE WERE TWO REASONS TO BE IN SHANGHAI. ONE WAS THE MEETING OF THE HEADS OF INTERNATIONAL RESEARCH ORGANIZATIONS. THIS IS A GROUP THAT HAROLD VARMUS AND GEORGE RADDA STARTED 20 YEARS AGO AS AN INFORMAL GATHERING OF CEOs OF FUNDING AGENCIES IN THE PUBLIC DOMAIN. THESE ARE EITHER GOVERNMENTS OR PHILANTHROPIES, TO GET TOGETHER AND TALK ABOUT THEIR SHARED DREAMS, HOPES, ACCOMPLISHMENTS, TO DO A LITTLE GROUP THERAPY ABOUT THE THINGS THAT AREN'T NECESSARILY GOING SO SMOOTHLY, AND TO BUILD IDEAS ABOUT COLLABORATIONS THAT MIGHT OTHERWISE NOT BE EASILY ABLE TO HAPPEN. IT'S PRETTY UNIQUE IN THAT THERE'S ONLY ABOUT 16 PEOPLE AROUND THE TABLE, BUT COLLECTIVELY THEY REPRESENT ABOUT 90% OF THE PUBLIC FUNDING OF BIOMEDICAL RESEARCH IN THE WORLD. IT INCLUDES THE NIH, THE NSF FROM THE U.S., FROM THE U.K., THE MRC, AS WELL AS THE WELCOME TRUST, THE GATES FOUNDATION IS REPRESENTED, AND THEN WE HAVE SIGNIFICANT FEE APPROPRIA AND PRINCIPALS ONLY, NO DELL IMAITION ALLOWED, FROM FRANCE, CANADA, SOUTH AFRICA, NOW FROM BRAZIL, AND INDIA. SO ALL OF THOSE INDIVIDUALS BRINGING WITH THEM A GOOD DEAL OF KNOWLEDGE AND AN OPPORTUNITY TO TALK INFORMALLY ABOUT WHERE THEY MIGHT TAKE THINGS NEXT. WE WERE ADDRESSED THE FIRST MORNING BY SHU CHIN, WHO WAS AS MANY OF YOU KNOW PREVIOUSLY THE MINISTER OF HEALTH BUT NOW HAS BEEN PROMOTED TO AN EVEN HIGHER POSITION IN THE CHINESE HIERARCHY. VERY IMPRE SELF PERSO IMPRESSIVE PERSON, M AJOR SCIENTIFIC CONTRIBUTOR, HE WAS ELECTED NOT ONLY TO THE CHINESE ACADEMY BUT TO THE U.S. ACADEMY, NATIONAL ACADEMY OF SCIENCES. HE GAVE US AN HOUR'S RENDITION ABOUT WHAT'S HAPPENING IN CHINA AND THEN STAYED FOR ANOTHER HOUR FOR US TO PROBE HIM ABOUT QUESTIONS OF ALL THAT. CLEARLY, THEY ARE ON A MAJOR UPTURN AS FAR AS INVESTMENTS IN RESEARCH WITH NOW ROUGHLY 20% INCREASES PER YEAR OVER THE COURSE OF QUITE A NUMBER OF YEARS. AT THAT PACE, IN ANOTHER FIVE YEARS, THEIR DOLLAR INVESTMENTS IN BIOMEDICAL RESEARCH WAS TO PASS IN THE U.S. AND I'M NOT TALKING ABOUT AS A PEPERCENT OF GDP, I'M TALKING ABOUT IN ABSOLUTE DOLLARS. THAT'S SOMETHING WE SHOULD PROBABLY BE NOTICING. THEY HAVE HAD MAJOR GROWTH, OF COURSE, IN THEIR UNIVERSITY SYSTEMS IN ORDER TO ACCOMMODATE THAT KIND OF RESEARCH. HE PUT IN FRONT OF US ALL KINDS OF EVIDENCES OF HOW THAT'S PAYING OUT IN TERMS OF PUBLICATIONS, PATENTS, PATENTS AND CHINA HAVE NOW EXCEEDED ANNUAL PATENTS IN THE U.S., WHICH I THINK A LOT OF PEOPLE WERE NOT QUITE AWARE WAS HAPPENING. THEY HAVE PARTICULAR STRENGTHS IN CERTAIN AREAS AND GENOMICS BEING ONE WITH THE LARGEST GENOME CENTER IN THE WORLD IN CHENGEN BUT ALSO IN INFECTIOUS DISEASE, AND THEY ARE VERY MUCH PUSHING THE IDEA OF BECOMING SORT OF A MAJOR DRUG DEVELOPMENT -- DISCOVERY AND DEVELOPMENT ENTERPRISE. SO WALKED US THROUGH THEIR VERSION OF HEALTHCARE REFORM, WHICH IS TRANSLATED NOW INTO UNIVERSAL HEALTHCARE, ALBEIT WITH LIMITED RESOURCES FOR THE AVERAGE PERSON, BUT THE INTENTION TO MAKE THIS A VERY MAJOR PART OF THEIR PARTICULAR ENVIRONMENT. THEY ARE VERY INTERESTED IN PARTICIPATING IN INTERNATIONAL PROJECTS, ENDED UP TALKING ABOUT THE BRAIN INITIATIVE WHICH I'LL SAY A LITTLE BIT MORE ABOUT IN A MINUTE. IT'S CLEAR THAT CHINA WANTS TO PLAY AND THEY SEE THEMSELVES AS P BEING ABLE TO MAKE CONTRIBUTIONS IN THE USE OF NON-HUMAN PRIMATES, WHICH AS I SAID HAS A LOT OF EXPERIENCES AND RESOURCES. SO IT WAS INSPIRING AND A BIT SOBERING TO SEE HOW OUR FRIENDS ON THE OTHER SIDE OF THE PLANET ARE MOVING IN SUCH AN AGGRESSIVE DIRECTION. EVEN AS WE HAVE BEEN LOSING GROUND STEADILY OVER THE LAST 12 YEARS AND OUR OWN SUPPORT GROUPS URGE. I WISH SOME OF THE MEMBERS OF CONGRESS WERE SITTING IN THE ROOM LISTENING TO THIS. IF THEY THOUGHT THAT AMERICAN LEADERSHIP IN BIOMEDICAL RESEARCH IS JUST A GIVEN, YOU WOULD NOT THINK SO AFTER LISTENING TO THIS PRESENTATION. JUST THE SAME, I THINK IT'S REALLY IMPORTANT AT THIS TIME TT WE IN BIOMEDICAL RESEARCH REMAIN TIGHTLY CONNECTED WITH WHAT'S GOING ON IN THE REST OF THE WORLD AND THIS MEETING OF THE HEADS OF INTERNATIONAL RESEARCH ORGANIZATIONS WAS EXTREMELY USEFUL IN THAT REGARD. BY THE WAY, WE DID TALK ABOUT WHAT VARIOUS PARTS OF THE WORLD ARE DOING IN THEIR OWN EFFORTS TO IDENTIFY EVIDENCE FOR THE VAL OF BIOMEDICAL RESEARCH, A PHRASE WHICH OF COURSE SHOULD RESONATE FROM ALL OF YOU AS SMRB PRODUCED THIS VERY THOUGHTFUL REPORT ON THE VALUE OF BIOMEDICAL RESEARCH, AND I SHARED SOME OF THAT WITH THE GROUP, AND THEY ALL ASKED WOULD WE PLEASE SEND TO THEM THE FULL REPORT BECAUSE THEY WOULD LIKE TO LOOK AT IT. THE MRC IN THE U.K. HAS ALSO DONE SOME WORK IN THIS SPACE AND IAN VINEY ACTUALLY CAME AND PRESENTED TO ALL OF YOU ABOUT THIS DURING THE COURSE OF YOUR DELIBERATIONS. AND THERE IS SOME ENTHUSIASM NOW AMONGST PEOPLE AROUND THE TABLE FOR THE POSSIBILITY OF SOME KIND OF INTERNATIONAL WORKSHOP TO BRING TOGETHER ALL THESE PERSPECTIVES FROM THE DIFFERENT AFALL SEES THAT HAVANALYSES THAT HAVE BEEN DONE IN DIFFERENT ECONOMIC CIRCUMSTANCES. I AM SUPPOSED TO FOLLOW UP ON THAT WITH JOHN SEVILLE, WHICH IS HEAD OF THE MRC, AND THEY PARTICULARLY, I THINK, HAVE A STRONG INTEREST IN PURSUING THIS AS A MEANS JUST AS WE ARE OF TRYING TO DOCUMENT THE VALUE OF WHY THE INVESTMENTS THAT ARE MADE BY THE U.K. AND THE U.S. AND EVERYWHERE ELSE ARE, IN FACT, ECONOMICALLY A VERY WISE INVESTMENT. OTHER THINGS WE TALKED ABOUT AT THAT MEETING IN SHANGHAI INCLUDED THE REPRODUCIBILITY ISSUE, WHICH ALL OF US ARE TACKLING NOW WITH GREAT ENERGY TO TRY TO DEAL WITH THIS CONCERN T PARTICULARLY PRECLINICAL STUDIES INVOLVING ANIMAL MODELS AND TESTING OF THERAPEUTICS HAVE BEEN SEEN OFTENT NOT TO BE REPRODUCIBLE WHEN OTHERS TRY THOSE SAME EXPERIMENTS, CAUSING A GOOD DEAL OF VEXATION. WE HERE AT NIH PARTICULARLY LARRY TABAK HAVE BEEN DEEPLY ENGAGED IN PURSUING THAT PROBLEM WITH A VARIETY OF IMPLEMENTATIONS THAT NIH IS UNDERTAKING TO TRY TO TIGHTEN UP THE WAY IN WHICH SUCH STUDIES ARE PURSUED AND OF COURSE ONE OF THE LABORS WE HAVE THERE IS TO ASSESS, WHEN A GRANT PROPOSAL COMES IN, DOES IT, IN FACT, REFLECT THE KIND OF RIGOROUS STANDARDS THAT ARE NEEDED IN TERMS OF APPROPRIATE ISSUES SUCH AS DEFINING YOUR END POINTS AHEAD OF TIME, AS POWERING YOUR ANALYSIS, AS FIGURING OUT FOR SURE WHAT STRAIN YOU'RE USING AND ARE YOU BLINDING AND RANDOMIZING. A LOT OF SLOPPINESS ON THE PHRASE HAS BEEN PERMITTED IN THAT SPACE AND IT REALLY CAN'T CONTINUE IN THAT WAY. WE ALSO HAD JUST THREE WEEKS AGO A REALLY INTERESTING MEETING THAT LARRY EVENTUALLY LED WHICH WAS CO-SPONSORED BY NIH AND THE EDITORS IN CHIEF OF SCIENCE AND NATURE, AND SOME 40 JOURNAL EDITORS BESIDES THOSE WHO SHOWED UP FOR THIS DAY-LONG MEETING TO TALK ABOUT WAYS IN WHICH JOURNAL EDITORS COULD, BY IMPOSING VARIOUS KINDS OF STANDARDS, INCLUDING CHECKLISTS, MAKE SURE THAT THEY'RE NOT SUPPORTING THE IDEA OF RAPID PUBLICATION OF PAPERS BASED UPON ANIMAL MODEL STUDIES THAT MAY ACTUALLY NOT HAVE BEEN PROPERLY DESIGNED AND WHICH WILL, THEREFORE, TURN OUT NOT TO BE REPROD AND ALSO THE JOURNALS WOULD TAKE A GREATER RESPONSIBILITY OF SOMETHING OF THAT SORT WOULD HAPPEN, THAT THEY WOULD PUBLISH THE FOLLOW-UP STUDIES THAT FAILED TO SHOW THE SAME RESULT INSTEAD OF HAVING THOSE FOLLOW-UP STUDIES CHASED AROUND FOR MANY MONTHS LOOKING FOR A JOURNAL WILLING TO TAKE THEM ON. THE JOURNAL ESSENTIALLY AT THE END OF THAT DAY LONG STUDY AGREED TO A LIST OF STEPS THAT THEY WOULD TAKE, THOSE THAT HAVE NOT BEEN PUBLISHED YET BUT I THINK PROBABLY WILL BE IN THE NOT TOO DISTANT FUTURE. SO WE'RE PUSHING HARD ON THIS. AS ARE THE OTHER ORGANIZATIONS AROUND THE TABLE IN SHANGHAI, WE DO SEE THIS ALSO, AS A MAJOR RESPONSIBILITY FOR ALL OF US. THEY WERE VERY INTERESTED IN WHAT NIH HAS BEEN DOING AND ANXIOUS TO LEARN ABOUT THAT. WE HAD A VERY INTERESTING DISCUSSION LED BY ALAMBO DAY OF CANADA ABOUT THIS QUESTION ABOUT WHETHER IN DIFFICULT BUDGET TIMES, SHOULD WE SHIFT A LARGER PROPORTION OF OUR RESEARCH DOLLARS INTO FUNDING INVESTIGATORS AS OPPOSED TO IN FUNDING PROJECTS THAT ARE VERY DETAILED IN TERMS OF WHAT THE PROPOSAL SAYS THE INVESTIGATOR IS GOING TO DO. SO THIS IS PIONEER AWARDS ON THE ONE SIDE COMPARED TO RO1s ON THE OTHER. CANADA IS PROPOSING TO MAKE A MAJOR SHIFT IN THEIR PORTFOLIO FROM THE RO1 STYLE PROPOSALS TO PIONEER-LIKE AWARDS. THE WELCOME TRUST DID THAT SEVERAL YEARS AGO, WE ARE ALL VERY INTERESTED TO HEAR WHAT THEIR REVIEW WAS OF THE PROGRESS. WE AT NIH HAVE BEEN TALKING ABOUT DOING THIS SAME KIND OF SHIFT GOING BEYOND THE PIONEER AWARDS AND A FEW OTHER MECHANISMS IN THE COMMON FUND TO HAVING INSTITUTES AT NIH HAVE THEIR OWN VERSION OF THESE INVESTIGATOR AWARDS AND THE CANCER INSTITUTE, FOR INSTANCE, THE NIGMS FOLKS ARE INTENDING TO MAKE A FAIRLY MAJOR SHIFT IN THE NEAR FUTURE IN THAT REGARD. IT WAS A VERY INTERESTING DISCUSSION. I WAS ABLE TO PRESENT THE DATA THAT JIM ANDERSON AND HIS GROUP FACILITATED FROM THE PIONEER AWARDS SHOWING THAT, IN FACT, BY VARIOUS MEASURES, INCLUDING EXPERTS EVALUATION, THE OUTPUT OF A PIONEER AWARD IN TERMS OF ITS SIGNIFICANCE TO SCIENCE IS SIGNIFICANTLY GREATER THAN AN RO 1 DOLLAR FOR DOLLAR. THAT WAS INTERESTING TO HEAR. INTERESTINGLY, JEREMY FERRAR, NOW HEAD OF THE WELCOME TRUST, ACTUALLY SAID THEY WERE RE-THINKING WHAT THEY HAD IMPOSED FIVE YEARS OR SO AGO, WHICH WAS TO SHIFT MOST OF THEIR PORTFOLIO INTO INVESTIGATOR AWARDS AND NOW THEY THINK MAYBE THERE'S BEEN A PROBLEM THERE, PARTICULARLY IN TERMS OF HOW THAT HAS FACILITATED YOUNGER INVESTIGATORS WHO ARE EARLY IN THEIR CAREERS OR EVEN THOSE WHO ARE SORT OF THREE OR FOUR YEARS INTO THEIR INDEPENDENT CAREERS. AND WE'RE WORRIED ABOUT THAT TOO, WE DO A LOT FOR THE FIRST TIME INVESTIGATORS, BUT THEN YOU SORT OF HIT THAT NEXT STEP WHERE YOU NEED A SECOND AWARD AND YOU'RE NO LONGER GIVEN SPECIAL KIND OF LEG UP IN BEING IN A SPECIAL KIND OF CATEGORY. MANY TIMES THOSE ARE OUR RISING SUPER STASUPERSTARS AND WE MAY NOT BE ACTUALLY GIVING THEM THE CHANCE TO BECOME SUPERSTARS IF THEY'RE FORCE NEIGHBORHOOD A VERY RIGOROUS RO1 KIND OF MINDSET. THAT WAS JEREMY WAS WORRIED ABOUT, THAT THEIR WELCOME TRUST AWARDS DIDN'T SEEM TO HAVE ENCOURAGED THOSE INDIVIDUALS OR AT LEAST THEY HADN'T SUCCEEDED AS MUCH AS THEY HOPED AND THEY SAW THEIR PORTFOLIO LOOKING A BIT GRAY IN THE TEMPLES AND THEY WERE A BIT WORRIED ABOUT THAT. SO WASN'T CLEAR WHAT HE WAS GOING TO DO ABOUT IT, BUT I THOUGHT I'D MENTION THAT TO ALL OF YOU BECAUSE WE'RE GOING TO HAVE A LOT OF THOSE CONVERSATIONS. THE OPPORTUNITY TO UNLEASH THE INNOVATION INSTINCTS AND THE CREATIVITY OF SCIENCE BY GIVING THESE MORE FLEXIBLE AWARDS IS VERY APPEALING, BUT YOU DO HAVE TO THINK ABOUT THE UNINTENDED CONSEQUENCES. FROM OUR PERSPECTIVE, I THINK WE WILL TRY FOR SOME KIND OF BALANCE IN THE PORTFOLIO. IT SOUNDS AS IF WELCOME IS REGRETTING HAVING GONE VERY FAR IN ONE DIRECTION AND MAYBE NOW SHIFTING BACK A BIT. CANADA SEEMS READY TO GO PRETTY FAR IN THAT DIRECTION, MAYBE ELAN IS RE-THINKING IT AFTER WHAT HE HEARD FROM THE W WELCOME TRUST FOLKS. IT WILL BE FASCINATING TO WATCH THIS. SO THOSE ARE SOME OF THE CONVERSATIONS THAT HAPPENED. THINK MOSTLY THE VALUE, THOUGH, OF THIS GATHERING IS THE PERSONAL RELATIONSHIPS THAT YOU'RE ABLE TO DEVELOP IN THE COURSE OF A DAY AND A HALF WITH THESE OTHER CEOs OF MAJOR FUNDING AGENCIES, SO IT BECOMES VERY EASY TO THEN RECONTACT ONE OF THOSE INDIVIDUALS WHEN YOU HAVE AN IDEA OF AN AREA YOU WANT TO WORK ON. WE'LL MEET THEN, FINALLY THE FOLLOWING SUMMER. QUESTIONS ABOUT THAT? I DON'T MEAN TO TURN THIS INTO A LECTURE. I'LL STOP A SECOND AND SEE IF THERE ARE FOLLOW-UPS ABOUT THIS. >> FRANCIS, I WOULD JUST ASK WHEN YOU TALKED ABOUT REPRODUCIBILITY, EVERYONE CAME ON TO THAT BANDWAGON. WAS THERE ANY DISCUSSION ABOUT THE INCENTIVES FOR PUBLICATION FOR EXAMPLE THAT WE HEARD ABOUT FROM CHINA? >> YES, THERE WERE. I'M GLAD YOU BROUGHT THAT UP. WE WERE CONCERNED LOOKING AT SOME OF THE WAYS IN WHICH THIS HYPERCOMPETITIVE ATMOSPHERE MAY BE CONTRIBUTING TO THE REPRODUCIBILITY PROBLEM BY ENCOURAGING INVESTIGATORS TO CUT SOME CORNERS, GET PAPERS INTO HIGHLY VISIBLE PLACES IN A BIG HURRY. I DID CHALLENGE SHU CHIN ABOUT THIS ISSUE BECAUSE HE PUT IN FRONT OF US STATISTICS ABOUT HOW MANY NATURE, SCIENCE AND CELL PAPERS HAVE NOW BEEN PUBLISHED WITH CHINESE AUTHORS AS FIRST OR LAST. SO IN THE DISCUSSION, I POSED A QUESTION ABOUT WHETHER THAT'S REALLY THE RIGHT METRIC FOR SUCCESS AND ARE YOU, IN FACT, ENCOURAGING HA KIND O THAT KIND OF HYPER COMPETITIVENESS BECAUSE HE ALSO TALKED ABOUT SERIOUS CONCERNS ABOUT INTEGRITY IN CHINA. MAYBE THERE'S A LINK HERE. IT STILL SOUNDS AS IF THEY'RE TRACKING THAT KIND OF STUFF AND PEOPLE KNOW THAT. I DIDN'T SPECIFICALLY PROBE HIM ABOUT THIS STORY THAT THERE ARE ACTUALLY BONUSES PROVIDED OF TENS OF THOUSANDS OF DOLLARS FOR AUTHORS WHO GET THEIR PAPERS INTO ONE OF THOSE SINGLE-WORD JOURNALS. THAT SEEMED MAYBE A LITTLE OVER THE TOP IN TERMS OF CHALLENGING YOUR PLEASANT HIGH GOVERNMENT -- HOST, BUT I THINK IT WAS CLEAR THAT HE IS WORRYING ABOUT THIS A LITTLE BIT, EVEN AS HE, I GUESS, FEELS THEY HAVE TO SHOW THEY'RE NOT JUST SPENDING A LOT OF MONEY, THEY'RE ACTUALLY PRODUCING HIGH VISIBILITY RESEARCH. SCOTT. >> ONE OTHER THING IN THAT FRAME ABOUT PUBLISHING NEGATIVE RESULTS AFTER A POSITIVE ONE HAS BEEN PUBLISHED, I THINK IF YOU COULD ADVOCATE TO EXTEND THIS ALSO TO CLINICAL TRIALS, BECAUSE WHAT HAPPENS IS THAT OFTEN NEGATIVE CLINICAL TRIALS DO NOT GET INTO THE LITERATURE, AND THERE SHOULD BE A BIG INCENTIVE TO GET THERE BECAUSE THAT OBVIOUSLY WILL CHANGE BOTH WHAT INDUSTRY DOES AS WELL AS WHAT THE ACADEMIC COMMUNITY DOES. >> OUR MEETING WITH THE JOURNAL EDITORS, WE DIDN'T TRY TO GO INTO THE SPACE OF CLINICAL RESEARCH BECAUSE WE'RE REALLY TRYING TO KEEP THEM FOCUSED ON THE PRECLINICAL ARENA, WHERE MEAN PEOPLE SAW THE GREATEST PROBLEM, BUT CERTAINLY THE INABILITY TO HAVE NEGATIVE DATA FROM CLINICAL TRIALS SEE THE LIGHT OF DAY IS A PROBLEM. IN THAT REGARD, WE MAY BE SEEING A CHANGE IN THAT LANDSCAPE VERY SOON WITH, AFTER ALL, THE REQUIREMENT, BECAUSE OF FADAH, THAT CLINICAL TRIAL DATA, ANYTHING FUNDED BY THE FEDERAL GOVERNMENT HAS TO BE DEPOSIT THE IDEPOSITEDINTO CLINICALTRIALS.GOV WITHIN ONE YEAR OF THE FINAL ENROLLMENT. THERE'S BEEN A LONG PAUSE OF WHAT THOSE ACTUAL REGULATIONS LOOK LIKE. I'M HAPPY TO SAY I THINK THE NPRM ON THIS IS IMMINENT, WHICH WILL, IN FACT, MAKE IT VERY CLEAR WHAT THE EXPECTATIONS ARE AND WILL, THEN, RESULT IN BRINGING NEGATIVE DATA AS WELL AS POSITIVE DATA OUT INTO THE SUNSHINE, NOT IN A PATIENT LEVEL WAY OF SUMMARIZED DATA BUT STILL SHOULD BE EXTREMELY VALUABLE FOR CAPTURING A LOT OF THIS INFORMATION THAT YOU JUST NEVER GET TO SEE, AND OUR OWN HOUSE IS NOT IN ORDER HERE WHEN YOU LOOK AT NIH SPONSORED TRIALS, GARY CAN TELL YOU THAT WHEN MIKE LAWYER LOOKELAUER LOOKED AT NHLBI TO SEE H OW LONG DOES IT TAKE TO SEE RESULTS OF A TRIAL, SOMETIMES IT TAKES INFINITI BECAUSE THEY DON'T APPEAR. AND WHEN THEY DO APPEAR, SOMETIMES THE DELAY IS UNREASONABLY LONG. SO WE HAVE SOME WORK TO DO IN THAT SPACE AS WELL. BUT I THINK WE'RE ABOUT TO SEE A PRETTY SIGNIFICANT CHANGE IN THE WAY IN WHICH THAT WILL BE EXPECTED AND ENFORCED TO THE EXTENT THAT NIH WILL BE ABLE TO SAY TO A GRANTEE INSTITUTION, UNLESS YOU'RE A CLIENT WITH THIS, THAT'S GOING TO JEOPARDIZE YOUR FUTURE SUPPORT. OKAY. THE OTHER MEETING WE HAD IN SHANGHAI -- >> FRANCIS, THE NUMBER THAT YOU PUT OH THERE THAT PRETTY SOON THE FUNDING IN CHINA IS GOING TO EXCEED THAT OF THE NIH, AND THE QUESTION IS, YOU KNOW, GOVERNMENT, WHAT CAN WE DO ABOUT THAT? W TYPE OF INFORMATION DO YOU NEED TO BE ABLE TO GO FORWARD AND PROPOSE TO GET BACK ON TRAC NOT TO MAKE THIS INTO THE EQUIVALENT OF THE ARMS WAR AND SO FORTH BUT, I MEAN, CERTAINLY IT SENDS A VERY IMPORTANT MESSAGE THAT WE'RE FALLING BEHIND. >> AND I HAVE SHARED THAT MESSAGE EVERY CHANCE I GET WITH ELECTED MEMBERS OF CONGRESS, SOME 300 OF WHOM I HAVE MET WITH IN THE LAST COUPLE OF YEARS, AND THIS ALWAYS GETS A RAISED EYEBROW AND EXPRESSIONS OF CONCERN AND FURROWED BROWS. THE PROBLEM, OF COURSE, IS EAR IS WE'RE AT GRIDLOCK IN OUR COUNTRY'S OWN FINANCIAL SITUATION, AND WE'RE GOING TO CONTINUE TO SEE FUNDED RESEARCH, PART OF THE DISCRETIONARY BUDGET, WHACKED AWAY AT. THIS IS FAR FROM OVER. MOST PEOPLE WHO THOUGHT THE SEQUESTER WAS BAD MAY HAVE THOUGHT IT WAS A ONE-SHOT DEAL. SEQUESTRATION IS NOT OVER. THIS GOES ON ANOTHER 10 YEARS AND COULD EASILY RESULT IN ADDITIONAL LOSS OF RESOURCES FROM AN NIH THAT'S ALREADY LOST ABOUT 25% OF ITS PURCHASING POWER IN THE LAST 12 YEARS. SO ALL OF US, I THINK, OUGHT TO BE PREPARED TO MAKE THAT CASE. AND OBVIOUSLY IT'S NOT ALL ABOUT TRYING TO SHOW WE'RE BETTER THAN THE CHINESE. THAT WOULD BE A PRETTY HOLLOW AND I THINK REGRETTABLE ARGUMENT, BUT TO GIVE UP OUR LEADERSHIP IN THIS SPACE WITH ALL OF THAT MIGHT MEAN FOR HEALTH AND THE ECONOMY SEEMS LIKE A PRETTY WISE DECISION AND WE SHOULD BE PREPARED TO MAKE THAT CASE, AS WELL AS ENCOURAGE THE IDEA THAT MEDICAL RESEARCH IS ONE OF THE MOST APPROPRIATE AND HONORABLE THINGS THAT A GOVERNMENT DOES. OUGHT NOT TO BE SOMEHOW SACRIFICED IN THE CURRENT CIRCUMSTANCE. >> FRANCIS, YOU MADE A COMMENT THAT CAPTURED MY ATTENTION IDENTIFYING THE BRIDGE THAT HAS TO BE NAVIGATED TO GET TO THE RO1 FUNDING THRESHOLD, PARTICULARLY FOR THE YOUNG INVESTIGATOR. WE ARE BEGINNING TO SEE THAT REALTIME, BOTH THROUGH WORK WE'RE DOING ON OUR PROMOTION COMMITTEE, WHERE SO MANY OF THE TALENTED FACULTY ON TENURE TRACK ARE REALLY STRUGGLING TO GET TO THIS NEXT LEVEL, NOT BECAUSE OF POOR SCIENCE BUT MINIMAL OPPORTUNITY, AND MANY OF THEM WITHIN THE GROUP THAT I MANAGE, ABOUT A THIRD ARE DEPENDENT UPON EXTRAMURAL FUNDING. THERE ARE SEVERAL WAYS TO THE TOPIC THAT WE'LL TALK ABOUT TODAY WHICH INDICATES THAT ONE OF THE DISINCENTIVES IN OUR PEBS INITIATIVE IS THE UNCERTAINTY OF THE TEACHER IN FUNDED SCIENCES, SO ALL OF IT COMES TOGETHER IN A RESOURCE-CONSTRAINED ENVIRONMENT, BUT I'D JUST LIKE TO ENDORSE WHATEVER ACTIVITIES CAN COME ABOUT THAT CAN PUT A BIT OF A BRIGHTER SPOTLIGHT ON THOSE EARLY TO MID CAREER PEOPLE NOW THAT ARE LOOKING FOR SUSTAINABILITY IN THE RESEARCH PORTFOLIOS. >> I APPRECIATE THAT, CLYDE. I CERTAINLY AGREE WITH YOU. I WISH THERE WAS REAL MAGIC THAT WE COULD MANAGE TO INTRODUCE BUT WE CAN DO SOME REARRANGING OF MECHANISMS TO TRY TO ENCOURAGE OPTIMISM AMONGST THOSE WHO ARE CURRENTLY LOOKING QUITE CONCERNED AND DISCOURAGED ABOUT THE DIFFICULTY IN GETTING GRANTS SUPPORTED WHEN THE SUCCESS RATES HAVE FALLEST TO THE LOWEST IN HISTORY, DOWN NOW TO 16%. QUESTION? >> YES, QUESTION, FRANCIS. IN THIS BASIC STRATEGIC CHOICE BETWEEN INVESTING IN IDEAS AND PROJECT VERSUS INVESTING IN PEOPLE, STRATEGY FOR DEPLOYMENT, IS THERE ANYONE AT NIH OR ELSEWHERE WHO'S WORKING OFF THE SET OF CASE STUDIES OF THE EXPERIENCE AT THE PLACES THAT HAVE ALREADY PURSUED DIFFERENT STRATEGIES, SO A WELCOME TRUST CASE, ET CETERA, THAT CAN SERVE AS A BASIS FOR INFORMING A REALLY BASIC CHOICE? >> -- HAS PROBABLY DONE MORE THAN ANYBODY IN TERMS OF THIS VERY DETAILED ANAIL CYST THAT WE'VE DONE COMPARING RO16789s TO PIONEERS TO HOWARD HUGHES. JIM ALSO TRIED TO GET DATA FROM WELCOME TRUST. I'M NOT SURE HOW SUCCESSFUL YOU WERE IN THAT REGARD. DO YOU WANT TO SAY SOMETHING? >> WE UNDERTOOK AN EVALUATION OF THE OUTCOME OF THE PIONEER AWARDS AND BEFORE WE DID THAT, WE SURVEYED WERE THERE PROGRAMS LIKE IT AROUND THE WORLD THAT WERE MORE FOCUSED ON THE POTENTIAL OF THE PERSON TO DO THE WORK, HOW IMPORTANT WAS THE WORK, NO PRELIMINARY DATA, JUST A DIFFERENT WAY, NOT AN RO1 STRUCTURE. AND WE FOUND THAT IT WAS ESSENTIALLY ALL ANECDOTAL. EVEN THE WELCOME TRUST MADE THIS MAJOR SHIFT BASED ON AN ECK TOTAL RATHER THAN DATA, AND NOW WE'RE SEEING POTENTIALLY THE CONSEQUENCES OF THAT DECISION, SO THE PIONEER AWARD IS THE MOST DETAILED OUT COME STUDY OF CARRYING A GRANT LIKE THIS WITH RO1 AND WITH HOWARD HUGHES. THERE'S NO DATA. >> FRANCIS, I'D LIKE TO ASK A QUESTION WITH REGARD TO THE CHINA VISIT. DID YOU GET ANY SENSE OF HOW THEY PRIORITIZE BASIC RESEARCH AS OPPOSED TO TRANSLATIONAL EFFORT AND THE LIKES? IN OTHER WORDS, IS THE GOAL TO WRITE PAPERS OR ARE THEY DOING OTHER THINGS? >> THEY SEEM VERY HEAVILY FOCUSED ON TRANSLATION. WHERE THEY WANT TO PUT A MAJOR INVESTMENT. THAT ALSO WORRIES ONE IN TERMS OF THE NEED FOR REALLY STRONG BASIC SCIENCE ACROSS THE WORLD. THEY ARE BASICALLY -- IT LOOKS AS IF OF THE VAIR WHY YOU VARIOUS ORGANIZATIONS IN CHINA THAT ARE GIVEN THE LEAD POSITION TO DETERMINE WHERE RESOURCES ARE GOING TO GO, THE LEADER IS GOING TO BE CAMS, WHICH IS ABLY LED BY THE REPRESENTATIVE AT OUR MEETING AND ALSO NOW IS THE CHAIR OF THE GLOBAL ALLIANCE FOR CHRONIC DISEASE. VERY IMPRESSIVE MD PH.D. BUT VERY INTERESTED IN TRANSLATIONAL AND CLINICAL RESEARCH BASED ON HIS OWN BACKGROUND. SO I WOULD WORRY THAT THE REALLY REALLY BASIC SCIENCE DOESN'T HAVE THAT MUCH VISIBILITY AND MAYBE THAT MUCH ENCOURAGEMENT. CERTAINLY PARTICULAR AREAS OF INTEREST, THEY CALL TRANSLATIONAL MEDICINE A REVOLUTIONARY OPPORTUNITY, DO YOU RECOGNIZE THE CHINESE RHETORIC HERE. THEY ARE EXPANDING THEIR RESEARCH HOSPITAL, THEY ARE PLANNING TO ASSIGN MORE FUNCTIONS. THEY'RE BUILDING A NATIONAL LABORATORY FOR MAJOR DISEASES, WHICH IS UNDER CONSTRUCTION IN BEJING AND THE PICTURES OF WHAT THIS IS GOING TO LOOK LIKE ARE AWESOME. AGAIN, THAT WILL BE OVERSEEN BY THE CHINESE ACADEMY OF MEDICAL SCIENCES. AGAIN, WHEN WE TALKED ABOUT THE BRAIN PROJECT, THERE WASN'T MUCH ABOUT THE BASIC SCIENCE OF BRAIN. IT WAS MORE ABOUT USE OF NON-HUMAN PRIMATES FOR TESTING AND ABOUT DISEASE APPLICATION. >> I'VE BEEN TO CHINA SEVERAL TIMES AND MET WITH GOVERNMENT IN THE BIOTECH INDUSTRY. OBVIOUSLY AS YOU ELABORATED, THIS IS REALLY PART -- IN FACT, BIOMEDICAL RESEARCH WAS ONE OF THE PILLARS OF THEIR FIVE-YEAR PLAN, THEIR LAST FIVE-YEAR PLAN, ECTED TO BE NEXT, SO THAT MEANS OF ALL THE THINGS THAT ARE FUNDING IN THE GOVERNMENT, THIS IS ONE OF THE MOST IMPORTANT THINGS THAT'S GOING TO BE FUNDED. AND IN FACT, IT'S PURELY -- IN A LARGE WAY ECONOMIC AS YOU POINTED OUT, THEIR INFRASTRUCTURE IS BEING BUILT UP AROUND MANUFACTURING, SERVING THE PHARMACEUTICAL AND BIOTECHNOLOGY INDUSTRY. WE'VE GONE TO CONGRESS TO DISCUSS THESE ISSUES WITH THEM SO IT'S NOT A NEW CONCEPT WITH THEM, BUT I THINK AS YOU ALLUDED TO, THE POLITICS TODAY -- >> I THINK THERE IS A POSITIVE THING TO LOOK AT, THOUGH, IN CHINA. I'VE BEEN GOING THERE FOR THE LAST 14 YEARS, AND THE LARGE PHARMA COMPANIES, THE LOCAL PHARMACEUTICAL COMPANIES THAT ARE THERE ARE JUST HEMORRHAGING MONEY. BUSINESS HAS TAKEN OFF FOR THEM AND IT'S SERVING THE PURPOSE IT NEEDS TO SERVE IN A COUNTRY WITH THAT LARGE POPULATION. ON THE OTHER HAND, THEY'RE BEING HIGHLY INCENTIVIZED BY THE GOVERNMENT TO GET INTO NOVEL AND INNOVATIVE MEDICINE. THAT'S A GREAT OPPORTUNITY. THERE IS SOME DANGER IN THAT CLINICAL STUDIES WILL BE DESIGNED IMPROPERLY, BUT I THINK WITH MANY PEOPLE THAT ARE EXPERIENCED, NOT ONLY FROM OUR NATION BUT FROM AROUND THE WORLD WORLD, WHAT I'M SEEING IS ACTUALLY QUITE POSITIVE. AND I THINK CHINA IS ACTUALLY GEARING UP TO BE A MAJOR PRODUCER OF -- AND THAT'S GOING TO HAPPEN, I THINK, OVER A 10-YEAR PERIOD, STILL. >> I AGREE WITH YOU, BUT MY LAST VISIT THERE, WHICH WAS ONLY A COUPLE OF MONTHS AGO, THEY'RE CONFRONTING A LOT OF THE SAME ISSUES THAT IN A SOCIETY THAT IS GROWING, FOR INSTANCE, THEY'RE UNDERFUNDING THE SBA THERE, AND THEY ONLY HAVE SEVERAL -- YOU KNOW, WE HAVE 10,000, 11,000 PEOPLE IN OUR FDA. THEY ONLY HAVE ABOUT 300, AND THAT'S OBVIOUSLY ONE OF THE MAJOR OBSTACLES OF GETTING THINGS TRANSLATED TO ACTUALLY NEW PRODUCT OPPORTUNITIES. > WHAT'S INTERESTING IS THAT THEIR FDA ESSENTIALLY USED TO BE A CRO. SO IT'S A MAJOR BREAKTHROUGH THAT THEY HAVE 300 PEOPLE THAT ACTUALLY KNOW SOMETHING IN REGULATORY -- >> THE OTHER MEETING IN SHANGHAI, JUST TO BRIEFLY TELL YOU ABOUT, AND THEN A COUPLE OTHER THINGS TO MENTION AS WELL BUT I DON'T WANT TO EAT INTO CLYDE'S TIME, WAS THE GLOBAL ALLIANCE FOR CHRONIC DISEASE. THIS WAS STARTED IN 2009. BETSY WAS THE MAIN PROPONENT FOR NIH ALONG WITH SEVERAL OTHERS. THIS WAS AN EFFORT TO TRY TO BRING TOGETHER NATIONAL FUNDING AGENCIES TO SUPPORT PROJECTS TOGETHER, EVEN THOUGH EACH FUNDING AGENCY WILL DO ITS OWN CALL FOR PROJECTS, THE IDEAL WOULD BE TO HAVE THEM REVIEW JOINTLY, ALTHOUGH THAT SOMETIMES CREATES SOME CHALLENGES FORLY FOR LEGALITIES, AND FUNDING SO YOU -- A PROBLEM THAT ALL THE COUNTRIES INVOLVE SHARE. THAT HAS BEEN A CHALLENGE JUST BECAUSE OF ALL THE PROCESS ISSUES INVOLVED, BUT I THINK THE GLOBA ALLIANCE IS MAKING REALLY IMPORTANT AND STEADY PROGRESS HERE. THE FIRST CALL WAS ON H, AS THERE ARE NOW A WIDE VARIETY OF PROJECTS ON PREVENTION, FOCUSING ON SALT IN THE DIET AS WELL AS MAKING SURE THAT HYPERTENSION IS DIAGNOSED AND MANAGED BEFORE IT CREATES CARDIOVASCULAR DISASTERS. THE SECOND CALLS ON DIABETES, WHICH IS JUST GETTING UNDERWAY, AND THAT SEEMS VERY LIKELY BY NOVEMBER, WILL WILL BE A THIRD CALL ON LUNG DISEASE FOCUSING PARTICULARLY ON ENVIRONMENTAL LUNG DISEASE, MAINLY SMOKING, INDOOR AIR POLLUTION AND ALSO AIR POLLUTION IN GENERAL. IT WAS VERY IMPORTANT, I THINK, TO SEE THIS GROUP CATCH THIS SORT OF MOMENTUM. THERE'S NOW A SECRET FOR THE GLOBAL ALLIANCE AT UNIVERSITY COLLEGE LONDON, AND SUSAN SHURIN, WHO HAS BEEN A DEPUTY IN HEART, LUNG AND BLOOD, HAS SERVED AS THE CHAIR OF THIS GROUP FOR A COUPLE OF YEARS, IT'S NOW CHAIRED BY SOMEONE FROM CHINA AND A YEAR AFTER THIS, IT WILL BE CHAIRED BY ELAMBO DAY FROM CANADA. SO MANY OF THE SAME PEOPLE THAT COME TO THE MEETING OF HEADS OF NATIONAL RESEARCHE RESEARCH ORGANIZATIONS, IT'S KIND OF NEAT THAT THEY MEET BACK TO BACK BUT THEY'RE REALLY MAKING PROGRESS. WITH REGARD TO GLOBAL HEALTH, TOMORROW EVENING AND ALL DAY WEDNESDAY, WE ARE HAVING AN HISTORIC AND UNPRECEDENTED MEETING OF THE SENIOR LEADERSHIP OF THE BILL AND MELINDA GATES FOUNDATION AND NIH SENIOR LEADERSHIP TO TALK ABOUT HOW WE MIGHT WORK EVEN MORE CLOSELY TOGETHER IN SHARED AREAS OF GLOBAL HEALTH. WE HAVE OBVIOUSLY DONE SO IN MANY OF THOSE AREAS OVER TIME, PARTICULARLY IN INFECTIOUS DISEASE, BUT THIS WILL FOCUS NOT ONLY ON INFECTIOUS DISEASE BUT ALSO ON MATERNAL AND CHILD HEALTH, ON NON-COMMUNICABLE DISORDERS, ON SUCH THINGS AS BUILDING NEW TECHNOLOGIES, LEAP FROGGING, I THINK THAT IS SUPPOSED TO BE RODERICK'S TITLE FOR THIS PART OF THIS ACROSS TECHNOLOGY DEVELOPMENT FOCUSING ON REVERSE INNOVATION OPPORTUNITIES, AS WELL AS BUILDING CAPACITY, PARTICULARLY IN SUB-SAHARAN AFRICA FOR SUSTAINING RESEARCH OVER THE LONGER COURSE OF TIME. SHOULD BE A VERY INTERESTING AND ACTION-ORIENTED MEETING. AGAIN WE'VE NEVER DONE THIS BEFORE. THIS IS A DIRECT CONSEQUENCE OF BILL GATES' VISIT TO NIH BACK IN DECEMBER, WHERE THE NEED FOR THIS AND THE OPPORTUNITY FOR THIS SEEMED PARTICULARLY COMPELLING. SO IT WILL BE A BUSY WEEK, I GUESS. TWO OTHER QUICK REPORTS. WILL IS A BIG FOCUS GOING ON, AS YOU MAY KNOW, ABOUT ANTIMICROBIAL RESISTANCE. VERY SERIOUS PUBLIC HEALTH PROBLEM WHICH IS ESTIMATED NOW TO BE TAKING 23,000 LIVES EACH YEAR FROM INFECTIONS WITH ORGANISMS THAT ARE RESISTANT TO VIRTUALLY ALL KNOWN ANTIBIOTICS. MRSA GETS A LOT OF THE HEADLINES HERE BUT I THINK THE RAPIDLY GROWING AREA OF CONCERN IS ACTUALLY GRAM-NEGATIVES, INCREASINGLY THE CAUSE OF TERRIBLE MORBIDITY AND MORTALITY IN HOSPITALS, PARTICULARLY IN IMMUNOCOMPROMISED AND VERY SICK PATIENTS IN THE ICU. WE ARE IN A CIRCUMSTANCE OF HAVING A RELATIVELY DRY ANTIBIOTIC PIPELINE, JUST AT THE POINT WHERE WE DESPERATELY NEED THOSE KINDS OF INTERVENTIONS. THE PRESIDENT IS PERSONALLY VERY CONCERNED ABOUT THIS, AS I HAVE HAD THE EXPERIENCE OF BEING TOLD, AND HE HAS EMPOWERED THE PRESIDENT'S COUNCIL OF ADVISORS ON SCIENCE AND TECHNOLOGY, PCAST, TO WORK HARD ON GENERATING AN ACTION PLAN FOR THE WHOLE NATION THAT WOULD INCLUDE DIAGNOSTICS, GENOMICS, DEVELOPING NEW ANTIBIOTICS, AN INVESTIGATION OF WHAT REALLY IS THE ROLE OF OVERUSE OF ANTIBIOTICS IN AGRICULTURE AND INSPIRING SO MUCH OF THIS KIND OF RESISTANCE, AS WELL AS THE PRACTICE OF MEDICINE AND HOW WE'VE GOTTEN OURSELVES INTO THIS PICKLE BY OVERUSE OF AP ANTIBIOTICS IN HOSPITALS AND CLINICS. THAT PCAST REPORT, I KNOW THEY ARE SUPPOSED TO DELIVER TO THE PRESIDENT THIS COMING FRIDAY. WE HAVE HAD OUR OWN INTENSE DISCUSSIONS GOING ON NOW FOR MANY MONTHS ABOUT WAYS THAT NIAID COULD WORK PARTICULARLY WITH CDC AND FDA BUT ALSO WITH USDA IN COMING UP WITH SOME VERY AGGRESSIVE STRATEGIES TO TRY TO TURN THIS AROUND. SO I'M SURE THERE WILL BE A LOT TO SAY ABOUT THIS IN THE COMING MONTHS. IF IT'S GOING TO BE DONE IN THE FASHION THAT IT NEEDS TO BE, IT'S GOING TO REQUIRE RESOURCES. THERE AGAIN, WE'RE GOING TO RUN INTO THIS ISSUE OF WHERE THOSE RESOURCES ARE GOING TO COME FROM IN A CIRCUMSTANCE WHERE THERE IS SUCH GRIDLOCK ABOUT BUDGET DECISION-MAKING. BUT AS A PUBLIC HEALTH URGE SEE, THIS ONE HAS REALLY APPEARED IN A MAJOR WAY AND DESERVES EVERY BIT OF ATTENTION AND CREATIVITY THAT WE CAN COME UP WITH TO TACKLE IT. FINALLY I JUST MENTION A QUICK UPDATE ON THE BRAIN INITIATIVE, WHICH IS VERY EXCITING FOUNDATIONAL PROJECT FOR NEUROSCIENCE TO TRY TO, OVER THE COURSE OF A DECADE OR MORE, UNDERSTAND HOW THE CIRCUITS IN THE BRAIN ACTUALLY FUNCTION TO DO THE AMAZING THINGS THAT THEY DO. YOU ALL MAY REMEMBER THAT THE PRESIDENT INTRODUCED THE IDEA OF THIS A LITTLE MORE THAN A YEAR AGO. WE PUT TOGETHER A REMARKABLE GROUP OF NEUROSCIENTISTS CHAIRED BY CORY BARREDMAN AND BILL NEWSOME, THEY MADE AN INITIAL SET OF RECOMMENDATIONS BACK LAST SEPTEMBER THAT ALLOWED US TO ISSUE THE FIRST SET OF RFAs FOR THIS FISCAL YEAR WHERE WE HAVE $40 MILLION WHICH WILL BE AWARDED ABOUT SEPTEMBER OF THIS YEAR BECAUSE WE GOT WONDERFUL RESPONSE TO THOSE RFAs IN THIS GREAT SCIENCE. BUT THEN THE BARREDMAN NEWSOME GROUP IN JUNE MET JUST A MONTH AGO, DELIVERED THEIR FULL REPORT WHICH IS BOLD INDEED BECAUSE IT IS A 12-YEAR PLAN, AND DOING 12 YEAR PLANNING FOR AREAS OF SCIENCE THAT MOVE AS QUICKLY AS THIS REQUIRES YOU TO HAVE A LOT OF VISION OR A LOT OF COURAGE, BUT I WOULD ENCOURAGE YOU, THIS PLAN IS NOW UP ON THE NIH WEBSITE IF YOU HAVE TIME TO HAVE A LOOK. IT IS BOLDLY PUT FORWARD, IT IS FULL OF IDEAS, IT IS BEAUTIFULLY WRITTEN, IT IS REALLY ONE OF THOSE THINGS THAT YOU READ THROUGH AND THINK TO YOURSELF, WOW, WE COULD ACTUALLY DO THAT, THAT WOULD BE TRANSFORMATIVE. THEY ALSO BUILT THIS AROUND SEVEN PARTICULAR AREAS THAT THEY THOUGHT WERE A GOOD WAY OF ORGANIZING THE RESEARCH. THE ARE SPECIFIC MILESTONES IN THERE THAT NEED TO BE MET SO WE CAN ACTUALLY SHOW THAT WE'RE MAKING PROGRESS AND NOT JUST FOOLING AROUND. THERE ARE BUDGETARY ESTIMATES OF WHAT THIS WOULD ALL COST WHICH WOULD RAMP UP FROM THE CURRENT $40 MILLION TO A HALF A BILLION DOLLARS A YEAR BY ABOUT 2021 AND THEN CARRYING THAT OUT THROUGH 2025 TOTAL, IF YOU INTEGRATE UNDER THAT CURVE, OF ABOUT $4.3 BILLION. THAT IS BOLD, THAT IS, I THINK, HIGHLY MERITORIOUS AND JUSTIFIED WHEN YOU CONSIDER THE OPPORTUNITIES AND THE WAY IN WHICH THIS FOUNDATIONAL -- OF THE HUMAN BRAIN COULD PUT US IN A POSITION TO HAVE MUCH BET ARE OPPORTUNITIES FOR DEVELOPING INSIGHTS AND ULTIMATELY TREATMENT, CURES FOR THINGS LIKE OUGHT TISMAUTISM, SCHIZOPHRENIA, TRAUMATIC BRAIN INJURY. MY HAT IS OFF TO BARREDMAN AND NEWSOME AND THEIR REMARKABLE TEAM FOR PULLING THIS OFF. I KNOW MOST OF THEM DIDN'T GET TO DO MUCH ELSE FOR THE LAST 12 MONTHS BECAUSE THIS WAS INCREDIBLY CONSUMING, BUT IT IS A BLUEPRINT I THINK WE CAN ALL REALLY ENDORSE AND CELEBRATE. BILL. >> BY COINCIDENCE LAST NIGHT, I WAS ASKED A SERIES OF QUESTIONS, WHAT WE THINK OR KNOW ABOUT RUNNING FORWARD ON THIS DEEP SCIENCE PLAN FOR THE BRAIN. WHICH IS UNDER THE CATEGORY OF BRAIN GAMES TRAINING. THERE'S A LOT OF COMMERCIALIZATION, A LOT OF APPEALS ALREADY TO PRIVATE INSURANCE AND THIS MEDICARE AGENCY TO FUND ACTIVITIES FOR SPECIFIC BRAIN REGIONS AND FUNCTIONS AND STUFF THAT'S, I THINK, FAR AHEAD OF THE SCIENCE, BUT WILL LIKELY COME AROUND TO BE CLAIMING JUSTIFION BASED UPON THE 12TH YEAR OF THAT PLAN YOU JUST REFERRED TO. >> WE DON'T KNOW HOW THE CIRCUITS ACTUALLY WORK, HOW DO WE TRAIN THEM. BUT WE NEED TO FIND OUT. AND MUCH OF THE FIRST FIVE YEARS OF THIS EFFORT IS GOING TO BE VERY TECHNOLOGICALLY FOCUSED BUILDING TOOL TO ALLOW YOU TO RECORD FROM HUNDREDS OF THOUSANDS OR MAYBE EVEN MILLIONS OF NEURONS SIMULTANEOUSLY, IN ORDER TO BEGIN TO MAP OUT HOW CIRCUITS INVOLVED IN MOTOR ACTIVITY AND PROCESSING INFORMATION, MAYBE EVEN IN TERMS OF HOW MEMORIES ARE LAID DOWN AND RETRIEVED, CAN BE DEDUCED, BECAUSE WE'RE LACKING -- I MEAN, WE DON'T EVEN HAVE A BASIC CENSUS OF WHAT THE CELL TYPES ARE IN THE BRAIN, IF WE IMAGINE THAT CELLS THAT SORT OF LOOK THE SAME AND HAVE SOME OF THE SAME NEUROTRANSMITTERS, MAYBE THEY'RE REALLY ALL THE SAME. WE KNOW THAT'S NOT TRUE, SO WE HAVE A LOT OF WORK TO DO THERE JUST TO BUILD THE BASICS OF THE MAPS OF CONNECTIVITY AND THEN HOW THOSE ACTUALLY FUNCTION NOT IN A STATIC FASHION BUT A DYNAMIC FASHION, AND THEN TECHNOLOGIES THAT ALLOW US TO INTERVENE AND ALTER WHAT THOSE CIRCUITS ARE DOING AND SEE WHAT HAPPENS. MOST OF THOSE, OF COURSE, NEEDING TO BE DONE IN EXPERIMENTAL ANIMALS. LOTS OF OPPORTUNITIES THERE. LOTS OF EXCITEMENT. IT IS GOING TO TAKE A TRULY INTERDISCIPLINARY EFFORT BETWEEN ENGINEERS AND NANOSCIENTISTS AND NEUROSCIENTISTS AND COMPUTER SCIENTISTS TO BE ABLE TO MAKE THIS WHOLE THING GO FORWARD, WHICH IS GOING TO BE PART OF THE FUN OF IT IN BRINGING THOSE DISCIPLINES TOGETHER IN CLOSER PROXIMITY. I'M SURE WE'LL BE TALKING ABOUT THIS FOR THE NEXT DECADE, BUT IN MY PERSPECTIVE, THIS HAS A CERTAIN FLAVOR THAT IS A LITTLE REMINISCENT OF 1989 OR 1990, WHEN THE GENOME PROJECT WAS GETTING STARTED AND THERE WAS A LOT OF CONTROVERSY ABOUT WHETHER IT'S EVEN DOABLE, IS IT GOING TO TAKE MONEY AWAY FROM OTHER THINGS, AND THE REAL SUCCESS WAS GOING TO HAVE TO BE BUILT ON INTERDISCIPLINARY CONNECTIONS AND TECHNOLOGY DEVELOPMENT. SOUNDS A LOT LIKE THIS. THERE ARE MANY DIFFERENCES, OF COURSE, SUCH AS YOU DON'T REALLY KNOW WHEN YOU'RE DONE WITH THE BRAIN PROJECT. WE AT LEAST HAD SOME WAY OF DECIDING ON OBVIOUS CONCRETE MILESTONES FOR THE GENOME, WE DON'T HAVE THAT FOR THE BRAIN. OH WELL. S I'VE PROBABLY GONE ON MUCH TOO LONG ALREADY, BUT IF THERE ARE OTHER COMMENTS OR QUESTIONS PEOPLE WOULD LIKE TO OFFER BEFORE WE TURN IT OVER TO CLYDE. >> FRANCIS, I SEE THE LETTER, SO THANK YOU VERY MUCH. THAT'S FASCINATING. I GO AWAY WITH TWO TAKEAWAYS FROM YOUR COMMENTS. FIRSTLY, ONE IS WHAT A TIME OF OPPORTUNITY THIS IS, AND THE OTHER IS THE LACK OF WHERE ON CAPITOL HILL, WHERE WE STAND IN THE WORLD, WHERE WE'RE HEADED IN THE WORLD. IF THERE'S ANYTHING THAT I THINK LIES BEFORE US, IT'S TO TRY TO DEAL WITH THAT LATTER CHALLENGE. THANK YOU FOR ALL YOU'RE DOING IN THAT AREA. AT THIS POINT, WE WILL PROCEED WITH THE AGENDA, AND LET'S SEE. CLYDE IS GOING TO LEAD THE DISCUSSION FROM THIS POINT FOR A WHILE. WE'RE GOING TO TALK ABOUT THE PEBS WORKING GROUP, AS I SAID, PRECOLLEGE ENGAGEMENT IN BIOMEDICAL SCIENCES. AND THE GROUP HAS MET A NUMBER OF TIMES ALREADY, AND CLYDE HAS BEEN A VERY APT LEADER OF THE EFFORT, SO LET ME TURN IT OVER TO YOU. >> WELL, NORMAN, THANK YOU VERY MUCH AND GOOD MORNING TO EVERYONE AGAIN. WHILE THE PRESENTATION IS COMING UP, LET ME SEE IF I CAN'T GET YOUR ATTENTION AWAY FROM THE SCREEN AND GIVE YOU JUST A COUPLE OF SHORT COMMENTS TO GET US UP TO DATE ON WHERE WE ARE RIGHT NOW. WE ACCEPTED THIS CHART SOME NUMBER OF MONTHS AGO TO ADDRESS PRECOLLEGE ENGAGEMENT IN BIOMEDICAL SCIENCES AND WHAT STARTED AS A SOMEWHAT AMY BIC CHARGE WITHOUT A CLEAR DIRECTION HAS BECOME MUCH MORE FOCUSED THROUGH OUR INPERSON MEETINGS AND THROUGH OUR CALLS, WE'VE BEEN ABLE TO VET A NUMBER OF INPUTS THAT HAVE HELPED US ORGANIZE THE STATE OF THE ART, IDENTIFY THAT THE PROBLEM IS NOT QUANTITY AS MUCH AS IT IS QUALITY AND THE MIX OF THOSE THAT ARE INVOLVED. WE'VE BEEN ABLE TO RECLASSIFY WHAT IT IS THAT IS A CAREER BIOMEDICAL SIG SCIENCE, SO WE'VE GONE FROM THE TRADITIONAL, WE'VE TRIED TO BE MORE INNOVATIVE TO INCORPORATE MANY OTHER STRATEGIES INCLUDING THAT BECOMING A SCIENCE TEACHER. WE HAVE GONE FROM THAT POINT TO REALLY TRY TO UNDERSTAND THREE BROAD AREAS. THE FIRST HAS BEEN TO IDENTIFY WHAT'S ALREADY IN THE NIH INVENTORY, WHAT ARE THE THINGS THAT ARE BEING DONE. WE'VE IDENTIFIED THAT THERE'S AN OPPORTUNITY TO BETTER COALESCE THE THINGS THAT ARE ALREADY UNDERWAY AND UNDERSTAND MORE ABOUT THEIR IMPACT AND THEIR VALUE. THE SECOND THING WE'VE DONE IS WE IDENTIFIED THERE ARE A NUMBER OF NASCENT OR PILOT PROJECTS THAT ARE BOTH SUPPORTED BY EITHER GOVERNMENT, NOT FOR PROFIT AND PRIVATE INSTITUTIONS THAT REALLY ARE HELPING US IDENTIFY NEW STRATEGIES TO ENGAGE THOSE THAT MIGHT NOT OTHERWISE BE ENGAGED IN CAREERS IN BIOMEDICAL SCIENCES. AND THEN WE'VE BEGUN TO THINK ABOUT BRAND NEW INITIATIVES, INITIATIVES THAT INVOLVE WORKING COLLABORATIVELY WITH THOSE THAT ARE DEALING WITH SCIENCE STANDARDS, WORKING COLLABORATIVELY WITH THOSE THAT ARE DEALING WITH EMERGENCE IN THE SCIENCE CURRICULUM AND THEN WORKING COLLABORATIVELY WITH THOSE FINDING WAYS TO MAKE SCIENCE EXCITING AND FUN AGAIN AND GET AWAY FROM SOME OF THE TRADITIONAL CARICATURES OF WHAT CONSTITUTES A SCIENTIST AND MAKE IT MORE RELEVANT IN TODAY'S WORLD. I THINK AN IMPORTANT SUBTEXT FROM WHAT WE'VE DONE HAS BEEN TO IDENTIFY THAT WHERE OUR SHORTCOMINGS ARE GREATEST ARE IN THE REALM OR IN THE AREAS OF DIVERSITY. SO I THINK THAT BEGINS TO SKETCH OUT THE FRAMEWORK OF WHAT IT IS THAT ULTIMATELY WOULD CONSTITUTE OUR WORK. TODAY IS AN IMPORTANT DAY BECAUSE WE WILL HAVE AN OPPORTUNITY TO LISTEN TO FOUR PANELS, WE WILL GET THE PERSPECTIVES OF SCIENCE TEACHERS, WHICH IS VERY IMPORTANT, WE'LL HAVE A DEDICATED PANEL TO TALK ABOUT GENDER AND RACIAL DISPARITIES IN THE AREA OF PRECOLLEGE ENGAGEMENT IN BIOMEDICAL SCIENCES AWARENESS AMONGST STUDENTS THAT ARE IN PRE-K THROUGH 12. WE WILL THEN GET AN OPPORTUNITY TO LOOK AT SOME OF THE, IF YOU WILL, OUTREACH PROJECTS THAT HAVE BEEN DEVELOPED, AND THEN IMPORTANTLY, WE WILL HAVE A SPECIFIC FOCUS CONVERON ABOUT SCIENCE STANDARDS. SO FOUR PANELS TODAY, THIS SHOULD BE VERY IMPORTANT. I'M GOING TO JUST SHARE WITH YOU A FEW HIGHLIGHTS. IF YOU LOOK UNDER TAB 4 IN YOUR BINDER, YOU CAN SEE A SUMMARY OF WHAT WE'VE DONE SO FAR WITH OUR PEBS INITIATIVE. TAB 5 WILL GIVE YOU THE ACTUAL HARD COPY OF THE GRAPHIC YOU'RE GOING TO SEE SO I WON'T BELABOR THE POINT ON THOSE THAT ARE A SUMMARY OR REPETITION OF WHAT YOU'VE SEEN BEFORE. NIECTHESE ARE THE MEMBERS OF WHICH I HAVE THE PLEASURE OF WORKING WITH, I THINK EVERYONE IS THE ROOM, SO THANK YOU FOR YOUR EFFORTS AND I APPRECIATE THE CHANCE TO WORK WITH YOU. THIS IDENTIFIES WHAT HAS BECOME OUR TEMPLATE FOR UNDERSTANDING WHAT KINDS OF INTERVENTIONS MIGHT BE NECESSARY. THIS STAIR STEP THAT GOES FROM K-12 REALLY HAS BEEN A CONCEPTUAL VISUAL IDEA THAT HELPS US UNDERSTAND WHERE WE NEED TO GO AND WHAT POPULATES THESE DIFFERENT STEPS AND GETS US FROM KK TO THE BIOMEDICAL WORKFORCE. THIS IS THE GOAL OF THE NIH WORKFORCE WHICH I WON'T RECITE FOR YOU RIGHT NOW. THESE ARE THE PRELIMINARY FINDING OF OUR WORKFORCE AND IDENTIFIES THAT CLEARLY NEW JOB C ARE NEEDED, NEW OPPORTUNITIES ARE PRESEN THE NUMBER AND QUALITY OF INDIVIDUALS APPEAR TO BE ADEQUATE AS I'VE COMMENTED UPON BUT THE DIVERSITY OF THE WORKFORCE NEEDS IMPROVEMENT, AND THERE'S SOME GROUPS THAT ARE ESPECIALLY UNDERREPRESENTED AND PARTICULARLY IN POSITIONS OF LEADERSHIP, AND AS A POINT OF EMPHASIS, GENDER, RACE, ETHNICITY AND SES SHOW CLEAR GAPS, AND THAT WILL BE THE SUBJECT OF PANEL NUMBER TWO TODAY. THIS IS PROBABLY ONE OF OUR MOST IMPORTANT CONTRIBUTIONS TO THE EFFORT SO FAR. GOING FROM THE TRADITIONAL MODEL OF WHAT CONSTITUTES A MEMBER OF THE BIOMEDICAL WORKFORCE TO A MORE CONTEMPORARY MODEL THAT CAPTURES THE FULL ARRAY OF INDIVIDUALS THAT WOULD BE PARTICIPATORY IN A FUTURE BIOMEDICAL WORKFORCE, AND I THINK WE ALL HAD AN A-HA MOMENT WHEN WE REALIZED THAT SCIENCE TEACHERS, PER SE, REPRESENT A REASONABLE TARGET FOR OUR PEBS INITIATIVE. I THINK THIS WAS ANOTHER VERY GOOD OUTPUT OF WHAT WE'VE DISCUSSED OVER THE LAST SEVERAL MONTHS WHICH WAS TO BREAK THESE DIFFERENT COMPONENTS OF THE BIOMEDICAL WORKFORCE INTO BUCKETS, IF YOU WILL, AND THEN IDENTIFY THE CHALLENGES IN EACH BUCKET WHICH REALLY ARE MAKING IT DIFFICULT, THAT IS TO SAY, INTRODUCING INERTIA THAT MAKES IT HARD FOR US TO TRACK THE PEOPLE WE'D LOVE TO TRACK INTO CAREERS AND BIOMEDICAL SCIENCES. I'LL JUST POINT OUT WHAT I TALKED ABOUT EARLY YES, THE UNCERTAINTY OF PROMOTION AND COMPENSATION IN ACADEMIC SETTINGS, SUCCESSFUL OUT COME, LACK OF DIVERSITY IN LEADERSHIP, AREAS WE BELIEVE PRESENT SIGNIFICANT OBSTACLES. IF YOU LOOK AT WHERE WE'RE GOING, THIS REALLY IN LARGE MEASURE CAPTURED PART OF WHAT WE'LL TALK ABOUT TODAY. THINKING ABOUT THE VIEW OF THE SCIENCE TEACHERS, UNDERSTANDING ENGAGEMENT A LITTLE BIT BETTER, THINKING SPECIFICALLY ABOUT THE OUTREACH PROGRAMS, AND THEN FOCUSING ON DIVERSITY. THE CHARGE WE'VE BEEN THROUGH BEFORE, AND IT IS SOMETHING THAT WE ARE APPROACHING VERY SERIOUSLY. IF YOU LOOK AT WHAT WE'VE COME UP WITH SO FAR, WE'VE IDENTIFY EXPOSURE IS A GOOD THING, IT ELEVATES INTEREST AND PROVIDES OPPORTUNITY FOR THOSE THAT ARE STILL FORMATIVE IN BIOMEDICAL CAREERS. WE ARE CONCERNED ABOUT THE PRECOLLEGE CURRICULA, BUT WE THINK THIS IS AN OPPORTUNITY TO MAKE IT MORE SUBSTANTIVE, PARTICULARLY WITH REGARDS TO THE TRADITIONAL SCIENCES THAT ARE NOW ABSENT IN THE SECONDARY EDUCATI OF MOST STUDENTS IN THE U.S. WE UNDERSTAND THAT THOSE THAT ARE IN THE UNDERREPRESENTED GROUPS REPRESENT A UNIQUE CHALLENGE. WE ARE GOING TO CONTINUE TO TALK ABOUT EFFECTIVE STEM EDUCATION, CONTINUE TO TALK ABOUT HOW WE CAN IDENTIFY BETTER WAYS TO IMPACT THE CURRICULUM, TEACH A TRAINING, AND ESPECIALLY EDUCATIONAL THEORY. WE'VE IDENTIFIED THAT SOME PROGRAMS ARE VERY EFFECT AND EVEN SUSTAINABLE AND SCALABLE. WE'VE VETTED A COUPLE OF THESE MO KELMODELS IN DETAIL AND BELIEVE THIS IS A FOUNDATIONAL ELEMENT OF WHAT IT IS THAT WILL CONSTITUTE OUR FINAL OPPORTUNITY. I THINK THIS IS ONE OF THE A-HA MOMENTS WHEN WE REA REALIZED HOW LITTLE REQUIREMENT THERE IS FOR CONTINUING EDUCATION. THIS IS NOT TO IMIMPUN IMPUNE THOSE DOING THE TOUGH WORK IN SCIENCE BUT TO RECOGNIZE THAT WHAT WE'VE LED IN OTHER INDUSTRY, INCLUDING MEDICINE, IS THAT CONTINUING EDUCATION IS AN IMPORTANT ATTRIBUTE THAT HELPS MAINTAIN QUALITY AND INTEREST, AND WE'VE NOT ADOPTED THE SAME STRATEGY FOR OUR SCIENCE TEACHERS. ONE OF THE COMMENTS WE'LL HERE LATER THIS MORNING FROM DR. ANDERSON IS TO REALLY LOOK AT THE PORTFOLIO OF NIH RESOURCES AND HOW THEY'RE BEING DIVIDED AMONGST STUDENTS, TEACHERS, COMMUNITIES, ET CETERA, AND WE'LL FIND OUT THAT THERE IS A REASONABLE MAYBE NOT ROBUST BUT AT LEAST A REASONABLE MENU OF OPPORTUNITIES THAT ARE ALREADY WITHIN THE NIH BASE, HOW WELL COORDINATED, CONNECTED, ADVERTISED AND SUBSCRIBED THEY ARE IS SOMETHING WE MAY NEED TO CONSIDER, AND MANY OF US HAVE HAD CONVERSATIONS OVER THE LAST SEVERAL MONTHS ABOUT THE NEXT GEN SCIENCE STANDARDS AND HOW WE CAN BRING THAT TO BEAR. I WANTED TO GET TO THIS GRAFTION AND BE A LITTLGRAPHICAND BE A LITTLE MORE DELIBERATE HERE BECAUSE I THINK THIS REALLY TAKES THE ORIGINAL TEMPLATE AND SHOWS YOU WHERE WE STARTED, WHERE WE INTEND TO GO, AND ALL THE DIFFERENT VARIABLES THAT ARE IN THE EQUATION HERE. I THINK NO ONE VARIABLE HERE IS THE MOST IMPORTANT AND IT WILL REQUIRE OUR THOUGHT NOT TO DO EVERYTHING BUT TO IDENTIFY WHICH OF THESE GIVES US THE BEST OPPORTUNITY TO LEVERAGE THE NIH TO DUANE TH GAIN THE GOAL THAT WE'RE LOOKING FOR. SO THE OPTIMAL USE OF NIH RESOURCES WILL INCLUDE THINGS LIKE THE BUILD PROGRAM THAT MANY OF US HAVE WORKED ON THE DIVERSITY INITIATIVE HELPED TO ESTABLISH. IT WILL BE IN CURRICULUM DEVELOPMENT IN WORKING WITH THE NEXT GEN STANDARDS. UNDERSTANDING IF THERE ARE OPPORTUNITIES TO REPLICATE THE STANFORD MEDICAL YOUTH SCIENCE PROGRAM, THE WILLINGNESS OF NIH GRANTEE INSTITUTIONS TO ENGAGE AND MENTOR PRECOLLEGE STUDENTS, FORMING PARTNERSHIP WITH NON-ACADEMIC PARTNERS IN THIS INITIATIVE, AND THEN LOOKING AT OTHER VARIABLES THAT IMPACT THE DIVERSITY OF OUR PLACE. WE ALSO HAVE HAD SOME CONVERSATIONS ABOUT THE CEPA PROGRAM. MANY OF US FIELDED INDIVIDUAL SOLICITATIONS ABOUT THIS PROGRAM, AND WE KNOW THAT THE NIH HAS AN INTERNSHIP PROGRAM, THE SUMMER WORKING GROUP PROGRAM, THAT APPEARS OH BE A VERY NOVEL CONCEPT THAT IS SEEMINGLY WELL FUNDED AND NOT CLEAR TO US HOW WIDELY PROMULGATED THAT ACTUALLY HAPPENS TO BE. SO I'LL GO FORWARD AND JUST REMIND YOU OF WHAT WE WILL DO FOR THE BALANCE OF THE DAY. ONCE I AM DONE, AND I'LL BE HAPPY TO TAKE ONE OR TWO QUESTIONS, I'LL YIELD TO DR. AN CAN DUERSON, WHO WILL REALLY GIVE US ANOTHER PERSPECTIVE ON THE ONGOING NIH EFFORTS IN THIS PEBS SPACE. THE FIRST PANEL WILL BE THAT OF SEVERAL SCIENCE TEACHERS, EACH OF WHOM WILL GIVE US A FIVE- TO 10-MINUTE PRESENTATION OF THEIR VIEW ON SCIENCE TEACHERS AND THEIR ROLE IN OUR PEBS INITIATIVE. THAT WILL BE FOLLOWED BY DISCUSSION AND THIS WILL BE MODERATED BY TWO MEMBERS OF OUR COMMITTEE. PANEL TWO WILL LOOK AT GENDER AND RACIAL ETHNIC DISPARITIES. AGAIN A VERY TAL TALENTED GROUP. I'M PARTICULARLY LOOKING FORWARD TO THE PRESENTATION FROM THE LEVEL PLAYING FIELD INSTITUTE THAT WILL GIVE US A SENSE OF WHAT'S HAPPENING UNIQUELY IN THIS SPACE. THIS, TOO, WILL BE MODERATED BY TWO MEMBERS OF OUR COMMITTEE WITH THE SAME ABBREVIATED PRESENTATIONS WITH TIME LEFT FOR DISCUSSION. PANEL THREE WILL BE THE SCIENCE STANDARDS, SAME FORMAT, TWO MEMBERS THAT WILL BE MODERATING THIS DISCUSSION WITH INDIVIDUALS THAT CAN CONTRIBUTE NICELY TO THE DISCUSSION, AND THEN PANEL FOUR, THE SCIENCE OUTREACH PROGRAMS, WE'LL DO THE SAME THING AGAIN. THIS WILL TAKE US THROUGH THE BALANCE OF THE DAY WITH LUNCH INTERSPERSED. SO I'M HOPEFUL THAT AFTER TODAY'S DISCUSSION, IN ADDITIO TO WHAT WE'VE ALREADY DONE BY PERSON AND BY PHONE, WE'LL HAVE A MUCH BETTER FEEL OF THE SUBSTANCE OF WHAT IT IS WE'RE TRYING TO DO, SOME FORMATIVE CONCEPTS OF WHAT OUR REPORT WILL LOOK LIKE AS IT GOES TO FRANCIS, MAYBE EVEN ONE OR TWO BIG IDEAS, BUT I THINK WHERE WE'VE COME SO FAR IS TO RECOGNIZE THAT -- I WON'T SAY THERE'S A CRISIS BUT THERE IS A NEED TO ADDRESS THIS AND THAT SOME GROUPS ARE PARTICULARLY IN GREAT NEED TO HAVE THIS AREA ADDRESSED AND THAT WE'VE UNCOVERED SOME FUNDAMENTAL ISSUES WITHIN THE SCIENCE CURRICULUM THAT REALLY NEED SOME HELP AND WE'VE IDENTIFIED SEVERAL NOVEL CONCEPTS BOTH WITHIN THE NIH AND BEYOND. SO I WILL PAUSE FOR A MOMENT OR TWO FOR QUESTIONS AND THEN YIELD TO DR. ANDERSON. ARE THERE ANY QUESTIONS? >> IF YOU WANT TO PUT UP SLIDE 5, PLEASE? >> YES. >> SO I THINK WE'VE COME A LONG WAY AND WE'VE GOT A VERY COHERENT BEGINNING OF OUR REPORT, WHICH WILL BE ENHANCED BY ALL THE PRESENTATIONS TODAY. I WANT TO TAKE US BACK FOR THE LAST TIME, PERHAPS, TO THE SECOND BULLET ON SLIDE 5. BECAUSE IT'S A VERY IMPORTANT CONCLUSION. FRANCIS, I WANTED TO ASK YOU SPECIFICALLY, WHEN YOU COME BACK BACK, WHETHER HE HAS ANY ADJUSTMENT OR CONCERN ABOUT THIS STRONG STATEMENT IN LIGHT OF WHAT HE JUST REPORTED TO US ON CHINA AND THE INTERN XENO. I THINK THAT SCENE. I THINK THAT MIGHT BE RELEVANT. FINALLY THE OTHER SMALL POINT, WITH ALL THE EMPHASIS ON DIVERSITY, IF YOU'LL ALL AGREE, I WAS LOOKING, FOR EXAMPLE, AT SLIDE 13, AND WHETHER WE NEED TO SAY SOMETHING ABOUT TEACHER PREPARATION AND TEACHER ADVANCEMENT THAT HAS IDENTIFIED -- TIED TO THE EMPHASIS ON DIVERSITY. SOME OF OUR PRESENTERS WILL BE ADDRESSING THAT. >> I THINK IT WILL BE VERY INTERESTING TO GET THE TEACHER PERSPECTIVES IN PANEL ONE, AND THEN THE PANEL YOU'RE CHAIRING, PANEL THREE, SHOULD HAVE AN OPPORTUNITY TO LOOK AT SPIEL AND SEE HOW THAT IMPACTS THESE ISSUES, BUT I WOULD AGREE. ANY OTHER QUESTION, COMMENT, FEEDBACK? WE'LL HOLD THAT ONE QUESTION FOR FRANCIS WHEN HE RETURNS AND I'LL YIELD TO DR. ANDERSON. >> THANK YOU VERY MUCH. THANKS FOR THE OPPORTUNITY TO SHARE WITH YOU THIS MORNING MY OPINION ABOUT HOW NIH CAN BEST CONTRIBUTE IN THE PRECOLLEGE STEM AREA, PLEA COLLEGE STEM EDUCATIO.PRECOLLEGE STEM IS VERY IMPORTANT. I DECIDED TO SHARE MY OWN OPINIONS, I'M NOT PROVIDING THE POSITION OF NIH. I AM A TITLE 42 SO I CAN BE ON THE BUS THIS AFTERNOO BUT I WILL GIVE YOU MY OWN OPINIONS. AS I AM THE DIRECTOR OF THE DIVISION THAT OVERSEES THE SEPA PROGRAMS. YOU PROBABLY RECALL THE SEPA PROGRAMS WERE LISTED FOR ELIMINATION IN THE FISCAL 2013 PRESIDENT'S BUDGET. SUBSEQUENTLY CONGRESS DIRECTED NIS TO CONTINUE THE PROGRAM. SUBSEQUENTLY I HAD MANY OPPORTUNITIES TO RESPOND TO QUESTIONS FROM THE MEDIA, THE PUBLIC, CONGRESSIONAL STAFF, AND THE P.I.s ABOUT NIH' NIH'S ROLE IN PRECOLLEGE STEM AND THE SEPA PROGRAM. SOSO THAT HAS LED ME, AFTER LOOKING AT THE RANGE OF ACTIVITIES, TO THE OPINION THAT NIH CAN HAVE THE MOST UNIQUE AND APPROPRIATE IMPACT ON STEM EDUCATI IS BY LEVERAGING THE INVESTMENTS WE ALREADY HAVE IN RESEARCH. SO WHAT DO I MEAN? THE POINT IS THAT NIH HAS A VERY LARGE AND UNIQUE INVESTMENT IN RESEARCHERS AND INFRASTRUCTURE THAT CAN BE LEVERAGED IN SUPPORT OF PRECOLLEGE STEM AND THAT CON CONTRASTED WITH THE ROLE OTHER AGENCIES LIKE THE DEPARTMENT OF EDUCATION, WE HAVE A VERY UNIQUE AND HIGH IMPACT OPPORTUNITY TO CONTRIBUTE TO STEM IN THIS AREA. SO LET'S GO BACK TO THE NIH MISSION WHICH I WILL READ, TO SEEK FUNDAMENTAL KNOWLEDGE ABOUT THE NATURE AND BEHAVIOR OF LIVING SYSTEMS AND THE APPLICATION OF THAT KNOWLEDGE TO ENHANCE HEALTH, LENGTH IN LIFE AND REDUCE ILLNESS AND DISABILITY. ONE OF THE STRATEGIES THAT NIH USES TO PURSUE THAT IS TO DEVELOP, MAINTAIN AND RENEW HUMAN CAPITAL AS WELL AS PHYSICAL RESOURCES TO DO OUR RESEARCH. PRIMARILY WE DO THIS IN STEM THROUGH DEVELOPING OUR OWN WORKFORCE. IT'S A VERY UNIQUE AND HIGHLY TRAINED WORKFORCE THAT'S REQUIRED TO CONDUCT BIOMEDICAL RESEARCH. SEVERAL PERCENT OF THE NIH BUDGET IS DEVOTED TO PRINCIPALLY GRADUATE POSTDOC, SOME COLLEGE. AND THERE IS A SMALL INVESTMENT IN THE K THROUGH 12. SO THIS LEADS TO THE QUESTION OF HOW CAN WE BEST CONTRIBUTE IN THE PRECOLLEGE AREA? WELL, AS I SAID, WE HAVE A HUGE INVESTMENT ALREADY IN PEOPLE AND RESOURCES WITH A BUDGET OF ABOUT $30 BILLION, THIS SUPPORTS MORE THAN 300,000 RESEARCH PERSONNEL AND 2,500 INSTITUTIONS AROUND THE COUNTRY AND THE WORLD. HERE I'M NOT TALKING ABOUT JUST P.I.s, BUT TECHNICIANS, STAFF SCIENTIST, EVEN TRAINEES, BUT THESE ARE PEOPLE WHO CAN SPEAK ABOUT THE WORK THAT WE DO AND TEACH STUDENTS AND TEACHERS. IN THE INTRAMURAL PROGRAM, AGAIN, NOT JUST THE P.I.s BUT THERE ARE 6,000 SCIENTISTS THAT WORK IN FOUR STATES AND SIX CAMPUSES. AGAIN, THESE ARE PEOPLE CONDUCTING RESEARCH, CREATING AN ENVIRONMENT WHERE STUDENTS CAN BE EXPOSED TO DOING SCIENCE. SO COMPARED TO OTHER AGENCIES, THIS IS QUITE A UNIQUE RESOURCE WE CAN USE TO LEVERAGE IN TRAINING. SO HOW DO WE USE IT? I'M GOING TO GIVE YOU SOME EXAMPLES. CLYDE POINTED OUT THAT WE PROBABLY HAVE A LARGE INVESTMENT OR SIZABLE. WHEN I'VE TRIED TO GET MY MIND AROUND IT, IT DIFFUSES. IT'S A LITTLE HARD TO GRASP EXACTLY WHAT WE DO, BUT I'M GOING TO GIVE YOU SOME EXAMPLES OF HOW I THINK WE CAN USE THE INFRASTRUCTURE AND ARE CURRENTLY DOING IT EFFECTIVELY. THE FIRST -- THIS IS AN EXAMPLE OF FUNDING OPPORTUNITY THAT SUPPORTS NIH SUMMER RESEARCH EXPERIENCE PROGRAMS. SO A PROGRAM, NOT AN INDIVIDUAL, BUT AN OPPORTUNITY FOR SEVERAL STUDENTS OR TEACHERS TO COME TOGETHER. SO THIS RFA IS AN R25 MECHANISM, FOR EIGHT TO 15 WEEKS. QUITE A GENEROUS SALARY OR STIPEND FOR A HIGH SCHOOL STUDENT, $5,000. WITH $1,000 FOR THE LAB. THERE'S CURRENTLY EIGHT INSTITUTIONS -- INSTITUTES THAT ARE USING THIS MECHANISM THIS FISCAL YEAR WITH 38 ACTIVE PROGRAMS THAT ARE TRAINING MULTIPLE STUDENTS AND TEACHERS IN EACH PROGRAM. IT'S IN 25 STATES, IT'S QUITE DISTRIBUTED, AND THE BUDGETS TOTAL THIS YEAR ABOUT $8 MILLION. SO THAT'S A MECHANISM THAT THE INSTITUTES CAN USE FOR SUPPORTING PROGRAMS. HERE'S AN EXAMPLE AT YALE, THE SCHOOL OF MEDICINE. THIS PROGRAM WAS STARTED IN 2003. I'M GOING TO READ FROM THE ABSTRACT TO THE GRANT. A MAJOR PROBLEM IN THE CURRENT EDUCATION SYSTEM IS THE INADEQUATE EXPOSURE OF SCIENCE TO TALENTED HIGH SCHOOL STUDENTS. THIS TRANSLATE TO A CONTINUED DECREASE IN NUMBER OF STUDENTS SELECTING APPLIED SCIENCES TO CAREER CHOICE. SO THE P.I.s PROPOSE THAT EARLY EXPOSURE TO AN ACTIVE SCIENTIFIC EXPERIENCE CAN HAVE A MAJOR IMPACT ON THE PERCEPTION OF SCIENCE BY YOUNG STUDENTS AND, THEREFORE, ATTRACT THEM INTO SCIENTIFIC CAREERS. SO THAT'S THE POINT OF THIS PROGRAM. STUDENTS, SINCE 2003, THEY'VE HAD 260 HIGH SCHOOL STUDENTS AND TEACHERS AND A FEW UNDERGRADUATES. THEY ONLY HAVE 25 SLOTS TO WORK AT THE YALE MEDICAL SCHOOL. THEY HAVE A 12% ACCEPTANCE RATE SO PRESUMABLY THERE'S A LARGER MARKET OUT THERE THAT COULD TAP INTO THESE EXPERIENCES IF THEY WERE THERE, AND 20% OF THE TRAINEES OR INTERNS HAVE PUBLISHED IN A PEER REVIEW JOURNAL. SO THEY CONSIDER THIS IS A SUCCESSFUL PROGRAM. HERE'S ONE, ALL THESE MECHANISMS ARE QUITE FLEXIBLE, WHICH I THI IS IMPORTANT BECAUSE IT ALLOWS THE ICs TO TARGET A PROGRAM TO THEIR OWN NEEDS, AND IT ALSO ALLOWS INDIVIDUAL PIs TO CREATE A PROGRAM THAT PLAYS TO THEIR STRENGTHS. SO THIS IS IN THE SAME -- HUNTER COLLEGE IN NEW YORK, THIS IS FOR UNDERGRADUATES. SINCE IT STARTED, THEY'VE TRAINED 160 UNDERGRADUATES, ABOUT 10% OF THEM HAVE GONE ON TO ADVANCED DEGREE PROGRAMS. THIS HAS A DIDACTIC COMPONENT, AND THEN THE STUDENTS CAN WORK IN THE LABORATORY AT HUNTER. AS I SAID, THESE OPPORTUNITIES CAN BE QUITE FLEXIBLE. HERE'S AN EXAMPLE WHERE THEY'VE USED THIS TO CREATE A SIRM RESEARCH EXPERIENCE FOR STUDENTS AND SCIENCE TEACHERS. THIS AGAIN CAN BE FOR HIGH SCHOOL STUDENTS BUT ALSO FOR GRADUATES AND HIGH SCHOOL AND HIGH SCHOOL TEACHERS. THIS IS DIFFERENT, IT'S NOT A PROGRAM, THESE ARE SUPPLEMENTS. I SHOULD POINT THAT OUT. SO THIS IS A DIFFERENT WAY TO DO IT, IS TO ASK FOR A SUPPLEMENT TO AN EXISTING RESEARCH GRANT, THEIR INSTITUTE IS LIMITED TO THESE FOUR TYPES OF MECHANISMS. AGAIN, THEY CAN BE QUITE TAILORED TO THE INSTITUTE'S NEEDS. HERE'S AN EXAMPLE FROM NHLBI, WHERE THE INTENT IS TO PROMOTE DIVERSITY IN HEALTH RELATED RESEARCH JUST FOR HIGH SCHOOL STUDENTS IN THIS CASE. SO 26 INSTITUTES AND CENTERS HAVE SIGNED ON TO THIS FLEXIBILITY. OPPORTUNITY. IT'S VERY FLEXIBLE. ANYTHING FROM AN SBIR GRANT TO AN RO16789. AGAIN, IT'S FOR HIGH SCHOOL STUDENTS AND TEACHERS. THIS IS THE WAY NIH LBI HAS USED IT TO ENHANCE DIVERSITY FOR HIGH SCHOOL TRAINING. SO WE HAVE DEDICATED PROGRAMS, WE HAVE SUPPLEMENTS TO EXISTING RESEARCH GRANTS. ANOTHER WAY WE CAN USE OUR ADVANCEMENT, OUR RESOURCES, IS TO LEVERAGE OUR RESEARCH CENTERS. I'LL SHOW YOU SOME EXAMPLES THAT COME FROM OUR OWN DIVISION, WHICH SUPPORT ANIMAL RESOURCES AMONG MANY OTHER THINGS THAT WE DO. THESE ARE WITHIN THE DIVISION OF COMPARATIVE MEDICI SUPPORTS NATIONAL RESEARCH CENTERS FOR AQUATIC MODELS, NON-HUMAN PRIMATES, RODENTS, AND I'LL GIVE YOU SOME EXAMPLES OF HOW WE'VE USED THESE INFRASTRUCTURES FOR K THROUGH 12. THIS IS A PROGRAM BASED ON THE P51 NATIONAL PRIMATE CENTER, THE PARTICIPANTS HERE ARE GEORGIA STATE, GEORGIA INSTITUTE OF TECHNOLOGY AND MOOREHOUSE, SO THEY'VE COME TOGETHER TO CREATE A SUMMER PROGRAM FOR HIGH SCHOOL STUDENTS, THEY TAKE ABOUT 10 A YEAR. THESE ARE AVERAGES I GOT FROM THE P.I. LAST WEEK. THREE TO FOUR MIDDLE OR HIGH SCHOOL SCIENCE TEACHERS A YEAR. THIS STARTED OUT WITH NIH SUPPORT, IT'S NOW SUPPORTED BY THESE INSTITUTIONS, AND IT STARTS WITH DIDACTIC SESSIONS, THEN STUDENTS GO INTO LABORATORIES ANYIN THESE INSTITUTIONS, MANY OF THEM STAY AT YERKES. THE PIs CAN MAKE THESE VERY SPECIFIC TO PLAY TO THEIR OWN STRENGTHS OR THEIR LOCAL RESOURCES. SO THIS IS A NATIONAL RESOURCE CENTER THAT'S BEING USED FOR THIS PURPOSE. HERE'S ANOTHER ONE. THIS IS A LITTLE UNUSUAL. THIS IS THE NATIONAL -- LET ME GET THE NAME RIGHT. IT'S THE NATIONAL TETRAHYMENA FOR RESEARCH PURPOSES, BUT THEY'VE ALSO APPLIED FOR AN R25, FOR A SEPA GRANT, TO USE THAT CENTER FOR EDUCATION PURPOSES. WITH THEIR SEPA GRANT, THEY HAVE DEVELOPED TEACHING MODULES FOR HIGH SCHOOL AND MIDDLE SCHOOL, SO THESE ARE MODULES SO THE TEACHERS CAN UNDERSTAND HOW TO USE TETRA HYMENA EXPERIMENTS IN THE CLASSROOM. THEY PROVIDE THE TETRAHYMENA. THEY DON'T BRING THE STUDENTS TO CORNEL BUT THEY BRING TEACHERS THERE IN THE SUMMER TO TRAIN THEM HOW TO DO THESE EXPERIMENTS BACK AT THEIR OWN CLASSROOMS. SO HERE'S AN EXAMPLE THAT I TOOK FROM MR. DEVO'S SEVENTH GRADE CLASS, AND A PROJECT THAT THEY PREPARED FOR THE GRATIN, NEW YORK SCIENCE FAIR IN '11. THIS IS FROM ONE OF THE KID'S NOTEBOOKS. SO THEY LOOKED AT THE EFFECT OF TEMPERATURE ON THE INDIA INK IN THE FOOD VAC YOU'LLS. I THINK THERE WERE OTHER INTERPRETATIONS BUT THEY TRIED TO SAY IT WAS TEMPERATURE AFFECTING THE FEEDING OF THE TETRAHYMENA BUT THEY LOOKED PRETTY HAPPY WITH THEMSELVES, THEY DID EXPERIMENTS AND PUT ON A POSTER AT THE SCIENCE FAIR. ANOTHER EXAMPLE FROM OUR DIVISION WOULD BE USE OF THIS P40, WHICH IS THE VIPER RESOURCE CENTER, WHICH IS AT TEXAS A & M. THIS IS A CENTER THAT NIH FUNDS TO MAINTAIN HUNDREDS OF VENENOUS SPECIES AND PROVIDE THE VENOM A CLONES OF SEQUENCES FOR RESEARCH PURPOSES. SO WHAT THEY DO, THIS YEAR THEY HAVE NINE STUDENTS, THEY'VE BEEN DOING THIS FOR YEARS, THIS IS A PARTNERSHIP WITH THE DEPARTMENT OF EDUCATION GRANT CALLED UPWARD BOUND IN MATH SCIENCE. SO IT'S USING ONE OF OUR RESEARCH PLATFORMS AND PLACES ALONG WITH A GRANT FROM THE DEPARTMENT OF EDUCATION. SO WHAT DO THESE KIDS DO, THIS IS AMAZIN THEY LEARN HOW TO DO HPLC TO ISOLATE VENOMS, THEY CAN ASSAY THEM WITH A VARIETY OF METHODS, AND HERE'S SOME KIDS FROM THE 2009 CLASS SAYING THIS OPPORTUNITY HAS OPENED MY S TO A CAREER OF DOING BIOMEDICAL RESEARCH. SO THIS IS POTENTIALLY THE PIPELINE, BUT HERE ALSO, I'VE NOW GAINED A NEW RESPECT FOR PEOPLE WHO WORK SO DILIGENTLY TO PROMOTE A NEW DRUG, SO IT ALSO PROMOTES THE PUBLIC'S UNDER OF WHAT WE TRY AND DO AT NIH. SO THAT'S A SUCCESSFUL EXAMPLE TOO OF USING A RESOURCE. SO WE HAVE DEDICATED PROGRAMS, WE HAVE SUPPLEMENTS AND WE CAN LEVERAGE OUR LARGE RESEARCH CENTERS. BUT LET'S NOT FORGET THE INTRAMURAL PROGRAM. THERE'S, ON AVERAGE, 1200 STUDENTS EACH SUMMER. THE AVERAGE IS 25% ARE HIGH SCHOOL STUDENTS AND THESE CAN WORK IN MANY OF THE LABS HERE IN BETHESDA OR OUR FIVE OTHER SITES. SO AGAIN, LEVERAGING OUR INFRASTRUCTURE AND OUR PEOPLE. SO I JUST WANT TO END WITH THIS OBSERVATION OF WHAT I THINK MAKES NIH UNIQUE IN THE K THROUGH 12 AREA AND WHERE WE REALLY SHOULD BE, IS THAT WE CAN LEVERAGE INVESTMENTS AND PEOPLE AND RESEARCH, INFRASTRUCTURE, IN A UNIQUE WAY THAT OTHER AGENCIES CAN'T DO. THAT THERE ARE MANY APPROACHES, WE ALREADY USE FOR THIS, WE MIGHT EXPAND, THERE'S DEDICATED PROGRAM, DIDACTICS AND LABS FOR A LARGE NUMBER OF STUDENTS, PARTICULARLY IN THE SUMMER. THERE'S ANY NUMBER OF SUPPLEMENTS TO THE PI'S INTERESTS OR THE INSTITUTE'S INTERESTS, AND WE ALSO USE OUR NATIONAL RESEARCH CENTERS AS THE PLAYS FOR DOING TRAINING FOR HIGH SCHOOL STUDENTS. SO AGAIN, AS CLYDE ALREADY POINTED OUT, IT'S WIDELY DONE AT NIH. IT'S DIFFICULT TO QUANTIFY AND TO DESCRIBE AND IT'S NOT PARTICULARLY WELL COORDINATED. NOT THAT A NEEDS TO BE, BUT THOSE ARE THE OBSERVATIONS I WANTED TO LEAVE YOU WITH. THANK YOU. >> ANY QUESTIONS BRIEFLY FOR DR. ANDERSON? MARTHA. >> THANK YOU FOR SHARING THAT. I KNOW, CLYDE, MAYBE THROUGHOUT THE DAY YOU'LL HAVE OTHER COMMENTS ON THIS, BUT I'M ALWAYS REMINDED OF ALL THESE WONDERFUL PROGRAMS AND ONLY IN ONE SITUATION DID YOU PRESENT THE FOLLOW-UP STARTING IN 1994 AND MAYBE 10% IS ALL WE NEED, SO WHAT IS THE IDEAL TO MOVE FORWARD. BUT I ALSO THINK, AND IT'S NOTHING NEW, WHEN WE'RE RECRUITING ATHLETES, MAYBE THAT'S WHY YOU'RE GOING TO BE PUTTING THIS FORWARD LATER, AT SCHOOLS, I RECALL BEING IN THE PRESIDENT'S OFFICE AND FAMILIES COMING WITH THEIR YOUNG MEN AND GATHERING TOGETHER, AND IT WAS A BIG EVENT, MAKE SURE THE FAMILIES ARE ENGAGED AND THE REST OF THE COMMUNITY WAS ENGAGED IN MAKING SURE THAT THEIR CAREERS WERE COMFORTABLE AND THAT THEY WERE COMFORTABLE AT THE UNIVERSITY OF WASHINGTON AS A PLACE TO GO. IS THAT SOMETHING THAT MAY BE IN CONVERSATION LATER ON OR SOMETHING IN LOOKING AT THIS THAT YOU THOUGHT ABOUT? >> I'M NOT SURE I UNDERSTAND, MARTHA. YOU MEAN CREATING AN ENVIRONMENT THAT TRAINEES FIND WELCOMING? >> SO IT'S MORE FOLLOW-UP, IT'S NOT JUST THAT SUMMER EXPERIENCED. IT'S GETTING EVERYBODY INVOLVED IN THE CAREER OF THESE INDIVIDUALS. SO I KNOW WE HAD THESE PROGRAMS AT THE UNIVERSITY OF WASHINGTON WHEN I WAS THERE ON THE WEEKENDS, AND YOU'D SEE THESE YOUNG KIDS, THEY WERE SO EXCITED. WE HAD SIMULATION LABS, AND SO IN DENTISTRY, YOU HAVE THAT, SO THERE'S AN OPPORTUNITY FOR HANDS-ON VISUAL AND ALSO WE PRESENTED THE BASIC SCIENCE. YOU KNEW WHICH STUDENTS THAT WE WOULD FOLLOW UP WITH COULD KEEP ENGAGED BUT WE DON'T. THEY GO BACK TO THEIR OWN COMMUNITY. SO I WAS WONDERING IF THAT WAS A DISCUSSION THAT TOOK PLACE, AND I THINK THERE ARE PROGRAMS LIKE THIS THAT WE COULD ADD ON SOMETHING IN ADDITION TO THIS THAT MAYBE THE UNIVERSITIES ARE FUNDING BUT WE ADD ON SOMETHING IN TERMS OF A FOLLOW-UP AND THE TRACKING BUT NOT JUST THAT. OF SOME NOVEL PROGRAMS THAT IT GOES BEYOND JUST THE STUDENT WHEN YOU IDENTIFY THOSE STUDENTS THAT REALLY CAN MOVE FORWARD. >> SO MARTHA, IF I CAN PREEMPT DR. ANDERSON, PART OF OUR INTERNAL CONVERSATION HAS BEEN TO BEGIN TO UNDERSTAND WHAT IS THE OUTPUT OF THE PROGRAMS THAT HAVE BEEN DONE. WE HAVEN'T REALLY HAD A GOOD OPPORTUNITY TO COLLATE DATA THAT REALLY TELLS US WHAT THE IMPACT HAS BEEN. THERE ARE SOME PROGRAMS LIKE THE STANFORD PROGRAM, FOR EXAMPLE, THAT'S ENTERED INTO A LONGITUDINAL FOLLOW-UP MODE, SO THERE ARE MORE DATA POINTS THAT ARE CLEAR, BUT NOT EVERY PROGRAM HAS THAT OR BECAUSE THE DWELL TIME IS SO LONG FOR THESE PROGRAMS, THE OUTPUT IS DIFFICULT TO MEASURE. ONE OF THE FOUNDATIONAL ELEMENTS IN OUR MODEL IS, IN FACT, NOT ONLY THE COMMUNITY ENGAGEMENT BUT THE FAMILY ENGAGEMENT, AND THIS MAY BE A UNIQUE CHALLE FOR THE GROUP THAT WE THINK IS MOST DISEFFECTIVE, THAT IS THE -- TRYING TO IDENTIFY HOW WE CAN GET THOSE FAMILIES ENGAGED, AND SO THESE ARE CHALLENGES. PART THIS GOES BACK TO SETTING BOUNDARIES AROUND OUR EFFORT. WE CAN'T RE-ENGINEER FAMILY DYNAMICS AND COMMUNITIES, BUT WE CAN CREATE OPPORTUNITIES. YES, FRANCIS. >> YOU MENTIONED IN A COUPLE OF INSTANCES RECORDS OF SORT OF OUTCOMES, TRAINEES AND THESE VARIOUS PROGRAMS WENT ON TO HIGHER DEGREES. BUT WHAT'S YOUR SENSE IN TERMS OF HOW WELL WE HAVE DONE WITH THIS WIDE DIVERSITY OF PRECOLLEGE SCIENCE EDUCATION OPPORTUNITIES AS FAR AS FOLLOWING UP AND REALLY KNOWING WHAT THE OUTCOMES WERE? >> I CAN'T FIND THE DATA. IF IT'S ON A WEBSITE, I CAN FIND IT. OTHERWISE WE COULD GO TO PROGRAM STAFF IN THE ICs AND ASK HOW -- YOU KNOW, THEIR INDIVIDUAL IDIOSYNCRATIC PROGRAMS FOLLOW UP, BUT I DONE THINK WE HAVE A HANDLE ON THIS. AND IT'S ALSO AS CLYDE BROUGHT UP, IT'S A LONG TIMELINE BETWEEN A KINDERGARTNER AND AN RO1. >> SO YOU GAVE SOME QUANTIFICATION OF HOW MUCH FUNDING IS GOING INTO THESE PROGRAMS. HAVE WE REACHED A PEAK HERE OR IS THIS AN ISSUE THAT INSTITUTIONS REALLY DON'T KNOW THIS RESOURCE AND ARE NOT APPLYING IN NUMBERS, WE ACTUALLY HAVE MORE MONEY ABLE TO BE ALLOCATED TO THIS INITIATIVE? >> THAT WOULDN'T BE MY DECISION, BUT WE HAVE SEVERAL IC DIRECTORS HERE THAT COULD PROBABLY PEEK TO THAT. SPEAK TO THAT. >> SO I THINK TO BE FAIR, WE'RE ABOUT 10 MINUTES OVER AND WHAT WE WANTED TO DO WAS TO REALLY GET YOUR PERSPECTIVE, JIM, TO LET US KNOW WHAT'S IN THE KITTY. IT'S PRETTY EVIDENT THAT IF YOU TOOK A BIG VIEW, UNDER THE UMBRELLA OF THE NIH, THERE ARE MORE DOLLARS THAT ARE BEING INVESTED IN PRECOLLEGE ENGAGEMENT THAN WE THOUGHT ORIGINALLY, BUT THEY'RE QUITE FRACTURED. PART OF WHAT JIM TELLS US IS THAT THERE IS AN OPPORTUNITY TO COALESCE THE EFFORT UNDERSTAND BETTER WHERE THE INVESTMENTS RESIDE AND THEN MAKE SOME CRITICAL DECISIONS BASED ON VALUE OF WHAT ARE THE HIGHEST VALUE INVESTMENTS THAT WE'RE MAKING THAT CAN ACHIEVE THE PURPOSE WE WANT. SO WITH THAT IN MIND, I WANT TO THANK JIM, GET US BACK ON TRACK AND GO TO PANEL ONE. PANEL ONE WILL BE A PERSPECTIVE SHARED WITH US BY ACTUAL SCIENCE TEACHERS. TWO OF THE THREE TEACHERS ARE HERE TO VISIT WITH US. THIS WILL BE CO-MODERATED BY STEVE KATZ AND NORM AUGUSTINE. >> STEVE HAS BEEN KIND ENOUGH TO START OUT. >> ACTUALLY BEFORE I INTRODUCE OUR PANEL, THERE WAS ONE QUESTION THAT WAS BROUGHT UP TO YOU, FRANCIS, THAT GIL HAD. IF YOU COULD -- IF HE COULD REPHRASE IT BRIEFLY AND YOU COULD ANSWER IT IN THE SAME MANNER. >> ON SLIDE 5, THERE WAS A BOLD STATEMENT BASED ON PREVIOUS DISCUSSION THAT WE ARE PERFECTLY SATISFIED WITH THE NUMBER AND QUALITY OF THE OVERALL ENTRY TO THE BIOMEDICAL WORKFORCE. THERE'S ALSO THE MATTER OF ENTRY AND RETENTION. THEN WE TURNED OUR ATTENTION COMPLETELY TO DIVERSITY, WHICH WE HIGHLY VALUE. I WAS ASKING IN LIGHT OF YOUR COMMENTS ABOUT YOUR INTERNATIONAL EXPERIENCE IN SHANGHAI AND MANY OTHERS, IS THERE ANY REASON WE NEED TO REVISIT THAT STATEMENT? >> IT DOES SEEM LIKE A VERY BOLD STATEMENT INDEED. I CAN'T IMAGINE EVER BEING SO CON FI DEND ABOUT SUCH A STATEMENT THAT IT COULDN'T DESERVE SOME ATTENTION IN TERMS OF HOW ARE WE RECRUITING AND HOW ARE WE DOING AT RETAINING THOSE INDIVIDUALS WHOSE TALENTS WE MOST DESPERATELY NEED. SO YEAH, I IMAGINE YOU'RE POINTING US IN A DIRECTION THAT WE SHOULDN'T AND I'M ALL IN FAVOR. >> THANK YOU. WITH THAT, WE'RE GOING TO GO ON TO OUR FIRST OF THE SESSIONS. WE APPRECIATE GREATLY THE ATTENDANCE AND TIME THAT THE TEACHERS HAVE SPENT NOT ONLY IN YOUR PERSONAL LIVES BUT PRIOR TO COMING HERE, BUT IN SHARING SOME OF THE CHALLENGES AND PERSPECTIVES AND OPPORTUNITIES THAT YOU THINK THERE ARE IN FOSTERING INTEREST IN SIG SCIENCE, SCIENCE-RELATED CAREERS IN AN EARLY STAGE. THIS IS REALLY AN EARLY STAGE THAT WE'RE TALKING ABOUT. EACH OF YOU IS GOING TO BE ALLOTTED FIVE TO 10 MINUTES, THEN WE'LL HAVE SOME OPEN DISCUSSION, UNLESS THERE'S A PRESSING QUESTION. I'D LIKE TO START WITH MR. HAHN. THE NARRATIVE OF HIS BACKGROUND IS IN YOUR BOOKS I WANT TO POINT OUT JUST A COUPLE THINGS THAT I WAS STRUCK BY. THAT IS THE ENTERED THE TEACHING PROFESSION WITHOUT EVER TAKING AN EDUCATION FORCE THROUGH A CRITICAL NEEDS TEACHING PROGRAM DESIGNED TO BRING INDIVIDUALS FROM INDUSTRY INTO THE TEACHING PROFESSION. AND HE CREATED A NON-PROFIT ORGANIZATION WHOSE GOAL IS TO GIVE STUDENTS QUALITY CULTURAL AND ADVENTURE EXPERIENCE. I'M SURE YOU'RE GOING TO BE TALKING ABOUT THAT. AND HE'S WON SEVERAL EDUCATION COMMENDATIONS, INCLUDING A TEACHER OF THE YEAR AWARD FROM VIRGINIA REGION 7. SO WITHOUT FURTHER ADO. >> I'M HONORED TO BE HERE. I'M SURE I'M GOING TO GET MYSELF INTO TROUBLE. I CAME INTO TEACHING, I DIDN'T REALLY -- I NEVER PLANNED ON TEACHING. I DON'T THINK IT WAS EVER AN OPTION. I THINK THAT'S HOW A LOT OF US -- OR THAT'S HOW A LOT OF STUDENTS I KNOW END UP KIND OF WHERE THEY ARE. BUT I HAD A TEACHER THAT -- I HAD ONE GOOD TEACHER IN HIGH SCHOOL, AND I TOLD HIM I WANT TO GO BACK TO SCHOOL AND GO INTO TEACHING. THREE MONTHS LATER, I WAS IN THE CLASSROOM AFTER HE PULLED A FEW STRINGS, AND THE REST KIND OF IS HISTORY. I THOUGHT ABOUT THAT A LOT BECAUSE EDUCATION, LIKE A LOT OF THINGS IN OUR SOCIETY, IS SOMEWHAT SICK RIGHT NOW. WE'RE DEALING WITH SERIOUS PRESSURE FROM STANDARDIZED TESTS AND THAT'S ACTUALLY REALLY KIND OF IMPACTING HOW WE TEACH SCIENCE. YOU EITHER HAVE TO NOT CARE AND RISK YOUR JOB, WHICH IS SURPRISINGLY A SUCCESSFUL THING TO DO. OR YOU -- YOU CREATE THIS INKRED INCREDIBLY BORING EXPERIENCE. WHO REALLY WANTS TO GO INTO SCIENCE AFTER YEARS OF THAT? AND THAT'S A TROUBLE: I DON'T KNOW THAT'S ANYTHING FOR THIS BOARD TO FIX BUT I ALWAYS WANT TO SAY THAT. LIKE I SAID, I'LL BE IN TROUBLE BY THE END OF THIS, I'M SURE. SO A LOT OF THE KIDS THAT END UP IN SCIENCE FIELDS, YOU KNOW, I THINK WE'VE ALL SEEN THEM. THEY TEND TO BE KIDS THAT -- WHOSE PARENTS ARE EITHER VERY INVOLVED WITH THEIR SCHOOL OR THEIR EDUCATION OR THEIR PARENTS ARE SCIENTISTS OR DOCTORS, OR THEY'RE RICH. THAT TENDS TO BE, LIKE THE GROUP WE'RE LOOKING FOR. I DON'T THINK IT'S ANY PROBLEM PULLING FROM THOSE KIDS. TONS OF THEM ARE BRILLIANT. IF WE PULLED A WHOLE HIGH SCHOOL IN FRONT OF THIS GROUP RIGHT NOW, YOU'D BE ABLE TO PICK OUT THOSE CHILDREN PRETTY EASILY. I GUESS WHAT I'D LIKE TO ARGUE IS THAT THEY'RE ALL BRILLIANT. SOME JUST DON'T LOOK THAT WAY OR HAVEN'T CAUGHT ON AT THAT LEVEL, AND THINK THAT'S THE PEOPLE WE'RE MISSING, AND I GUESS THAT'S KIND OF WHY I'M HERE. IS A WHAT I'VE DONE, I'M ACTUALLY NOT THAT GREAT OF A TEACHER BUT I AM GOOD AT GETTING KIDS OUT AND GETTING THEM -- I GUESS IT'S ALL EXPERIENTIAL LEARNING. I GUESS THERE'S MORE TO SCHOOL THAN THE FOUR WALS OF A PARTICULAR CLASSROOM. FOR ME, THAT LINKS THEM BACK TO SCHOOL, BUT IT COULD EASILY -- LIKE MOST OF MY TRIPS TEND TO BE THINGS LIKE ROCK CLIMBING AND CAVING AND STUFF LIKE THAT, WHICH HOW CAN YOU GO WRONG THERE, BUT ANY TIME YOU GET A KID OUT, WHETHER IT'S TO SOME DENTISTRY -- REALLY ANYWHERE, YOU KNOW, THAT THEY -- THEY LOVE IT. THAT'S HOW YOU HOOK KIDS. I DON'T KNOW. I LOVE SEEING THE THINGS THE KIDS ARE DOING, BUT THAT'S STILL A REALLY SMALL NUMBER OF KIDS, AND ALSO TEND TO BE THE KIDS WHO ARE REALLY GOOD IN SCHOOL AT THAT TIME, WHICH IS ALSO A CONCERN. I'VE GOT -- I REALIZED I SENT A MESSAGE TO AN OLD STUDENT OF MINE WHO WAS A TERRIBLE STUDENT IN HIGH SCHOOL, AND HE HAD ALL KIND OF FAMILY PROBLEMS, HE WAS POOR, AND EVEN BETTER, HE WAS A TOTAL REBEL. LIKE HE QUESTIONED EARLY ON HOW THINGS ARE DONE IN SCHOOL. OF COURSE THE WAY HE QUESTIONED, IT GOT HIM SUSPENDED A COUPLE TIMES, BUT HE WAS BRILLIANT. AND I THINK IF ANYBODY LOOKED, YOU COULD HAVE SEEN THAT. I TOOK HIM HOME A LOT OF DAYS FROM SCHOOL AND IT WAS KIND OF AN INTERESTING KIND OF PATH, BUT I SENT HIM THIS MESSAGE AND I DIDN'T -- ANYWAY, I'D LIKE TO READ KIND OF WHAT HE WROTE, SO I ASKED HIM WHAT I WAS GOING TO BE DOING, AND I SAID BASICALLY, YOU'RE ONE OF THOSE KIDS YOU NEVER SHOULD HAVE MADE IT. I WANT TO KNOW WHAT WAS SCHOOL LIGHT FOR YOU. HIS NAME IS COLTON CONRAD. AND THE MESSAGE, HE SAID, I'VE ATTACHED A PERSONAL ESSAY THAT DESCRIBES MY INTEREST IN MEDICINE, IF THAT WOULD BE OF ANY HELP. IT DOESN'T MENTION ANY ISSUES HI WITH THE SCHOOL SYSTEM BUT I'D BE MORE THAN HAPPY TO LET YOU USE ME AS AN EXAMPLE. I THINK MY BIGGEST BEEF WITH THE PUBLIC EDUCATION SYSTEM, AT LEAST FOR ME, WAS THE CURRICULUM DIDN'T SEEM TO BE TARGETED TO STUDENTS AS A WHOLE. IN MY OPINION THE WAS AIMED AND HELPING STUDENTS PROGRESS WHO THEY THOUGHT WERE DESTINED TO BECOME SUCCESSFUL TO BEGIN W THE EDUCATION SYSTEM DOESN'T SEEM TO CATER TO THOSE OF LOWER SOCIOECONOMIC STANDING. FOR ME, HIGH SCHOOL FELT LIKE PERG TRPURGATORY FOR MY TEENAGE YEARS. SOMEWHERE SOCIETY WANTED TO PUT ME -- SOMEWHERE THAT SOCIETY WANTED TO PUT ME TO KEEP ME OUT OF TROUBLE LONG ENOUGH FOR ME TO TURN 18 AND BE PUT TO WORK. IN MY HUMBLE PEER PRESIDENT BUSH, OPINION, -- OF THE TEACHERS' CAPABILITIES. STUDENTS WHO ARE TREATED WELL IN ONE CLASS, LIKE I WAS IN YOURS, COULD HAVE EASILY BEEN DISCOURAGED ENOUGH BY OTHER CLASSES NOT TO PERFORM WELL. I DON'T HAVE ANY SUGGESTIONS ON HOW TO CHANGE STANDARDIZED TESTING BUT I'M SOOR YOU DO. F ME HIGH SCHOOL COULD HAVE BEEN SO MUCH MORE BENEFICIAL HAD TEACHERS BEEN MORE RE DI READY AND WILLING. IT'S THE FEW TEACHERS THAT NEVER GAVE UP ON ME THAT LED ME TO PURSUE SOMETHING BETTER THAN MANUAL LABOR, AND I THINK THAT IS WHERE THE PROBLEM LIES. SO I WANT TO READ A BIT FROM HIS ESSAY BECAUSE IT'S RATHER INTERESTING. MY PASSION FOR MEDICINE DOES NOT STEM FROM A CLICHE. FOR MOST OF MY LIFE I WAS UNDER THE IMPRESSION THAT CHILDREN F BURDENED FAMILIES DID NOT PURSUE EDUCATION. AT 16 I WAS BARELY ON TRACK TO GRADUATE AND MY PLANS TO SUCCEED IN LIFE WERE MINIMAL. I WANTED MORE THAN ANYTHING TO BECOME A PIERCER, SOMEONE WHO STICKS NEEDLES IN WEIRD PLACES ON PEOPLE'S BODIES SO THEY DANGLE JEWELRY FROM SAID WEIRD PLACES. T AN ANATOMY AND PHYSIOLOGY COURSE SEEMED LIKE IT WOULD GIVE ME THE LEG UP IN PURSUING MY PROFESSIONAL CAREER. THE ANATOMY COURSE OFFERED AT MY SCHOOL WAS AN HONORS COURSE. THE ONLY HONORS COURSE THAT I'D EVER CONSIDERED TAKING. THIS FACT WITH MY GPA OF 2.4 WAS CAUSE FOR CONCERN FOR MY GUIDANCE COUNSELOR, HOWEVER, AGAINST HER ADVICE, I REGISTERED FOR HONORS HUMAN ANATOMY AND PHYSIOLOGY. WALKING INTO CLASS I REALIZED I WAS OUT OF PLACE. I NOTICED I WAS ENROLLED IN A COURSE WITH ALL OF THE QUOTE SMART KIDS WHO HAD ALWAYS TAKEN UPPER LEVEL CLASSES ON TRACK TO GO PLACES IN LIFE WHO HAD ALWAYS INTIM NATEED ME BOTH AN A SOCIAL AND INTELLECTUAL LEVEL. I WAS TERRIFIED. THE INSTRUCTOR CAME IN, A QUIRKY BUT NEAT LOOKING GENTLEMAN, NICE COLORED SHIRT, PROBABLY IN HIS MID TO LATE 40s. HE WELCOM US AND APPROACHED THE BOARD TO WRITE HIS NAME. I COULD BARELY MATE OUT THE SCRIBBLES -- THAT WAS A DOCTOR JOKE -- TO READ JAMES WOODROW MCCABE THE THIRD, MD HE BEGAN TO TELL THE CLASS A BIT ABOUT HIMSELF. HE WENT THROUGH HARVARD MEDICAL SCHOOL. I THOUGHT TO MYSELF, WHAT IN THE WORLD IS A BOARD CERTIFIED PEDIATRICIAN, ESPECIALLY A HARVARD GRADUATE, TEACHING A HIGH SCHOOL ANATOMY COURSE? AS INTIMIDATED I SHOULD HAVE BEEN, THE HUMILITY OF THE MAN-MADE ME FEEL AT EASE. S BASICALLY HE GOES ON TO SAY THAT HE'S TOTALLY ENAMORED WITH EVERYTHING IN SCIENCE. THIS DID NOT HAPPEN UNTIL AFTER HE GRADUATED HIGH SCHOOL. HE CREDITS THIS DOCTOR WITH DOING THAT, BFS THAT WA BUT THAT WAS A BIG SACRIFICE FOR A HARVARD MD TO COME TEACH A HIGH SCHOOL AINTO ANATOMY COURSE. I THINK WE'RE MISSING A LOT OF THE REAL GENIUSES OUT THERE, A LOT OF THEM ARE REBELS. LOOK AT NEWTON OR ANYBODY ELSE OR GA GALILEO. AND WE DISCOURAGE THAT GREATLY. WE REALLY ENCOURAGE PEOPLE TO BE GREAT FOLLOWERS. THOSE ARE OUR TYPICAL GOOD STUDENTS. I THINK WE'RE MISSING A DEMOGRAPHIC. THE OTHER PART IS, SOMEBODY HAD MENTIONED, THE IDEA OF RECRUITING LIKE IN ATHLETIC RECRUITING. IT GOES THROUGH THE SAME PROBLEMS, WHICH IS NOW THEY'RE LOOKING SO FAR BACK BEFORE COLLEGE THAT THEY'RE NOT ABLE -- THEY'RE REALLY TRYING TO IDENTIFY THOSE IN LIKE SIXTH GRADE, AND REALLY MISSING THOSE WHO PEAK AROUND THEIR SENIOR YEAR. MICHAEL JORDAN NEVER WOULD HAVE MADE IT TO THE NBA, HAD HE TRIED TO HAVE BEEN RECRUITED IN MIDDLE SCHOOL. I GUESS THAT'S MY ONE THING I'D LIKE TO DELIVER. SO I'LL TURN IT OVER. >> THANK YOU. UNLESS THERE'S SOME PRESSING QUEST WE'RE GOING TO GO ON TO OUR NEXT SPEAKER. MISS MEGAN FIST, HIGH SCHOOL TEACHER IN WASHINGTON, D.C. SHE TEACHES FORENSIC SCIENCE AND SERVES AS THE SCIENCE LEAD TEACHER, AND FOR THE LAST FOUR Y SHE'S TAUGHT BIOLOGY, CHEMISTRY, FORENSIC SCIENCE AND A.P. ENVIRONMENTAL SCIENCE IN THE PUBLIC SCHOOLS. WE WELCOME YOU TO ADDRESS US IN TERMS OF OPPORTUNITIES AND CHALLENGES AND EXPERIENCES AND SUGGESTIONS THAT YOU MAY HAVE. >> I PROBABLY SHOULD HAVE SAID AT THE BEGINNING THAT OUR MEETING IS BEING BROADCAST PUBLICLY. >> OKAY. CAN EVERYBODY HEAR ME? ALL RIGHT. SO I WANTED TO SHARE JUST A FEW HIGHLIGHTS OF MY LONG CAREER. I STARTED OUT AS ACTUALLY A RESEARCHER, AND I HAD QUITE A FEW EXPERIENCES WHERE I GOT TO EXPERIENCE REALLY GREAT MENTORS. THE FIRST ONE WAS AT PIONEER IN IOWA, AND I GOT TO DEVELOP A MORE NUTRITIONAL FEED FOR TWO COWS, AND YOU CAN SEE BY THE TYPE OF COWS THEY HAD WINDOWS SO WE GOT TO PULL OFF THE FLUID AND OTHER EQUIPMENT TO ANALYZE THAT. AND I WAS REALLY LUCKY BECAUSE INSTEAD OF JUST BEING ASSIGNED TASKS, I GOT TO DO MY OWN RESEARCH PROJECT. THEN I WENT ON AND HAD A CHANCE TO DO FIELD WORK IN CHILE, AND THAT WAS THE VIEW FROM OUR LITTLE CABIN. I STUDIED A WILD FORM OF LLAMA. THERE I REALIZED THAT I THOROUGHLY LOVED SCIENCE BUT I ENJOYED ANSWERING AND STUDYING QUESTIONS THAT COULD BE ANSWERED IN A LAB. SO IN COLORADO, I HAD TWO OPPORTUNITIES TO DO RESEARCH. THE FIRST ONE WAS TO SEQUESTER A PROTEIN TO BREAK DOWN CELLULOSE, AND THE SECOND ONE WAS TO STUDY ISOPRENE IN BOTH PLANTS AND BACTERIA. IN DOING THAT SECOND PART OF MY WORK, I REALIZED I LOVE TEACHING UNDERGRADUATES AND MENTORING AND THAT I SHOULD PURSUE A CAREER IN EDUCATION AND LUCKILY THAT EDUCATION SCHOOL WAS JUST RIGHT ON THE CAMPUS SO I DIDN'T HAVE TO MOVE VERY FAR. I'VE HAD -- AS DIVERSE AS MY SCIENCE BACKGROUND IS, MY EDUCATION BACKGROUND IS EQUALLY DIVERSE. I STARTED OUT MY CAREER IN COLORADO TEACHING AND WORKING IN A SCHOOL WITH A VERY -- A VERY HIGH ACHIEVING SCHOOL WITH PARENTS THAT CARE A LOT ABOUT AND WERE VERY INVOLVED IN THEIR STUDENTS' EDUCATION. WE HAD STRONG PROGRAMS IN SPECIAL EDUCATION STUDENTS AND TAG STUDENTS BUT IT WAS THE STUDENTS IN THE MIDDLE THAT WERE HAVING TROUBLE. SO WITH ANOTHER MATH TEACHER, I DEVELOPED A MATH ENRICH. COURSE THAT WAS PROJECT BASED AND ALLOWED STUDENTS TO DEVELOP THEIR BASIC SKILLS AND AT THE SAME TIME WORK ON LEADERSHIP OPPORTUNITIES BECAUSE IT WAS A K-8 AND THEY COULD GO DOWN TO EARLIER GRADES. IN ADDITION, I WROTE A GRANT TO GET TECHNOLOGY IN MY CLASSROOMS IN THE FORM OF CLICKERS OR STUDENTS' RESPONSE PADS. AND MORE STUDENTS WERE ABLE TO PARTICIPATE AND DISCUSS IN MY CLASS AND IT LED TO A MORE ENGAGING ATMOSPHERE. IN NEW HAMPSHIRE, RURAL NEW HAMPSHIRE, I WORKED AT A HIGH SCHOOL, AND THERE, THE POPULATION DID NOT HAVE AS MANY PARENTS WHO HAD UNIVERSITY EDUCATION, AND THEY WEREN'T AS -- THEY DIDN'T COME FROM TECH BACKGROUNDS LIKE THE PARENTS IN COLORADO. SO THERE WE WORKED ON DEVELOPING COLLEGE-GOING ATMOSPHERE AND AGAIN, I LOOKED AT ONE OF OUR MOST CHALLENGING ISSUES WAS GETTING OUR STUDENTS TO TAKE FOUR YEARS OF SCIENCE INSTEAD OF THE REQUIRED THREE YEARS OF SCIENCE, AND TO DO THAT, AND RE-ENGAGE STUDENTS THAT WERE MOST AT RISK, I WROTE -- I DESIGNED AND TAUGHT FORENSIC SCIENCE. IN THIS COURSE, I BROUGHT IN THE KINGSTON POLICE, AS WELL AS THE STATE CORONER, AND LECTURES FROM THE COMMUNITY TO BENEFIT MY STUDENTS. YOU CAN SEE IN THE PICTURES WE ALSO DID ROBOTICS, AND BEING AT THE BEACH, MY ENVIRONMENTAL SCIENCE COURSE, I TRIED TO LEVERAGE THE NATURE IN NEW HAMPSHIRE, SO WE DID WATER QUALITY ASSESSMENTS AT TWO DIFFERENT LAKES AS WELL AS ON T BEACHES. NOW I TEACH IN DC AND I'VE TAUGHT IN DC FOR FOUR YEARS. ONE WAS A HIGH SCHOOL WHERE WE SERVED A POPULATION OF STUDENTS THAT WERE -- HAD BEEN DISENFRANCHISED OR HAD STRUGGLED W THE REGULAR COMPREHENSIVE HIGH SCHOOLS. AND IN THIS SCHOOL, IT WAS A FLEXIBLE INTERNSHIP BASED CURRICULUM SERVING TO RE-ENGAGE STUDENTS. AGAIN, I TAUGHT FORENSICS THERE, AND YOU CAN SEE DIFFERENT PROJECTS THAT MY STUDENTS WERE DOING, AS WELL AS CHEMISTRY AND WITH A SOCIAL STUDIES TEACHER, WE WENT OUT TO HUNT FOR SNAKES, JUST TO MAKE SURE THAT MY STUDENTS HAD ALL THE OPPORTUNITIES THAT THEY COULD. CURRENTLY I TEACH AT EASTERN SENIOR HIGH SCHOOL, WHICH IS A BEAUTIFUL COMPREHENSIVE HIGH SCHOOL IN D.C. IT'S A HIGH RISK POPULATION, YOU CAN SEE THEY HAVE A VERY WELL STOCKED LAB, AND ALTHOUGH SOME OF THE STRUGGLES THAT ARE THERE ARE -- I HAVE MUCH LARGER CLASS SIZES, AND -- WHICH MEANS THAT MY INSTRUCTION IS A LITTLE BIT MORE TRADITIONAL THAN IT WAS IN DC MET. BUT I'M EXCITED THIS YEAR TO TEACH FORENSIC SCIENCE, WHICH WILL SERVE A POPULATION OF STUDENTS THAT ARE NOT ENROLLED IN I.V. OR OUR A.P. ENVIRONMENTAL SCIENCE COURSE THAT WILL SERVE SENIORS NOT NECESSARILY INTERESTED IN SCIENCE AS A CAREER, AND I HOPE TO BRING TO THEM ALL OF THE ENGAGING LAB EXPERIENCES THAT -- AND THE THOUGHT OF SCIENTIFIC PROCESS THAT WE CAN THROUGH SOMETHING THAT'S INTERESTING TO THEM, FORENSIC SCIENCE. SO THE PROGRAMS AT EASTERN THAT ARE HELPING STUDENTS LEARN ABOUT CAREERS, WE HAVE PROJECT LEAD THE WAY, WHICH IS A SUCCESSFUL PROGRAM, IT'S A HEALTH MEDICAL SCIENCES PROGRAM, AND IN THIS PROGRAM, THERE'S A 1:1 COMPUTER RATIO IN THE CLASSROOM. THEY HAVE A FULL SCALE AMBULANCE THAT THEY GET TO PRACTICE DIFFERENT TECHNIQUES, AND AS WELL AS HAVING GUEST LECTURES AND OTHER OPPORTUNITIES, THEY LEARN AND CAN HAVE APPRENTICE SHIPS IN HEALTH-RELATED FIELDS. WE HAVE I.B. WHERE WE TEACH I.B. BIOLOGY, SO THAT OUR STUDEN CAN REALLY BE PREPARED WITH A RIGOROUS CURRICULUM AND BE PREPARED FOR THE RIGORS OF COLLEGE. THEN AS I DESCRIBED BEFORE, FORENSIC SCIENCE. THAT'S IT IN A NUTSHELL. >> THANK YOU VERY MUCH. I'M SURE THAT WILL ENGENDER A FEW QUESTIONS AFTER WE HEAR FROM OUR THIRD SPEAKER, MS. LSLOLO ODUKOYA, MIDDLE SCHOOL SCIENCE TEACHER IN WASHINGTON, D.C. AND SHE IS A MEMBER OF THE STEM MASTER TEACHERS CORPS AND THE OSSE SCIENCE LEADERSHIP CADRE AND HAS BEEN THE RECIPIENT OF NUMEROUS AWARDS, INCLUDING THE 2013 AMERICAN INSTITUTE OF AERONAUTICS AND ASTROM ASTRONOMICS AWARD. >> GOOD MORNING. I'M THE CURRENT STEM COORDINATOR AND SCIENCE RESOURCE TEACHER AT LANGEDON EDUCATION CAMPUS, WHICH MEANS THAT I'M NOT ONLY COORDINATING OUR STEM PROGRAM, OUR STEM SCHOOL, STEM CATALYST, WHAT IT USED TO BE CALLED, AND AT THE SAME TIME, I'M ALSO TEACHING EVERY STUDENT, KINDERGARTEN THROUGH EIGHTH GRADE. SO IT'S BEEN VERY INTERESTING TO SEE HOW SCIENCE SCAFFOLDS ALL THE WAY UP FROM WHEN YOU ARE 4 OR 5 ALL THE WAY TO 13, 14. A LITTLE BIT ABOUT MYSELF. I'M ORIGINALLY FROM TEXAS. I CAME FROM DC, I WENT TO HOWARD UNIVERSITY AND I MAJORED IN BIOLOGY, AND WHILE I WAS THERE, KIND OF SIMILAR TO THE STORY THAT I HEARD WHEN I CAME IN, I THOUGHT I WAS SUPPOSED TO BE A DOCTOR, LIKE THAT KIND OF A THING. THAT'S WHAT I -- IF YOU'RE SUCCESSFUL, THEN YOU'RE GOING TO BE A DOCTOR OR PRE-MED OR PREDENTISTRY, SOMETHING ALONG THOSE LINES, SO THAT'S WHAT I HAD AIMED FOR. UPON GRADUATING, I WAS GOING TO GO TO DENTAL SCHOOL, THEN I REALIZED ONCE I GOT OUTED IN THE FIELD AND DID SOME INTERN WORK THAT I WAS A GERMOPHOBE SO THAT WASN'T GOING TO WORK. FROM WILL, I DECIDED -- WHEN I WAS THERE, I DID SOME TIME, I WORKED AT THE GENOME CENTER, I HAD SOME EXPOSURE AND I THINK THAT'S WHAT HELPED ME TO MAKE A DECISION. I FELL INTO TEACHING ON ACCIDENT. I WENT THROUGH A CERTIFICATION PROGRAM, YOU MIGHT BE FAMILIAR WITH IT. AT THAT TIME, I WAS TRAINING TO AB SCIENCBE A SCIENCE TEACH ARER BECAUSE THAT WAS MY BACKGROUND, BUT WHEN IT CAME TIME TO GO IN THE CLASS, THERE WERE NO POSITIONS AVAILABLE SO I ENDED UP TEACHING FOURTH GRADE FOR HALF A YEAR, AND IMAGINE GOING THROUGH HOW TO TEACH SCIENCE AND SPECIFICALLY MY STUDENT TEACHING WAS DONE IN A HIGH SCHOOL AT MCKINLEY TECH HIGH SCHOOL, SO THEN I WENT INTO KENNILWORTH, FOURTH GRADE READ READING, WRITING, SO I WAS SHOCKED BECAUSE COMING FROM A BACKGROUND THAT WAS EXTREM SCIENCE INFUSED, ALL OF A SUDDEN I'M IN A CLASSROOM TEACHING STUDENTS. ONE, I HAD NO, LIKE, TRAINING TO DO THIS, AND TWO, I WANTED TO TEACH SCIENCE AND I CAN'T BECAUSE I'M CONSTANTLY BEING FORCED TO TEACH MATH, READIN AND WRITING. SO I HAD TO KIND OF FIGURE OUT A WAY TO INFUSE THE SCIENCE, AND THAT'S WHAT IT LOOKS LIKE IN ELEMENTARY SCHOOL RIGHT NOW, TO BE HONEST WITH YOU. YOU HAVE SOME TEACHERS WHO ARE VERY COMFORTABLE WITH SHARING SCIENCE AND STEM ACTIVITIES WITH THEIR STUDENTS AND YOU HAVE SOME STUDENTS THAT ARE NOT, SO THEREFORE, THEY END UP TEACHING THEIR STUDENTS MATH, READING, WRITING. WHY? BECAUSE THEY'RE TEACHING TO A TEST. AND UNFORTUNATELY THAT'S WHAT IT LOOKS LIKE. AFTER THAT FIRST SIX MONTHS AT KENNILWORTH, I THEN MOVED ON TO LANGEDONE EDUCATION CAMPUS. THE FIRST YEARS, I WAS MIDDLE SCHOOL SCIENCE TEACHER SO I SERVED KIDS 6 THROUGH 8 GRADE ALL AT THE SAME TIME. FIFTH GRADE SCIENCE IS DIFFERENT FROM SEVENTH GRADE SCIENCE IS DIFFERENT FROM EIGHTH GRADE SCIENCE, SO A LOT OF TIMES -- I'M AN ADVOCATE FOR TEACHERS BECAUSE I FEEL LIKE WE PUT A LOT ON THEM, AND THEY DON'T GET THE CHANCE TO REALLY CULTIVATE THEIR CRAFT, SO IT WOULD HAVE BEEN EASIER IF I HAD ONLY FOCUSED ON SIXTH GRADE RATHER THAN FOCUSED ON SIXTH, SEVENTH AND EIGHTH ALL AT THE SAME TIME. BUT IN HINDSIGHT, I MADE IT WORK. AFTER THAT, THIS PAST YEAR, I MOVED INTO MY DIFFERENT LEADERSHIP ROLE AT THE SCHOOL, AND THEN I WAS SERVICING ALL THE STUDENTS, KINDERGARTEN THROUGH EIGHTH GRADE, SO THAT KIND OF LOOKED LIKE THEM COMING TO SEE ME ONCE A WEEK FOR ABOUT 45 MINUTES, ALL THE KIDS, EXCEPT F MY SEVENTH GRADERS, AND I THOUGHT THIS WAS REALLY SPECIAL BECAUSE I GOT TO SEE THEM FOR AN HOUR EVERY DAY. AND THEIR CLASS LOOKS A LITTLE DIFFERENT. BECAUSE WE'RE A STEM SCHOOL, WE FOCUS A LOT ON PROJECT-BASED LEARNING, BUT THEY WEREN'T REALLY GETTING THAT THROUGH THEIR TEACHERS AND THE OTHER CORE SUBJECTS, THEY WERE MOSTLY GETTING IT FROM ME. AND I THINK IT WAS INTERESTING THAT I WAS ACTUALLY ABLE TO CREATE AN ENTIRELY NEW COURSE FOR THEM TO TAKE WHERE I WOULD TAKE THE STANDARDS OF MATH AND THE STANDARDS IN SCIENCE AND KIND OF MIX THEM TOGETHER AND CREATE SOME AWESOME PROJECTS WITH SOME THEME THAT THEY HAD NEVER EVEN REALLY, YOU KNOW, THOUGHT ABOUT BEFORE. SO FOR EXAMPLE, OUR FIRST PROJECT, AND THIS IS A TEST RUN FOR ME TOO, SO OF COURSE I WAS TESTING IT OUT. THE FIRST PROJECT WE DID ON MONOPOLY. THE GAME MONOPOLY. WHO KNEW THEY DIDN'T EVEN KNOW HOW TO PLAY MONOPOLY, SOMETHING WE YOU A GREW UP DOING. I MADE THEM TRACK THEIR MONEY, I MADE THEM SEE WHERE THE GAINS WERE, WHERE THE LOSSES WERE, WHAT WAS THE GOOD STRATEGY ABOUT DOING THIS. THEN WE TOOK IT EVEN FURTHER AND THEN WE HAD TO DEVELOP -- STEM SCHOOL, RIGHT, SO I PUT SCIENCE IN EVERYTHING, I PUT TECHNOLOGY IN EVERYTHING, I PUT ENGINEERING IN EVERYTHING AND MATH IN EVERYTHING. SO TRACKING THEIR MONEY WAS THE MATH PART. HAVING TO DEAL WITH THE FIGURES AND THE NUMBERS. SO THAT GOT THEM -- THEIR FEET WET IN IT. FROM THE ENGINEERING PART, WE FOCUSED ON THE GAME BOARD AND THE FACT THAT BOARDWALK, OF COURSE, IS THERE, BOARDWALK NEEDS ROLLER COASTERS SOMETIMES, SO WE MADE ROLLER COASTERS. THAT TOOK US INTO SCIENCE AND IT TOOK US INTO ENGINEERING AS WELL, BECAUSE YOU'D BE SURPRISED HOW MANY KIDS WOULD REALLY CRY TEARS BECAUSE THEY CAN'T FIGURE OUT AN ENGINEERING PROJECT, SO THAT WAS INTERESTING FOR ME TO SEESM THE TECHNOLOG TECHNOLOGY PART, WE TEACH OUR KIDS HOW TO DO POWERPOINTS, HOW TO GO ONLINE AND RESEARCH TO DELIVER A GOOD PRESENTATION. WHO KNEW THEY HAD DIFFICULTIES DOING THAT. HERE WE ARE, WE THINK THIS SHOULD BE SOMETHING THAT'S EASY, FOR US, AT LEAST, BUT FOR THEM, I REALLY HAD TO TEACH THEM HOW TO GO AND FIND SOMETHING THAT'S CREDIBLE AND HOW TO MAKE A SLIDE MOVE ON ITS OWN, HOW TO PUT AN ANIMATION IN FOR SOMETHING, THAT YOU DON'T WANT THE SLIDE TO LOOK LIKE A RAINBOW. SO, YOU KNOW, THOSE KIND OF THINGS WERE INTERESTING AS WELL. THE SCIENCE PART, OF COURSE, CAME EASY, BECAUSE I WAS TRAINED IN SCIENCE, SO THROUGHOUT THE SCHOOL YEAR, NOT ONLY DID WE DO MONOPOLY PROJECT, WE STUDIED DISEASES, A MYRIAD OF THINGS. I CAN GO INTO DEPTH AND THANK YOU LATER, IF YOU'D LIKE. I THINK IT'S IMPORTANT TO INTRODUCE OUR KIDS TO THINGS THAT ARE REAL, TO THINGS THAT THEY CAN ACTUALLY FEEL. ONE OF THE THINGS THAT I DID WHEN I FIRST STARTED AT LANGEDON WAS I WROTE A GRANT SO MY KIDS COULD HAVE GOGGLES AND LAB COATS AND JUST TO FEEL LIKE A SCIENTIST. PAUSE THEY'VE NEVEBECAUSE THEY'VE NEVER DO NE THAT BEFORE. THEY ARE KIND OF PLAYING DRESSUP AND EVEN THOUGH WE'RE GOING THROUGH OUR LESSON, WE MIGHT NOT HAVE EVEN DONE A LAB EXPERIMENT THAT DAY, BUT THE FACT THEY HAD A LAB COAT ON AND GOGGLES, YOU COULD HAVE HEARD A PIN DROP IN MY ROOM. THEY WERE SO FOCUSED AND SO THAT REALLY INSPIRED ME, LIKE WHO KNEW THAT -- MAYBE IT'S SOMETHING AS SIMPLE AS JUST SHOWING THEM WHAT THIS IS LIKE, YOU KNOW. EXPOSURE, I'M REALLY BIG ON EXPOSURE. I LIKE TO TAKE OUR KIDS PLACES. WE'VE BEEN TO THE WHITE HOUSE, WE'VE SEEN ASTRONAUTS, WE GO TO THE RIVER TO LOOK AT MICROORGANISMS AND MACRO ORGANISMS. A LOT OF TIMES, WE WOULD DO SO MUCH MORE IF IT WASN'T FOR FUNDING, IF IT WASN'T FOR THE ABILITY TO GET THERE, YOU KNOW, WE ASKED OUR PARENTS A LOT TO HELP US WITH BUSES AND THINGS LIKE THAT. MY SCHOOL SPECIFICALLY SITS A MILE AWAY FROM THE NEAREST METRO STATION, SO SOMETIMES WE WALK THAT MILE, BUT AT THE END OF THE DAY, IT'S KIND OF ROUGH IF YOU DON'T HAVE THE SUPPORT BEHIND YOU TO DO THAT. SO ALTHOUGH THERE ARE SOME FIELD TRIPS THAT OFFER FREE BUSES, THERE ARE SOME THAT AREN'T. ONE THING THAT I DO FIND, THOUGH, IS A LOT OF NON-PROFIT ORGANIZATIONS LIKE TO CREATE FIELD TRIPS AND THINGS FOR STUDENTS TO DO, BUT THEY DON'T THINK ABOUT THEIR AUDIENCE. SO WE'VE BEEN PLACES WHERE IT'S SUPPOSED TO BE FOR THE KIDS BUT THE KIDS ARE BORED OUT OF THEIR MIND. AND SO ME AND ANOTHER TEACHER TRY TO KEEP THEM -- WAKE UP BECAUSE WE LOOK CRAZY RIGHT NOW, BUT AT THE END OF THE DAY, YOU REALLY DIDN'T THINK ABOUT YOUR AUDIENCE. SO I'D LOVE TO SEE THAT AS FAR AS RESOURCES, REALLY FOR CHILDREN AND FOR THE ENGAGEMENT LEVEL OF CHILDREN. ANOTHER THING THAT WE LIKE TO DO IS COMPETITION. I MYSELF AM EXTREMELY COMPETITIVE. WE WON THAT A COUPLE TIMES, WE GOT A PAT NER SHIP TO BUILD UNDER WATER REMOTELY OPERATED VEHICLES, SO WE WERE ABLE TO GO TO A POOL AND WATCH THEM COMPETE AGAINST ANOTHER SCHOOL. WE DO A LOT OF PARTNERSHIPS WITH A LOT OF DIFFERENT ORGANIZATIONS AROUND THE CITY BECAUSE WE HAVE THOSE RESOURCES HERE, SO THAT'S GREAT. BUT I THINK OUR KIDS ARE STILL LACKING IN SOME THINGS. I LIKE TO EXPOSE THEM TO DIFFERENT CAREERS BUT IT'S KIND OF HARD TO DO THAT SOMETIMES. THEY DON'T REALLY KNOW ABOUT THE DIFFERENT SCIENCES THAT ARE GOING ON IN THIS CAMPUS ALONE. THERE ARE SOME THINGS THAT THEY COULD BE EXPOSED TO. SO THAT'S SOMETHING ELSE TO THINK ABOUT. >> THANK YOU VERY MUCH. WE'RE GOING TO OPEN THE FLOOR UP. ONE THING IS CLEAR, WE'VE CHOSEN THREE PEOPLE WITH A GREAT PASSION, AND I WOULD SAY ALL THREE OF YOU BRING HOME THE POINT THAT THE FOUR WALS OF THE WALLS OF T HE CLASSROOM REALLY IMPEDE THE REAL EXPOSURE AND THE EXCITEMENT OF SCIENCE. I'D LIKE FOR YOU TO COMMENT ON WHETHER THERE IS RESISTANCE NOW DAYS TO GOING OUTSIDE OF THAT CLASSROOM BY THE ADMINISTRATIVE STAFF IN TERMS OF RESPONSIBILITIES AND AUTHORITIES, ET CETERA. DO YOU FIND THAT? >> DEFINITELY. ONE OF THE MAIN ISSUES IS TRANSPORTATION, SO I CAN'T REALLY TAKE ANY FIELD TRIPS DURING SCHOOL. SO I CREATE ADD WHOLE NON-PROFIT JUST SO THAT I COULD TAKE KIDS ON TRIPS, ON MY OWN TIME, AS AN ENTIRE SECOND JOB THAT I REALLY DIDN'T GET PAID FOR. TO DO THE JOB THAT I DO GET PAID FOR. IT WAS REALLY QUITE FRUSTRATING, ACTUALLY. AND SO LET'S SAY WE GET OUT IN EARLY JUNE, APRIL, FIRST OF APRIL IS THE LAST DAY FOR FIELD TRIPS. AND WE STILL HAVE SNOW ON THE GROUND, FIRST DAY OF APRIL. BUT THAT IS TO PROTECT THE SOL TESTING WINDOW AND THE REVIEW SESSION IN THERE. THAT'S THE KIND OF RESISTANCE THAT I FACE. THEN JUST MONEY, BUT I CAN GET AROUND MONEY. REALLY, IT'S OPPORTUNITY THAT'S TOUGHER. >> I JUST WANT TO GIVE OTHERS AN OPPORTUNITY TO ADDRESS THAT QUESTION OF RESISTANCE, IF YOU WISH TO. >> WE HAVE THE SAME STRUGGLES WITH FIELD TRIPS. MY SCHOOL IS A LITTLE BIT MORE OPEN, I THINK, THAN YOUR SCHOOL IS TO HAVING STUDENTS GO ON FIELD TRIPS CURRENTLY AT EASTERN, BUT ONE STRATEGY THAT I THINK IS VERY SUCCESSFUL AT THE HIGH SCHOOL LEVEL IS MOBILE LABS, AND WHERE RESEARCHERS AND GRADUATE STUDENTS CAN COME AND DELIVER LECTURES AND BRING THE EQUIPMENT AND REAGENTS AND EVERYTHING THAT YOU MIGHT NEED TO DO ADVANCED EXPERIMENTS WITHIN THE WALLS OF THE CLASSROOM BUT WITHIN A VERY ENGAGING WAY THAT ALLOWS THEM TO EXPERIENCE RESEARCH WITHOUT HAVING TO TRAWBL WITH 120 STUDENTS. >> SO I'VE SEEN DIFFERENT SCHOOL LEADERS FEEL DIFFERENTLY ABOUT FIELD TRIPS. I'VE BEEN UNDER SOME ADMINISTRATIONS WHERE, SURE, GO, BYE. THEN I'VE BEEN UNDER SOME WHERE LIKE, NO, YOU CAN'T GO EVER. SO I THINK IT AGAINST ON THE LEADERSHIP -- THEN THERE ARE -- AS FAR AS THE TESTING THING, DC IS ONE OF THOSE DISTRICTS THAT DEFINITELY TESTS OUR KIDS A LOT, SO AT LEAST ONCE A MONTH THERE'S SOMETHING THAT THEY HAVE TO DO, SO YOU CAN'T GOING DURING THAT TIME, YOU CAN'T GO FOR THAT ENTIRE MONTH, THEN AT THE END OF THE DAY, AT THE END OF THE SCHOOL YEAR IN MAY, THEY WANT TO SHOVE EVERYTHING BETWEEN MAY AND JUNE BECAUSE EITHER IT'S THE LAST SIX WEEKS OF SCHOOL OR -- BECAUSE WE HAVE TO FINISH OUT THE YEAR, THE TEST IS OVER, THE KIDS KNOW THE TEST IS OVER. SO I THINK IT'S A DOUBLE EDGED SWORD, YOU WIN SOME, YOU LOSE SOME ON THE FIELD TRIPS. >> THANK YOU. >> FIRST OF ALL CONGRATULATIONS TO THE THREE OF YOU, DOING A PHENOMENAL JOB, REALLY BEING CREATIVE. THEY'RE VERY LUCKY TO HAVE YOU. I GUESS I SEE HOW IT GOES DOWN FOR YOU AS STUDENTS, HOW SUCCESSFUL HAVE YOU BEEN GOING UP? WHAT I MEAN UP IS TO YOUR FELLOW TEACHERS AND ALSO THE PRINCIPALS YOU HAVE TO DEAL WITH ON A DAY-TO-DAY BASIS. SITTING AROUND HERE TO SEE THE VALUE OF WHAT YOU'VE DONE AND THE CREATIVITY, WHY ISN'T THAT CONTAGIOUS? WHY AREN'T THE OTHER TEACHERS IN THE SCHOOL FOLLOWING YOU, WHY IS T THE ONLY IN THEIR SCHOOLS BUT BETWEEN SCHOOLS? >> I THINK IT'S A CONVERSATION ABOUT BRY ORTS, SO FOR A LOT OF TIMES, THAT'S THE REALITY. SCIENCE IS TESTED BUT IT DOESN'T COUNT FOR THE OVERALL SCHOOL'S, I GUESS, THE GRADE THEY GET AT THE END OF THE SCHOOL YEAR. SO RIGHT NOW THE PRIORITY IS MATH AND READING EXRE COMPREHENSION. >> THE WAY YOU'RE TEACHING IT ACTUALLY CAPTURES THAT, SO THAT'S THE BEAUTY OF WHAT YOU'RE DOING. >> IN EVERYTHING WE DO, I KNOW MEGAN FOR SURE CAN SPEAK TO THIS, I'M NOT SURE WHAT THEY DO IN YOUR SCHOOL DISTRICT, BUT WE HAVE TO INCORPORATE MATH AND READING AND THAT CAN SOMETIMES PUT A SCIENCE TEACHER IN A BOX, BECAUSE IF YOU CAN'T SHOW HOW YOU'RE TEACHING YOUR KIDS HOW TO READ OR TEACHING YOUR KIDS HOW TO DO MATH, THEN IT'S NOT VALUABLE TO ANYONE IN THAT BUILDING SOMETIMES. I THINK IT'S BENEFICIAL FOR ME BECAUSE I'M IN A STEM SCHOOL, SO THEY UNDERSTAND WHERE THAT COMES FROM. BUT THERE'S ONLY ABOUT 10 IN THE DISTRICT. >> LINDA. >>> STEVE, MAYBE SOME OF THE OTHER OF YOU, CAN YOU TALK A LITTLE MORE ABOUT EXPERIENTIAL LEARNING? MY UNDERSTANDING IS THIS IS A WHOLE MOVEMENT WHICH APPEARS TO IN SOME WAYS BE SUCCESSFUL AT TARGETING STUDENTS WHO MIGHT OTHERWISE DISAPPEAR? >> SURE, HI A CONVERSATION WITH I HAD A SU PERINTENDENT WITH MY LAST SUPERINTENDENT, WE HAD READ THE SAME BOOK, HE TOLD ME HE THOUGHT THE STANDARDIZED TESTING WAS KILLING EDUCATION. I SAID I DO THINK THIS, WHY AREN'T WE DOING SOMETHING? HE SAID OUR HANDS ARE TIED BY POLITICIANS, OUR HANDS ARE TIED BY THE MONEY, OUR HANDS ARE TIED BY FUNDING. HE SAID IF YOU EVER NEED A QUOTE FROM A SUPERINTENDENT, YOU LET ME KNOW. I'LL THROW IT IN THERE. BUT IN TERMS OF EXPERIENTIAL, IT TOOK ME A LONG TIME TO FIGURE THIS OUT. I TOOK A BIOLOGY COURSE WHEN I WAS IN NINTH GRADE, AND I VOWED I WOULD NEVER TAKE ANOTHER BIOLOGY COURSE AGAIN. IT WAS ALL OSMOSIS AND STUFF I ACTUALLY LIKE NOW, BUT I WAS BORED OUT OF MY BRAIN AND IT WASN'T UNTIL LATER IN COLLEGE THAT I FINALLY TOOK ANOTHER ONE AFTER SWITCHING MAJORS A BUNCH AND I KEEP THIS PICTURE ON MY DESK WHERE WE GOT BONUS POINTS FOR CATCHING THE FIRST SNAKE AND THE FIRST POISONOUS SNAKE ON A FIELD TRIP. WHICH I TOTALLY GOT BOTH OF. [LAUGHTER] >> IT BLEW MY MIND THAT THAT WAS BIOLOGY. I HAD NO IDEA. SO IN TERMS OF EXPERINETIAL, IT'S KIND OF -- IT'S REALLY THE OLD BAIT AND SWITCH, YOU TAKE THEM INTO A CAVE, THEY'RE ALL IMPRESSED, THEN YOU TALK ABOUT GEOGRAPHY A LITTLE BIT AND THEN IT STICKS. OR WHATEVER YOU GET THEM SCARED, FEAR IS A GREAT THING TO ENFORCE CONCEPTS. ACTUAL FEAR, NOT LIKE FEAR OF GETTING IN TROUBLE. BUT THAT'S REALLY THE HEART OF IT. >> NONE OF YOU MENTIONED HUMAN BIOLOGY VERY MUCH. IS THAT SOMETHING THAT YOU HAVE OPPORTUNITIES TO EXPLORE OBVIOUSLY WITHIN LIMITS OF THE CURRICULUM EXPLORE ALSO AND HOW DO YOU GET KIDS EXCITED ABOUT MEDICAL PROBLEMS AND HUMAN BIOLOGY PROBLEMS? >> SO WE DEFINITELY STUDY HUMANNOLOGY WHERE IT FALLS IN THE GRAY LEVEL BAND, SO FOR EXAMPLE IN MIDDLE SCHOOL IT'S IN SEVENTH GRADE, IN THE FORMER DC STATE STANDARDS, WE JUST GOT THE NEW ONES, BUT IT'S IS THE QUESTION HOW WE ADDRESS IT OR DO WE? >> IT SEEMS LIKE KIDS WOULD HAVE A NATURAL INTEREST IN -- AN OPPORTUNITY TO ENGAGE THEM. >> WHEN I TAUGHT SEVENTH GRADE, WE NORMALLY START THE YEAR WITH THAT BECAUSE IT'S EASY TO START WITH THE WHOLE BODY AND THEN LEARN ABOUT THEMSELVES THEN SCAFFOLD DOWN INTO THE CELL AND THEN THE INNER WORKINGS OF THE CELL. THIS PAST YEAR, I DID IT A LITTLE DIFFERENTLY BECAUSE WE ALSO HAD A MIDDLE SCHOOL SCIENCE TEACHER SO I DIDN'T HAVE TO WORRY ABOUT SPECIFICALLY THE CONTENT, BUT WITH THE PROJECT, WE WERE ABLE TO DIVE INTO DIFFERENT GENETIC DISEASES AND GENETIC DISORDERS AND THEN LOOK AT HOW THAT IS RELATED TO WHAT YOUR BODY DOES AND DNA AND ALL THAT KIND OF STUFF, SO I THINK THEY GRAPHICALLY MADE VIDEOS ABOUT IT, THEY HAVE TO DO PUBLIC SERVIC ANNOUNCEMENTS, THEY ACTUALLY HAVE TO INTERVIEW A DOCTOR, CONTACT THEM. MOST OF THEM WENT THROUGH SOME TYPE OF EITHER EMAIL OR A PHONE OR SOMETH LIKE THAT SO I THINK THAT MADE IT MORE REAL. >> IF I COULD SAY SOMETHING, I KNOW IN BIOLOGY IN THE VIRGINIA STANDARDS, THEY'RE JUST SO BROAD, THERE'S JUST SO MUCH MATERIAL THAT THE SHORT ANSWER IS THERE'S VERY LITTLE TIME. THEY'RE IN THERE, BUT IT REALLY IS KIND OF LIKE WELL, IT'S GOING ON MAY, LET'S TRY TO HIT SOME OF THE HUMAN BODY BEFORE THE TEST. IT'S TERRIBLE. >> NOW LET'S HEAR FROM THE CHILD OHEADOF OUR CHILD HEALTH INSTITUTE. >> I'M ACTUALLY SPEAKING AS AN EX-MIDDLE SCHOOL TEACHER SO A LOT OF RESPECT FOR LOLA PARTICULARLY. FROM WORKING UPWARD BOUND PROGRAMS MANY YEARS AGO, WE DID OCCASIONALLY TAKE KIDS ON FIELD TRIPS. ONE COULD SEE A LIGHT BULB KIND OF GO ON OCCASIONALLY. HOWEVER, LOOKING AT IT FROM AN NIH POINT OF VIEW, WE HAVE RELATIONSHIPS WITH LOTS OF HOSPITALS, RESEARCH INSTITUTIONS, ET CETERA, WE HAVE SOME MONEY. SO WE COULD DO THINGS TO ENCOURAGE FIELD TRIP KIND OF THINGS, BUT MY IMPRESSION WAS THAT THE LIGHT BULB WOULD GO ON UNLESS THERE WAS SOME SORT OF LONGITUDINAL FOLLOW-UP TO THAT, YOU JUST HAD A LIGHT BULB MOMENT AND DIDN'T REALLY HELP KIDS CHANGE THEIR LIVES. SO WHAT WOULD YOUR ADVICE BE TO US IF WE HAD A BIMOBILE SORT OF CHOICE OF EITHER SPONSORING FIELD TRIPS SOMEHOW OR MANY FEWER -- THE CHOICE MIGHT BE DIFFERENT DEPENDING UPON AGE GROUP, BUT WHAT WOULD YOU ADVISE US IF WE HAD THAT KIND OF SORT OF DICHOTOMOUS DECISION? >> I WOULD SAY SPEND YOUR MONEY ON ENTIRE CULTURE CHANGE UNITED STATES PUBLIC EDUCATION SYSTEM. [LAUGHTER] >> IT'S VERY HARD. YOU'RE EXACTLY RIGHT. I TAKE PLENTY OF KIDS OUT AND THE LIGHT BULB GOES ON, YOU JUST -- THEY HAD THAT GOOD EXPERIENCE AND I NEVER SAW IT BLOSSOM. SO THAT IS A MAJOR PROBLEM. I DON'T HAVE A GOOD ANSWER FOR THAT. I PERSONALLY LIKE TO HIT MORE STUDENTS BUT THEN IF YOU HIT MORE STUDENTS, YOU HIT THEM MORE SHALLOWLY, AND IT IS, MIGHT GO BACK AND FORTH. >> LIKE I SAID BEFORE, THE MOBILE LAB IS A VERY EFFICIENT WAY TO ACCESS A LOT OF STUDENTS AND HELP WITH THE FUNDING ISSUE. IF REAGENTS AND SUPPLIES -- THEN WE DON'T HAVE TO SPEND OUR MONEY ON EQUIPMENT THAT WE MIGHT USE FOR ONLY ONE LAB OR IS ONLY USEFUL IN ONE COURSE WHEN WE HAVE MAYBE 10 COURSES OFFERED IN THE HIGH SCHOOL SCIENCE PROGRAM. IN ADDITION, PROGRAMS LIKE DR. ANDERSON MENTIONED WITH SUMMER INSTITUTES WHERE STUDENTS AND TEACHERS CAN GO, I GOT TO PARTICIPATE IN A PROGRAM AT HOWARD UNIVERSITY A FEW YEARS AGO ACTUALLY, WHERE I WAS ABLE TO WORK WITH 15 STUDENTS FROM DIVERSE BACKGROUNDS IN THEIR 40-YEAR -- IT WAS THEIR UNDERGRAD AND THEN MD PROGRAM, I THINK, SORT OF CONDENSED PROGRAM THAT THEY OR OFFER. BUT WORKING ALONGSIDE THOSE STUDENTS ALLOWED ME TO REALLY UNDERSTAND THE LEVEL THAT I NEEDED TO HELP GET MY STUDENTS UP TO, AND ALSO HELPS ME RELEARN AND RE-USE ALL THE TECHNIQUES THAT I HAD USED IN MY PREVIOUS EXPERIENCE AND RESEARCH. I THINK PROGRAMS LIKE THAT WOULD BE VERY USEFUL ALSO FOR GETTING TEACHERS WHO DON'T NECESSARILY HAVE A RESEARCH BACKGROUND MORE EXPERIENCE IN LAB TECHNIQUES SO THAT THEN THEY'RE MORE ABLE TO REALLY ANSWER AND DEVELOP THOSE PROGRAMS FOR THEIR STUDENTS. I THINK THAT ALSO GOES TO THE QUESTION THAT YOU WERE SAYING HOW DO WE GET ALL OF OUR TEACHERS TO REALLY PARTICIPATE AND MAYBE DO SOME OF THE THINGS THAT WE'RE TRYING TO DO WITH BRINGING REAL LAB EXPERIENCES TO OUR KIDS. WHAT I'VE SEEN IN MY EXPERIENCE IS THE TEACHERS THAT HAVE LESS OR FEWER LAB EXPERIENCES BRING FEWER LAB EXPERIENCES TO THEIR STUDENTS. AND REALLY FOCUSING ON GETTING TEACHERS THE ABILITY TO DO INDEPENDENT RESEARCH IN SOME OF FORM OR ANOTHER WILL HELP BRING THOSE EXPERIENCES TO THEIR STUDENTS. >> THANK YOU. SCOTT? >> PICK UP ON COMMENTS MADE ABOUT THE MOBILE LAB AND THE IDE OF SUPPORTING THESE FIELD TRIPS. I WAS STRUCK BY THE IMPACTFULNESS OF THE COMMENT BY MR. AHN ABOUT THE HARVARD PEDIATRICIAN WHO CAME AND REALLY CHANGED THE PROJECTION TREE OF THE PARTICULAR STUDENT, AND THAT COMMENT MADE AFTER DR. ANDERSON WAS DESCRIBING WHAT THE NIH PROGRAMS WERE, WHICH IS VERY IMPORTANT PROGRAMS BRINGING TEACHERS AND STUDENTS FROM THE COMMUNITY INTO OUR NATIONAL LABS AND UNIVERSITY LABS. I'M JUST WONDERING WHETHER MAYBE ONE OF THE OPPORTUNITIES HERE IS FOR THE NIH TO GO THE OTHER WAY, WHICH IS ENCOURAGING THE RESEARCH COMMUNITY AND LEADER TO ACTUALLY GO INTO THE HIGH SCHOOL AND TO THE MIDDLE SCHOOL. I'M JUST WONDERING WHAT THE TEACHERS -- HOW THE TEACHERS WOULD FEEL IF THAT IN A SUPPORTED INITIATIVE. >> I WOULD LOVE THAT. >> DOES IT UNDERMINE YOUR JOB OR DO YOU SEE IT AS A SUPPLEMENT OF YOU JOB OR HOW DO YOU SEE THAT BEING IMPACTFUL? >> I THINK TOTAL ENHANCEMENT, IN MY OPINION. BECAUSE I THINK THAT'S ONE OF THE BIG ISSUES. YOU KNOW, YOU HAVE SOME PEOPLE WHO ARE REALLY GOOD -- REALLY GREAT SCIENTISTS. EVEN PEOPLE THAT CAME FROM INDUSTRY TO BE TEACHERS. BUT OTHERS, FOR THE MOST PART, AT LEAST IN MY HEAR HEAR IN FAR SOUTHWEST VIRGINIA, WHEN YOU LOOK AT SIG SCIENCE TEACHERS, A LOT OF THEM ARE NOT ENAMORED WITH SCIENCE. SO IT'S KIND OF -- WHEN I WAS YOUNGER, WHEN I HAD A SOCCER COACH THAT DIDN'T PLAY SOCCER. YOU KNOW, THAT WAS REALLY DIFFICULT. I THINK IT WOULD BE A GREAT THING TO BRING EXPERTS. >> OTHER QUESTIONS? NANCY AND THEN MARTHA. >> ONE OF THE THINGS I'VE HEARD INVOLVED WITH AN ORGANIZATION THAT PROVIDES FUNDING TO SCHOOLS IN NORTH CAROLINA IS THAT IT'S DIFFICULT TO GET TEACHERS TO APPLY FOR GRANTS, THAT THEY'RE SHY ABOUT IT OR SOMETHING. SOME OF YOU MENTIONED APPLYING FOR GRANTS, BUT WHAT COULD WE DO TO CHANGE THAT, IF THERE WERE MECHANISMS FOR PROVIDING ADDITIONAL ENRICHMENT OR EDUCATION EXPERIENCES FOR TEACHERS THAT THEY NEEDED TO APPLY FOR. FOR? >> I HAVE APPLIED FOR AND RECEIVED QUITE A FEW GRANTS, ABOUT $30,000 WORTH OF GRANTS THROUGHOUT MY CAREER. IT'S JUST INCREDIBLY TIME-CONSUMING. AND THEN AFTER ALL OF THAT WORK, YOU DON'T KNOW IF YOU'RE GOING TO GET IT IF YOU'VE MET WHAT THE ORGANIZATION WANTED TO DO. SO AT THIS POINT, I DON'T KNOW IF -- I THINK WORKING ON THINGS AND DEVELOPING PROGRAMS THAT ALLOW TEACHERS TO JUST GET THE BENEFITS THAT THEY CAN USE IN THEIR CLASSROOM WITHOUT HUGE RIGOROUS PROCESS IS MORE EFFECTIVE AND YOU'LL HAVE MORE TEACHERS PARTICIPATING. >> MOST PEOPLE NOT -- I DO BUT IT'S A NIGHTMARE. THEY'RE JUST SO LONG. I MEAN, I DIDN'T LIKE WRITING 12-PAGE PAPERS WHEN I WAS IN HIGH SCHOOL AND COLLEGE. I STILL DON'T LIKE IT. BUT YEAH -- [INAUDIBLE] >> JUST A COMMENT RELATED TO THAT, THEN A FOLLOW-UP QUESTION. BUT IN TERMS OF NIH FACULTY FROM HERE GOING OUT, WE HAVE PROGRAMS LIKE THAT AND WE ACTUALLY HAVE SOMETHING WITH OUR FELLOWS AND POSTDOCS, BUT I'M JUST WONDERING IF IT'S NOT WELL ADVERTISED OR STRUCTURED, AND PERHAPS THAT'S SOMETHING WE NEED TO DO A BETTER JOB. >> I DO WANT TO COMMENT ON THAT. WE HAVE THE SAME KIND OF THING. WE'RE IN NORTH CAROLINA AS OPPOSED TO HERE, BUT YOU'RE TALKING ABOUT M.D. MARYLAND, VIRGINIA, NORTH CAROLINA, THERE'S A WHOLE COUNTRY OUT THERE. >> THE POINT I THINK MARTHA MIGHT BE MAKING IS WE DO SUPPORT 300,000 SCIENTISTS AROUND THE COUNTRY. MAKE THAT AN INITIATIVE AND A PRIORITY FOR US. SOME PEOPLE REALLY LIKE DOING THAT, AND THAT LIKING REALLY BECOMES MORE INFECTIOUS, -- >> WE ACTUALLY DO THIS BECAUSE YOU CAN'T REALLY DO ENVIRONMENTAL HEALTH RESEARCH WITHOUT GETTING OUT INTO THE COMMUNITY, SO IN THE COMMUNITY ENGAGEMENT CORE THAT ARE PART OF ALL OF OUR DIFFERENT KINDS OF CENTERS PROGRAM, MOST OF THEM DO HAVE PROGRAMS THAT INVOLVE TEACHERS, INVOLVE STUDENTS, ACTUALLY GET THEM -- >> I HAD ONE FOLLOW-UP RELATED. SO MAYBE I'LL MOVE FROM THAT BECAUSE I HAVE ANOTHER COMMENT IN TERMS OF GRANTS AND MENTORSHIP AND MAYBE PEOPLE HERE AT NIH CAN HELP YOU WITH THAT. THE QUESTION I HAD, NO ONE IS RIGHT NOW -- I THANK YOU FOR ALL YOU'RE DOING, BUT I THINK ABOUT THE STUDENTS AND I'M WONDERING IF WE HAD A COMPETITIVE GRANT WHERE THE STUDENTS HAD TO WRITE A PROPOSAL ON WHAT THEY WOULD WANT IN THEIR PROGRAMS IF THAT WOULD BE SOMETHING OF VALUE AND IF YOU THOUGHT ABOUT THAT. >> WHEN YOU HAVE COMPETITIONS AND THINGS OF THAT NATURE WHERE YOU'RE ASKING THE STUDENTS TO WRITE IT, NINE TIMES OUT OF 10, IT'S THE TEACHER THAT'S GOING TO WRITE IT. AT LEAST THAT'S IN MY EXPERIENCE, SO YOU'RE STILL LOOKING AT THE FACT THAT IT'S REALLY TIME-CONSUMING ON MY PART AS OPPOSED TO TIME-CONSUMING ON THEIR PART. NOT TO DISCOURAGE IT, BUT I ALSO THINK THAT YOU HAVE TO THINK ABOUT, SO THE RANGE OF STUDENTS AND RESOURCES THAT ARE AVAILABLE TO SOME STUDENTS THAT ARE NOT AVAILABLE TO OTHER STUDENTS. SO FOR EXAMPLE, IN THE DISTRICT, WE HAVE WARS, OF COURSE, AND IF THIS GRANT-WRITING WENT OUT TO THE HIGH SCHOOLERS IN WARDS 1 AND 2 AND IN WARDS 7 AND 8, CLEARLY THE HIGH SCHOOLERS IN WARDS 1 AND 2 ARE GOING TO HAVE THE GREATER ADVANTAGE AS TO WINNING THE COMPETITION. YOU FOE WHAT KNOW WHAT I MEAN? SO THINK ABOUT THE FACT THAT WE MIGHT NEED TO SUPPORT THESE KIDS A LITTLE BIT MORE THAN THESE KIDS. I KNOW THAT'S A TOUCHY SUBJECT BUT -- >> NOT TOUCHY AT ALL HERE. ROD? >> I NEED SOMEBODY TO TURN -- THERE WE GO. SO MY QUESTION WAS ACTUALLY STIMULATED BY A COMMENT THAT STEVE MADE SUGGESTING A CULTURE CHANGE. THE QUESTION PERTAINS TO EFFECTIVE APPROACHES TO TEACHING PARTICULARLY STEM SUBJECTS. THE EXPERIENCES AT THE UNDERGRADUATE LEVEL FROM A NUMBER OF INSTITUTIONS NOW INDICATE THAT GROUP LEARNING IS PARTICULARLY EFFECTIVE I WOULD STAY EDUCATION IN GENERAL. I WAS STRUCK BY AN ARTICLE IN "THE WASHINGTON POST" JUST A FEW DAYS AGO WHERE THERE WAS A STUDENT WHO HAD JUST GRADUATED FROM THE UNIVERSITY OF M.D., IT WAS FROM A HIGH SCHOOL IN PRINCE GEORGE'S COUNTY, AND HE GRADUATED AS THE PRESIDENT OF TE MATHEMATICS CLUB AT M.D. AND HE TALKED ABOUT WHAT WAS REALLY SUCCESSFUL -- WHAT REALLY MADE HIM SUCCESSFUL AS A STUDENT THAT WILL COME FROM A BACKGROUND THAT ONE WOULD NOT TYPICALLY BE A BACKGROUND THAT WILL YIELD THIS TYPE OF SUCCESS, WAS THE USE OF GROUP LEARNING AND TEACH APPROACHES TO LEARNING AT THE UNDERGRADUATE LEVEL, AND PARTICULARLY, THIS APPROACH WHERE HIS CLASSMATES WERE RESOURCES AND NOT COMPETITORS SO THIS RESOURCE OF COOPERATIVE LEARNING VERSUS COMPETITION. AT THE HIGH SCHOOL LEVEL IS THE QUESTION THAT I'M RAISING, AND HE DREW A CONTRAST BETWEEN THE TWO SETTINGS THAT IN HIGH SCHOOL, HIS COLLEAGUES AND IN COLLEGE, HIS COLLEAGUES BECAME LEARNING RESOURCES. >> I GUESS THERE'S -- TO ANSWER THAT QUESTION IN A LOT OF WAYS, A FEW MONTHS AGO, I WENT TO FINLAND TO TOUR SCHOOLS, AND I DON'T KNOW IF YOU READ ANYTHING ON FINLAND, BUT YOU KNOW, THEY DO REALLY WELL IN THE WORLD. THE UNITED STATES IS LOWER, MIDDLE OF THE PACK, FINLAND IS WAY ON TOP. I WANTED TO GO THERE, I'VE READ ALL THE ARTICLES BUT I WANTED TO GO THERE TO SEE, WAS IT BECAUSE THEY'RE JUST BETTER, YOU KNOW, THEIR WHOLE SYSTEM IS JUST BETTER. ARE THEIR TEACHERS BETTER, EVERYTHING. OR IS THERE SOMETHING WE COULD BRING BACK. AND IT TURNS OUT THE TEACHERS WERE NO DIFFERENT. THE STUDENTS WERE NO DIFFERENT. WHEN I ASKED EACH TEACHER THERE, WHY IS IT SO GREAT? EVERY ONE OF THEM WITHOUT QUESTION SAID FREEDOM, AND IT WASN'T REHEARSED. THEY'RE FREE TO DO AND TEACH THE WAY THEY KNOW. THEY AREN'T HINDERED BY THESE OUTSIDE ASSESSMENTS. NOT THAT I THINK ASSESSMENT IS BAD. I THINK ASSESSMENT IS FANTASTIC. I JUST THINK WHEN IT'S WEIGHTED, YOU KNOW, WHEN IT'S SO HIGH PRESSURE, THEN YOU'RE JUST GOING TO GET, YOU KNOW, DATA THAT'S MAYBE NOT SO GREAT, OR THERE'S GOING TO BE SOME FLAWS OR SOME DAMAGING THINGS. IN TERMS OF CULTURE CHANGE, NO ONE WILL CHANGE CULTURE WHILE THEY'RE SCARED. THEY KNOW THEY HAVE TO PERFORM WELL ON THIS TEST, THEY'RE GOING TO DO AND D GO AND DO THE SAME THING THEY'VE BEEN DOING. A LOT OF THE THINGS THAT REALLY DO WORK EDUCATIONALLY ARE VERY HARD TO ASSESS. SO ONCE YOU HAVE GROUP WORK, HOW DO YOU EVEN ASSESS THAT? HOW DO YOU GIVE A GRADE TO THAT? YOU CAN DO IT, BUT IT'S NOT -- IT DOESN'T FALL INTO OUR OLD WAY OF DOING THINGS. AND SO I THINK IN TERMS OF CULTURE CHANGE, THAT IS THAT KIND OF STUFF THAT HAS TO CHANGE, BUT IT'S -- YOU'RE TALKING ABOUT TURNING A REALLY, REALLY LARGE SHIP. >> LET'S CLOSE THIS SESSION, WITH GREAT APPRECIATION FROM THE SMRB TO ALL OF YOU, A LITTLE REMORSE THAT I DIDN'T HAVE ONE OF YOU AS MY TEACHER, BECAUSE YOUR PASSION IS JUST -- SHOWS VERY CLEARLY. AND MOVE ON TO THE NEXT SESSION. THANK YOU VERY MUCH. [APPLAUSE] >> THANKS AND CONGRATULATIONS AS WELL BECAUSE YOUR CONTRIBUTIONS WILL HELP US FORMULATE OUR REPORT, SO STEVEN, MEGAN AND LO LSLOLA, THANK YOU VERY MUCH. NEXT PANEL, GENDER AND RACIAL/ETHNIC DISPARITIES IN PRECOLLEGE ENGAGEMENT IN BIOMEDICAL SCIENCE. THE MODERATORS, NANCY ANDREWS AND GARY GI LON GIBBONS. >> WELCOME. >> SO IF I COULD INVITE THE NEXT THREE PANELISTS TO COME OVER HERE AND I GUESS NEED TO -- BUT IN THE INTEREST OF TIME, LET ME INTRODUCE THE FIRST. MATTHEW ANDERSON, PH.D., IS A POSTDOCTORAL RESEARCHER IN MOLECULAR MICROBIOLOGY AND IMMUNOLOGY AT BROWN UNIVERSITY, AND HIS BIOGRAPHY IS IN THE MATERIALS THAT YOU HAVE, I BELIEVE, IN SECTION 4. AND SLIDES ARE THERE, AND WE WILL LET HIM GET SET UP. >> HI, EVERYONE. I AM EASTERN CHEROKEE. I'M AT BROWN UNIVERSITY WHERE I'M A POST-DOCTORAL FELLOW. I FEEL WEIRD SITTING BUT I ALSO FEEL REALLY AWKWARD STANDING. MY VOICE DOESN'T CARRY PARTICULARLY WELL. SO I WAS ASKED TO SPEAK ABOUT THREE DIFFERENT TOPICS. MY PERSONAL EXPERIENCE, RECOMMENDATIONS THAT I WOULD ADD -- I'M GOING TO BE SPEAKING PRIMARILY -- THE NATIVE COMMUNITY, THAT'S WHY I EXPERIENCED. I THINK IT'S IMPORTANT TO REITERATE WHY THIS IDEA OF GENDER AND ETHNIC DIVERSITY IS IMPORTANT, BECAUSE IT HASN'T BEEN EXPLICITLY STATED YET. MY GRADUATE ADVISOR'S EXPLANATION PHRASED IT THIS WAY: HE SAID IF WE HAD 6-YEAR-OLD WHITE MEN SUCH AS -- HE WAS SPEAKING MYSELF DOING THIS WORK, WE'RE GOING TO BE WORKING ON PROBLEMS THAT 60-YEAR-OLD WHITE MEN CARE ABOUT. IF WE HAVE PEOPLE REPRESENTING THE POPULATION WE SERVE, WE'LL BE ACTUALLY ADDRESSING ISSUES FOR OUR POPULATION. SO THAT'S WHERE I'D LIKE TO START. NOW AS FAR AS PERSONAL BACKGROUND, I'VE ALWAYS HAD AN INTEREST IN THE NATURAL WORLD EVER SINCE I WAS A SMALL CHILD. MY DAD POINTED THIS OUT TO ME VERY CAREFULLY WHEN AT ONE POINT I SUGGESTED MOVING OUT OF BIOLOGY AND GOING INTO METAL MANUFACTURING AND FABRICATION. I SERVED AS A FIRST SHIFT FOREMAN WHILE IN COLLEGE. I THINK THIS IS AN IMPORTANT THING THAT WE'RE STRESSING, IS THAT GAINING AN INTEREST IN SCIENCE USUALLY IS NEVER AN ISSUE. THERE WAS A STUDY CAME OUT ABOUT A WEEK AND A HALF AGO, THERE'S EEK WL REPRESENTATION IN THE REPRESENTATION AMONG ELEMENTARY SCHOOL AGED CHILDREN OF BOTH SEXES, MALE AND FEMALE. THIS ISSUE U.S. MAINTAINING THAT INTEREST PAST ELEMENTARY EDUCATION. AND I THINK THAT THAT'S PART OF WHAT THIS IS TRYING TO DO. SO YOU BOUNCE AROUND DIFFERENT ASPECTS AND THOSE ARE BASED IN LARGE PART OF WHAT I WAS EXPERIENCING AS A CHILD. I GROUP UP IN THE INNER CITY ON THE NORS EAST SIDE, WE MOVED ACROSS FROM THE AIRPORT, ACROSS THE RIVER, WE HAD A DOG. WE BRED DOGS. SO I WAS VERY INTERESTED IN VETERINARY SCIENCE. THEN AS I STARTED GETTING A LITTLE OLDER AND STARTING TO EXPERIENCE MORE OF THE WORLD AROUND ME, AIDS BECAME A VERY BIG PROBLEM, AT LEAST IN OUR PART OF TOWN, AND SO I BECAME VERY INTERESTED IN KIND OF THE MEDICAL SCIENCES. AND THAT ACTUALLY IS -- GOT ME TO THE POINT WHERE I AM NOW. SO THAT BEING SAID, WHEN I WAS GROWING UP, WHEN I WAS IN SCHOOL, YOUNG, THERE WERE VERY LITTLE RESOURCES, THERE WAS A SINGLE SCIENCE FAIR THAT I EVER COMPETED IN. I ACTUALLY COMPETED IN THE CITYWIDE -- COMPETITION MORE THAN ANY SCIENCE FAIR. WHY? BECAUSE I KNEW HOW TO GET THROUGH THE CITYWIDE FREE THROW COMPETITION BUT I DID NOT KNOW HOW TO GO TO THE SCIENCE FAIR. IF THEY EXISTED, WE WEREN'T TOLD ABOUT THEM. I WANT TO CONTINUE THIS IDEA, BECAUSE I THINK THIS IS CENTRAL TO SOME OF THE CHALLENGES AND OPPORTUNITIES. WE MOVED OUT OF PORTLAND WHEN I WAS PROBABLY ABOUT 12, THERE WAS A LARGE GANG WAR ON THE WEST COAST IN THE LATE 80s, EARLY 90s, OUT OF OUR NEIGHBORHOOD, CLOSER TO OTHER RELATIVES, SO I ENDED UP MOVING TO A MORE RURAL PART OF WISCONSIN. SO I MOVED FROM A VERY URBAN SETTING TO A VERY RURAL SETTING WHERE THE CHALLENGES WERE ACTUALLY PRETTY MUCH THE SAME. IN HIGH SCHOOL, THERE WERE NO SCIENCE FAIRS, THERE WAS NO SCIENCE CLUBS, SOMETHING I DIDN'T REALIZE UNTIL PROBABLY ABOUT A WEEK AGO WAS THAT ALL OF MY HIGH SCHOOL FOOTBALL COACHES WERE SCIENCE TEACHERS. I THINK THERE'S A REASON FOR THAT. I THINK THE ISSUE IS THAT THEY'RE NOT HIRED NECESSARILY TO TEACH SCIENCE, THEY WERE HIRED TO COACH FOOTBALL, AND THEN THEY FILLED IN THE SCIENCE SPOTS. SO THIS IS KIND OF AN INTERESTING QUOTE THAT I DUG UP ON THE SCIENCE TEACHERS -- MY HIGH SCHOOL -- ABOUT 2500 STUDENTS. THEY DIDN'T KNOW THE DIFFERENCE BETWEEN THREE CLASSES OF LEVERS. I THINK THIS IS A FAIRLY WELL REPRESENTED INDICATION OF KIND OF THE ENVIRONMENT THAT I GREW OUT OF SCIENCE, BUT WHAT KEPT ME GOING WAS STUBBORNNESS. I WAS THE ONLY PERSON TO CONTINUE A SCIENTIFIC EDUCATION PAST HIGH SCHOOL OUT OF A GRADUATING CLASS OF 500. MY HIGH SCHOOL ONLY SENT ABOUT 20 OF ITS STUDENTS ON TO A FOUR-YEAR UNIVERSITY. MOST FOLKS STAYED IN TOWN OR NEAR TOWN, WORKING IN SOME KIND OF MANUFACTURING OR LABORER FARM. LABOR OR FARM. THIS OBVIOUSLY RAISED A LOT OF SELF DOUBT. THERE ARE MECHANISMS I THINK WE CAN PUT IN PLACE TO HELP IMPROVE THIS SO THAT STUDENTS AREN'T FACING THE SAME CHALLENGES. THE NEXT SECTION, THE IDEA OF CHALLENGES AND OPPORTUNITIES. I'M GOING TO GO OVER SOME OF THESE PRETTY QUICKLY FOR THE SAKE OF TIME, BUT I THINK THESE FOUR OUTLINE SOME OF THE REALLY MAJOR CHALLENGES WE'RE FACING, AT LEAST IN THE NATIVE COMMUNITY. LACK OF ACADEMIC RIGOR AND EXPOSURE, THIS IS HIGHLIGHTED -- I SHOULD MAKE SURE THAT WHAT I'M GOING THROUGH, CHALLENGES AND OPPORTUNITIES, I REACHED OUT TO EVERYBODY I KNEW WITH A SCIENTIFIC BACHELOR'S OR BEYOND IN THE NATIVE COMMUNITY, AND ASK THEM FOR THEIR OPINION. SO THIS IS NOT MY OPINION, THIS IS HOPEFULLY A FAIRLY WELL REPRESENTED EXPRESSION OF OUR ENTIRE COMMUNITY. A FRIEND OF MINE AT STANFORD UNIVERSITY SAID SPECIFICALLY THE NATIVE STUDENTS THAT ARE COMING IN ARE NOT PREPARED FOR THE RIGORS OF PARTICULARLY UPPER ECHELON UNIVERSITIES. THEY DON'T HAVE THE ITs, THEY DON'T HAVE THE IBs, WHICH MY HIGH SCHOOL HAD ZERO OF, AN EVEN IF THEY DO EXCEL IN THEIR OWN CLASS, WHEN THEY DID TO STANDARDIZED TESTING, THE WAY THEIR SCHOOL WAS RUN, IT DOES NOT ALLOW THEM TO BE ADEQUATELY PREPARED AND FEED IN THAT ENVIRONMENT, WHEN THEY'RE SUPPOSEDLY ON A FAIRLY LEVEL PLAYING FIELD ACROSS THE NATION. THE SECOND IS IS THIS LACK OF CONTEXT. WHAT I MEAN BY THAT IS, WHEN I WAS TALKING ABOUT MYSELF, I PRESENTED BIOLOGY IN THE CONTEXT I UNDERSTOOD. THAT WAS MY IMMEDIATE SURROUNDINGS. IF WE'RE TALKING ABOUT KIDS GROWING UP, INNER CITIES PRIMARILY OR RESERVATION COMMUNITIES, SCIENCE WAS PRESENTED TO THEM IN A CONTEXT WHICH THEY CAN GRASP IT AND UNDERSTAND IT BASED ON WHAT THEY SEE AROUND THEM, AND THAT'S AN ISSUE. THE SECOND IS THE CONNECTION TO THE FUTURE. MANY PEOPLE ARE GOING TO LEAVE THESE COMMUNITIES BUT FIND THEMSELVES GOING BACK AT SOME POINT. HOW IS WHAT THEY'RE GOING TO LEARN IN BIOMEDICAL SCIENCES GOING TO ACTUALLY IMPACT THE PEOPLE AROUND THEM? HOW IS IT GOING TO IMPACT THEIR EXTENDED FAMILIES OR NEIGHBORS? THE FOURTH IS LACK OF RESOURCES. HAD IS ONE WHERE I'M GOING TO HIGHLIGHT A LITTLE BIT MORE ON. BUT BEFORE THAT, ONLY 7% OF THE NATIVE STUDENTS -- I'M GOING TO BE USING THIS STUDY THAT CAME OUT LAST YEAR QUITE A BIT, OR ACTUALLY RAN THROUGH -- THE VAST MAJORITY ARE IN OUR PUBLIC SCHOOLS. THAT PROMPTS PRESENTED TO THEM ARE PRESENTED TO A VAST MAJORITY OF STUDENTS. I'VE BEEN HIGHLIGHTING A LOT OF THE URBAN SCHOOL SYSTEMS, IT'S IMPORTANT TO TALK ABOUT THIS PARTICULAR POPULATION TO NOT NEGATE THE FACT THAT WE'RE TALKING ABOUT URBAN SCHOOLS AS WELL. SO FISCAL INFRASTRUCTURE IS OBVIOUSLY -- WE'RE TALKING ABOUT RURAL COMMUNITIES, AND RESERVATIONS, ACCESS TO TECHNOLOGY IS MOST LIKE GROUND LEVEL WORKING. THE FLATHEAD INDIAN RESERVATION SET UP A BASICALLY RED WIRELESS NETWORK. ANYTHING THAT KNOWS ANYBODY ABOUT THE TRIBAL -- ONE OF THE MOST SUCCESSFUL TRIBAL COLLEGES IN THIS COUNTRY. I THINK THERE'S A REASON FOR IT. PART OF THE REASON IS THE FACT THAT THEY BROUGHT TECHNOLOGY TO THE PEOPLE THAT CAN ACTUALLY ACCESS IT TO ALLOW THEM TO EXPLORE MORE. SECOND IS FINANCIAL. THE COST OF COLLEGE FOR MANY STUDENTS IS SIMPLY A GREAT BURDEN. IF THEY DON'T END UP AT THEIR STATE FLAGSHIP INSTITUTION, THEY'LL END UP AT TRIBAL COLLEGES AND COMMUNITY COLLEGES BECAUSE THESE ARE MORE AFFORDABLE. HOWEVER, THE PROBLEM WITH THESE I IS THERE ARE VERY FEW SCIENTIFIC TRACKS. THERE IS ONLY ONE BIOLOGY TRACK AMONG ALL THE TRIBAL COLLEGES IN THIS COUNTRY. THERE ARE ONLY FIVE CHEMISTRY TRACKS A AMONG ALL THE TRIBAL COLLEGES IN THIS COUNTRY. THERE'S NO SCIENCE. THAT'S A PROBLEM AND IT NEEDS TO BE ADDRESSED. FIRST TO KNOW. WE'RE TALKING ABOUT PREPARING THEM TO BE ABLE TO GET TO THAT POINT. MANY OF THE TEACHERS THAT ARE COMING IN THESE COMMUNITIES ARE NOT AT THE LEVEL THAT THEY SHOULD BE. AND I SPECIFICALLY AM HIGHLIGHT HIGHLIGHTING TEEMPER TEACHERS FOR AMERICA. MANY GOING THROUGH A SPECIFIC PROGRAM INSIDE OF TSA DESIGNED TO GO OUT TO COMMUNITIES BUT THE PEOPLE ARE GOING OUT TO THEM AND FRIENDS OF MINE WHO ARE NATIVE WHO HAVE DONE THIS WILL ALSO SPEAK TO THIS, SO THEY'RE NOT PREPARED FOR THESE COMMUNITIES AND NOT PREPARED FOR THE VARIETY OF CONTEXT THAT THEY'RE GOING TO FIND AND THEY DO NOT DO WELL, MOST SIT THERE FOR A YEAR OR TWO AND THEN THEY'RE GONE. THAT CREATES HIGH TURNOVER IN THE CLASSROOM OF TEACHERS THAT ARE NOT PREPARED. THERE'S ALSO A LACK OF CULTURAL SENSITIVITY THAT GOES ON. THE BIG THING THAT WE NEED IS MENTORS. AND THAT'S REALLY ONE OF THE TWO KEY POINTS I WANT TO BRING ACROSS DURING ALL THIS. WE NEED PEOPLE THAT CAN CONNECT THE SCIENCE TO THE COMMUNITY. PEOPLE THAT ARE PROVIDING RESEARCH EXPERIENCES TO CONNECT THE PEOPLE TO THEIR OWN COMMUNITY. YOU NEED MENTORS THAT ACTUALLY REPRESENT PEOPLE FROM THEIR COMMUNITY. SO JUST TO GIVE YOU AN IDEA, THE NATIVE AMERICAN POPULATION, THESE ARE STATISTICS COLLECTED OF OVER 2,011, LOOKING AT TESTING CHANGES AMONG FOURTH GREAT STUDENTS, YOU'LL SEE THAT EVERY ETHNICITY HAS IMPROVED EXEP FOR ONEXCEPT FOR ONE, THE ONE I'M HER E TO TELL YOU ABOUT. IF YOU SAY FOURTH GRADE WILL MAYBE GET BETTER. NOT REALLY. WE GET NO BETTER. SO WHILE MOST OF THE COUNTRY IS ACTUALLY IMPROVING AND MOVING AHEAD, WE ARE NOT. SO OPPORTUNITIES. GIVEN THAT BLEAK ASSESSMENT, WHAT CAN WE DO WITH IT ABOU ABOUT IT? WHAT THIS BAR GRAPH IS SHOWING YOU IS THE KIND OF SUCCESS THAT WE'RE FINDING ACROSS DIFFERENT STATES IN THIS COUNTRY. WITH NATIVE POPULATIONS. WHAT I THINK IS IMPORTANT TO TAKE AWAY FROM THIS DPRAF, IF YOU LOOK AT ALL THE STATES REPRESENTED, WE'RE DEALING WITH STATES THAT HAVE HIGH NATIVE POPULATIONS HERE. YOU HAVE OREGON, YOU HAVE NEW MEXICO, NORTH DAKOTA, HOAL. THESOKLAHOMA. THESE ARE PLACES THAT UNDERSTAND HOW TO INTERACT WITH NATIVE KIDS. I THINK THIS REALLY KIND OF SPEAKS THE IDEA OF MENTORS IN CONTEXT. SO THERE ARE THESE DIFFERENT THINGS THAT HAVE BEEN BROUGHT UP, SUPPORT ORGANIZATIONS, PIPELINES, LEARNING RESEARCH OPPORTUNITIES, UNDERSTANDING CONTEXT AND ROLE MO DOL MODELS. THEY ADDRESS BUT NOT EXTENSIVELY PRECOLLEGE STUDENTS, HIGH SCHOOL STUDENTS. THERE'S ALSO NATIVES IN MEDICINE, THE AMERICAN ASSOCIATION OF INDIAN PHYSICIANS, S UH-U SUUMA. PIPELINES, SOME ARE FAIRLY WELL ESTABLISHED. ONES I WANT TO MENTION SPECIFICALLY THAT HAVE DONE VERY WELL ARE COLLEGE HORIZONS WHICH JUST ENDED THIS LAST WEEKEND AT DARTMOUTH. IT TAKES KIDS FROM ACROSS COUNTRY, USUALLY REPRESENTING LOTS OF DIFFERENT GROUPS AND LOTS OF DIFFERENT CONTEXTS AND PREPARES THEM SPECIFICALLY FOR THE IDEA OF WHAT DO YOU NEED TO DO TO BE ABLE TO BE SUCCESSFUL IN YOUR EDUCATION AND MOVE THROUGH THE SYSTEM. THERE'S ALSO A PROGRAM AT HARVARD THAT HAS BEEN FAIRLY GOOD AS WELL, NA PUA NOEAU IN HAWAII, THIS PUTS SCIENCE IN A HAWAIIAN CONTEXT FOR THE STUDENTS, AND THAT'S BEEN VERY SUCCESSFUL. RESEARCH. THE RESEARCH THAT IS GOING ON IS BEING CONDUCTED MOSTLY THROUGH TRIBAL COLLEGE PROGRAMS. THESE PROGRAMS ARE GENERALLY VERY POORLY FUNDED. ALL THE DIFFERENT TRIBAL COLLEGES AROUND THIS COUNTRY. THERE ARE GOVERNMENT PROGRAMS, A COUPLE MENTIONED HERE. THERE AREN'T MANY OF THEM AND THEY'RE HARD TO FIND. THERE ARE A FEW ACADEMIC INSTITUTIONS THAT HAVE PUT TOGETHER THEIR OWN LOCAL PROGRAMS, THEY ARE FEW AND FAR BETWEEN ALL THEE THEY AR ALTHOUGH THEY ARE DOING GOOD WORK. S CONTEXT AGAIN, TEACHING IN A CULTURAL LISTENSTIVE WAY. I WANT TO HIGHLIGHT GENETICS BECAUSE THIS IS THE PONY THAT I'VE RIDDEN FOR LIKE THE LAST 12 YEARS. THERE'S A PROGRAM CALLED SING FOR STUDENTS, SUMMER INTERNSHIP, NATIVE AMERICAN GENOMICS THAT JUST ENDED. IT WAS AT U.C. AUSTIN ABOUT TWO WE AGO. THIS TAKES GENETICS, PUTS IT IN A NATIVE BASED CONTEXT, PUTS IT IN AN ENTIRELY NATIVE BASED CONTEXT OF GENETICS AND PROFESSORS, HOW GENETICS IMPACTS OUR COMMUNITY AND WHAT THINGS WE CAN PULL OUT OF IT. SECOND IS THE HARVARD PROGRAM THAT I MENTIONED, FORMER STUDENTS THAT I TALKED TO WENT TRUE THIS PROGRAM, SHE THOUGHT IT WAS INCREDIBLE BECAUSE THE ENTIRE PROGRAM IS WRAPPED AROUND THIS IDEA OF WHAT IS THE NEUROBIOLOGY OF ADDICTION. THAT, THEREFORE, TIED INTO SOME OF THE ISSUES THAT WE ARE FACING IN OUR COMMUNITY. THAT, AGAIN, SHE THOUGHT REALLY BROUGHT IT HOME. THE LAST AND MOST IMPORTANT THING IS REALLY MENTORS. SO THIS OFFERS VALIDATION. PEER TO PEER SUPPORT WITHOUT COMPETITION, MENTIONED JUST A LITTLE BIT AGO, I THINK THIS IS A GREAT IDEA THAT I'LL COME BACK TO AGAIN, THIS IDEA OF WORKING COHORT, HIGHLIGHTING ROLE MODELS MODELS. DR. FRANCISCO, ROBBY HOOD, WE HAVE FIRST NATIVE ASTRONAUT, ONE OF MIGRAT MY GREAT MENTOR THE FACT THIS THIS ULTIMATE END POINT IS ATTAINABLE. SO THE ADVICE, THE LAST PART, I'LL TRY AND BE QUICK, ENGAGEMENT. SO THE QUESTION HAS BEEN BROUGHT UP, IS IT WORTH TRAVELING THESE COMMUNITIES? I THINK THE ANSWER IS YES. WHY? BECAUSE THERE'S NOT ENOUGH OF US TO DO IT. THERE SIMPLY ISN'T. I'M THE FOURTH NATIVE PH.D. IN GENETICS. THAT MEANS UNTIL 2010, TECHNICALLY, THERE ARE ONLY THREE OTHERS IN THE HISTORY OF THIS COUNTRY AND THE HISTORY OF THE UNITED STATES AND THE WORLD. THAT'S NOT A LOT. THERE'S NOT A LOT THAT WE CAN DO. SO WE NEED HELP. GOING OUT TO ENGAGING STUDENTS IN THEIR COMMUNITIES IS ONE WAY TO DO IT. WHAT CAN YOU DO IT, HOW CAN IT BE USED PHYSICALLY TO BENEFIT YOUR SOCIETY OR COMMUNITIES? LOTS OF NATIVE STUDENTS GOING OUT BECOMING LAWYERS AND DOCTORS, THEY KNOW THEY CAN COME BACK TO THE RES, THEY CAN COULD COME BACK TO THEIR COMMUNITY AND BE A GOOD LAWYER AND GOOD DOCTOR FOR THEIR PEOPLE. YOU NEED TO SHOW THEM THAT SCIENCE CAN DO THE SAME THING. THEY'RE A GREAT REPRESENTATION THAT SPECIFICALLY WORK WITH -- THE WHITE MOUNTAIN APACHE, DOING THIS FOR SOME TIME. WORK MORE DIRECTLY WITH TRIBAL COLLEGES. IT OFFER AS GREAT RESOURCE TO COMMUNITIES SPECIFICALLY, THEN OFFERING NIH SPECIFIC RESEARCH OPPORTUNITIES, AS I'M TALKING TO YOU TODAY. SECOND IS PROVIDING THE SUPPORT TO GET THOSE MENTORS IN PLAY. THEY'RE THE ONES THAT CAN REACH OUT, CONTINUE TO SUPPORT THOSE STUDENTS LONGITUDINALLY AS THEY COME UP THE PIPELINE, BECAUSE ONCE -- WE'RE A SMALL WORLD. ONCE YOU KNOW A COUPLE PEOPLE, COUPLE PEOPLE KNOW THOSE COUPLE PEOPLE, YOU KNOW SOMEBODY WHO KNOWS SOMEBODY, YOU HAVE SOMEBODY LOOKING OUT FOR YOU THE ENTIRE WAY THROUGH. YOU NEED TO CONTINUE TRYING TO SUPPORT THIS PIPELINE. ENCOURAGING MENTORSHIP, COLLECT MORE DATA SPECIFICALLY ON THE CAREER PATH THAT PEOPLE ARE COMING THROUGH, WE NEED TO KNOW WHAT HAPPENS TO EVERYBODY, WHERE PEOPLE ARE BEING LOST. THIS HAS BEEN DONE TO A SMALL EXTENT AT THE UNIVERSITY OF KANSAS, THIS CAN BE DONE ON A MUCH BROADER SCALE. THEN TARGETING A BROAD SPECTRUM OF STUDENTS. TALK ABOUT COLLABORATIVE WORK PEER TO PEER. HOWEVER WE CAN'T LOSE THE VISION OF WHEREVER FALLS ACROSS IN SCIENCE. SO I'M REALLY PUSHING A LOT OF NATIVE CENTRIC IDEAS, WE REALLY DO NEED TO BRING THIS ACROSS SPECTRUM SO THEY CAN UNDERSTAND OTHER COMMUNITIES' CONTEXT AS WELL AND HOW THEY CAN PLAN TO THAT. THANK YOU. >> THANK YOU VERY MUCH. I GUESS WE'LL GO ON AND DO THE QUESTIONS AFTERWARDS. SO OUR NEXT SPEAKER IS CATHERINE RIEGLE-CRUMB, ASSOCIATE PROFESSOR, DEPARTMENT OF CURRICULUM AND INSTRUCTION, UNIVERSITY OF TEXAS AT AUSTIN. >> THANK YOU VERY MUCH. MY BACKGROUND, TO LET YOU KNOW, MY PH.D. IS IN SOCIOLOGY AND I WORK IN A COLLEGE OF ED IN A STEM -- I'M ALSO WITHIN THE DEPARTMENT OF SOCIOLOGY AND POPULATION RESEARCH CENTER AT THE UNIVERSITY OF TEXAS AT AUSTIN, AND I ALSO TEACH THE YOU TEACH PROGRAM, WHICH IS OUR UNDERGRADUATE PREPARATION PROGRAM FOR SECONDARY MATH AND SCIENCE TEACHERS. SO I'LL BE SPEAKING ABOUT MY RESEARCH MOSTLY, BUT ALSO SOME OTHER KINDS OF BIG TRENDS TO GET US STARTED. I NE THE TITLE OF OUR SESSION IS ABOUT PRECOLLEGE ENGAGEMENT, BUT BEFORE WE TALK ABOUT PRECOLLEGE, I WANT TO SORT OF SET THE STAGE ABOUT WHAT WE KNOW ABOUT GENERAL TER AND RACIAL ETHNIC PATTERNS WITHIN STEM ENTRANCE AND PERSISTENCE IN COLLEGE. SO THE X AXIS IS HARD TO SEE HERE, BUT THAT BEGINS IN 1995. THIS IS NATIONAL DATA COLLECTED THROUGH SOME FOLKS AT UCLA, A NATIONAL SAMPLE OF COLLEGE FRESHMEN. IF YOU LOOK AT THEIR -- WHEN THEY'RE FRESHMEN, THEY ARRIVE ON CAMPUS. THE LAST MARK IS AT 2010. SO THE TOP LINE ARE MALE STUDENTS AND THE BOTTOM LINE ARE FEMALE STUDENTS. SO YOU CAN CLEARLY SEE A GENDER GAP THAT ALTHOUGH IT BUMPS AROUND A LITTLE BIT, DOESN'T REALLY CLOSE. IF WE BREAK THIS DOWN VERY BROADLY TO THE BIOLOGICAL SCIENCES VERSUS WHAT IS OFTEN REFERRED TO AS PSE, WHICH IS NOT REALLY ACCURATE BECAUSE IT'S PHYSICAL SCIENCE, ENGINEERING, COMPUTER SCIENCE, MATH, BUT THAT GETS TO BE LONG, SO IT'S REALLY THE PHYSICAL SCIENCE IN ENGINEERING IS WHAT IT'S CALLED, VERSUS BIO. MAYBE IT'S BETTER TO CALL IT BIOAND NON-BIO THAN WHAT WE HAVE, BUT THAT'S TYPICALLY WHAT WE REFER TO IT AS IN RESEARCH. THE X AXIS IS DIFFERENT, THIS IS NATIONAL DATA AS WELL COLLECTED THROUGH THE DEPARTMENT OF EDUCATION, SO THE POINT ON THE FAR LEFT IS THE HIGH SCHOOL CLASS OF '92, ONCE THEY ENTER COLLEGE, AND THEN THE HIGH SCHOOL CLASS OF 2004. THE MALE LINE FOR PSE IS UP BETWEEN 20 AND 30% AND THE FEMALE LINE IS FLAT AT LESS THAN 10%. THE BIO LINES THAT YOU SEE ARE HARD TO TELL MY LABELS BECAUSE THEY'RE ON TOP OF EACH OTHER AND IN FACT THEIR STATISTICALLY EE EQUIVALENT. SO THE PERCENTAGES OF MALES AND FEMALES ENTERING THE BIOLOGICAL SCIENCES IS THE SAME. I CAN SHOW YOU DATA BACK, CONTINUES TO BE THE CASE PAST 2004. SO IN TERMS OF THE ENTRENS INTO THE BIOLOGICAL SCIENCES, WE DON'T HAVE A GENDER PROBLEM. WE HAVE A STRONG PROBLEM IN THE PSE FIELD THAT WE HAVE HAD FOR SOME TIME AND DOES NOT APPEAR TO BE CLOSING. I'M GOING TO SHOW IT BROKEN DOWN BY GENDER AND RACE FOR THAT LAST COHORT THAT ENTERED COLLEGE IN 2002. WHAT WE SEE HERE IS GOOD NEWS/BAD NEWS. THIS IS FOUR-YEAR COLLEGE ENTRANTS, THIS DOES NOT INCLUD TWO-YEAR COLLEGES. WHAT YOU SEE IS THAT UPON ENTRANCE INTO COLLEGE AND BLACK AND HISPANICS ARE MUCH LESS LIKELY TO ATTEND COLLEGE THAN WHITES, THAT CONDITIONAL -- THEY ARE AS LIKELY TO ENTER BOTH PSE AND BIOMAJORS AS THEIR WHITE PEERS. THE BAD NEWS PART OF THE SLIDE IS THAT THE GENDER GAP THAT WE SEE AND THE AGGREGATE IS REPRODUCED FOR BLACKS AND HIS HISPANICS AS IT IS FOR WHITES. WE CLEARLY HAVE SOME GOOD NEWS IN TERMS OF THERE BEING STRONG INTEREST IN BOTH BIOLOGICAL SCIENCES -- MINORITY YOUTH WHEN THEY GET INTO COLLEGE BUT WE STILL HAVE STRONG GENDER GAPS IN TERMS OF THE AREA OF SPECIALIZATION. AND OF COURSE WE CAN'T NEGLECT THE FACT THAT SO MANY MINORITY YOUTH DON'T MAKE IT TO COLLEGE, WHICH IS PART OF WHAT MY TALK GOING TO GET BACK TO. SO I TALKED ABOUT WHAT HAPPENS AT COLLEGE ENTRANCE, I JUST WANT TO GET YOU THROUGH THE END OF COLLEGE, THEN I WANT TO BACK UP AND TALK ABOUT WHAT HAPPENS THEN. IT'S IMPORTANT TO THINK ABOUT ISSUES OF PERSISTENCE, SO THIS IDEA OF A STEM PIPELINE, WE STILL TALK ABOUT A LOT IN RESEARCH EVEN THOUGH IT'S NOT REALLY A VERY GOOD MET FOAPHOR FOR WHAT ACTUALLY HAPPENS. IT'S IMPORTANT TO POINT OUT THAT WOMEN ARE MORE LIKELY TO PERSIST IN STEM MAJORS THAN MALES. SO THIS METAPHOR THAT WE HAVE THE PIPELINE IS SORT OF DROPPING WOMEN AT EACH STEP IS NOT TRUE IF YOU LOOK AT COLLEGE ENTRANTS INTO THE MAJOR AND THEN ACTUALLY ATTAINING THE DEGREE. NOW, THAT DOESN'T TELL YOU WHAT HAPPENS POSE DEGREE IN TERMS OF THE LABOR FORCE, RIGHT, AND AGAIN, FEW WOMEN ENTERING, BUT WITHIN THAT COLLEGE FRAMEWORK, THEY'RE AS LIKELY TO PERSIST AS MEN. BAD NEWS IS THERE'S HIGH ATTRITION OVERALL BUT IT'S NOT GENDER DIFFERENTIATED. SO THAT'S IMPORTANT TO POINT OUT THAT WE'VE APPARENTLY AT LEAST FIXED THAT LEAK IN THE PIPELINE REGARDING GENDER. SO THE BIG QUESTION THEN IS REALLY ENTRANCE FOR WOMEN, WHY ARE WOMEN LESS LIKELY TO CHOOSE THAT MAJOR AT THE BEGINNING OF COLLEGE. SO I'M GOING TO CIRCLE BACK TO THAT. FOR RACE ANDEST NI AND ETHNICITY, HISPANIC AND BLACK YOUTH ARE AS LIKELY TO ENTER A STEM MAJOR AS THEIR MAJORITY PEERS, BUT THEY ARE LESS LIKELY TO PERSIST WITHIN THAT MAJOR THAN THEIR MAJORITY PEERS. THEY ARE MORE LIKELY TO SWITCH MAJORS ARMOR LEAKILY TO LEAVE COLLEGE. THE RESEARCH THAT MY COLLEAGUES AND I AND OTHERS ARE DOG PINPOINT THE LARGEST CULPRIT IN THIS IS LOW LEVELS HIVE SCHOOL PERFORMANCE RELATIVE TO MAJORITY YOUTH THAT THEY ENTER COLLEGE WITH AND THAT THIS BECOMES A BARRIER TO MASTERS THE COURSE WORK AT THE EXPECTATION EVEN THOUGH THERE'S A STRONG INTEREST IN PURSUING THESE FEELTDZ, THERE IS A LACK OF PREPARATION TO BE ABLE TO GET THEM TO SUCCESSFULLY MASTER WHAT THEY ENCOUNTER IN COLLEGE. THIS IS A SYSTEMIC PROBLEM THAT GOES BEYOND STEM FIELDS, MINORITIES IN BUSINESS MAJORS, YOU SEE A VERY SIMILAR KIND OF PROBLEM. SO WHAT WE SEE IN STEM MIGHT BE MAGNIFIED, IT MIGHT BE MORE PRONOUNCED THAN WE SEE IN OTHER DISCIPLINES, BY MINORITIES ARE MORE LIKELY TO LEAVE COLLEGE WHATEVER MAJOR THEY'RE IN COMPARED TO THEIR MAJORITY PEERS AND THAT AGAIN IS LARGELY DUE TO THE LOW LEVELS OF PERFORMANCE THAT THEY COME INTO COLLEGE WITH, EVEN WHEN THEY DO ENTER A FOUR-YEAR COLLEGE. SO THE BIG QUESTION THERE IS HOW CAN WE PROMOTE ACADEMIC PERFORMANCE OF MINORITY YOUTH PRIOR TO ENTRANCE TO COLLEGE SO THAT DOESN'T BECOME THE HURDLE THEY THEN FACE WHEN THEY ENTER COLLEGE AND UNIVERSITY. SO NOW I'M GOING TO CIRCLE BACK AND TALK FIRST ABOUT GENDER AND WHAT WE KNOW ABOUT THE LITERATURE. A COMMON EXPLANATION OF WHY WE KNOW WOMEN DON'T ENTER STEM MAJORS IS THE JUST DON'T HAVE THE SKILLS AND ACHIEVEMENT OF THEIR MALE PEERS. STEM IS A PIEM LINE, I PIPELINE, IF GIRLS AREN'T DOING AS WELL EARLY ON, YOU WOULDN'T EXPECT THEM TO CONTINUE ON TO T IT'S WITHIN THAT CONTINUES TO GET INVOKED T AND TIME AGAIN. WHEN IT WAS FIRST PROPOSED IN THE 60s AND 70s, IT WAS QUITE ACCURATE IN TERMS OF THE TYPES OF COURSES THAT GIRLS TOOK, THEY WERE LESS LIKELY TO TAKE ADVANCED MATH AND SCIENCE COURSES, ET CETERA. BUT IT DOESN'T HOLD ANY MORE, EVEN THOUGH IT GETS DISCUSSED IN MEDIA MORE THAN I WOULD LIKE TO SEE IT. DEPENDING ON THE TEST, YOU SEE A DIFFERENCE, MOST OF THE TIME YOU DON'T, IF YOU SEE A DIFFERENCE, IT'S SOMEWHERE ON ORDER OF A TENTH OF A STANDARD DEVIATION. GIRLS GET HIGH GRADES IN MATH AND SCIENCE COURSES IN HIGH SCHOOL, THEY GET HIGHER GRADES ALL ALONG. THEY GET HIGHER GRADES IN ALL SUBJECTS BUT THEY ALSO GET THEM IN ADVANCED COURSES IN MATH AND SCIENCE IN HIGH SCHOOL, AND THEY TAKE ADVANCED COURSES IN MATH AND SCIENCE IN HIGH SCHOOL AT THE SAME RATE WITH THE EXCEPTION OF PHYSICS, BUT THEY'RE MORE LIKELY TO TAKE BIO2 AND A.P. BIO, THEY'RE MORE LIKELY TO TAKE PRECALCULUS. SO THIS IDEA OF WOMEN NOT HAVING THE KINDS OF SKILLS THAT THEY NEED TO ENTER COLLEGE MAJORS IN STEM IS NOT ACCURATE. AND THAT'S A BIG POINT THAT SOMETIMES GETS LEFT OUT AND NEEDS TO BE CORRECTED BECAUSE THERE ARE A LOT OF OTHER THINGS AT PLAY IN TERMS OF WHY GIRLS ARE NOT CHOOSING TO ENTER STEM MAJORS SO WE WANT TO MAKE SURE WE GET RID OF THE ARGUE TEUMENTS THAT DON'T WORK SO THAT WE CAN FOCUS OUR ATTENTION ON THE FACTORS THAT ACTUALLY ARE INFLUENTIAL. I'M USING THE TERM ENVIRONMENTAL FACTORS, MEANING SOCIAL ENVIRONMENT. SO BEAR WITH ME IF YOU WILL. SO IMPLICIT BIAS FROM TEACHERS AND PARENTS, I HAVE IMPLICIT THERE, BECAUSE THIS IS NOT THE KIND OF BIAS, LET'S SAY, OF PREVIOUS GENERATIONS WHERE PEOPLE WOULD OPENLY SAY GIRLS JUST AREN'T GOOD AT MATH, GIRLS JUST AREN'T GOOD AT SCIENCE. PEOPLE SOMETIMES WILL SAY THAT NOW, BUT THEY'RE MUCH LESS LIKELY TO HAVE THAT KIND OF DIALOGUE. MOST OF THE TIME IT'S HAPPENING IN VERY SUBTLE KINDS OF WAYS, SIEMS THAT PEOPLE AREN'T AWARE OF, THAT SUBTLE KINDS OF ENCOURAGEMENT OR LACK OF ENCOURAGEMENT TOWARDS MALES THAT RESEARCHERS IT CONTINUE TO BE ABLE TO TEST AND DOCUMENT IN ALL KINDS OF CREATIVE SORTS OF WAYS. SHORTAGE OF ROLE MODELS. SO WE'VE COVERED THAT ALREADY TODAY, RIGHT? SO WE'RE ALL AWARE THAT THERE'S CLEARLY A SHORTAGE OF ROLE MODELS THAT GIRLS IN PARTICULAR CAN LOOK AROUND AND SEE OTHER FEMALE SCIENTISTS AND HAVE AN IDEA OF THE POSSIBILITIES FOR THEM. LACK OF INFORMATION ABOUT STEM FIELDS AND OCCUPATIONS, I WORK WITH SOME ENGINEERS AT THE UNIVERSITY OF TEXAS AND WE TALK ABOUT WHAT THEY HAVE AS A MARKETING PROBLEM. SO GIRLS SAY THEY LIKE TO WORK WITH MEEM, IN TEAMS, THEY WANT TO WORK IN THINGS THAT MAKE THE WORLD A BETTER PLACE. ENGINEERS DO THAT, RIGHT? BUT GIRLS AREN'T AWARE OF THAT AND HAVE NO IDEA OF WHAT AN ENGINEER IS AND BY THE TIME THEY DO HAVE AN IDEA, IT'S WAY TOO LATE. SO THERE'S A LACK OF INFORMATION ABOUT STEM FIELDS AND OCCUPATIONS WITHIN THE K-12 SYSTEM. PEOPLE JUST DON'T KNOW WHAT IT IS AND THAT'S PARTICULARLY DISCOURAGING FOR GIRLS. SO HOW DO THESE ENVIRONMENTAL FACTORS, IF YOU WILL ENTHEN SHAPE INDIVIDUAL DECISION-MAKING? WEM, DPIRLS END U GIRLS END UP WITH LOWER SELF CONFIDENCE AND SELF-EFFICACY BECAUSE THEY'RE THEY'RE GETTING MESSAGES THIS IS SOMETHING THEY'RE NOT GOING TO BE AS GOOD AT. SO ALL THESE KINDS OF ENVIRONMENTAL ISSUES FUNNEL DOWN INTO LOWER SELF CONFIDENCE. SO EVEN THOUGH YOU'RE GETTING GRADE GRADES AND GETTING GOOD TEST SCORES SH YOU SAY ANY TIME DOUGH KNOW I', YOU SAY I DON'TKNOW I'M QUI TE AS GOOD AT THAT, EVEN THOUGH OBJECTIVE EVIDENCE IS TELLING YOU SOMETHING ELSE. LACK OF IDENTIFICATION WITH STEM. THIS GETS BACK TO AN EARLIER POINT. IF I DON'T SEE MYSELF AS A SCIENTIST, IF I DON'T KNOW WHAT A SCIENTIST IS, WHAT I DO KNOW OF IT IS A VERY NARROW KIND OF DEFINITION IN THAT I DON'T SEE MYSELF WITH IT, THEN I'M NOT GOING TO AS SPIRE TO THAT. SO IF WE DON'T BROADEN THE DEFINITION OF WHAT STEM LOOKS LIKE EARLY ON FOR KIDS, THEY DON'T SEE SOMETHING THEY CAN LATCH ON TO AND IDENTIFY WITH. COMPARATIVE ADVANTAGE. THE IDEA HERE IS THAT AS I MENTIONED, GIRLS GET GOOD GRADES IN ALL SUBJECTS, THEY MIGHT GET SLIGHT LEER BETTELY BETTER GRADES IN NON-STEM SUBJECTS. IN PARTICULAR, IF THAT THING THAT I'M SLIGHTLY BETTER AT IS SOMETHING THAT'S CONSISTENT WITH G ROLES AND STEREOTYPES, RIGHT? SO AGAIN, THERE ARE THESE SUBTLE KINDS OF WAYS THAT THESE FACTORS PLAY IN, SO IT'S NOT THAT GIRLS ARE MAKING A CHOICE AWAY FROM STEM, THEY'RE MAKING A CHOICE FOR SOMETHING THAT THEY ARE ALSO GOOD AT BUT SOMETHING THAT IS CONSISTENT WITH GENDER ROLES AND STEREOTYPES AND THE MESSAGES THAT THEY'RE GETTING FROM TEACHERS AND FROM THEIR PARENTS AND FROM THEIR PEERS. SO ALL OF THESE FACTORS START TO OPERATE VERY EARLY. WE TALK ABOUT KINDERGARTEN BUT IT HAPPENS PRIOR TO KINDERGARTEN. IT CERTAINLY CONTINUES THROUGHOUT ELEMENTARY SCHOOL AND THROUGHOUT MIDDLE AND HIGH SCHOOL. BY THE END OF MIDDLE SCHOOL, WHAT KIDS SAY THEY WANT TO DO WITH THEIR LIFE, IN PARTICULAR WHETHER THEY WANT TO GO TOWARDS STEM OR NOT TOWARDS STEM, IS EXTREMELY HIGHLY PRO DICKTIVE OF WHAT THEY END UP DOING. S IF THEY HAVE LOST INTEREST OF BY LATE MIDDLE SCHOOL, THE PROBABILITY OF US BEING ABLE TO GET THEM BACK IS VERY SMALL. SO IT'S ABSOLUTELY CRITICAL THAT WE THINK ABOUT ADDRESSING THESE ISSUES EARLY AND CONSISTENT THRELYTHROUGHOUT THEIR YOUTH. SO WHAT CAN BE DONE? BROADENING AND ENLIVENING STUDENTS' PERCEPTION OF STEM FIELDS, THIS WAS VERY GRATIFYING TO HEAR THAT TEACHERS THAT WERE HERE TALK ABOUT THE THINGS THAT THEY DO TO ENLIVEN AND BROADEN -- THIS IS GOOD FOR ALL KIDS BUT THIS IN PRAR WILL BE INSTRUMENTAL IN BRINGING MORE WOMEN INTO THESE FIELDS. DECREASING GENDER STEREOTYPES. IF I KNEW HOW TO DO THAT, THAT WOULD BE REALLY GREAT. BUT THAT'S OBVIOUSLY A MUCH BROADER KIND OF SOCIAL ISSUE. BUT TEACHERS AND PARENTS AND THE COMMUNITY NEEDS TO MAKE SURE THAT WE'RE NOT GIVING KIDS MESSAGES THAT WHAT YOU THINK YOU SHOULD BE IS IN ANY WAY RELATED TO YOUR GENDER. AND THAT IN IT SELF WOULD BE AN ENORMOUS MESSAGE GETTING THAT WORD OUT TO YOUNG PEOPLE. I'M GOING TO SWITCH GEARS AND HOW WE CAN PROMOTE ACADEMIC PERFORMANCE OF MINORITY YOUTH PRIOR TO COLLEGE. THE STEM ATTITUDES AND AS PRAGUES OF HISPANIC AND BLACK YOUTH ARE VERY SIMILAR TO THAT OF WHITE YOUTH IF NOT MORE FAVORABLE. SO IF YOU ASK MINORITY YOUTH IN ELEMENTARY AND MIDDLE SCHOOL WHETHER THEY'RE INTERESTED IN STEM, THEY ARE. THEY HAVE VERY SPHRON STRONG INTERESTS, HIGH SELF-EFFICACY AND CONFIDENCE. THEY IDENTIFY WITH THESE FIELDS THE SAME WAY THEIR WHITE MAJORITY PEERS DO. THERE'S NOT A RACIAL ETHNIC GAP IN THAT PER SE, BUT THERE IS A STRONG RACIAL -- IS ACADEMIC PERFORMANCE. SO THIS AS EARLY AS ELEMENTARY SCHOOL AND CONTINUING ON THROUGH MIDDLE SCHOOL AND HIGH SCHOOL. STANDARDIZED TESTS, THE GAPS THAT WE SEE ARE A STANDARD DEVIATION OR MORE IN SIZE. THEY'RE VERY LARMIN LARGE GAPS. EIGHT GRADE ALGEBRA IS THE GATE KEEPER THAT EVERYTHING ELSE THAT HAPPENS IN HIGH SCHOOL. IF YOU DON'T GET INTO EIGHTH GRADE ALGEBRA, YOUR PROBABILITY OF GETTING TO CALCULUS AND PHYSICS IS NEXT TO NIL. MINORITY YOUTH ARE LESS LIKELY TO GET INTO EIGHTH GRADE ALGEBRA, AND WHEN THEY ARE, THEY'RE MORE LIKELY TO RETAKE IT IN NINTH GRADE, WHEN THEY TRANSITION TO HIGH SCHOOL. IF THEY DIDN'T COMPLETE IT AND PASS IT OR GET AN A AND A B, BUT BECAUSE THEY ARE TOLD TO RETAKE T BECAUSE OF ALL KINDS OF ASSUMPTIONS MADE ABOUT THEIR ABILITIES WHEN THEY TRANSITION TO DIFFERENT SCHOOLS WITH DIFFERENT TEACHERS. SO THEN THAT OBVIOUSLY HAS RAMIFICATIONS FOR PRECALCULUS AND CALCULUS. SO AMONG COLLEGE GOING YOUTH IN STEM MAJORS OVER 60% OF WHITE STUDENTS ARE ENTERING WITH PRECALCULUS OR CALCULUS, AND IT'S LESS THAN 50% PROBABLY AROUND 40% TO BLACK AND HISPANIC YOUTH, AND THAT'S FOR THOSE WHO ARE ENTERING STEM MAJORS, THAT GETS BACK TO THE SLIDE I WAS SHOWING YOU EARLIER. AND THE DIFFERENCE IN GPA IS SIMILARLY LARGE AS WELL. SO WHAT CAN WE DO TO ADDRESS THIS ISSUE? AS I SAID IT'S NOT STEM-SPECIFIC. BUT IS VERY CONSEQUENTIAL TO THE CHOICE OF BEING ABLE TO MAINTAIN A TRAJECTORY IN STEM THROUGHOUT COLLEGE AND INTO THE LABOR FORCE. SO INCREASED ACCESS TO QUALIFIED TEACHERS, THERE HAVE BEEN COMMENTS MADE HERE ABOUT COACHES TEACHING SCIENCE. THE BLACK AND HISPANIC YOUTH ARE MUCH MORE LIKE HEE TO HAVE MATH AND SCIENCE TEACHERS THAT HAVE NO BACKGROUND IN MATH OR SCIENCE. THIS IS BECAUSE THESE ARE HIGH RISK COMMUNITIES SOMETIMES, PEOPLE ARE GETTING CERTIFICATION AND GETTING IN, THEY DON'T HAVE THE SUBJECT MATTER EXPERTISE, SO IT'S HARD TO BELIEVE YOU'RE GOING TO BE ABLE TO INTRODUCE RIGOROUS CONTENT IF YOU DON'T KNOW THE CONTENT YOURSELF AS A TEACHER. THIS IS MUCH MORE LIKELY TO H FOR HISPANIC AND MINORITY YOUTH AND THERE'S EXTREMELY HIGH TURNOVER AS WELL. INCREASED ACCESS TO RIGOROUS CURRICULUM, SO AS I MENTIONED EARLIER, BLACK AND HISPANIC EUS ARE LESS LIKELY TO TAKE ADVANCED COURSES BUT WATERED DOWN CURRICUL SCHOOLS ARE MORE SEGREGATED NOW THAN THEY HAVE BEEN SO WE'RE SEEING A RESURGENCE TOWARDS SEGREGATED SCHOOLS SO MOST MINORITY YOUTH GO TO SCHOOLS THAT ARE PREDOMINANTLY MINORITY. YOU HAVE A COURSE THAT'S CALLED ALGEBRA, YOU HAVE A COURSE THAT'S CALLED PRECALCULUS, BUT HA DOESN'T NECESSARILY MEAN THE CONTENT THAT IS BEING COVERED IN THOSE COURSES IS THE SAME. PARTICULARLY IF YOU HAVE TEACHERS THAT DON'T KNOW THE CONTENT TO BE ABLE TO TEACH THAT KIND OF COURSE. SO YOU GO TO COLLEGE, YOU WANT TO BE A STEM MAJOR, YOU'VE DONE VERY WELL IN THE COURSES THAT YOU HAVE, YOU AS A STUDENT HAVE MO IDEA THE CURRICULUM YOU WERE EXPOSED TO IS NOT AS RIGOROUS AS ONES OTHERS WERE EXPOSED TO SO THAT BECOMES A MAJOR BARRIER TO YOU BE ABLE TO KEEP UP WITH THE OTHER STUDENTS. LASTLY, INCREASED -- TEACHERS TEND TO HAVE LOWER EXPECTATIONS OF THEIR MINORITY YOUTH, SO TO THE EXTENT THAT THEY EXPECT LESS OF THEM, THAT THEY INTRODUCE THEM TO LESS RIGOROUS CLIC RIGOROUS CURRICULUM, THEN HAS AN EFFECT ON STUDENTS AS WELL. ZOO I THINK AT THAT POINT, I'M OUT OF TIME BUT I'D BE HAPPY TO ANSWER QUESTIONS WHEN WE HAVE TIME TIME. >> THANK YOU VERY MUCH. I THINK WE'LL GO OP AND HAVE THE THIRD PRESENTATION. OUR NEXT SPEAKER IS ALLISON SCOTT, WHO IS THE DIRECTOR OF RESEARCH AND EVALUATION FOR THE LEVEL PLAYING FIELD INSTITUTE. >> GOOD AFTERNOON. MY NAME IS ALLISON SCOTT. I'M THE DIRECTOR OF RESEARCH AND EVALUATION AT THE LEVEL PLAYING FIELD INSTITUTE. WE ARE A NON-PROFIT ORGANIZATION LOCATED IN THE SAN FRANCISCO BAY AREA IN CALIFORNIA. OUR ORGANIZATION HAS 10 YEARS OF EXPERIENCE OPERATING PRECOLLEGE STEM INTERVENTION PROGRAMS AND CONDUCTING RESEAR OND UNDERREPRESENTATION OF THE STEM FIELD. BEFORE BEGINNING THIS IT PREENTATION, I WANT TO APPLAUD THE SMRB AND NIH FOR TAKING ON THIS VERY IMPORTANT CHALLENGE AND TO ENSURE THAT UNDER REPRESENTED GROUPS ARE ABLE TO FULLY PARTICIPATE IN THE BIOMEDICAL WORKFORCE. MY REMARKS COVER BARRIERS, I THINK MATTHEW AND CATHERINE DID A WONDERFUL JOB. I WANT TO TALK ABOUT BOTH STRUCTURAL AND SOCIAL PSYCHOLOGICAL BARRIERS IN ORDER TO UNDERSTAND UNDER DEP REPRESENTATION THEN TRANSITION TO THE SMASHT ACADEMY, TO DISCUSS NOT ONLY PILLARS OF THIS PROGRAM BUT ALSO DISCUSS HOW THE MODELS FOR PROGRAM DEVELOPMENT RESEARCH AND EVALUATION CAN INFORM LARGER CONVERSATIONS ON PRECOLLEGE INITIATIVES. INSTITUTIONAL AND INDIVIDUAL WHICH RESTRICT ACCESS AND OPPORTUNITY OR DETER STUDENTS FROM UNDERREPRESENTED GROUPS FROM PURSUING OR PERSISTING IN STEM STUDIES. SO WE'VE DISCUSSED QUITE A FEW OF THESE ALREADY. I JUST WANT TO TOUCH ON THEM BRIEFLY. FIRST IS INEQUITABLE ACCESS TO FUNDING AND SCHOOL RESOURCES. CHILDREN IN THE HIGHEST POVERTY SCHOOLS DO NOT HAVE ACCESS TO THE SAME BASIC LEARNING SUPPLIES' AND RESOURCES SO WHEN THIS COMES TO SCIENCE, WE'RE TALKING ABOUT THINGS SUCH AS BUILDINGS, TECHNOLOGY, LABS, TEACHERS. THEN ACCESS TO SCIENCE RESEARCH FACILITIES, TEACHERS AND SCHOOLS SERVING THE HIGHEST PERCENTAGES OF STUDENTS IN POVERTY ARE MORE LIKELY TO REPORT FACILITIES ARE A MAJOR CHALLENGE, THAT THEY RECEIVE TOO LITTLE SUPPORT ASSESSING STUDENT LEARNING IN SCIENCE AND THAT THEY ARE MUCH LESS LIKELY TO HAVE SCHOOL WIDE INITIATIVES IN SCIENCE THAN SCHOOL WITH FEWER STUDENTS IN POVERTY. ON AVERAGE, TEACHERS IN SCHOOLS WITH HIGH CONCENTRATIONS OF -- FEWER QUALIFICATIONS, FEWER YEARS OF EXPERIENCE, THIS IS DESPITE -- WE ALSO SEE THAT THE AVAILABILITY OF COURSES VARY SIGNIFICANTLY ACROSS SCHOOLS AND DISTRICTS. STUDENTS OF COLOR ARE MORE LIKELY TO BE FORMALLY OR INFORMALLY TRACKED INTO LOWER LEVEL MATH AND SCIENCE COURSES DESPITE ACTUAL ABLE AND THIS IS WHEN THEY DO HAVE ACCESS TO RIGOROUS AP COURSES. SO AS A RESULT, WE SEE DISPARITIES IN AP PERFORMANCE -- OR AP TEST-TAKING P PATTERNS WHERE AFRICAN-AMERICAN AND LATINO STUDENTS COMBINE TO COMPRISE ONLY 19% OF ALL AP BIO, 16% OF AP CALCULUS -- NATIONWIDE. THERE ARE ALSO DISPARITIES IN ACCESS TO EXTRACURRICULAR STEM ENRICHMENT PROGRAMS AND ACTIVITIES, SO WHILE THERE ARE SOME FANTASTIC FEDERALLY FUNDED PROGRAMS LIKE MESA AND UPWARD BOUND MATH AND SCIENCE, THERE ARE STILL SIGNIFICANT DISPARITIES IN ACCESS TO ENRICHMENT PROGRAMS IN SIGH EPS, MANY OF WHICH COST MONEY SO THINK ABOUT THAT, ESPECIALLY ECONOMIC DISPARITIES THERE. THIS AFFECTS NOT ONLY PREPARATION BUT ALSO EARLY INTEREST AND ENGAGEMENT IN SCIENCE. SO EQUALLY IMPORTANT TO UNDERSTAND, SOCIAL BARRIERS. THE FOLLOWING BARRIERS EMERGED. PEER NETWORKS SUPPORT ENGAGEMENT AND LEARNING IN STEM. UNDERREPRESENTED HIGH NORTS OFTEN LACKED THE PEER NETWORKS CRITICAL TO SUSTAINING ENGAGEMENT. THEY TYPICALLY CAN BE ONE OF FEW MINORITIES OR WOMEN IN THEIR STEM COURSES AND MUST NEGOTIATE BETWEEN RACIAL, GENDER IDENTITIES, PEER GROUPS AND CULTURAL NORMS. ISOLATION CAN OCCUR BOTH WITHIN THESE COURSES AND WITHIN PEER GROUPS WHO DO NOT SHARE THE SAME EXPERIENCES OR OPPORT. WE'VE TALKED A LOT ABOUT ACCESS TO DIVERSE STEM ROLE MODELS AND MENTORS. CRITICAL OPPORTUNITY TO DECONSTRUCT A STEREOTYPES ABOUT WHO CAN BE SUCCESSFUL IN THE SCIENCES AND WHAT CAREERS IN STEM CAN ENTAIL. THE NEXT PIECE WE'VE TALKED A LITTLE ABOUT TODAY IS PROVIDING ACCESS TO RIGOROUS CURRICULUM IS ONLY ONE COMPONENT OF PREPARATION, SO IT'S ALSO CRITICAL FOR THESE STUDENTS TO PROVIDE OPPORTUNITIES FOR THE STUDENTS TO ENGAGE, MAKE MEANIN TO THE DON'T TENT AND APPLY THE CONTENT TO THEIR EVERYDAY LIVES. OFTEN THEY'RE VIEWED AT CULTURAL-NEUTRAL. THUS TURNING STUDENTS OFF FROM SUBJECTS BASED ON LACK OF INTEREST RATHER THAN LACK OF APATHY. WE'VE TALKED A LITTLE ABOUT ATTITUDES AND ASPIRATIONS. DEVELOPING POSITIVE ATTITUDES TOWARDS SCIENCE AND INSPIRING STUDENTS IS A PREDICTER OF LATER PER SUIT OF RIGOROUS SCIENCE COURSE WORK IN HIGH SCHOOL, AND SUCCESS IN SCIENCE FIELD AND HIGHER EDUCATION. THE BARRIERS DESCRIBED ABOVE CAN AFFECT ATTITUDES TOWARDS SOME SUBJECTS AND ASPIRATIONS. IN ADDITION, COPING WITH STIGMA, DIE MDYNAMICS ARE COMPLEX. THEY CAN INCLUDE BOTH DIRECT FORMS OF DISCRIMINATION, BUT MORE OFTEN INCLUDE RESPONSES TO STIGMA, RESPONSES TO STEREOTYPE, STEREOTYPES ABOUT ACADEMIC ABILITY, INTELLIGENCE AND STEM ABLE BY RACE AND GENDER WHICH ARE VERY PERVASIVE. THESE STEREOTYPES HAVE BEEN SHOWN TO DIRECTLY AND INDIRECTLY AFFECT UNDERREPRESENTED MINORITY STUDENTS IN WAYS RANGING FROM OPPORTUNITIES AND EXPECTATIONS GIVEN BY TEACHERS, LOWERED PERFORMANCE ON STANDARDIZED TESTS, LEADING STUDENTS TO DISENGAGE AND DISIDENTIFY WITH DOMAINS AND WITH THEIR NEGATIVE STEREOTYPES. AS WE SEE THE STRUCTURAL, SOCIAL AND PSYCHOLOGICAL BARRIERS ARE ALL INTERRELATED. THE CRITICAL NEXT STEPS FOR THE FIELD IS R. TO REALLY UNDERSTAND THE RELATIONSHIP BETWEEN EACH OF THESE COMPONENTS AND TO DEVELOP AND IMPLEMENT EFFECTIVE INTERVENTIONS. SO MOVING FORWARD FROM BARRIERS TO INTERVENTION, I THOUGHT IT WOULD BE HELPFUL TO PRESENT THIS SYNTHESIS -- LOOKS LIKE A LOT OF WORDS ON THIS PAGE -- THE SYNTHESIS OF A STUDY BY WILLIAMS WHICH HIGHLIGHTED EFFECTIVE COMPONENTS OF PRECOLLEGE STEM INTERVENTION PROGRAMS. SO QUICKLY, ONE IS SUPPORTIVE PEER NETWORKS AND ADULT MENTORS, TWO IS RIGOROUS COURSE WORK ALIGNED WITH THE UNIVERSITY ENTRY REQUIREMENTS, THREE IS INCORPORATION OF STUDENTS' CULTURAL BACKGROUND INTO THE CONTENT AND STRUCTURE OF THE PROGRAM. FOUR, LONG TERM INTERVENTIONS SPANNING MULTIPLE YEARS, FIVE, ASSISTANCE WITH THE COLLEGE ADMISSION PROCESS AND FINANCIAL AID APPLICATIONS, SIX, SENSITIVITY TO PARTICIPANTS' CULTURAL BACKGROUNDS AND EXPOSURE TO MATH AND SCIENCE CONCEPTS USING CONTEXTS THAT ARE FAMILIAR, AND SEVEN, A FOCUS ON MAINTAINING INTEREST AND POSITIVE VIEWS OF STEM WHILE ALSO INCREASING THEIR KNOWLEDGE A TEST SCORES. EIGHT, HANDS-ON EXPERIENCES WITH ROLE MODELS, THEN NINE AND 10 ARE FIELD TRIPS, AND ALSO CURRENT INVOLVE. ENGAGING PARENTS IN INTERVENTIONS AND PROGRAMS. SO USING EXISTING RESEARCH AND THEORIES, WE DESIGNED THIS CONCEPTUAL FRAMEWORK WHICH ATTEMPTS TO OUTLINE THE RELATIONSHIP BETWEEN -- LONG TERM OUTCOMES IN TERMS OF STEM PREPARATION. SO THIS CONCEPTUAL FRAMEWORK WE USE IN OUR WORK AT LPFI TO TEST RELATIONSHIPS BETWEEN INTERVENTION COMPONENTS AND THEN THE SHORT AND LONG TERM OUTCOMES OF OH U OUR STUDENTS. NOW I GET OH TELL YOU A LITTLE TO TELL YOU A LITTLE ABOUT OUR PROGRAM. IT'S A FIVE-WEE THREE-YEAR STEM SUMMER PROGRAM. WE HAVE FOUR SITES IN NORTHERN AND SOUTHERN CALIFORNIA. WE'VE BEEN IN OPERATION FOR 10 YEARS. WE SERVE APPROXIMATELY 275 HOE INCOME FIRST GENERATION STUDENTS PER YEAR. ACCESS TO RIGOROUS MATH AND SCIENCE COURSES, THEN ALSO A MORE INTEGRATED CURRICULUM THAT INCLUDES THINGS LIKE HOW TO COMPLETE COLLEGE APPLICATIONS, FINANCIAL AID, THEN ALSO THE USE DEVELOPMENT CURRICULUM INCLUDING THINGS LIKE LEADERSHIP, PUBLIC SPEAKING, AND ALL OF THIS IS SITUATED WITHIN A CULTURALLY RELEVANT AND RESPONSIVE FRAMEWORK. HERE'S A LOGIC MODEL WE ACTUALLY DESIGN FOR THE INTERVENTION, I HOPE THIS IS PULLING IT TOGETHER, ALL OF MY REMARKS HERE. WE'VE IDENTIFIED WHAT THE BARRIERS ARE IN TERMS OF LACK OF ACCESS TO RIGOROUS COURSE WORK, TO SUPPORT NETWORKS, SOCIAL AND PSYCHOLOGICAL BARRIERS, THEN WE'VE SPECIFICALLY DESIGNED OUR INTERVENTIONS TO ADDRESS THOSE BARRIERS. THEN WHAT YOU SEE ON THE RIGHT-HAND SIDE ARE THE SHORT TERM OUTCOMES WE'VE IDENTIFIED AND LONG TERM OUTCOMES THAT WE HAVE IDENTIFIED AND ACHIEVE. OVER THE COURSE OF A FIVE-WEEK PROGRAM, WE'VE BEEN ABLE TO DEMONSTRATE INCREASED PERFORMANCE ON SCIENCE AND MATH ASSESSMENTS. INCREASE -- MANY OF OUR STUDENTS HAVE HAD ZERO ACCESS TO COMPUTER SCIENCE AND SO WE'VE INCREASED OUR COMPUTER SCIENCE KNOWLEDGE SIGNIFICANTLY. ALSO SIGNIFICANTLY SIGNIFICANT INCREASES IN ATTITUDES TOWARDS SCIENCE AND STEM. WE'VE BEEN ABLE TO TRACK OUR STUDENTS THROUGH, I NEGLECTED TO MENTION THEY START WITH US IN NINTH GRADE, WE TRACK THEM ALL THE WAY THROUGH HIGHER EDUCATION AND WE FIND 83% ENROLL DIRECTLY IN A FOUR-YEAR UNIVERSITY. 67% OF THOSE DECLARE STEM MAJORS AND WE HAVE FAIRLY GOOD PERSISTENCE RATES BEYOND YEAR ONE WITHIN STEM MAJORS. HERE'S A QUOTE I REALLY LIKE WHICH IS WITHOUT CAREFULLY DESIGNED PROGRAM EVALUATIONS, WE DO NOT KNOW WHETHER A PROGRAM IS EFFECTIVE, HOW AND WHERE A PROGRAM HAS FAILED OR SUCCEEDED, OR HOW TO USE THIS KNOWLEDGE TO OUR ADVANTAGE IN CREATING FUTURE PROGRAMS. CONSIDERING THE NUMBER OF POORLY EVALUATED PROGRAMS, SUBSTANTIAL RESOURCES MAY BE UNWITTINGLY WASTED ON INEFFECTIVE PROGRAMS. SO A FEW TAKEAWAYS. ONE IS UNDERSTANDING -- IT'S CRITICAL TO UNDERSTANDING SOCIAL, PSYCHOLOGICAL BARRIERS AND ALSO THE STRUCTURAL BARRIERS THAT HAVE CAUSED UNDERREPRESENTATION. AND SECOND, THAT INTERVENTIONS SHOULD BE RESEARCH BASED AND DESIGNED WITH THEORETICAL, CONCEPTUAL AND EMPIRICAL EVIDENCE IN MIND. THIRD IS THAT EVALUATION IS ESSENTIAL TO UNDERSTANDING WHAT WORKS, FOR WHICH POPULATIONS AND WHY. AND THEN FOURTH IS I THINK COMPREHENSIVE INTERVENTIONS CAN BE EFFECTIVE AND SCALABLE, AND SCALABILITY IS THE KEY TO UNDERSTANDING UNDER -- OR TO ADDRESSING UNDERREPRESENTATION. PICTURE OF OUR STUDENTS. THANK YOU. >> THANK YOU VERY MUCH. REALLY FASCINATING TALKS AND A LOT OF USEFUL MATERIAL. A WE OPEN IT UP FOR QUESTIONS. >> SO MATT, I HAVE TO SECOND YOUR ENDORSEMENT OF THE COLLEGE, I WAS THERE LESS THAN TWO WEEKS AGO VISITING THE PROGRAM, SOME THAT WE FUND, OTHERS THAT NIGMS FUNDS, AS WELL AS COFUNDING WITH THE INDIAN HEALTH SERVICE. THEY HAVE THE ONLY CELLULAR PLAQUE LER BIOLOGY PROGRAM IN ANY OF THE INDIAN COLLEGES AND THE ONLY ENVIRONMENTAL HEALTH PROGRAM IN ANY OF THE COLLEGES AND THEY'RE REALLY ONE OF THE FEW FOUR-YEAR TRIBAL COLLEGES. AND I THINK PART OF THE SUCCESS THAT THEY'VE DEVELOPED IS THE COMMITMENT OF THE STAFF THAT THEY HAVE THERE, NOT ALL OF WHOM ARE NATIVE AMERICANS, BUT ALSO THE UNDERSTANDING THAT WHAT THEY ARE DOING HAS TO INVOLVE THEIR COMMUNITY FROM THE GET-GO, AND USE THAT INFORMATION IN THE DESIGN OF THE PROGRAMS THAT THEY RUN. THEY'VE BEEN REALLY QUITE SUCCESSFUL THERE. MANY OF THE STUDENTS AT TRIBAL COLLEGES ARE NON-TRADITIONAL STUDENTS, AND THAT HAS TO BE A RECOGNITION, I THINK, THAT WE GO FORWARD NOT EXPECTING THEM TO BE LOCK, STEP AND BARREL, GOING RIGHT ON THROUGH AND SO ON AND SO ON. SO THANK YOU VERY MUCH FOR YOUR COMMENTS. THEY'RE VERY MUCH RIGHT ON. >> I HAVE A QUESTION. T GOES TO MATT AS WELL. I HAD THE PRIVILEGE OF WORKING WITH THE INDIANS IN SOUTHERN ARIZONA DOING SOME GENETICS STUDY, AND I SAW THE IMPACT OF THE GAMING INDUSTRY IN THAT COMMUNITY, THE ABILITY TO PUT IN SOME REALLY GREAT MEDICAL CARE. FOR THOSE INDIVIDUALS AND UNFORTUNATELY DEVELOP DIABETES AT A VERY HIGH RATE. AS I LOOK AT SOME OF THE OTHER GAMING INDUSTRIES THAT HAVE ESTABLISHED IN SOME OF THE COMMUOW MUCH OF THAT MONEY IS EARMARKED FOR GOING TOWARDS EDUCATION? IT SEEMS LIKE THERE'S A LOT OF MONEY BEING GENERATED HERE. >> SO THAT'S GOING TO VARY TRIBE TO TRIBE BECAUSE THE WAY EVERY TRI OPERATES IS OBVIOUSLY INDEPENDENTLY. THE SHORT ANSWER, SHORT IS PROBABLY A VERY LONG ANSWER, IS I DON'T KNOW. BUT THERE IS A LOT OF POLITICS SURROUNDING MUCH OF THE GAMING THAT'S GOING ON, AND THE POLITICS IS A WAY OF QUELCHING A LOT OF USE THAT MONEY COULD HAVE THAT IT OTHERWISE DOESN'T. SO I DON'T KNOW. >> QUESTION FOR DR. RIEGLE-CRUMB. YOU MENTIONED THE STATISTICAL ANALYSIS, PHYSICS WAS SORT OF A CASE OF ITS OWN. YET PHYSICS IS SO FUNDAMENTAL TO ALL STEM. COULD YOU ELABORATE A LITTLE ON PHYSICS AS IT STOOD OUT? RIGHT. PHYSICS NATIONWIDE, 30% OF MALES AND 20% OF FEMALES THAT TAKES PHYSICS. THAT HAS NOT CHANGED MUCH OVER THE LAST SEVERAL DECADES. SO WE HAVE -- WE HAVE SOME RESEARCH LOOKING AT HOW THAT VARIES SCHOOL TO SCHOOL. BECAUSE OF COURSE THAT'S THE NATIONAL AVERAGE. SO WE HAD A STUDY USING NATIONAL DATA ACTUALLY FROM THE -- HEALTH FUNDED BY NIH, PUT IN THAT LITTLE PLUG, SO WE HAD A STUDY WHERE WE LOOKED AT THE VARIATION OF THAT ACROSS -- SCHOOLS ACROSS THE NATION AND FOUND THAT IN COMMUNITIES WHERE WOMEN IN THE COMMUNITY IN THE LABOR FORCE COMMUNITY ARE EMPLOYED IN STEM OCCUPATIONS AT A HIGHER RATE, THAT WOMEN -- GIRLS WERE AS LIKELY TO TAKE PHYSICS OR MORE LIKELY TO TAKE PHYSICS AS BOYS, SO IT GETS BACK TO THIS ISSUE OF THE IMPORTANCE OF ROLE MODELS IN COMMUNITIES, SO AGAIN, ON AVERAGE, IMIRLS ARE STILL LESS LIKELY TO TAKE IT, BUT THAT VARIES A LOT DEPENDING ON THE COMMUNITIES IN WHICH THEY LIVE. SO IT'S ALSO THE CASE IN TERMS OF PREDICTING ENTRANCE INTO COLLEGE MAJORS THAT FEMALES THAT ARE GOING INTO PSE MAJORS HAVE TAKEN PHYSICS. FEMALES THAT ARE GOING INTO BIOMAJORS ARE LESS LIKELY TO HAVE TAKEN PHYSICS. >> SO GOING EVEN MORE FUNDAMENTAL, MATHEMATICS, MATHEMATICS AND COMPUTER SCIENCE ACTUALLY IS A SHORTAGE FIELD FOR THIS BIOMEDICAL WORKFORCE GOING FORWARD, FOR THE BRAIN PROJECT, FOR EVERYTHING ELSE WE'RE DOING, AND IT'S SORT OF BURIED THERE UNDER PS AND E. YOU MENTIONED IT UNDER SMASH. CAN ANY OF YOU GIVE US A DEEP DIVE ON WHAT'S HAPPENING AND WHAT COULD BE DONE IN GETTING KIDS MORE INTERESTED IN MATHEMATICS THROUGH THE WHOLE SPECTRUM OF SCHOOL KIDS? >> THROUGH MATHEMATICS, IF YOU -- RIGHT, IN THE NATIONAL DATA WE HAVE, IT'S VERY HARD TO PICK APART CERTAIN THINGS BECAUSE THEY'RE SMALL IN SIZE. SO PURE MATH MAJORS MAKE UP ABOUT 2% OF STUDENTS IN COLLEGE SO IT'S VERY SMALL. THAT IS A, IT'S GENDER EQUITABLE. BUT IF YOU LOOK AT PHYSICS, THERE IS A GENDER DISPARITY IN PHYSICS AT THE COLLEGE LEVEL AND CERTAINLY COMPUTER SCIENCE. COMPUTER SCIENCE ACTUALLY IS ONE THAT HAS HAD SORT OF -- IT HAD A PERIOD WHERE IT STARTED DOING VERY WELL FOR WOMEN, THEN DROPPED BACK DOWN AGAIN. AND SO COMPUTER SCIENCE IS DEFINITELY AN AREA, AGAIN, WITHIN THE COLLEGE LANDSCAPE IT MAKES UP A SMALL PERCENTAGE OF STUDENTS AND SO IT'S VERY HARD TO GET GOOD KIND OF NATIONAL LONGITUDINAL DATA TO BE ABLE TO FOLLOW -- >> THERE'S SOMETHING FUNDAMENTALLY WRONG WITH THE WAY WE'RE TEACHING IT. YOUR COLLEAGUE BEFORE YOU CAME -- IS ERNIE FIEZMAN, ESPECIALLY ABOUT THE POINT OF GROUP LEARNING MENTIONED IN PREVIOUS SESSION, AND TOO MANY KIDS GET TURNED OFF, REPEATING ALGEBRA IS PATHETIC, THERE'S A QUALITATIVE DIMENSION TO THIS. >> ABSOLUTELY. BUT MOST KIDS AREN'T EVEN GETTING COMPUTER SCIENCE IN HIGH SCHOOL. SO THE NUMBER OF KIDS TAKING THE COURSE -- THE AVAILABILITY OF THE COURSE AND THEN THE NUMBER OF KIDS TAKING IT IS VERY SMALL. AND SO I THINK THAT THERE CERTAINLY IS SOMETHING TO BE SAID ABOUT THERE'S SOMETHING WRONG WITH THE WAY WE'RE TEACHING IT, BUT IF WE DON'T GET KIDS INTO THE CLASSROOMS, THAT IN ITSELF MEANS THAT WE'RE HITTING A BIG HURDLE, SO AN ISSUE OF GETTING FIRST OF ALL FOR THE COURSE TO BECOME MORE AVAILABLE, RIGHT NOW IT'S AVAILABLE AS AN AP COURSE AND VERY FEW KIDS TAKE IT, AND VERY, VERY FEW FEMALES TAKE IT AND VERY, VERY FEW MINORITIES TAKE IT. SO IT'S NOT A HIGH VOLUME COURSE. AND THE COURSES THAT ARE NOT A.P. AND MORE OF AN INTRODUCTORY LEVEL, I THINK THERE'S A BIG MOVEMENT BY PEOPLE IN THE COMPUTER SCIENCE FIELD TO GET A COURSE LIKE THAT TO GET KIDS INTERESTING BECAUSE AGAIN, IF YOU WAIT UNTIL YOU GET TO THE AP PART, YOU'VE ALREADY LOST SO MANY KIDS WHO AREN'T GOING TO TAKE AN AP COURSE, BUT IF YOU CATCH THEM EARLIER AND GIVE THEM EXPOSURE EARLIER AND LET THEM GET EXCITED ABOUT COMPUTER SCIENCE IN MIDDLE SCHOOL, AT THE BEGINNING OF HIGH SCHOOL, THEN YOU MIGHT END UP WITH MORE KIDS GOING IN IN AP. BUT WE WAIT UNTIL LATE, RIGHT AT THE END OF HIGH SCHOOL, AND SAY HERE'S THIS COURSE, WHO WANTS TO TAKE IT. >> ONE MORE POINT ON THIS, CLYDE. THIS MAY BE SOMETHING WORTH SON SOME EMPHASIS FOR THAT SLIDE 5 ALSO, BECAUSE THIS IS A DEFICIENCY. MOST PEOPLE WHO ARE STARS IN BIOLOGY, EVEN GENOMICS, PROTEOMICS AND ALL, IF THEY DON'T HAVE ANY GOOD DEEP BACKGROUND IN MATH AND BY THE TIME THEY'RE IN THE SECOND YEAR OF COLLEGE, THEY ARE NOT GOING TO TAKE THE COURSES AND GO BACK AND DO IT. IT'S BEEN VERY HARD TO GET PEOPLE WHO ARE TERRIFIC BIOLOGISTS, IF THEY HAVEN'T DONE GOOD IN MATH, TO GO DEVELOP IT LATER. IT'S EASIER TO TEACH BIOLOGY BOOT CAMP TO ENGINEERS AND MATHEMATICIANS, BUT THE REVERSE, WE FIND QUITE CHALLENGING. >> SO I SAW SCOTT, THEN CLYDE, THEN ROD, THEN KATO. >> I WANT TO CONGRATULATE YOU ON YOUR SMASH PROGRAM THAT YOU SEEM TO HAVE VERY REMARKABLE ALUMNI DATA COMING FROM THIS PROGRAM. SO THE QUESTION I HAVE IS, NUMBER ONE, I SEE WHAT THE PROTOTYPE OF THE STUDENTS ARE. WHAT IS THE SELECTION PROCESS? ARE YOU BIASING SORT OF THE CREAM OF EVEN THE LOWER INCOME OF COLOR -- STUDENTS OF COLOR OR IS THIS REALLY AN OPPORTUNITY THAT CAN BE EXPANDED AND BE INCLUDED IN THE -- DURING THE COURSE OF THE YEAR, NOT JUST IN A SUMMER PROGRAM AND BE REPLICATED? >> THANK YOU FOR THE CONGRATULATIONS AND TO ANSWER THE FIRST PORTION OF YOUR QUESTION, IT'S A VERY SELECTIVE PROCESS TO GET STUDENTS IN BECAUSE WE ONLY HAVE A CERTAIN NUMBER OF SLOTS SO WE GET ROUGHLY 400 APPLICANTS FOR ABOUT 60 TO 70 SLOTS PER YEAR, BUT THAT BEING SAID, WE HAVE A VERY INTENTIONAL PROCESS FOR HOW WE SELECT STUDENTS SO WE ARE NOT CREAMING AND TAK TAKING THE STUDENTS WHO WERE ALREADY GOING TO BE SUCCESSFUL, SO WE TRY TO IDENTIFY STUDENTS THAT HAVE QUOTE-UNQUOTE POTENTIAL. WHAT WE LOOK FOR ARE TEACHER RECOMMENDATIONS, STUDENTS WHO ARE ENGAGED IN THEIR CLASSES, THEY MIGHT NOT HAVE A'S IN ALL THEIR COURSES AND THEY MAY NOT HAVE THE HIGHEST TEST SCORES, BUT WE'RE ABLE TO TAKE STUDENTS WHEN THEY'RE IN NINTH GRADE AND WE'RE WITH THEM FOR THREE SUMMERS, SO BY HAVING THE LONGITUDINAL EXPOSURE, WE'RE ABLE TO SEE LONGER TERM OUTCOMES. >> SO IS IT JUST FINANCIAL THAT YOU CAN'T SCALE THIS? IN OTHER WORDS, IN THAT SELECTION PROCESS, YOU COULD ACTUALLY HAVE A LOT MORE OF THOSE STUDENTS INCLUDED HERE. >> EXACTLY. SO THE MAJOR CONSIDERATION IS FUNDING AT THIS POINT. SO THAT'S ACTUALLY SOMETHING WE'VE BEEN REALLY INTERESTED IN, IN THINKING MORE BROADLY ABOUT, IS HOW TO REPLICATE THE PROGRAM BUT THE PROGRAM IN AND OF ITSELF IS VERY EXPENS TO OPERATE. >> SO CLYDE, ROD, CATO AND GRIFF, I APOLOGIZE I DIDN'T SEE YOU BEFORE, I GOT YOU NOW. >> SO I, TOO, WOULD LIKE TO CONGRATULATE ALL OF YOU FOR YOUR PRESENTATIONS AND IT WILL HELP US INFORM OUR REPORT BUT I SPECIFICALLY WANT TO GO FURTHER ON A QUOTE, THAT IS THERE IS A DIRTH BY TEACHERS IN THE AT RISK COMMUNITIES. NOW I DON'T WANT TO MAKE THE OBVIOUS ASSUMPTION AND BEGIN TO BEMOAN THIS AS EXEMPLARY AS SOMETHING AMISS IN OUR SOCIAL FABRIC. THIS AS SIMPLE A PROBLEM OF ECONOMICS IN THAT PERSONS THAT ARE QUALIFIED TO TEACH SCIENCE OR EDUCATION FOLLOW THE BETTER PAYING JOBS OR IS THERE SOMETHING MORE DEEPLY INVOLVED IN WHY WE SEE THIS WHAT QUALIFIES FRANKLY AS A DISPARITY OR ALMOST AS AN INJUSTICE, AND TO FURTHER EXPAND UPON THAT, IF WE BEGIN TO THINK ABOUT SOLUTIONS, ARE THERE THOSE INVOLVED IN THE STRUCTURE OF EDUCATION THAT ARE AWARE OF THIS AND TAKING STEPS TO REDIRECT THE DEPLOYMENT OF QUALIFIED TEACHERS, SO A LITTLE BIT OF A DEEPER EXPOSE, IF YOU WILL, ON THIS DISSIMILARITY IN TEACHER QUALIFICATIONS TARGETING THE GROUP THAT NEEDS PRESUMABLY MORE TEACHER SOPHISICATION THAN THEY'RE RECEIVING? >> YES, SO THANK YOU VERY MUCH FOR THAT QUESTION. THERE'S SEVERAL PARTS TO IT. SO PARTLY IT IS THE CASE THAT BECAUSE WE HAVE A SHORTAGE OF MATH AND SCIENCE TEACHERS NATIONWIDE, THEY HAVE MORE SELECTION IN TERMS OF WHERE THEY GO. OUR TEACHER PANEL SPOKE VERY ELOQUENTLY TO THE PRESSURES THAT TEACHERS ARE UNDER RIGHT NOW. SO TO GO INTO A SCHOOL THAT'S LOW PERFORMING AND KNOW THAT BY THE MINUTE YOU WALK IN, YOUR YOB IS ON THE LINE TO PRODUCE RESULTS IMMEDIATELY. VERSUS TO GO INTO A SCHOOL THAT'S HIGH PERFORMING, WHERE EVERYONE HAS THAT PART AT LESION FIGURED OUT AND YOU HAVE THE ROOM AND THE FREEDOM TO KIND OF DO SOME THINGS, IT MAKES SENSE THAT IF YOU'RE IN HIGH DEMAND, YOU'RE GOING TO GO TO THE JOB THAT SEEMS TO BE MORE APPEALING AND ALLOW YOU THE FREEDO TO DO THE KINDS OF THINGS YOU WANT TO DO. OFTEN WE HAVE MAGNET SCHOOLS, MIC MAGNET SCHOOLS AND YOU GO AND TALK TO THE TEACHERS THERE, WE DO OUR OWN CURRICULUM, THE TESTING COMES AND GOES. THEY DON'T WORRY ABOUT THAT BECAUSE THEY'RE SERVING A GROUP OF KIDS WHERE THEY DON'T HAVE TO WORRY ABOUT THAT. SO THAT IS AN ISSUE IN TERMS OF GETTING HIGHLY QUALIFIED TEACHERS WHERE WE NEED THEM THE MOST. BUT YOU CAN'T BLAME TEACHERS FOR NOT WANTING TO TEACH IN SCHOOLS WHERE THEIR HANDS ARE TIED SO MUCH TO JUST TEACHING TO THE TEST AND WHERE THEY'RE BEING HELD ACCOUNTABLE FOR ALL KINDS OF THINGS BEYOND THEIR CONTROL. SO THAT IS DEFINITELY A PROBLEM. SO IN THE YOU TEACH PROGRAM, SPEAKING ABOUT THAT, A LOT OF OUR STUDENTS GO INTO THESE MAGNET SCHOOLS AND TEACH IN THESE MATH AND SCIENCE MAGNET SCHOOLS. THEY HAVE GREAT CONTENT KNOWLEDGE AND THEY HAVE ALL OF THE REFORM PEDAGOGY THAT WE'VE TAUGHT THEM AND ALL OF THAT, SO WE TRY TO ENCOURAGE THEM AND IN FACT WHEN THEY DO THEIR STUDENT TEACHING, THEY GO INTO VERY DIFFERENT KINDS OF PLACES AND SERVE IN AT RISK SCHOOLS BUT WHEN THEY GET JOB OFFERS, THEY TEND TO GET THEM FROM A LOT OF PLACES AND SO THEY HAVE THEIR PICK OF JOBS. SO THAT ABSOLUTELY IS AN ISSUE. ARE PEOPLE AWARE OF IT? ABSOLUTELY. WHAT IS IT GOING TO TAKE TO CHANGE IT? WOW. THE CURRENT CLIMATE FOR TEACHERS IS VERY, VERY DIFFICULT, AND IT'S HARD TO EACH RECRUIT PEOPLE TO OUR NUMBERS IN YOU TEACH HAVE GONE DOWN OVER THE PAST FIVE YEARS QUITE DRAMATICALLY BECAUSE STUDENTS ARE READING THE NEWSPAPER OR THEY'RE TWEETING OR DOING SOMETHING AND THEY KNOW WHAT IT'S LIKE. THEIR OWN EXPERIENCE AS HIGH SCHOOL STUDENTS. BY THE TIME THEY GET INTO COLLEGE, THEY THINK, MY TEACHERS REALLY HAD A ROUGH TIME, WHY WOULD I POSSIBLY WANT TO GO DO THAT? SO THAT'S A MAJOR ISSUE. >> SO I RECALL MY DAYS IN TEXAS LIVING THROUGH THE ROBIN HOOD PLAN WHERE THERE WAS THIS IMPETUS TO LEVEL THE PLAYING FIELD ECONOMICALLY AND THERE WAS GREAT RESISTANCE FOR NOT INAPPROPRIATE REASONS, SO I THINK ECONOMICS DOES HAVE A BIG ROLE IN THIS. >> ABSOLUTELY. >> I WAS GOING TO ADD TO THAT POINT THAT IN CALIFORNIA, THERE DEFINITELY IS AN ECONOMIC PORTION IN ADDITION TO WHAT KATHRYN WAS MENTIONING, SOMETHING AS SPECIFIC AS SCHOOL FUNDING FORMULAS CREATE DISPARITIES BETWEEN DISTRICTS, WHICH WOULD ALLOW THOSE DISTRICTS TO PROVIDE A HIGHER SALARY FOR CERTAIN TEACHERS, SO COMING BACK TO CONTRACTS AND JOB OFFERS, THEY'RE ABLE TO PROVIDE GREATER SALARY, SO THAT IS ANOTHER THING THAT MAKES IT MORE ATTRACTIVE FOR TEACHERS TO GO TO DIFFERENT AREAS. >> BUT THE ADVANTAGE THERE IS THAT THAT ENDS UP BEING A POLICY ISSUE, AND THERE ARE THOSE THAT CAN MAKE CORRECTION FACTORS IN THOSE FUNDING FORMULAS, BUT I'LL STOP. >> ROD. >> I JUST WANTED TO UNDERSCORE A PRACTICAL POINT THAT WAS MADE BY ALLISON IN HER TAKE-AWAY MESSAGES, I THINK SHE CALLED THEM. THERE REALLY -- ON THE SCORES ALSO, THE POINT JIM ANDERSON PAID IN HIS PRESENTATION, WHICH IS THE CRITICAL NEED FOR AND IMPORTANCE OF HAVING DATA, TRACKING THESE PROGRAMS, TRABBINTRACKING THE STUDENTS IN ORDER TO LEARN WHAT WORKS AND FOR WHOM. JIM ANDERSON MADE THE POINT THAT WE HAVE A VARIETY OF APPROACHES TO SUPPORTING HIGH SCHOOL STEM EDUCATION BUT WE REALLY DON'T HAVE THE DATA. THIS IS AN OBVIOUS AREA OF ACTION FOR US. >> I WANT TO CONGRATULATE ALL THE SPEAKERS. THESE ARE SOME REALLY GREAT PRESENTATIONS. I PARTICULARLY LIKED DR. SCOTT'S PRESENTATION IN DESCRIBING REALLY PROBLEMS, DESCRIBING THE APPROACHES, SOLUTIONS, HE GAVE THE EXAMPLE OF A GREAT PROGRAM. COMMENT AND QUESTION. COMMENT WISE, I THINK WE REALLY ARE IN A STATE OF EMERGENCY IN TERMS OF UNDER DB REPRESENTED MINORITIES AND STEM ACHIEVEMENT. IN FIVE YEARS, UNDER REPRESENTED MINORITIES ACTUALLY BECOME THE MAJORITY IN THIS COUNTRY FOR PEOPLE UNDER 18. SO 2042, EVERYONE, IT'S FOR THE WHOLE COUNTRY. BUT IN 2018, 2019, FOR OUR STUDENTS UNDER 18, THE MINORITY WILL BE THE MAJORITY. SO THAT MEANS THAT THE PEOPLE THAT ARE BEING TRAINED, THE STUDE BEING TRAINED WILL BE MINORITIES WILL BE THE MAJORITY. SO THERE SHOULD -- IT'S REALLY -- THERE SHOULD BE A SENSE OF EMERGENCY IN TERMS OF HOW WE MOVE FORWARD IN THE NEXT FEW YEARS, BECAUSE OF THAT. THE SECOND IS THAT -- I JUST WANT TO TALK ABOUT WHAT THE DATA SHOWS ON THIS. THE CONCEPTS OF RESEARCH EXPERIENCES FOR MINORITIES, PROVIDING MENTORSHIP IN TERMS OF THE -- MINORI AND FACULTY ROLE MODELS. I THINK THERE'S A STANDARD AMOUNT OF DATA, I JUST WANT TO CONFIRM THAT, THAT SAYS THOSE THREE THINGS, PARTICULARLY FOR UNDERREPRESENTED MINORITY STUDENTS, MAKES A BIG DIFFERENCE. JUST WANT TO CONFIRM THAT. AND LAST, WHAT IF WE PUT ALL THREE OF YOU IN CHARGE? AND YOU HAVE ONLY 15 SECONDS TO ANSWER THIS. BUT IF YOU'RE ALL IN CHARGE, AND THERE'S A SUBSTANTIAL AMOUNT OF INVESTMENT NIH IS PUTTING IN, NSF BUT NIH IN TERMS OF K-12 PROGRAMS. LOOKING AT THE PROGRAMS THAT ARE HERE RIGHT NOW, IN TERMS OF WHAT'S HAPPENING RIGHT NOW, HOW WOULD YOU REDIRECT THE FUNDS OR HOW WOULD YOU -- OR MAYBE EVERYTHING IS ON TRACK, BUT HOW WOULD YOU LOOK AT THE FUNDING THAT'S GOING ON RIGHT NOW AND HOW WOULD YOU REDIRECT THAT TO ACHIEVING SOME SOLUTIONS? >> SO 15 SECONDS. >> I WILL DO MY BEST TO ANSWER IN 15 SECONDS. WHAT I PRESENTED THERE I THINK WOULD BE MY SOLUTION, WHICH IS TO CREATE THIS MODEL LIKE WHAT IS THE APPROACH THAT NIH WANTS TO TAKE TO ADDRESSING THESE ISSUES, SO ADDRESS -- IDENTIFYING WHAT THE BARRIERS ARE, IDENTIFYING INTERVENTIONS AND REALLY FIGURING OUT HOW TO COMPREHENSIVELY ASSESS THE EFFECTIVENESS OF THOSE INTERVENTIONS. >> I WOULD AGREE WITH THAT AND SAY WE HAVE TO START EARLY, WHEN KIDS ARE YOUNG, AND WE HAVE TO FOLLOW THROUGH AND BE CONSISTENT BECAUSE ONE SUMMER CAMP OR ONE FIELD TRIP IS NOT SUFFICIENT, SO WE HAVE TO TARGET KIDS EARLY AND THEN WE HAVE TO HAVE A SUSTAINED APPROACH AND MAINTENANCE TO THAT THROUGHOUT K-12. >> THE ONLY THING I COULD ADD IS RELEVANCE, MAKING SURE THEY UNDERSTAND FROM THE EARLY AGE WHAT THE RELEVANCE IS. IF THEY DO THAT, THERE'S A VESTED INTEREST IN CONTINUING ALL THE WAY THROUGH. >> SO YOU JUST DID WHAT I WAS -- YOU COVERED POINTS THAT I WAS GOING TO COVER TO SUM UP, SO IN LIEU OF SUMMING UP, WHY DON'T I HAND IT OVER TO GRIFF FOR A LAST QUESTION. >> LAST QUESTION. FIRST I WANT TO CON IMRAT LATE ALL THREE OF YOU ON VERY OUTSTANDING TALKS, NICE RECOMMENDATIONS. SOMETHING ALL THREE OF YOU MENTIONED WAS THE SORT OF LACK OF TEACHERS AND MENTORS AT THE K-12 LEVEL, AS WELL AS THE APPROPRIATE ROLE MODELS, WOMEN OR UNDERREPRESENTED MINORITIES. AND THE POSSIBILITY OF THE THINGS THAT YOU'RE DOING RIGHT NOW IS A QUESTION OF SCALABILITY. WE SORT OF HEARD ABOUT WHAT SOME OF THE BARRIERS FOR THAT SCALABILITY IS. ON THE OTHER HAND, FROM THE STUDENTS' PERSPECTIVE, YOU HAVE TO SORT OF NOT ONLY UNDERSTAND WHAT KIDS THINK, BUT WHAT THEY THINK ABOUT AND WHERE THEY GET MESMOST OF THEIR INFORMATION, IF YOU WANTED TO SCALE THIS IN SORT OF A VERY EFFICIENT MANNER. I GUESS WHAT I'M WONDERING IS, HOW DO EACH OF YOU USE SOCIAL MEDIA IN YOUR CURRENT SITUATION TO TRY TO HIGHLIGHT TEACHERS AND ROLE MODELS AND IMPORTANT MENTORS, AND IS THAT SOMETHING THAT POTENTIALLY COULD BE LEVERAGED, PARTICULARLY FROM WHERE WE'RE COMING FROM, IN EACH OF YOUR AREAS? IN 15-SECOND ANSWERS. >> SO WE ASKED OUR STUDENTS THIS TIME BAW BECAUSE WE WERE INTERESTED IN FIGURING OUT HOW THEY BECAME INTERESTED, THEY'RE NINTH GRADERS, THEY SAID THEY'RE INTERESTED, WHERE DID THAT COME FROM. THE MAJORITY SAID THEY WERE INTERESTED IN WHERE THE JOBS OF THE FUTURE WERE. SO WE'RE FIGURING THAT THEY GET THAT INFORMATION FROM SOME SORT OF THE MEDIA OUTLET, SO WE'VE ACTUALLY SPENT A LOT OF TIME THINKING ABOUT SOCIAL MEDIA STRIKE THASTRATEGIES AND CAMPAIGNS, AND THAT'S ONE WAY TO DRIVE HOME THE POINT NOT ONLY TO EXPOSE THEM TO -- IT COULD BE ONE WAY TO EXPOSE THEM TO DIVERSE ROLE MODELS WITHIN THE FIELD BUT ALSO DEMONSTRATE WHAT CAREER OPPORTUNITIES EXIST IN STEM, WHAT POTENTIAL -- TALKING ABOUT IDENTITY AND IDENTIFICATION WITHIN STEM SO WHAT SCIENTISTS, COMPUTER SCIENTISTS, MATHEMATICIAN, RESEARCHERS, WHAT THEY LOOK LIKE, WHAT THEY DO ON A DAILY BASIS, IT SEEMS LIKE VERY SIMPLE INTERVENTIONS BUT I THINK THOSE VERY QUICK LARGE SCALE INTERVENTIONS COULD HAVE A SIGNIFICANT IMPACT. >> I THINK THAT'S A GREAT QUESTION. MOST OF MY RESEARCH IS NATIONAL RESEARCH THAT IS USING KIND OF BIG DATASETS BUT I DO SOME RESEARCH WITH DIFFERENT GROUPS, WITH A GROUP OF PEOPLE OUT OF PITTSBURGH, THEY'RE DESIGNING DIFFERENT INTERVENTIONS, AND WITH THIS IDEA OF BRINGING ROLE MODLS TO KIDS, IF YOU WORK DOWN THE STREET, IF YOUR SCHOOL IS DOWN THE STREET FROM GOOGLE, IT'S NOT HARD TO GET SOME SCIENTISTS ON BOARD, BUT OFTEN THAT'S NOT THE CASE IN A LOT OF PLACES. SO THERE IS DEFINITELY A MOVE TOWARDS FIGURING OUT HOW TO DO WEB-BASED PROGRAMS AND VIDEOS AND THINGS THAT KIDS CAN ACCESS ON THEIR MOBILE DEVICES TO ACTUALLY NOT JUST SOMETHING EVEN THAT'S THEM VIEWING IT, BUT TO HAVE THINGS WHERE THEY CAN TALK IN REALTIME TO A SCIENTIST, SO THAT'S SOMETHING THAT IS A LOW TIME INVESTMENT ON THE PART OF THE SCIENTIST, YOU'RE NOT HAVING TO FLY THEM IN, YOU'RE NOT HAVING TO DO THAT, BUT YOU SAY CAN YOU TAKE 15 MINUTES AND FIELD SOME QUESTIONS FROM KIDS IN REALTIME. SO I THINK THAT'S DEFINITELY A WAY THAT TECHNOLOGY CAN REALLY ACTUALLY HELP BRIDGE THOSE KINDS OF DIVIDES. >> I WOULD SAY INDIAN COUNTRY TODAY, MEDIA DOES KIND OF THIS AS FAR AS SOCIAL MEDIA, IT HIGHLIGHTS EXAMPLES IN INDIAN COUNTRY THAT KRIEND OF DOING DIFFERENT THINGS. THERE WAS A PARTNERSHIP THAT HIGHLIGHT ADD NUMBER OF SCIENTISTS. THAT MAY BE GREAT BECAUSE THEY'RE WHERE A VERY LARGE NUMBER OF NATIVE AMERICANS GET THEIR NEWS FROM AS WELL. THEN THERE ARE OTHER PARTNERSHIPS, THE NATIONAL MUSEUM OF THE AMERICAN INDIAN JUST HAD A TELEVISED SYMPOSIUM ABOUT A WEEK AGO LOORKING AT THE CROSSTALK BETWEEN NATIVE AMERICANS AND -- SPECIFICALLY. SO UTILIZE THE RESOURCES THAT ARE ALREADY DOING IT. >> I GOT THE HAND SIGNAL. >> I WANT TO THANK EVERYONE AND I HAVE A FEELING WE'VE GONE FAR ENOUGH PAST TIME THAT I'D BETTER TURN IT OVER TO OUR CHAIRS. >> SO I THINK THROUGH THE FIRST TWO PANELS, MISSION ACCOMPLISHED. WE REALLY ARE EXPANDING OUR PERSPECTIVE HERE AND REALLY GRATEFUL FOR THE EXPERTISE YOU BRING TO THE TABLE AND YOU'RE HELPING US FORMUL THE RIGHT CONCEPTS AND IDEAS. IT IS NOT QUITE 1:00. WE'RE SCHEDULED TO RECONVENE AT 1:30. AND HAVE LUNCH IN THE INTERIM. SO WHY DON'T WE MAKE THAT 1:35, WHICH GIVES US ABOUT 40 MINUTES FOR LUNCH. IF THAT IS SUFFICIENT FOR NORM? >> THAT'S FINE. I'M TOLD THAT WE COULD BRING OUR FOOD BACK IN HERE, THE CAL CAFETERIA IS STRAIGHT ACROSS THE HALL, AND WE CAN FINISH EATING WHILE THE NEXT PANEL TALKS, IF THEY WON'T MIND. WE'VE GOT TO REMIND THE MEMBERS OF THE SMRB TO STAY IN THE ROOM TO GET YOUR PHOTOGRAPH TAKEN. ALSO DR. COLLINS, OF COURSE, AND LET ME JUST ONCE AGAIN ON BEHALF OF THE SMRB AND NIH THANK THE THREE OF YOU, YOUR THREE PRED PANEL MEMBERS. JIM, YOU FOR WHAT'S REALLY BEEN AN EXCEPTIONALLY VALUABLE MORNING. I PERSONALLY COULD ASK QUESTIONS F THE REST OF THE AFTERNOON, IF WE HAD THE TIME, AND I'M SURE THAT'S TRUE OF EVERYONE ELSE HERE. SO LET'S GO TO LUNCH, BRING YOUR FOOD BACK IF YOU WISH. [APPL >> IF EVERYBODY WOULD TAKE YOUR SEATS, WE'LL BEGIN THE AFTERNOON. THIS AFTERNOON WE'RE GOING TO TALK ABOUT SEVERAL CRITICAL TOPICS, SCIENCE STANDARDS, TEACHER TRAINING, SO ON. SCIENCE STANDARDS OBVIOUSLY HAVE BECOME A VERY CONTENTIOUS ISSUE, STANDARDS IN GENERAL. SO IT SHOULD BE A VERY INTERESTING AND INFORMATIVE SESSION. CLYDE, LET ME TURN IT OVER TO YOU, AND THOSE OF YOU WHO HAVEN'T FINISHED EATING, I HOPE OUR GUESTS WON'T MIND IF WE CONTINUE. BUT YOU GO RIGHT AHEAD. >> NORMAN, THANK YOU VERY MUCH. WE ARE EAGER TO GET STARTED WITH THIS AFTERNOON'S PANELS. PANEL THREE WILL BE COMODERATED BY GILL OMENN AND AL GUTTMACHER. THIS IS SCIENCE STANDARDS, CURRICULUM AND TEACHER TRAINING. WE HAVE A VERY DISTINGUISHED PANEL TO PROVIDE WHAT WE THINK WILL BE SOME REALLY GREAT INSIGHT, AND I WILL THANK THEM AHEAD OF TIME FOR BEING HERE. GILL. >> GREAT. THANK YOU. WELCOME TO ALL THREE OF YOU. WE ARE SHIFTING GEARS NOW TO THE NATIONAL LEVEL. IT'S QUITE A DRAMATIC FEATURE OF A THAT WE HAVE IN THE AREA OF HEALTHCARE, IN THE AREA OF EDUCATION, MANY OTHER AREAS, AMAZING DEMONSTRATIONS OF INNOVATIVE PROGRAS, RESPONSIVE POPULATIONS, BUT WE GENERALLY FAIL TO TAKE SUCCESSES TO THE SCALE OF THE COUNTRY. YOU THREE ARE TRYING TO DEAL WITH THE SCALE OF THE COUNTRY. AND WITH CERTAIN TOOLS AVAILABLE IN BUILDING STANDARDS AND PROGRAMS. SO WE'RE GOING TO START WITH TALIA MILGROM-ELCOTT. I THOUGHT YOU WERE HAVING LUNCH. OKAY. THEN WE'LL START WITH BRIAN REISER. NOURISBRIAN IS FROM NORTHWESTERN UNIVERSITY. YOU HAVE HIS BIO HERE. HE'S DONE TREMENDOUS -- BEEN A MAINSTAY, I GUESS, OF NRC COMMITTEES, TAKING SCIENCE TO SCHOOL, FRAMEWORK FOR K-12 SCIENCE EDUCATION, NEXT GENERATION SCIENCE STANDARDS, AND IT'S A TOPIC THAT SEEMS TO HAVE CAUGHT THE INTEREST OF A CERTAIN PORTION OF THE POPULATION. I HOPE YOU'VE ALSO MADE GOOD USE OF PROJECT 2061 FROM AAAS. SO THE FLOOR IS YOURS. AND WHO'S SECOND? I SEE, OKAY. FULL REVERSAL. >> CAN YOU ALL HEAR ME OKAY? GREAT. THANK YOU FOR THE OPPORTUNITY TO TALK ABOUT WHAT WE'RE TRYING TO DO. WHEN I SAY WE, I KIND OF MEAN THE WHOLE FIELD OF SCIENCE EDUCATION AND REFORM. MY BACKGROUND IS I AM A LEARNING SCIENTIST, I HAVE A PH.D. IN COGNITIVE SCIENCE, I'VE BEEN WORKING IN TRYING TO UNDERSTAND HUMAN LEARNING AND HOW TO IMPROVE IT IN REAL SETTINGS FOR A NUMBER OF YEARS. WHAT I WOULD LIKE TO DO THIS MORNING, NO, THIS AFTERNOON, IS GIVE A VERY QUICK OVERVIEW OF THE KIND OF EVIDENCE, THE KIND OF RESEARCH THAT HAS LED TO NUMBER OF TARGETED CHANGES IN K-12 SCIENCE. THAT HAVE CULMINATED IN THE RESEARCH COUNCIL'S FRAMEWORK FOR K-12 SCIENCE EDUCATION, AND REALIZING THE NEXT GENERATION SCIENCE STANDARDS. SO I WANT TO TALK A LITTLE ABOUT NOT WHAT THE DETAILS OF THOSE STANDARDS LOOK LIKE BUT RATHER THE EFFECTS WE ARE HOPING THEY WILL HAVE IN CLASSROOMS. IN TERMS OF THE DAY TO DAY WORK THAT KIDS AND TEACHERS ARE DOING. AND WHEN WE THINK ABOUT HAVING AN IMPACT ON WHETHER YOUR GOAL IS IMPROVING THE PIPELINE AND HAVING MORE PEOPLE SIGN UP AND CONTINUE IN STEM FIELDS OR IF YOUR GOAL IS THOSE THAT ARE NOT STEM MAJORS BUT ARE NEVERTHELESS AS INFORMED CITIZENS GOING TO NEED TO UNDERSTAND WHAT SCIENCE IS ALL ABOUT, AND WHAT IT MEANS TO WEIGH IN AND A POLICY DECISION CLIMATE ISSUES, FOR EXAMPLE, STEM CELL RESEARCH, WHATEVER THE CONTROVERSIAL ISSUE IS, WITH SOME UNDERSTANDING OF HOW SCIENCE DOES ITS WORK AND WHAT IT MEANS TO HAVE A SCIENTIFIC CLAIM AND A SCIENTIFIC ARGUMENT. IF WE THINK ABOUT HAVING AN IMPACT ON BOTH OF THOSE AREAS, BOTH THE GENERAL POPULATION AND THE PIPELINE, THERE'S A LIMITED IMPACT WE CAN HAVE WITH THINGS THAT WE BRING IN FROM THE OUTSIDE, INTERVENTIONS THAT WE'RE TALKING ABOUT, IF WE DON'T ALSO CHANGE THE DAY TO DAY WORK OF CLASSROOMS, THE DAY TO DAY WORK OF WHAT GOES ON IN THOSE CLASSROOMS. SOMEONE EARLIER SAID, WELL, SOMETIMES WITH A FIELD TRIP OR INNOVATIVE THING THAT WE DO, THE LIGHT BULB GOES ON, BUT WHAT IS SUSTAINING THAT LIGHT BULB? SO THAT'S WHAT WE'RE GOING TO TRY AND TALK ABOUT. SO VERY BRIEFLY, THERE HAVE BEEN A NUMBER OF STUDIES OVER THE YEARS, NATIONAL RESEARCH COUNCIL HAS TRIED TO SYNTHESIZE THIS IT RESEARCH IN A NUMBER OF REPORTS. TO TRY AND SAY WHAT'S WORKING AND WHAT'S NOT WORKING SO WELL IN U.S. SCIENCE EDUCATION. ONE OF THE TERMS THE INTERNATIONAL STUDIES HAVE COME UP WITH IS A MILE WIDE AND AN INCH DEEP TO REFER TO A NUMBER OF DIFFERENT ASPECTS TO OUR K-12 EDUCATION SYSTEM. YOU CAN LOOK AT STATE STANDARDS, YOU CAN DROP IN ON CLASSROOMS AND SAMPLE WHAT GETS TAUGHT, YOU CAN LOOK AT ASSESSMENTS, OR YOU CAN LOOK AT OUR TEXTBOOKS, AND THE GENERAL FINDING IS WE TRY AND DO WAY, WAY TOO MUCH STUFF AT TOO LITTLE DEPTH AND WITHOUT CONNECTING THINGS TOGETHER. IN COMPARISON TO SOME OF THE OTHER COUNTRIES THAT ARE OUTSCORING US IN SCIENCE AND MATHEMATICS. SO THE GOAL OF THE FRAMEWORK IS LET'S FIGURE OUT WHAT THE IMPORTANT IDEAS ARE, AND LET US FOCUS OUR STANDARDS AND THEN THE CURRICULUM MATERIALS, THE WAY WE TEACH, THE WAY WE ASSESS BASED ON THOSE CORE IDEAS. NOURISH SO IN FACT, IN THE AREA OF LIFE SCIENCES, THERE ARE FOUR BIG IDEAS. AND THOSE ARE THE SAME FOUR IDEAS IN KINDERGARTEN AS THEY ARE IN 12TH GRADE. OKAY? AND IF YOU'RE DESIGNING AN INTERVENTION, IF YOU'RE DESIGNING A TEXTBOOK, IF YOU'RE DESIGNING AN ASSESSMENT FOR THE STATE OF ILLINOIS, IF YOU CAN'T CONNECT WHAT YOU THINK KIDS SHOULD BE LEARNING ABOUT TO ONE OF THOSE FOUR IDEAS, YOU MIGHT WANT TO THINK TWICE ABOUT WHY WE'RE INVESTING IN TEACHING THAT% THAT. THE SECOND THING THAT SHOWS UP, THESE ARE KIND OF RELATED TO EACH OTHER, IS WHEN WE SEE WHAT KIDS WALK AWAY WITH, WHEN WE SEE WHAT GETS ASSESSED, WHEN WE SEE HOW CLASS TIME IS SPENT, WE SPEND WAY TOO MUCH TIME WORRYING ABOUT FACTS AND SKILLS THAT ARE DEACON TEXT YOU'LLIZED. WHAT I'M SUPPOSED TO BE FIGURING OUT FROM THAT DATA, WHAT'S THE HYPOTHESIS I'M TRYING TO EVALUATE AND WHY DO I EVEN CARE ABOUT THAT HYPOTHESIS. WHICH IS NOT TO SAY THAT THESE BASIC SKILLS OR FACTS AREN'T IMPORTANT, BUT LEARNING THE FACTS OR THESE SKILLS ABSENT TRYING TO MAKE SENSE OF SOME PHENOMENA IN THE WORLD AND DEVELOP SOME SCIENTIFIC EXPLANATORY IDEA LOSES WHAT ACTUALLY IS COOL ABOUT SCIENCE. AND WE KNOW THAT KIDS COME IN TO ALMOST SCHOOL, THEY DON'T KNOW IT'S SCIENCE YET, BUT THEY'VE GOT ALL KIND OF COOL QUESTIONS ABOUT THE WORLD THAT TURN OUT TO BE SCIENCE QUESTIONS, LIKE WHY ARE THERE CLOUDS, WHY IS THE SKY BLUE, WHY CAN MY DOG WALK AROUND THAT THIS STONE CAN'T OR WHATEVER. AND BY THE TIME THEY HIT MIDDLE SCHOOL, MANY, MANY OF OUR KIDS, PARTICULARLY MORE WOMEN AND MINORITIES, DECIDE, YOU KNOW, SCIENCE ISN'T FOR ME, SCIENCE IS KIND OF SOMETHING THAT I'M GOOD AT. SO THE RESPONSE TO THAT GENERAL ISSUE OF SEEING SCIENCE IS ABOUT MEMORIZING AND LEARNING STUFF THAT I DON'T KNOW WHY WE'RE DOING IT IS TO CONNECT THE LEARNING OF THE SCIENCE TO THE FIGURING OUT OF STUFF IN THE W TO BRING IN THE SCIENCE PRACTICES FOR BUILDING KNOWLEDGE, USING THAT KNOWLEDGE TO APPLY TO REAL WORLD PROBLEMS, MAYBE NOT PRACTICAL PROBLEMS, MAYBE INTELLECTUAL PROBLEMS LIKE WHY DOES IT RAIN, AND SEE HOW WHAT WE'RE LEARNING ABOUT IS CONNECTED TO THINGS THAT I CAN UNDERSTAND WHY WE'RE ASKING THOSE QUESTIONS. THEN FINALLY, SORT OF THE THIRD ASPECT OF THAT, I'VE ALREADY ALLUDED TO, WHICH IS KIDS WILL COME IN WITH LOTS OF INTUITIVE IDEAS O ABOUT HOW THE WORLD WORKS, OFTEN NOT CONNECT THE SCIENCE TO THOSE IDEAS. THE SCIENCE THEY LEARN IS VERY FRAGILE, VERY SITUATION-SPECIFIC, OFTEN VERY SUPERFICIAL. SO THE THIRD SHIFT THAT WE'RE TRYING TO MAKE IN THE FRAMEWORK IN NGSS IS A SHIFT TOWARD COHERENCE. FOR EXAMPLE, IF YOU LOOK AT MOST HIGH SCHOOL BIOLOGY TEXTBOOKS, THEY WILL REQUIRE YOU TO KNOW SOMETHING ABOUT MOLECULES BECAUSE IT TURNS OUT LIVING THINGS ARE MADE OF MOLECULES, LIKE I LEARNED THIS WHEN WE WROTE SOME UNITS FOR MIDDLE SCHOOL. BUT WE DON'T CONNECT VERY DEEPLY TO ALL THE IMPORTANT IDEAS THAT WE SHOULD HAVE BEEN LEARNING ABOUT HOW PHYSICAL SYSTEMS BEHAVE. FLOW OF MATTER, FLOW OF ENERGY, THE FACT THAT THE ENERGY IN THE SYSTEM CAN BE CHANGED FROM ONE FORM TO ANOTHER OR TRANSFERRED FROM ONE PART OF A SYSTEM TO ANOTHER, BUT NOT CREATED OR DESTROYED. YOU CAN'T TEACH FOOD IN THE HUMAN BODY UNLESS KIDS HAVE A DEEP UNDERSTANDING OF ENERGY AND MATTER, BUT YOU WOULDN'T KNOW THAT BY LOOKING AT ANY OF OUR ASSESSMENTS OR CURRICULUM MATERIALS. SO THESE ARE SORT OF THE THREE BIG GOALS THAT ARE CALLED OUT IN STUDY AFTER STUDY AND HAVE BEEN SORT OF PUT TOGETHER IN THE FRAMEWORK IN AN NGSS. LET'S ORGANIZE AROUND IMPORTANT DISCIPLINARY CORE IDEAS, WE'LL BRING IN PRACTICE AS A CENTRAL WAY OF DOING BUSINESS IN THE SCIENCE CLASSROOM, PRACTICES MEANING THE BUILDING AND USE OF SCIENCE EITHER TO FIGURE STUFF OUT OR TO IMPROVE THE WAY THE WORLD WORKS, I.E., IN ENGINEERING CONTEXT. THEN FINALLY, THIS IDEA THAT WE SHOULD BE BUILDING THESE IDEAS OVER TIME COHERENTLY, CONNECTING TO WHAT KIDS LEARNED EARLIER, AND GOING DEEPER AND DEEPER. WHICH SOUNDS LIKE AN OBVIOUS WAY TO RUN AN EDUCATION SYSTEM, BUT IF YOU LOOK AT OUR STATE STANDARDS, VERY FEW STATES BEHAVE IN THAT WAY. AND IN FACT, WE DO A LOT OF OUR WORK IN MIDDLE SCHOOL, MY OWN RESEARCH STUDIES ARE PRIMARILY IN MIDDLE SCHOOL CLASSROOM, AND IF YOU LOOK AT THE CURRICULUM MATERIALS TARGETED -- MARKETED TO MIDDLE SCHOOL, YOU'LL OFTEN HEAR COMPANIES SAY WE GOT THIS REALLY COOL SET OF UNITS, WE GOT THESE KITS, AND WE GOT THE BOOKS THAT GO WITH THEM, EVERYTHING WE NEED, YOU DON'T HAVE TO GO TO THE GROCERY STORE TO BUY ONION, IT COMES WITH THE ONIONS, AND YOU KNOW WHAT'S REALLY COOL ABOUT OUR UNITS FOR GRADES 6, 7 AN7 AND 8? YOU CAN TAKE THOSE BOOKS, SHUFFLE THEM, REARRANGE THEM IN ANY ORDER YOU WANT. BECAUSE I KNOW YOUR STATE LIKES TO DO IT THIS WAY, YOUR SCHOOL LIKES TO DO IT THIS WAY, YOUR DISTRICT HAS BIOLOGY AND CHEMISTRY AND PHYSICS AND EARTH SCIENCE EACH YEAR, YOUR DISTRICT HAS ALL THE EARTH SCIENCE IN SIXTH GRADE, LIFE SCIENCE, THEN THE PHYSICAL SCIENCES IN EIGHTH GRADE. BUT IT DOESN'T MATTER, OUR UNITS WILL WORK IN ANY ORDER. HOW CAN YOU DESIGN SOMETHING TO SUPPORT LEARNING THAT WILL WORK IN ANY ORDER? HOW CAN YOU BE BUILDING THE CONNECTIONS BETWEEN WHEN YOU'RE LEARNING ABOUT STORMS AND STORMS ACTUALLY ARE BEHAVIORS OF AIR MASSES GOVERNED BY ALL KINDS OF IMPORTANT IDEAS ABOUT ENERGY THAT WE NEED TO UNDERSTAND, HOW CAN THAT EITHER COME BEFORE OR AFTER OUR PHASE CHANGE UNIT? IT DOESN'T MAKE ANY SENSE. BUT THAT'S WHAT WE'VE EVOLVED INTO AS A SYSTEM. SO THE BIG SHIFT WITH DISCIPLINARY CORE IDEAS ARE A LOT OF DIFFERENT WAYS TO SORT OF DESCRIBE IT, I LIKE TO THINK ABOUT IT AS MOVING FROM WHAT KIDS ARE DOING MOST OFTEN, SOME OF THE TEACHERS WE HEARD FROM THIS MORNING, BUT IN MANY CASES, WE ARE LEARNING ABOUT A SCIENCE IDEA. SO WE'RE LEARNING THAT THE HUMAN PBODY HAS THESE DIFFERENT LEVELS OF ORGANIZATION. WE LEARN ABOUT THEIR CELLS, THERE'S TISSUES, ORGANS, SYSTEMS, HERE'S THE NAMES OF THE PARTS, THAT'S WHY THAT'S IMPORTANT. BUT WHAT WE REALLY WANT IF WE'RE INVOLVING THE KIDS IN THE SCIENCE PRACTICES OF BUILDING AND USING THAT KNOWLEDGE IS TO BE P FIGURING SOMETHING OUT ABOUT WHY IT WORKS THAT WAY. SO WHY DO I ACTUALLY CARE THAT OUR HUMAN BODIES AND OTHER KINDS OF LIVING THINGS HAVE CELLS? WHY DO I CARE ABOUT THE FACT THAT THEY'RE ORGANIZED IN THESE DIFFERENT LAYERS OR LEVELS? SO WHAT NGSS HAS AS ITS GOAL IS COMBINING THE PRACTICE OF MAKING SENSE OR EXPLAINING OR PREDICTING OR DEVELOPING A GENERAL EXPLANATORY ACCOUNT LIKE A MODEL WITH THE PARTICULAR SCIENCE FACTS LIKE, YOU KNOW, THESE KINDS OF CELLS HAVE THIS NAME AND THESE KINDS OF CELLS HAVE A WALL AND A MEMBRANE AND THESE DON'T AND WHATEVER, WHAT ARE WE TRYING TO EXPLAIN? WHAT WE WANT OUR KIDS TO BE ABLE TO SAY IS NOT WHAT IS A CELL, BUT WHY DO YOU HAVE THEM? WHAT DO THEY DO FOR A MULTICELLULAR ORGANISM? OR BEING ABLE TO MAKE AN ARGUMENT FOR WHY WHEN YOU'RE GETTING ENERGY FROM FOOD, THE ONLY THING THAT POSSIBLY MAKES SENSE GIVEN THE LAWS OF PHYSICS IS A CHEMICAL REACTION. THAT'S THE ONLY THING THAT COULD BE GOING ON, GIVEN WHAT I SEE AS THE WAY THE MATTER IS BEING REARRANGED AND ENERGY IS BEING TRANSFORMED FROM A FORM TO SOMETHING I CAN ACTUALLY USE FOR THE CELL TO DO WORK. SO WHEN WE LOOK AT NGSS AND SEAT KINDS OF GOALS THAT ARE BEING SET, IT'S NOT JUST KNOWING THAT FOOD CAN BE CARBOHYDRATES AND STARCHES, BLAH, BLAH, BLAH, IT'S MAKING AN ARGUMENT ABOUT WHY PROCESSING FOOD IN A CELL HAS TO BE DONE BY A CHEMICAL REACTION. SO THESE ARE THE PRACTICES THAT ARE IN THE FRAMEWORK, AND AGAIN YOU CAN THINK OF THE FRAMEWORK AS SORT OF THE BLUEPRINT OR GUIDELINES THAT WERE SET UP BASED ON RESEARCH, THEN THE NGSS AS THE IMPLEMENTATION OF THOSE. MANY OF THESE ARE FAMILIAR, A LOT OF THESE ARE THINGS THAT WE MIGHT HAVE THOUGHT WERE HAPPENING OR SHOULD BE HAPPENING BY BRINGING SCIENTIFIC INQUIRY INTO CLASSROOMS, BUT THERE ARE PARTS OF THIS OFTEN LEFT OUT EVEN IN CLASSROOMS THAT TALK ABOUT DOING INQUIRY. WE OFTEN WILL INVOLVE KIDS IN FINDING THE RELATIONSHIP BETWEEN TWO VARIABLES BUT NOT NECESSARILY PUSHING TO DEVELOP AN EXPLANATORY MODEL FOR WHY THAT RELATIONSHIP HOLDS, OR THEN PUSHING THAT MODEL TO ACCOUNT FOR NEW KINDS OF PHENOMENA. OR ENGAGING IN ARGUE EUN TAITION TO COMPARE TWO POSSIBLE ACCOUNTS FOR WHY IS THIS THING HAPPENING. WHEN WE THINK ABOUT -- THAT'S THE LOGO OF THE NGSS, WHEN WE THINK ABOUT THE WAY THESE LEARNING GOALS ARE ARTICULATED, ALL OF THEM ARE ARTICULATED IN THESE PRACTICES, THE CONTENT, THE DISCIPLINARY AND CROSS CUTTING IDEAS, MORE EXTRACT THEMES THAT CUT ACROSS. SO THERE IS NO SCIENCE STANDARD FOR WHERE IN THE SELL IS THE ENDOPLASMIC RETICULUM, OKAY? OR WHAT'S THE NAME OF X? OKAY? THAT WOULD NOT BE A LEGITI ASSESSMENT. ALL OF THE ASSESSMENTS, ALL OF THE LEARNING GOALS ARE IN TERMS OF THESE EIGHT PRACTICES, SOME COMBINATION OF THEM. SO WHAT I WANT TO DO IS -- STEPHEN WILL TALK MORE ABOUT THE ARCHITECTURE OF THE STANDARDS AND WHERE WE ARE AS A NATION AND SOME OF THE WORK GOING ON TO TRY TO SUPPORT THE IMPLEMENTATION. I WANT TO JUST KIND OF WALK THROUGH SOME EXAMPLES OF WHAT THIS ACTUALLY DOES AND COULD MEAN FOR CLASSROOMS. IN THE DAY TO DAY WORK FOR CLASSROOMS, WHAT DOES IT MEAN TO INVOLVE KIDS IN ARGUMENT FROM EVIDENCE IN DEVELOPING EXPLANATIONS, DEVELOPING THOSE EXPLANATIONS, NOT JUST READING ABOUT THEM AND BEING ABLE TO SPIT THEM BACK BUT WORKING THROUGH THE LOGIC OF THE IDEA. WITH EVIDENCE, THEN ENGAGING IN ARGUMENT TO COMPARE COMPETING ACCOUNTS. SO I'M GOING TO SHOW YOU A QUICK VIDEO JUST TO GIVE YOU THE FLAVOR, THEN I'LL JUMP INTO ONE EXAMPLE AND TALK THROUGH SOME OF THE WAYS THAT WE CAN INVOLVE THE KIDS IN THE PRACTICE TO ACTUALLY DEVELOP THE DISCIPLINARY IDEA. SO THE VIDEO IS REAL QUICK. BUT JUST AS A BREAK AFTER LUNCH, I THOUGHT IT WOULD BE FUN TO HEAR FROM SOME KIDS. JUST TO SET THIS UP VERY QUICKLY, THIS IS A SIXTH GRADE CLASSROOM AND A MAJOR URBAN AREA IN THE MIDWEST. LIKE CHICAGO. I THINK I CAN SAY IT, CHICAGO. AND THE KIDS ARE LEARNING ABOUT COMPETITION AND ECOSYSTEMS, THAT'S WHERE WE'RE GOING, BUT KIDS DON'T KNOW THAT'S WHAT WE'RE LEARNING ABOUT. THEY ARE TRYING TO FIGURE OUT HOW TO EXPLAIN THE PATTERNS IN THE DATA, THEY'VE BEEN WORKING WITH VARIOUS REAL ECOSYSTEMS, AND IN THIS PARTICULAR SCENARIO, THEY'RE WORKING WITH A SIMULATED ECOSYSTEM SINCE WE CAN PLAY WITH VARIOUS ASPECTS OF IT AND TEST OUR IDEAS, AND IT'S A VERY SIMPLE ECOSYSTEM WITH FOXES AND RABBITS AND GRASS AND THEY KNOW RABBITS EAT THE GRASS AND THE FOXES EAT THE RABBIT, THEN AN INVADER COMES IN TO THE ECOSYSTEM AND THEIR JOB IS TO FIGURE OUT, BASED ON HOW THE INVADER CHANGES THE NUMBER OF MEMBERS OF EACH POPULATION, WHAT THE INVADER IS DOG. ULTIMATELY THE TEACHER WILL HELP THE KIDS DEVELOP THIS IDEA OF COMPETITION FOR LIMITED RESOURCES. AND THE WAY THAT EFFECTS CAN PROPAGATE THROUGH AN ECOSYSTEM. IT'S A LITTLE HARD TO SEE BECAUSE THERE'S A LOT OF LIGHT COMING IN BUT THERE ARE SUBTITLES SO YOU CAN SEE WHAT THEY'RE DOING. BUT I WANTED TO GIVE YOU A QUICK FLAVOR OF THE KIND OF CONVERSATION THE GROUPS HAVE PRESENTED AFTER PLAYING AROUND WITH THE SIMULATION FOR A WHILE, THEIR IDEAS OF WHAT'S GOING ON. AND THE PRESENTING GROUP IS ARGUING THAT THE INVADER EATS RABBITS. THE QUESTIONER IS GOING TO ARGUE THAT THE INVADER EATS GRASS. BASED ON THEIR WORK WITH THE DATA. SO WHAT YOU'RE GOING TO HEAR IS A QUICK LITTLE EXCHANGE THAT I'LL UNPACK AFTERWARDS. THE KID WHO IS SITTING HERE IS THE PARTNER OF THE GIRL WHO'S UP AT THE BOARD AND HE JUMPS UP TO DEFEND -- SHE HAD BEEN PRESENTING BUT HE'S UP TO DEFEND HER. >> WHAT YOU MEAN? WHAT YOU MEAN P SO ISAAC IS ASKING AT THE END OF THE GRAPH, YOU GUYS WERE JUST ARGUING THAT THE RABBITS -- THAT THE INVADER EATS THE RABBITS AND ISAAC IS ARGUE, WAIT. AT THE END OF THE GRAPH, THE RABBITS ARE GONE. HOW COULD THEY BE EATING THE RABBITS IF THEY'RE SURVIVING AFTER THEIR FOOD SOURCE IS GONE? THAT'S BASICALLY WHAT HE'S SAYING, NOT QUITE AS CLEARLY AS I JUST SAID IT, BECAUSE I WATCHED HIS ARGUMENT FOR A WHILE AND I KNOW WHAT HE'S TRYING TO SAY. SO NOW WE'RE GOING TO HEAR TYLER'S RESPONSE. SO WE CAN TURN THE LIGHTS BACK ON NOW. THANKS. THAT WAS JUST A QUICK EXAMPLE. THE ARGUMENT IS A LITTLE HARD TO FOLLOW UNLESS YOU'RE DEEP IN THE SITUATION, BUT ISAAC ACTUALLY HAS A REALLY GOOD POINT, IF YOUR FOOD SOURCE IS GONE, HOW ARE YOU SURVIVING. TYLER'S GROUP HAD BEEN ARGUING THAT IT EATS THE RABBITS. HIS ARGUMENT THAT SIGH AK'S QUESTION -- ISAAC CAN'T BE RIGHT, IT CAN'T EAT THE GRASS, IS THAT WHEN THE INVADER CAME IN, HE SAYS LOOK RIGHT HERE, IT'S STILL THE SAME. THE GRASS DID NOT DECREASE WHEN THE INVADER CAME IN, AT LEAST NOT MUCH. SO HE'S TRYING TO ARGUE FROM THE DATA. THERE'S SOME INTERESTING BACK AND FORTH HERE. THE KEY THING FOR OUR PURPOSES IS WHAT WE SEE ARE KIDS, NOT JUST TRYING TO READ THE GRAPHS BECAUSE THEY'RE READING GRAPHS. THEY'RE TRYING TO MAKE SENSE OF THE PHENOMENA, WHY WHEN THE INVADER CAME IN WAS THE ECOSYSTEM DISRUPTED IN VARIOUS WAYS. WE ALL RAN OUR OWN TESTS WITH THE SEMI LAITION. IT'S A SIMULATION WITH A LITTLE BIT OF RANDOMNESS SO THE SAME TEST DOESN'T ALWAYS GIVE THE SAME RESULTS, AND ISAAC'S QUESTION IS GETTING INSIDE TYLER'S ARGUMENT. USUALLY WHEN WE SEE KIDS ARGUE, THE FIRST THING THEY DO IS SAY I DISAGREE WITH YOU. BECAUSE WHAT I THINK IS THIS. WHAT WE WANT THEM TO SAY IS, I'M TRYING TO FOLLOW YOUR LOGIC AND HERE'S WHERE I SEE A FLAW. AND THAT'S WHAT THE QUESTIONER IS DOING, THAT'S WHERE WE SEE TYLER RESPONDING AND SAY WAIT A SECOND, IF YOU'RE RIGHT IT EATS THE GRASS, YOU WOULD SEE THIS PATTERN AND YOU DON'T. SO THAT'S A ONE MINUTE SNIPPET IN THE MIDDLE OF A LONG ARGUMENT, EVENTUALLY THEY REACH CONSENSUS THAT, IN FACT, IT IS CAUSING THE DESMATION OF THE RABBIT POPULATION BUT THAT'S BECAUSE IT'S OUTCOMPETING THEM AND EATING UP ALL THE GRASS THAT THE RABBITS ARE EATING, SO IT TURNS OUT THE GUY WAS RIGHT. OKAY. SO I'M ALMOST OUT OF TIME. I JUST WANT TO GIVE YOU -- SHOW YOU A QUICK OTHER EXAMPLE, I'M NOTHING GOING TO WALK THROUGH THE DETAILS BUT I'LL POINT TO THIS. THIS IS AN EXAMPLE OF EIGHTH GRADERS AND WE'RE GOING TO INVOLVE THEM IN THE PRACTICE OF DEVELOPING EXPLANATIONS AND ENGAGING IN MODELS, AND INSTEAD OF GIVING THEM THE MODEL OF NATURAL SELECTION AND SAYING HERE, EXPLAIN THIS TO ME, WHAT DID I JUST TELL YOU OR WHAT DID THE BOOK JUST TELL YOU, THESE KIDS ARE DEVELOPING, AFTER DOING SOME WORK ON HEREDITY, THESE KIDS ARE DEVELOPING A MODEL FOR NATURAL SELECTION BY MAKING S OF MULTIPLE CASES. SO THEY'RE WORKING WITH PRIMARY DATA, WE'VE SIMPLIFIED IT A BIT, OF THE PEPPERED MOTH, MANY OF YOU MAY KNOW THIS CASE, TRYING TO EXPLAIN WHY THESE POPULATIONS OF THE TWO DIFFERENT VARIANTS CHANGE OVER TIME, AND WE GIVE THEM ESSENTIALLY RESEARCH ARTICLES BUT WITHOUT THE DISCUSSION SECTIONS. WE'VE GREATLY SIMPLIFIED THEM, BUT THEY KNOW THE QUESTION THE SCIENTISTS WERE WORRIED ABOUT, THEY KNOW THE WAY THEY COLLECTED THE DATA, THEY HAVE MEASURES OF POLLUTION ACROSS TIME, ET CETERA, AND THEIR JOB IS TO MAKE SENSE SINCE THERE'S NO DISCUSSION SECTION, YOU GUYS WRITE THE DISCUSSION SECTION, THEN PUT ALL THE PIECES TOGETHER BECAUSE YOU DID THE POLLUTION, MY GROUP WILL DO THE PERDATION STUDIES, ET CETERA, ET CETERA. THEY COME UP WITH AN ACCOUNT THAT ESSENTIALLY IS THE POLLUTION AFFECTING THE LICHEN ON THE TREES WHICH AFFECTS ONE VARIANT, BETTER ESCAPE PREDATORS, ET CETERA, THEN WHEN THE CLEAN AIR ACT CAME IN, THE POLLUTION STARTED TO GO AWAY, THE LICHENS CAME BACK, PLA BLAH BLAH. THEN WE HAD A SECOND CASE, WE WONDER IF ANYTHING HAPPENED ANYWHERE ELSE, SOMETHING HAPPENED TO EXISTING POPULATIONS, WE'VE GOT THIS OTHER COOL CASE FOR YOU TO LOOK AT, WE'VE GOT THESE BIRDS WE'RE GOING TO STUDY ACROSS A PERIOD OF TIME, SAME THING EXCEPT THIS TIME YOU'RE GOING TO GET THE DATA FROM A DATABASE AND TELL THE STORY AND THEY PUT TOGETHER THEIR ACCOUNT, AND THEN WE SAY CAN YOU NOW TELL ME WHAT THESE TWO CASES HAVE IN COMMON? WE'RE GOING TO DO THIS TOGETHER, RIGHT? CAN YOU TELL ME WHAT HAPPENED IN THESE TWO CASES WITHOUT USING THE WORD MOTH OR FINCH? AND THEY ESSENTIALLY COME UP WITH AN ACCOUNT THAT LOOKS LIKE THIS. THEY SAY FIRST YOU NEED THIS VARIATION HAS TO BE THERE ALREADY, DOESN'T HAPPEN IN RESPONSE TO THE CHANGE, IT HAS TO BE INHERITABLE, RIGHT, SO IT CAN'T BE LEARNED, SOMETHING CHANGES IN THE ENVIRONMENT, AND THERE'S AN ADVANTAGE TO CERTAIN MEMBERS OF THE POPULATION, AND THROUGH THE COMPLICATED BIOLOGY WE LEARN THAT DEAD BIRDS AND DEAD MOTHS DON'T HAVE BABIES. THE SURVIVORS ARE THE ONES HAVING OFFSPRING. SO THERE'S MORE OF THEM. THAT KEEPS GOING ON. AND THOSE DIFFERENCES INCREASE OVER GENERATIONS. THEN THE TEACHER SAYS YOU KNOW WHAT, THERE'S LIKE A NAME FOR THAT. IT'S CALLED NATURAL SELECTION. WE'VE JUST INVENTED THIS. LET'S SEE IF THAT ACTUALLY PLAYS OUT. WE GET THEM OTHER CASES TO PLAY AROUND WITH. LIKE THE INCIDENCE OF DDT RESISTANT MOSS, ET CETERA. AND THEY COME UP WITH THEIR ACCOUNT. SO INSTEAD OF GIVING THEM NATURAL SELECTION OR -- AND THEN THE TASK IS TO EXPLAIN IT TO US, THEY'RE VING DEVELOPING A MODEL FOR WHY SOME POPULATIONS CHANGE OVER TIME, WHAT WE CALL THE ANSWER, WE WANT THEM TO WORK THROUGH THAT LOGIC. SO WE'VE GOT A LOT OF WORK TO DO TO REALIZE THIS VISION, EARLIER SOMEONE WAS MAKING THE -- WE JUST NEED TO CHANGE THE ENTIRE K12 EDUCATION SYSTEM, RIGHT? GETTING THE STANDARDS ADOPTED IS THE EASY PART IN SOME CASES. BUT TEACHERS NEED -- MANY TEACHERS ARE DOING COOL STUFF THAT CAN BUILD TOWARD THIS, BUT MANY TEACHERS WILL NEED TO FIGURE OUT A MORE SOPHISTICATED WAY OF ENGAGING KIDS, ACTUALLY WORKING THROUGH THE IDEAS RATHER THAN FOE KUTIO FOCUSING ON LOTS AND LOTS OF FACTS AND FORMULAS. WE'RE GOING TO NEED MATERIALS TO SUPPORT THE KIDS IN THESE PRACTICES, WE NEED ASSESSMENT SYSTEMS MOVING TOWARDS HERE'S THE DIAGRAM OF A CELL AND HERE'S A BUNCH OF WORDS AND MATCH UP WHICH ONE GOES WITH WHICH PIECE. AT THE UNIVERSITY LEVEL, BOTH IN SCHOOLS OF EDUCATION BUT ALSO IN THE SCIENCE CLASSES THAT TEACHERS TAKE, WE KNOW THAT ONE OF THE CRITICAL THINGS THAT AFFECTS HOW TEACHERS TEACH IS HOW THEY AFFECT THE LEARNING OF SCIENCE. THERE'S A LIMITED AMOUNT WE CAN DO IN SCHOOLS OF EDUCATION WHERE I AM, WE NEED THE CHEM 101 CLASSES TO INVOLVE FUTURE TEACHERS IN ENGAGING IN DOING THE SCIENCE AND FIGURING STUFF OUT RATHER THAN DOING CANNED LABS WHERE THEY ALREADY KNOW THE OUTPUT. THANK YOU. >> THANKS VERY MUCH. LET'S TURN TO STEPHEN PRUITT. ACHIEVE, INGE. AUBURN, FAR AWAY. HE ROSE THE RANKS RAPIDLY IN THE EDUCATION DEPARTMENT OF THE STATE, ASSOCIATE SUPERINTENDENT, T HE WENT TO -- WHERE WERE YOU BASED? WASHINGTON? >> YES, IN WASHINGTON. >> HE, TOO, AS WELL. >> THANK YOU FOR HAVING ME. I DO WORK IN WASHINGTON, ALTHOUGH I TRY MY BEST TO NOT EVERY DAY, BUT IT'S ACTUALLY KIND OF NICE TODAY. I ACTUALLY LIVE LESS THAN A MILE FROM HERE, SO IT WAS NICE TO HAVE WORKED FROM HOME AND BE ABLE TO COME OVER. BUT THANK YOU FOR TAKING SOME TIME TO LEARN MORE ABOUT THE NEXT GENERATION SCIENCE STANDARDS. BRIAN AND I HAD AN OPPORTUNITY JUST BRIEFLY OVER THE WEEKEND TO TOUCH BASEMENT I'M GOING TO STICK A LITTLE BIT MORE TO HOW THEY WERE DEVELOPED AND WHERE WE ARE AS A NATION, SINCE HE TOOK CARE OF A LOT OF THE PRACTICES AND HOW THIS WOULD LOOK IN CLASSROOMS, BUT HOPEFULLY THIS WILL BE SOMETHING THAT WILL HELP YOU AS YOU CONTINUE YOUR DELIBERATIONS. FIRST OF ALL, I ALWAYS HAVE TO START WITH HOW THEY WERE DEVELOPED. THE JEX GENERATIO NEXT GENERAL RAILINGS GE NERATION SCIENCE STANDARDS WERE DEVELOPED IN A TWO-PART PROCESS. THIS IS IMPORTANT BECAUSE IF YOU HEARD, THERE ARE SOME STATES GOING THROUGH SOME CONTROVERSY WHY STANDARDS RIGHT NOW AROUND THE COMMON CORE. SO WE'VE HAD QUESTIONS A LOT ABOUT WHY DID YOU NOT CALL THESE THE COMMON CORE SCIENCE STANDARDS? IN SHORT, IT WAS THE PROCESS THAT WAS USED. THE FIRST STEP, THIS WAS ALWAYS DESIGNED AS A TWO-STEP PROCESS. CARNEGIE -- THE NATIONAL RESEARCH COUNCIL, DEVELOPING THE FRAMEWORK K-12 SCIENCE EDUCATION IN PARTNERSHIP WITH THE ASSOCIATION FOR ADVANCE TH ADVANCEMENT OF SCIENCE, ACHIEVE. WHY THIS IS IMPORTANT, YOU BROUGHT UP THE BENCHMARKS EARLIER. THIS WORK, IT'S NOT LIKE A BUNCH OF PEOPLE SAT AROUND THE TABLE AND SAID, HEY, LET'S MAKE SOMETHING NEW UP. IT STARTED WITH RESEARCH. AND THE TWO GROUNDBREAKING DOCUMENTS IN SCIENCE EDUCATION REALLY WERE THE BENCHMARKS FOR SCIENCE LITERACY FROM AAAS AND THE NATIONAL SCIENCE EDUCATION STANDARDS FROM THE NRC. BUT AS SOMEONE WHO USED TO WRITE STANDARDS IN GEORGIA, WE HAD TO CHOOSE. WHICH DOCUMENT ARE WE GOING TO USE? WE BACKFILLED WITH THE OTHER ONE. SO WHAT ENDED UP HAPPENING IS WE HAVE WAY TOO MUCH TO TEACH AS BRIAN SAID AND IT KEPT EVERYTHING AT A PRETTY SUPERFICIAL LEVEL. THE OTHER PART IS, THOSE TWO DOCUMENTS DID REALLY TREAT INQUIRY AND CONSENT SEPARATELY. NOW THAT WASN'T THEIR INTENT. IF YOU READ THE DOCUMENTS CAREFULLY, IN CLASSROOMS YOU SHOULD BE USING INQUIRY ALL THE TIME AND USING THAT TO HELP KIDS UNDERSTAND THE CONTENT. WHEN STATES GOT IT, THEY DID THEIR THING TO IT, WHICH MEANS BASE INCLUDE YOU HAVE THE STATES WHO SAID WE WANT RIGOROUS SCIENCE STANDARDS SO WE'RE GOING TO HAVE KIDS REALLY THINK, OTHER STATES THAT SAID WELL, IF THEY CAN SPELL MITOSIS, WE'RE OKAY. THERE WAS REALLY THIS HUGE DISPARITY IN THIS. SO I GET ASKED A LOT, WHY DO YOU DO THIS? BECAUSE IT'S NOT THE MOST COMFORTABLE JOB TO HAVE. WHEN YOU DO STANDARDS IN GENERAL. BUT AT THE END OF THE DAY, IT REALLY DOES COME DOWN TO EQUITY. WHEN THE FRAMEWORK WAS DEVELOPED, THE FOCUS WAS SCIENTIFIC LEADERSHIP FOR ALL STUDENTS. CERTAINLY THERE WILL BE STUDENTS THAT NEED TO BE -- THE ENHANCEMENTS, KIDS WILL STILL BE INVOLVED IN AP COURSES, IB COURSES, BUT THIS IS SETTING A BAR FOR ALL KIDS. NOT THE CEILING, BUT THE FLOOR. SO HERE WHEN WE THINK ABOUT THE DEVELOPMENT OF THE FRAMEWORK, THERE WAS A GROUP OF SCIENTISTS AND COGNITIVE SCIENTISTS, BRIAN WAS ON THE COMMITTEE, I WAS ON THE COMMITTEE UNTIL I TOOK THE JOB AT ACHIEVE. WHEN WE STARTED, I WAS WITH GEORGIA DEPARTMENT OF EDUCATION, THEN THEY HAD ME MOVE TO AN UNPAID CONSULTANT, WHICH I FIND FUNNY CONSIDERING ACADEMIES DON'T PAY ANYBODY EVER. SO I'M NOT SURE WHAT THE UNPAID PART WAS THAT WAS DIFFERENT THAN WHAT I DID BEFORE. BUT THIS WAS REALLY MEANT TO BE SCIENTISTS, WHAT SHOULD KIDS KNOW WHEN THEY GRADUATE FROM HIGH SCHOOL, WHAT WILL MAKE THEM SUCCESSFUL WHEN THEY GO TO COLLEGE AND CAREER? THAT'S A BIG DEAL. IF YOU HAVEN'T HEARD, THERE'S A FEW CONTROVERSIAL ISSUES IN SCIENCE EDUCATION. HAVING A BUNCH OF EDUCATORS SAY THIS IS WHAT WE THINK KIDS SHOULD KNOW ACTUALLY IS NOT GOING TO BE AS HELPFUL AS SAYING DEADLY HISH BECK WHO WON A NOBEL PRIZE SAYING THIS IS WHAT KIDS SHOULD KNOW IN CHEMISTRY. SO THIS WAS A REALLY IMPORTANT THING. AS IT TRANSITIONED OVER TO THE DEVELOPMENT OF NGSS THEMSELVES, ACHIEVE TOOK THE LEAD IN COORDINATING THIS ACTIVITY AND WHAT HAPPENED HERE IS OUR JOB WAS WE WORKED WITH 26 STATES WHO SIGNED ON TO DEVELOP THE NGSS, THESE 26 STATES HAD TO GO THROUGH A WHOLE LITANY OF AGREEMENTS TO BE A PART OF THIS, THEY REALLY PUT THEMSELVES OUT THERE IN LARGE PART TO SAY YES, WE'RE GOING TO BE ON THE FRONT END OF THIS, BECAUSE PART OF THE REQUIREMENT WAS YOU CAN'T CHANGE WHAT'S IN THE FRAMEWORK. YOU HAVE TO GO WITH THE VISION, AND THE CONTENT OF WHAT WAS IN THE FRAMEWORK. WELL, THE THIRD STATE TO ADOPT WAS KANSAS. I DON'T KNOW IF YOU'VE BEEN PAYING ATTENTION TO KANSAS OVER THE LAST 15 YEARS, BUT THEY'RE NOT NECESSARILY KNOWN FOR THEIR SCIENCE. WELL, ACTUALLY THEY ARE KNOWN FOR THEIR SCIENCE EDUCATION, BUT NOT IN A WAY THAT TYPICALLY PEOPLE GO, OH, YEAH, LET'S GO PAY ATTENTION. BUT IT WAS IMPORTANT WHEN WE STARTED THIS THAT THEY UNDERSTOOD WE ARE GOING TO DO SCIENCE. WE'RE NOT GOING TO PLAY WITH THE SCIENCE, WE'RE NOT GOING TO CHANGE SCIENCE, WE'RE NOT GOING TO ADD NON-SCIENCE THINGS, THIS IS THE SCIENCE. SO THESE 26 STATES CAME TOGETHER IN OVER A TWO-YEAR TIME PERIOD, THEY WORKED WITH COMMITTEES BACK IN THEIR STATES. EACH STATE HAD BETWEEN 75 AND A HUNDRED INDIVIDUALS THAT REVIEWED DRAFTS THROUGHOUT THE WHOLE PROCESS, WE HAD TWO PUBLIC DRAFTS THAT WENT OUT ON THE WEB FOR EVERYBODY IN THE WORLD TO SEE, AND THEY ALL SAW IT AND THEY ALL TOLD US WE CRASHED THE SRVER A FEW TIMES HAVING IT OUT THERE, AND IT WAS REALLY GREAT. WE GOT TENS OF THOUSANDS OF COMMENTS. LITERALLY. I ALWAYS FELT CONFIDENT WHEN WE WENT OUT BECAUSE EVERY TIME WE HAD LITERALLY OVER 2,000 PEOPLE WHO REVIEWED THE DOCUMENT PRIOR TO GOING OUT FOR PUBLIC REVIEW. WE ALSO HAD A GROUP OF STAKEHOLDERS, AROUND 500 THAT WOULD ALSO REVIEW. AND THESE STAKEHOLDERS WERE SCIENTISTS LIKE YOU. THEY WERE EDUCATORS, THEY WERE STAKEHOLDERS FROM STATE AGENCIES, FROM ALL THE DIFFERENT WALKS THAT WOULD BE AFFECTED BY THE NEW SCIENCE STANDARDS. SO AT THE END OF THIS TWO-YEAR TIME PERIOD, WE BROUGHT THE STATES BACK TOGETHER -- OH, BY THE WAY, AS THE STATES WOULD MEET WITH THEIR COMMITTEES, THEY WOULD COME AND MEET WITH THE WRITERS. WE HAD 40 WRITERS THAT MET TOGETHER THAT PUT PEN TO PAPER THAT TRANSITIONED FROM THE FRAMEWORK TO THE STANDARDS. MY LIFE WOULD HAVE BEEN A LOT EASIER IF I'D CHOSEN FEWER THAN 40, BUT HAVING 40 WAS IMPORTANT BECAUSE THEY REPRESENTED K12, K-5, 6-8-12, BUT THEY ALSO REPRESENTED PRACTICING SCIENTIST, PRACTICING ENGINEERS, WE HAD THREE PRACTICING ENGINEERS THAT WORKED ON THE COMMITTEE, WE HAD PEOPLE THAT HAD BACKGROUNDS, STUDENTS WITH DISABILITIES, ENGLISH LEARNING, GIFTED AND TALENTED. SO WE NEEDED THIS BIG RANGE FOR THIS WORK TO REALLY BE DONE. SO AS BRIAN SAID, WHAT'S REALLY DIFFERENT ABOUT THESE ARE STUDEN ARE EXPECTED TO OPERATE AT THE NEXUS OF THESE THREE DIMENSIONS. THE SCIENTIFIC AND ENGINEERING PRACTICES, DISCIPLINARY CORE IDEAS AND CROSS CUTTING CONCEPTS. JUST AS A BRIEF REMIND E AS BRIAN SAID, INQUIRY, PEOPLE THAT ASKED WHERE DID THAT GO, DIDN'T GO ANYWHERE. WHAT WE DID DO WAS EXPAND IT. THOSE PRACTICES MAKE IT MORE CLEAR. BECAUSE EVEN WHEN WE THINK ABOUT KIDS CONDUCTING AN INVESTIGATION, THEY DIDN'T A PLAN AND CONDUCT THE INVESTIGATION. WHICH PART OF THE POINT OF THAT IS ACTUALLY GETTING YOUR HANDS DIRTY, AND FIGURING OUT MY DATA DOESN'T QUITE WORK. HOW DO I NEED TO REFINE THIS EXPERIMENT? SO THESE PRACTICES AREN'T JUST TEACHING TECHNIQUES. THEY AREN'T THINGS THAT YOU JUST SIMPLY DO IN CLASS BECAUSE THEY'RE A GOOD IDEA. THEY ARE, BUT THERE'S ACTUALLY KNOWLEDGE THAT COMES WITH THESE PRACTICES AS WELL AND THAT'S WHAT HELPS STUDENTS WITH A DEEPER UNDERSTANDING OF THE CONTENT ITSELF. THE DISCIPLINARY CORE IDEAS, IT'S THE STUFF, IT'S THE CONTENT, IT'S CHEMICAL REACTIONS, IT'S ECOSYSTEMS, IT'S EXPLOSIVE MATTER AND ENERGY. EXPLOSIVE CONCEPTS ARE THINGS THAT ARE THE SAME THAT WE DISCUSS THE SAME ACROSS THE DISCIPLINES. AS A FORMER HIGH SCHOOL TEACHER USED TO DRIVE ME CRAZY WHEN I WOULD HAVE A KID COMING TO MY CHEMISTRY CLASS AND I WOULD START TALKING ABOUT ENERGY AND, IN PARTICULAR, ENERGY FROM ATP, AND STUDENTS WHO -- MOST OF THEM HAVE HAD BIOLOGY THE YEAR BEFORE AND THEY GO WEIGHT, YOU MEAN THAT ENERGY IS THE SAME AS THE ENERGY WE TALKED ABOUT LAST YEAR? YOU GO, YES, IT ACTUALLY IS. SO HAVING KIDS THINK ABOUT PATTERNS, HAVING KIDS THINK ABOUT MATTER AND ENERGY, HAVING THEM THINK ABOUT CAUSE AND EFFECT, REALLY LOOKING FOR PHENOMENA, WE KIND OF DESENSITIZED OUR STUDENTS THAT THEY DON'T LOOK FOR PHENOMENA. WE WANT THEM TO ACTUALLY WALK OUT IN THE YARD AND SEE A FLAG WAVING WHEN THEY'RE IN ELEMENTARY SCHOOL AND GO, HMM, THAT'S A PHENOMENA, I WONDER HOW THAT WORKS. SO I LIKE TO SAY THAT THE NGSS REALLY REP SEPTS THE HOWS AND THE WHYS AS WELL AS THE WHATS. YOU MAY HAVE SEEN THIS, THERE WAS A SURVEY DONE NOT TOO LONG AGO, I GUESS IT'S BEEN A WHILE NOW, A YEAR OR TWO AGO, WHERE THEY ASKED AMERICANS ABOUT THE SUN-MOON-EARTH SYSTEM. 80% KNEW THAT THE EARTH ORBITED THE SUN AND THE SUN ORBITED THE EARTH. WHICH IS PRETTY SAD THAT 80% WERE ALL THAT KNEW. BUT WHAT'S EVEN SADDER IS WHEN THEY SAID HOW DO YOU KNOW, WHAT'S THE EVIDENCE THAT YOU KNOW, THAT FELL TO 49%. SO THE IDEA BEHIND NGSS IS THEY ACTUALLY ARE ABLE TO THINK ABOUT WHY THINGS WORK AND HOW THEY WORK AS WELL AS SIMPLY WHAT THEY ARE. BASICALLY IT PROVIDES CONTEXT FOR THEM. SO HERE'S -- JUST VERY BRIEFLY, I'D LIKE TO SHOW YOU WHAT - ACTUALLY BEFORE I DO THIS, LET ME GIVE YOU A LITTLE UPDATE OF WHERE WE ARE NATIONALLY. AT THIS POINT, WE HAVE HAD 12 STATES PLUS THE DISTRICT OF COLUMBIA THAT HAVE ADOPTED THE NGSS. SOME PEOPLE HAVE ASKED ME, GOSH, ARE YOU CONCERNED ABOUT THAT, BECAUSE YOU'VE ONLY HAD 13 IN THE FIRST YEAR. AND I SAY ACTUALLY I'M ECSTATIC. THE REASON I'M EC ECSTATIC IS BECAUSE STATES WERE TAKING THEIR TIME, WHICH IS WHAT WE ASKED THEM TO DO. DON'T RUSH INTO THIS, DON'T ADOPT JUST BECAUSE YOU THINK IT'S THE RIGHT THING TO DO. IT IS, BUT MAKE SURE THE TIMING IS RIGHT. I THINK SOME OF THE ISSUES WE'RE SEEING WITH COMMON CORE RIGHT NOW, WHERE STATES RUSHED AND THEY DIDN'T BUILD THE SUPPORT THEY NEED, THEY DIDN'T GO THROUGH THE DIFFERENT ASPECTS TO MAKE SURE THAT THERE WAS A BASE OF SUPPORT. SO FOR INSTANCE, CALIFORNIA ADOPTED THE NGSS. HOW DID CALIFORNIA DO THAT? THEY PUT TOGETHER YET ANOTHER TEAM. THEY HAD 150 PEOPLE ON THEIR REVIEW TEAMS. THEY PUT TOGETHER ANOTHER TEAM, THEIR SCIENCE EXPERT PANEL THAT INCLUDED SOME PEOPLE YOU PROBABLY HEARD OF. BRUCE ALBERT, ALLEN QUINN, THOSE KINDS OF FOLKS, AND TEACHERS. AND SAID ARE THESE WHAT CALIFORNIA REALLY NEEDS? THEN THEY CONTINUED TO BUILD SOMEWHAT IN CONCENTRIC CIRCLES THIS UNDERSTANDING OF NGSS IN CALIFORNIA. PEOPLE CONFUSE STANDARDS WITH CURRICULUM, THEY CONFUSE STANDARDS WITH ASSESSMENT, STANDARDS ABOUT HOW YO AREN'T ABOUT HOW YO U TEACH, THEY'RE ABOUT WHAT KIDS SHOULD BE ABLE TO PERFORM AT THE END OF INSTRUCTION. SO ACTUALLY TO HAVE 13 AT THIS POINT, WE'RE THRILLED. WE ARE ANTICIPATING FIVE MORE IN THE NEXT FEW MONTHS. IT'S GOING TO GET A LITTLE QUIET BETWEEN NOW AND THAT LITTLE THING YOU MAY HAVE HEARD ABOUT THAT'S HAPPENING NEXT NOVEMBER. YOU KNOW, THERE'S A LOT OF ELECTIONS GOING ON IN VARIOUS STATES. THIS IS THE -- IN THE MIDTERM ELECTIONS IS WHEN WE SEE MORE THAN 30 STATES THAT HAVE A POTENTIAL TO HAVE A CHANGE IN THEIR GOVERNOR AND SO IT'S PRETTY TOUGH TO ADOPT AND THEN TRY TO FIGURE OUT A WAY TO ON BOARD A GOVERNOR IMMEDIATELY. SO I THINK WE'LL SEE IT GO QUIET FOR A WHILE. IT GIVES US TIME TO CONCENTRATE ON A FEW STATES AND HELP THEM DO A GOOD JOB. STATES ARE SOMEWHAT NOTORI FOR NOT IMPLEMENTING EDUCATION POLICIES WELL. PARTLY BECAUSE THERE'S SO MUCH ON THEIR PLATE. SO ONE OF THE THINGS WE'VE DONE, FOR INSTANCE, TO HELP THEM IS DEVELOP THE NEXT GENERATION SCIENCE NETWORK WHICH IS FOR ANY STATE THAT ADOPTS NGSS, WE BRING THEM TOGETHER TO HEPTAKEL THE COMMON ISSUES THEY HAVE AROUND IMPLEMENTATION. SO WITH THAT LITTLE BLURB, LET ME GIVE YOU A LITTLE YID IDEA OF WHAT STATE STANDARDS LOOKED LIKE BEFORE NGSS. THERE WAS A SET OF INQUIRY AND CONTENT STANDARDS. I KNOW YOU CAN'T READ THAT FROM THERE, I DON'T EXPECT YOU TO, BUT YOU KNOW, THE STUFF ON THE LEFT, IN GEORGIA WE CALL THEM THE CHARACTERISTICS OF SCIENCE, HABITS OF MIND, NATURE OF SCIENCE, WHAT HAPPENED WAS STATES WOULD DEVELOP THESE AND TELL TEACHERS OKAY, PUT THOSE TOGETHER AND DO A GOOD JOB IN CLASSROOMS. TEXTBOOKS WOULD HAVE THE FIRST CHAPTER OF THE TEXT BE THE SCIENTIFIC METHOD OR AS I LIKE TO REFER TO IT, THE SCIENTIFIC MITHOD, BECAUSE I DON'T KNOW THAT ANYBODY DOES THAT LOCK STEP, ONE SINGLE PROCESS. THAT KIND OF LEFT IT ALONE FOR A WHILE. WE STARTED FOLKS ON CONTENT. WHEN YOU LOOK AT STATE ASSESSMENTS, GUESS WHAT GETS ASSESSED? THE CONTENT. I LOT EASIER, IT'S A LOT CLEANER, AND SO PEOPLE JUST WENT WITH THAT. THIS IS FROM AN ACTUAL STATE, I WON'T TELL YOU WHICH STATE IT'S 4FROM, BUT HERE'S WHAT I'D LIKE YOU TO NOTICE. IN EDUCATION, WHEN WE'RE TALKING ABOUT COGNITIVE VERBS, I'M SURE ALL OF YOU HAVE TERMS OF BLOOM'S TAXONOMY, NORM WEBB'S DEPTH OF KNOWLEDGE SCALE, AND BASICALLY THEY'RE WORDS THAT TELL YOU A CERTAIN LEVEL OF COGNITION. SO HERE IN THIS STATE, THIS IS A MIDDLE SCHOOL STANDARD IN MATTER, DISTINGUISH BETWEEN ATOMS AND MOLECULES. LET'S THINK ABOUT WHAT THAT MEANS. SO IF A STUDENT SEES A CIRCLE ON A PAGE, VERSUS THREE CIRCLES WITH TWO LINES AND I CAN DISTINGUISH AND SAY THAT'S AN ATOM, THAT'S A MOLECULE, I'M SCIENTIFICALLY LITERAL AND I'M READY FOR HIGH SCHOOL SIG SCIENCE. AND SO WHEN YOU LOOK AT THESE VERBS, DISTINGUISH, DESCRIBE, RECOGNIZE, IDENTIFY, THESE ARE PRETTY LOW LEVEL VERBS. SO KIDS AREN'T GOING TO BE REALLY REQUIRED TO DO A GREAT DEAL FROM A COGNITIVE PERSPECTIVE. BUT IN NGSS, THEY'RE GOING TO DEVELOP MODELS, ANALYZE INTERPRET DATA, A LITTLE SIDE NOTE FOR YOU GUYS GIVING YOUR ROLES IN THE SCIENTIFIC WORLD. CAN'T TELL YOU HOW MANY BIOLOGY TEACHERS SAYING WHAT'S WITH ALL THIS MATH IN HERE. IT'S NOT BEEN THERE BEFORE, YOU WOULDN'T BELIEVE, BRIAN, I DON'T KNOW IF YOU'RE HEARING THE SAME THING BUT AS I'VE TRAVELED THE COUNTRY OVER THE LAST THREE YEARS, PEOPLE WILL GO, WHAT DO YOU MEAN, WE HAVE TO USE STA STATISTICS AND PROBABILITY? YOU'RE TALKING ABOUT TRADES. WHY WOULD YOU NOT? OR YOU'RE TALKING ABOUT A POPULATION. HOW DO YOU NOT? SO THERE'S A GREATER EMPHASIS ON THAT SORT OF THING. SO JUST SOME GENERAL SHIFTS THAT I THINK YOU SEE THAT THE NGSS WILL FACILITATE IS FIRST OF ALL THAT STUDENTS ARE GOING TO BE REQUIRED TO SHOW EVIDENCE OF UNDERSTANDING. EVIDENCE OF LEARNING. IT'S NOT ABOUT WHAT THE TEACHER DOES, IT'S ACTUALLY ABOUT WHAT THE KID IS ABLE TO PRODUCE TO SHOW THAT THEY HAVE AN UNDERSTANDING. IT'S ALSO ABOUT LEARNING PROGRESSION. IN OTHER WORDS, WE CAN'T WAIT UNTIL MIDDLE SCHOOL OR HIGH SCHOOL TO TEACH BECAUSE THERE ARE CERTAIN THINGS WE KNOW FROM RESEARCH THAT THEY LEARN BETTER AT CERTAIN GRADE BANDS. SO IF I'M GOING TO UNDERSTAN THE KINETIC THEORY OF MATTER, I NEED TO UNDERSTAND IN GRADE SCHOOL THAT THERE ARE THINGS TOO SMALL FOR THE EYE TO SEE. IN MIDDLE SCHOOL, THERE'S ACTUAL MACROSCOPIC EVIDENCE THAT THESE THINGS EXIST, AND IN HIGH SCHOOL, THERE ARE THESE THINGS CALLED PROTONS, KNE NEUTRONS, ELECTRONS, THEY HAVE A PATTERN AND THOSE GOVERN BEHAVIO SO THESE LEARNING PR PROGRESSIONS ARE IMPORTANT. I THINK THIS IS ONE OF THE BIGGEST THINGS, NUMBER FOUR, A SHIFT IN FGSS. IT'S A FACT THAT THERE'S ACTUALLY COHERENCE SO THAT STUDENTS CAN SEE A CONNECTION AND THEY DON'T JUST TEACH UNIT 1, TAKE A TEST, AND FORGET EVERYTHING I'VE DONE, AND NOW LET ME TEACH IT TOO, AND LET'S HOPE KIDS REMEMBER WHAT THEY DID IN UNIT 1. THERE'S ACTUAL THIS CONSTANT FLOW OF INFORMATION. ENGINEERING IS ACTUALLY A COMPONENT OF NGSS, WE'VE NOT SEEN ENGINEERING AS A COMPONENT OF STATE STANDARDS IN THE PAST. WITH THE EXCEPTION OF REALLY ABOUT THREE OR FOUR STATES. THE FACT THAT ENGINEER SOMETHING A PROMINENT DISCIPLINARY CORE NOW. PRESENTS A GREATER OPPORTUNITY FOR STUDENTS BECAUSE IT ACTUALLY FORCES A LEVEL OF APPLICATION THAT WE MAY NOT HAVE SEEN BEFORE. IT ALSO FORCES THEM TO HAVE TO OPTIMIZE SOLUTIONS, NOT JUST COME UP WITH THEM. SO IT'S GREAT TO BUILD A TOO THICK BRIDGE OR TO THE EGG DROP, BUT WHY DID JOHNNY'S WORK AND YOURS DIDN'T? COHERENCE IN SCIENCE INSTRUCTION, AND THEN CONNECTIONS BETWEEN SCIENCE, MA AND LITERACY. THIS MAY COME AS A SHOCK TO YOU, THAT IN CERTAIN STATE AGENCIES, THE SCIENCE PEOPLE DIDN'T SPEAK TO THE MATH PEOPLE AND DIDN'T SPEAK TO THE LANGUAGE ARTS PEOPLE, SO ALL THE STANDARDS ACTUALLY REQUIRED DIFFERENT THINGS OF DIFFERENT KIDS AT DIFFERENT TIMES. SO WHAT HAPPENS IS, AGAIN AS A HIGH SCHOOL SCIENCE TEACH E I REMEMBER HAVING STUDENTS WHO HAD NOT LEARNED SQUARES AND SQUARE ROOTS IN NINTH GRADE AND TRYING TO TEACH CAN I N KINETIC ENERGY, AND BASICALLY HAVING TO TELL KIDS, LOOK AT YOUR CALCULATOR, DO YOU SEE THIS BUTTON THAT SAYS X WITH A LITTLE 2 OVER IT? PUSH IT. AND THEY WOULD SAY, WHY? WELL, BECAUSE IT'S IN THE FORMULA. YOU NEED TO PUSH IT. AND YOU HAD TO TEACH THEM WHAT THE SQUARE WAS. OH, WHEN YOU GOT TO SQUARE ROOTS AND YOU HAD TO DEAL WITH THE SECOND FUNCTION, IT WAS CRAZY, RIGHT? AND WHAT NGSS DID IS BECAUSE WE CAME AFTER THE MATH AND LANGUAGE ARTS, WE PAID CLOSE ATTENTION TO THAT SO THAT KIDS ON THEIR LEARNING PROGRESSION IN MATH AND LEARNING PROGRESSION IN LITERACY, THE SCIENCE IS BOTH IN SUPPORT AND IS SUPPORTED BY THOSE TWO AREAS. BECAUSE YOU KNOW WE CAN'T DO SCIENCE WELL IF WE DON'T KNOW HOW TO DO MATH AND HAVE THE ABILITY TO READ, WRITE AND COMMUNICATE IDEAS. SO FINALLY, THAT CONCLUDES MY PRESENTATION, HAPPY TO ANSWER ANY QUESTIONS WHEN THE TIME COMES. >> VERY GOOD. OUR FINAL SPEAKER -- >> IT'S A GREAT HONOR TO BE HERE. I THINK OFTEN I TOOK A VERY SLOW SHUTTLE BUS TO ARRIVE HERE, SO I PASSED ALL THE BUILDINGS AND HAD A CHANCE BECAUSE I MISSED MY STOP TO SEE THEM TWICE. AND I WAS REMINDED AGAIN OF THE IMPORTANCE IN REALLY CRITICAL WORK OF THE COUNTRY, OF THE NATION THAT HAPPENS ON THIS CAMPUS AND IS ENABLED BY THE WORK THAT YOU ALL DO, AND IN MANY WAYS NOT JUST THE MOST IMPORTANT WORK OF THE NATION BUT ALSO EVIDENCE OF WHAT THE GOVERNMENTS CAN DO TO REALLY PUSH THE BOUNDARIES OF RESEARCH, OF INVESTIGATION, OF INQUIRY, AND OF KNOWLEDGE IN PURSUIT OF HEALING PEOPLE AND OF IMPROVING LIFE. SO IT'S A REAL HONOR TO BE HERE AND TO THINK ABOUT HOW WE ENABLE MORE AND MORE PEOPLE TO ENGAGE IN THIS WORK WITH US. SO A QUICK PERSONAL SPHO STORY, I WAS IN A FAIRLY HIGH PERFORMING PRIVATE PAROCHIAL SCHOOL IN MANHATTAN, I WAS THE ONLY GIRL IN MY A.P. PHYSICS AND CALCULUS CLASSES. AND FINISHED OUT THOSE TWO CLASSES, GOT TO HARVARD AS A FIRST YEAR STUDENT, TESTED OUT OF ANY MATH REQUIREMENTS AND ASIDE FROM ECONOMICS AND STATISTICS, NEVER TOOK A SERIOUS MATH OR SCIENCE COURSE AGAIN. IT'S A FUNNY THING THEN TO THINK I NOW HAVE THREE YOUNG CHILDREN AND THE OLDEST IS 6. WHEN SHE WAS ABOUT 4, SHE GOT REALLY INTERESTED IN HOW EVERYTHING WORKED. SHE WOULD SAY AT NIGHT INSTEAD OF WANTING TO HEAR A STORY OR READ A BOOK, SHE WOULD WANT US TO TELL HER HOW THINGS WORKED. TELL ME ABOUT MY BODY, TELL ME ABOUT HOW THINGS WORK. AND I TAPPED OUT OF MY OWN ABILITY TO ANSWER HER QUESTIONS SO QUICKLY. MY OWN DEPTH OF KNOWLEDGE ON HOW THE WORLD WORKS WAS LIMITED, EVEN MY ABILITY TO EXPLAIN IT WELL TO MY 4-YEAR-OLD. LUCKILY MY HUSBAND HAD GREATE FACILITY AND STEPPED IN, BUT IT WAS JUST A REMINDER TO ME, AND AGAIN TO THE WORK THAT YOU ALL DO OF WHO SOLVES OUR PROBLEMS AND WHO IS BUILDING OUR SOLUTIONS. EVERY TIME I HEAR ENTREPRENEURS SCRATCH THEIR OWN ITCHES, WHICH IS WHY WE HAVE SO MANY DATING AND DELIVERY APPS. WE HAVE FOLKS BRINGING LIFE EXPERIENCE TO THE PROBLEMS THAT WE FACE AND ALMOST SEEMS SOMETIMES LIKE IT'S NO WONDER WE HAVE THESE BIG CHALLENGES THAT REMAIN IN THE 21ST CENTURY, SO SUCH A SMALL CUT OF OUR POPULATION IS MOVING TO SOLVE THEM AND BRINGING WITH THEM THEIR EXPERIENCE TO DO THAT. SO WHY THE 100K IN 10? AT THE END OF THE DAY, SECOND TO PARENTS AND TO THE EXPERIENCE OF HOMES, TEACHERS HAVE THE GREATEST INFLUENCE ON STUDENTS' LONG TERM ACHIEVEMENTS, THEIR RESILIENCE OF ANYONE. THERE IS NO MORE POWERFUL OR POTENT FORCE TO MAKE THAT HAPPEN, AND IT IS ALSO -- BETWEEN THREE AND 4 MILLION, 3 1/2 AND 4 1/2 MILLION TEACHERS IN OUR NATION'S SCHOOLS RIGHT NOW DOING CRITICAL WORK OF TAKING KIDS FROM WHERE THEY ARE TO WHERE THEE NEED TO BE TO BE ABLE TO ENGAGE IN THE PURSUITS HAPPENING HERE AND HAPPENING AROUND OUR GLOBE TO SOLVE THE PROBLEMS THAT WE FACE AND TO BUILD THE SOLUTIONS TO THOSE CHALLENGING, THE TINKERS, ENGINEERS AND PROBLEM SOLVERS, SO TEACHERS ARE THE MOST IMPORTANT FACTOR IN THAT. AND YET WE HAVE FEWER STEM TEACHERS, 20% OF CLASSROOMS WITHOUT A HIGHLY QUALIFIED OR CERTIFIED MATH OR SCIENCE TEACHER, ONE OF EVERY FIVE CLASSROOMS LACKING A HIGHLY QUALIFIED MATH OR SCIENCE TEACHER, AND IF YOU LOOK AT OUR HIGHEST NEEDS SCHOOLS, THAT NUMBER GOES UP SIGNIFICANTLY. WE ACTUALLY HAVE A HIGH NUMBER OF MATH AND SCIENCE TEACHERS FROM WHAT WE NEEDED, BUT AS WITH NGSS AND AS THE DEMANDS OF OUR ECONOMY HAVE CHANGED, WE ACTUALLY NEED MANY MORE MATH AND SCIENCE TEACHERS AND MANY, MANY STATES HAD REQUIREMENTS FOR ONLY TWO YEARS OF SCIENCE, THREE YEARS OF MATH TO GET OUT OF HIGH SCHOOL. NOW WE'RE EXPANDING THAT TO THREE YEARS OF SCIENCE, FOUR YEARS OF MATH AND WE'RE TRYING TO ACTUALLY PROVIDE THAT KNOWLEDGE AND CRITICAL LEARNING SKILLS TO MANY MORE STUDENTS. SO WE ARE NOT KEEPING PACE WITH THE DEMAND FOR MATH AND SCIENCE TEACHERS, LET ALONE REALLY HIGH QUALITY ONES. RIGHT NOW ONLY 10% OF OUR TEACHERS COME FROM HIGHLY SELECTED COLLEGES AND UNIVERSITIES AND ONLY A QUARTER OF TEACHERS -- EVERY UNIVERSITY THEY COME FROM, 90% NOT HIGHLY SELECTIVE, ONLY A QUARTER OF THEM ARE FRO FROM THE TOP THIRD OF THEIR CLASS. THESE ARE NOT NEW STATISTICS TO YOU, I KNOW, BUT IT'S EVEN WORSE IN HIGH POVERTY SCHOOLS, AS YOU CAN IMAGINE. SO FOR US, VERY MUCH ON THE SHOULDERS OF RISING ABOVE THE GATHERING STORM, I WAS AT CARNEGIE CORPORATION AND LEAVING OUR INVESTMENT PORTFOLIO THERE IN TALENT, HOW YOU GET GREAT TEACHERS AND PRINCIPALS INTO HIGH NEEDS SCHOOLS AND HOW SUPPORT THEM THERE TO BE SUCCESSFUL, WHEN THE PRESIDENT PUT OUT A CALL, BASED ON HIS COUNCIL OF ADVISORS ON SCIENCE AND TECHNOLOGY, THEIR REPORT IN 2010 INITIALLY FOR 10,000 GREAT STEM TEACHERS, EVENTUALLY 100,000 OVER 10 -- AS WE ASKED OURSELVES HOW COULD WE GET TO THE SCHOOL? WE HEAR MANY POWERFUL ANNOUNCEMENTS FROM OUR ELECTED LEADERS AS WE SHOULD, AND WE SO RARELY SEE THEM CHECKED OFF WHEN THEIR TIME COMES UP, AND SO YOU COULD FEEL IN THIS CALL FOR THE HUNDRED THOUSAND, IT ENDED UP IN THE STATE OF THE UNION IN 2011, SO WE DATE OURSELVES FROM AROUND THEN, THE CALL -- IF YOU HEAR THE COLLECTIVE NODDING OF THE HEADS, YES, THIS IS A CRITICAL AND URGENT NON-PARTISAN CALL FOR OUR COUNTRY, AGAIN, YOU ALL KNOW IT MORE -- MUCH MORE -- THAN I DO, YOU CANNOT HIRE IN YOUR COMPANIES THE TALENT YOU NEED IN THIS COUNTRY, YOU NEED TO SOURCE TALENT IN THIS COUNTRY FOR FEDERAL REASON AND FOR THE CONTACTS THAT YOU HOLD, YOU CAN'T FIND THE TALENT YOU NEED, YOU CAN'T FILL YOUR LABS, YOUR MEDICAL SCHOOL IT THE TALENT THAT YOU WOULD WANT LET ALONE THE DIVERSITY OF THAT TALENT, SO YES, THERE IT IS, IT'S SO C AND YOU CAN ALMOST AT THE SAME TIME FEEL THE COLLECTIVE SHRUGGING OF THE SHOULDERS. REALLY? ANOTHER CALL? GREAT. YOU KNOW, WE'LL WAIT TO SEE, WE WON'T HOLD OUR BREATH TO SEE THAT ONE CHECKED OFF. WHEN DO WE SEE SOMEONE STAND UP AND SAY 10 YEARS HAVE PASSED AND HERE ARE OUR HUNDRED THOUSAND. WE HAVE NO GREATER IDEA OF HOW TO SOLVE THIS, BUT WHAT WE DO KNOW IS IT CAN'T BE SOLVED OUT OF AN OFFICE, NOT IN NEW YORK OR IN GEORGIA OR IN MICHIGAN OR EVEN IN THE NATION'S CAPITAL. YOU CAN'T SOLVE THESE TYPES OF PROBLEMS ANY LONGER FROM AN OFFICE, YOU CAN'T BUILD A NASA AND PUT A PERSON ON THE MOON. THESE PROBLEMS ARE -- THEY SPAN THE BREADTH OF THE COUNTRY, IT'S OVER THE DURATION OF 10 YEARS. THERE IS LOCAL AND SPECIFIC -- YOU NEED A MATH TEACHER HERE AND CHEMISTRY ONE THERE, THERE IS NO WAY TO SOLVE THAT PROBLEM FROM T CENTRAL OFFICE. SO WHAT WAS NEEDED WAS SOME KIND OF PLATFORM TO ENABLE CHECK TUN ACTION, PLATFORM TO DEVELOP MANY, MANY ORGANIZATIONS TO TAKE STOCK OF THE PROBLEM, TO UNDERSTAND IT DEEPLY, TO LOOK AT THEIR OWN RESOURCES, AND THEN TO TRY AND SAY YES, THIS IS WHAT I CAN DO TO GET FROM HERE TO THERE AND I'M GOING TO CONTRIBUTE BACK. THAT'S WHAT I'M GOING TO BRING INTO THIS EFFORT. THAT IS WHAT 100K IN 10 IS. IT IS AN EFFORT TO DO EXACTLY THAT, FORMED IN 2011 TO RESPOND TO THIS NEED FOR 100,000 STEM TEACHERS AND THEN TO BUILD THIS PLATFORM. WHAT WE REALIZED WE HAD TO DO ARE THREE THINGS. WE NEEDED TO GET THE RIGHT PEOPLE ON THE BUS AND MAKE AGGRESSIVE AND AMBITIOUS COMMITMENTS TO THE SCHOOL, WE NEED TO SUPPORT THEM TO EXCEED THOSE COMMITMENTS, WE'LL TALK ABOUT THAT IN A MINUTE, THEN WE NEEDED TO IDENTIFY THE BIG SYSTEM LEVEL PROBLEMS THAT CAUSED THIS ORGANIZATION BEST IN CLASS ORGANIZATIONS -- AGAINST THIS PROBLEM TO FEEL REICH THEY WERE RUNNING THROUGH M MOLASSES. WE REALLY NEEDED TO -- RIGHT NOW NEARLY 200 PARTNERS ARE CURRENTLY ON BOARD TO JOIN 100K IN 10, YOU NEED TO BE NOMINATED BY AN EXISTING PARTNER ORGANIZATION, AN EXISTING GROUP OF 20. WE CAME TOGETHER IN 2011 TO TREE AND FIGURE OUT HOW WE COULD DO THIS. IT'S GROWN OVER THE COURSE OF NOW FOUR NOMINATION CYCLES TO 200 PARTNERS. WE ACCEPT ABOUT A THIRDED OF NON-PROFITS, UNIVERSITIES, SCHOOL DISTRICTS, SCIENCE RICH MUSEUMS AND OTHER SCIENCE RICH INSTITUTIONS, FEDERAL AGENCIES, CORPORATIONS. EACH ONE OF THEM NEEDS TO MAKE A COMMITMENT TO ACTION. WHAT IT IS THAT THEY SPECIFICALLY WILL CONTRIBUTE. AND WHEN THEY APPLY, THEY ARE VETTED BY -- ON THE BASIS OF THE STRENGTH OF THAT COMMITMENT AND THE ORGANIZATIONAL CAPACITY AND TRACK RECORD AND LEADERSHIP THEY WILL PUT AGAINST IT. ALSO YOU'LL SEE A FEW PLACES WHERE HE KIND OF TOOK ISSUE -- THE FIRST WAS DIRECTLY WHETHER IT WAS A GOAL FOR SUPPLY THE GREAT STEM TEACHERS, HAVING SPENT A LONG TIME WORKING WITH AND AROUND TEACHERS AND THE NEEDS AROUND TALENT AND EDUCATION SPACE, WHAT YOU PROBABLY ALL KNOW VERY WELL IS ABOUT 40 TO 50% TEACHERS LEAVE WITHIN FIVE YEARS EVERY YEAR. 7% OF MATH AND SCIENCE TEACHERS LEAVE THE PROFESSION ENTIRELY, IT'S MUCH HIGHER IN THEIR FIRST YEARS AND IN HIGH SCHOOL. SO YOU NEEDED TO DO THIS IN BOTH DIRECTIONS. YOU NEED TO DIRECTLY INCREASE THE SUPPLY OF TEACHERS SINCE WE HAD ORGANIZATIONS MAKING CLAIMS TO DO THAT, CALIFORNIA STATE UNIVERSITY MAKING COMMITMENT TO REPAIR 1500 SECONDARY MATH AND SCIENCE TEACHERS ACTUALLY AHEAD OF THEIR GOALS ON PACE. THEY ARE TAGGING THAT TO THE NEXT GENERATION SCIENCE TO THE COMMON CORE IN MATH AND THEN THEY ALSO -- THIS IS NOT JUST A SECONDARY -- A 6 TO 12 PROBLEM. THAT IF YOU DON'T HAVE THAT SPARK OF LEARNING AND THERE'S PLENTY OF EVIDENCE -- IN THE EARLY GRADES, IF YOU HAVE TEACHERS, MANY OF WHOM ARE WOMEN, MANY GO TO TEACH MATH -- GO TO TEACH ELEMENTARY BECAUSE THEY'RE ANXIOUS ABOUT MATH. IF THEY ARE TEACHING THOSE EARLY YEARS OF MATH, ESPECIALLY THEIR GIRLS AND ESPECIALLY WHERE THOSE GIRLS WHO HAVE MOTHERS WHO ARE ANXIOUS ABOUT MATH, YOU'RE KIND OF SOL WHEN IT COMES TO PREPARING 6TH, 7TH, 8TH GRADERS TO REALLY ADVANCE IN THE STEM FIELD. SO YOU SEE THE COMMITMENT AROUND BOTH SECONDARY AND K-6 STEM CERTIFIED K-6 TEACHERS. AND THEN AT THE OTHER END OF THE SPECTRUM, HUGE STATE SYSTEM COMING IN, YOUR NEW VISIONS FOR PUBLIC SCHOOLS, A PHENOMENAL NON-PROFIT IND MEADE YEAR PROGRAM IN NEW YORK WORKING WITH ABOUT 80 SCHOOLS IT SUPPORTS, TAKING THE ROLE OF THE DISTRICT IN PARTNERSHIP ORGANIZATIONS NON-PROFITS TO SUPPORT SCHOOLS THERE. THEY'VE RECRATE RECREATED BASE CANICALLY A RESIDENCY MODEL, WORKING WITH HIGH NEEDS SCHOOLS TO PREPARE 300 N300 NON-TRADITIONA REALLY INTENSIVE MODEL. THOSE TWO ARE PART OF THE NETWORK. THEN THEY NEEDED TO ALSO RETAIN EXCELLENCE. IF YOU WERE JUST GOING TO THROW 100,000 GREAT STEM TEACHERS INTO THE MIX, WATCH 50% OF THEM LEAVE WITHIN FIVE YEARS. FINANCIAL AND HUMAN RESOURCES AND TALENT. SO YOU NEED TO HAVE ORGANIZATIONS THINKING SPECIFICALLY ABOUT HOW DO YOU HIRE, PAY, SUPPORT ADVANCE, DEVELOP TEACHERS, SO THEY CAN REACH MORE STUDENTS AND STAY, AND STAY AND DO EXCELLENT WORK, SO YOU CAN SEE SCHOOLS IN FLORIDA, TRAINING AND RETAINING 3,000 OF THE TEACHERS TO WORK ON COMMON CORE, TO WORK ON NGSS, TO THICK ABOUT HOW DO YOU IMPROVE THE TEACHERS YOU HAVE, THE STORED UP CAPITAL YOU HAVE IN YOUR SYSTEM, NEW LEADERS, NON-PROFIT WORKING ACROSS THE COUNTRY HAVE MADE A COMMITMENT TO TRAIN 835 STEM TEACHERS CURRENTLY IN CLASSROOMS AS PAFORT EMERGING LEADERS PROGRAM TO CREATE OPPORTUNITIES FOR ADVANCEMENT, FOR LEADERSHIP THAT WILL KEEP THOSE TEACHERS IN THE CLASSROOM AND TO THE EXTENT THEY WANT TO BECOME PRINCIPALS TO SUPPORT BETTER THE TEACHERS IN THE CLASSROOM, LEARNING -- MANY LEAVE BECAUSE OF THEIR BOSS, THEIR PRINCIPAL, SO THE BETTER THE PRINCIPAL IS, YOU HEAR OFTEN, I'M HAPPY TO BE REVIEWED BY MY PRINCIPAL BUT IT WOULD HAVE BEEN HELPFUL IF HE HADN'T BEEN A GYM TEACHER AND CAME IN TO WATCH MY CHEMISTRY CLASS. THEY SPECIFICALLY WORK WITH LOW INCOME MINORITY, PEOPLE THAT HAVE PARTICULAR IMPACT. IF YOU'RE GOING TO TRY TO KEEP THIS EFFORT UP OVER A DECADE, YOU'RE GOING TO NEED PEOPLE WHO ARE BUILDING THIS MOVEMENT, WHO ARE TELLING THE STORY, WHO ARE WRITING AND CHANGING POLICY, CREATING MATERIALS AND DISSEMINATING THEM, AND ARE FUNDING THESE ORGANIZATIONS THAT ARE ALREADY AMBITIOUS AND DOING THE BEST THEY CAN, TRYING TO TAKE ON NEW AND HARDER WORK. SO THE DINA CENTER OUT OF UNIVERSITY OF TEXAS-AUSTIN IS WORKING IN A PARTNERSHIP WITH 12 DISTRICTS TO HELP SUPPORT AT THE DISTRICT LEVEL CHANGE TO IMPACT CLASSROOMS BE AND DONORS CHOOSE -- MANY YOU HAVE MIGHT KNOW, IT'S A WAY THE CITIZENS CAN GO IN AND PROVIDE RESOURCES TO CLASSROOM TEACHERS. IT'S BY 50,000 EVERYDAY CITIZENS TO INVEST IN PUBLIC, MIDDLE AND HIGH SCHOOLS, $15 MILLION OF CITIZEN MONEY FOR CLASSROOM RESOURCES, 600,000 STUDENTS, AND AS OF THIS SPRING, WHICH WAS THEIR GOAL, THEY HAD ACTUALLY INSPIRED ALMOST 70,000 CITIZENS AND DELIVERED MORE THAN $16 MILLION IN CLASSROOM SOURCES AS PART OF THEIR COMMITMENT, SO THEY HAVE A HUGE DIVERSITY, THOSE WHO HAVE THE ANNUAL REPORT, WHAT YOU'RE SEEING IN THERE IS PRINTED DOUBLE SLIDE SO YOU MIGHT WANT YOUR MAGNIFYING GLASS, ON THE BACK IS A LIST OF THE NOW 200 ORGANIZATIONS THAT ARE PART OF THE NETWORK. SO THAT'S GETTING SOME OF THE RIGHT PEOPLE ON THE BUS AND SUPPORTING THEM TO MAKE AGGRESSIVE AND AMBITIOUS COMMITMENTS. HOW DO THEY SUCCEED AT THOSE COMMITMENTS? LOTS AND LOTS OF ORGANIZATIONS TAKING A STEP ABOVE AND BEYOND WHAT THEY WOULD HAVE OTHERWISE DONE TO DO WORK TOWARD A NATIONAL GOAL, BEYOND SOMETHING THEY CAN SOLVE ON THEIR OWN. CASH STRAPPED, WORKING HARD, UNDER RESOURCE TO DO THAT WORK, HOW DO YOU HELP THEM TO FOCUS ON THIS AS OPPOSED TO EVERY OTHER THING THAT'S COMING THEIR WAY AND WE TAKE THAT ROLE INCREDIBLY SERIOUSLY. SO HAVE BEEN BUILDING OUT AND EXPERIMENTING WITH AND INNOVATING AND PRACTICING A RANGE OF SUPPORTS TO HELP PARTNERS MAKE PROGRESS AGAINST THEIR COMMITMENTS. IF WE HADN'T TALKED ABOUT A YEAR AGO, I HOPE IT WILL BE DIFFERENT IN A YEAR AGO WITH WE TRY THINGS OUT, DROP THINGS THAT DON'T WORK, TAKE ON SUGGESTIONS AND IDEAS. WE HAVE THIS HUGE RANGE OF PARTNER ORGANIZATIONS, BEST IN CLASS HIGHLY VETTED ORGANIZATIONS NOMINATED BY AN EXISTING PARTNER, BY OTHER PARTNER ORGANIZATIONS, HOW DO WE HELP THEM LEARN FROM EACH OTHER? THERE'S SO MUCH NATIVE IN THIS NETWORK AND IT'S GROWING, REINVENTING THE WHEEL, IT HAPPENS IN EDUCATION SPACE. WE DO SOME REALLY SIMPLE THINGS. WE PROVIDE COLLABORATION GRANTS. THEY'RE LITERALLY 3 TO $5,000, AND WHAT WE SAY IS YOU FIND OUT ABOUT X AND YOU WANT TO LEARN ABOUT WHAT THEY'RE DOING BECAUSE THEY'RE DOING SOMETHING REALLY GREAT THAT YOU'VE NOT FIGURED OUT YET, HERE'S MONEY TO BUY YOUR PLANE TICKET, GET YOUR COFFEE. OH, THE TWO OF YOU ARE STRUGGLING WITH THE SAME PROBLEM. HERE IS A SLIGHTLY BIGGER POT OF MONEY TO GO TOGETHER AND SPEND STAFF TIME TO TRY TO FIGURE OUT -- YOU'LL FIGURE OUT A BETTER SOLUTION AND YOU WILL HAVE NOT UNNECESSARY REPLICATION A YOU'LL BE ABLE TO APPLY AND LEARN A DIFFERENT WAY. I'VE GIVEN OUT ABOUT $140,000 IN THE LAST SIX MONTHS AGAINST THIS, AND THAT HAS LED TO WORK THAT HAS LED TO INVESTMENTS UPWARDS OF $1.5 MILLION FROM FOUNDATIONS AND CORPORATIONS THAT SUPPORT THAT WORK. HIGH-TECH HIGH, WHICH IS A TARGET MANAGEMENT ORGANIZATION RUNNING PUBLIC AND CHARTER SCHOOLS IN CALIFORNIA, NON-PROFIT THAT DOES CURRICULUM WORK, FOR PROFIT, CAME TOGETHER TO THINK ABOUT SOME COMMON CORE METHODS HOW WOULD YOU THINK ABOUT IMPLEMENTATION AROUND THAT. THEY HAD A HUGE SUCCESS, MATHEMATICS, FUNDING PARTNERS, AND GOT A $500,000 GRANT TO BUILD ON NET WORTH. NOW THERE'S THREE ORGANIZATIONS INVESTED IN OUT COME AND A SET OF SCHOOLS ALL UP AND DOWN CALIFORNIA READY TO IMPLEMENT IT, SO REALLY A DIFFERENT WAY TO DO BUSINESS. AS PART OF THIS WORK EU ASKING ORGANIZATIONS TO DO POF AND BEYOND WORK SO WE'RE COMMITTED TO RAISING A FUND AND WE ORIGINALLY COMMITTED AT CARNEGIE TO RAISING $20 MILLION, AND WE A OURSELF THE SAME QUESTION WE WERE ASKING OF ALL THE OTHER PARTNER ORGANIZATIONS, WHAT CAN YOU DO THAT WAS ABOVE AND BEYOND WHAT YOU'VE ALREADY DONE. WE SAID WELL, WHAT WE CAN DO IS NOT JUST INVEST IN THIS OR TO RUN IT, BUT WE COULD HELP TO RAISE OTHER DOLLARS TO PUT AGAINST THIS NOT FOR US BUT FOR OTHER PARTNER ORGANIZATIONS TO DO THE WORK. SO WE RAISED OVER $20 MILLION OVER THREE YEARS, OVER EIGHT MONTHS, WE CLOSED $24 MILLION, WE ROASTED A SECOND FUND THAT -- BOTH OPEN AND CLOSED AND CLINTON GLOACIACLINTON GLOBAL INITIATIVE A ND IN THE MIDST OF RAISING OR THIRD. THE MONEY DOES NOT COME TO US, WE DO NOT TAKE ANY OVERHEAD ON IT, IT WAS A REALLY IMPORTANT PRINCIPLE, MONEY GOES DIRECTLY FROM THE FUNDERS, THERE ARE ABOUT 30 NOW. IT DEPOSE IN A GOES IN A RANGE OF CORPORATIONS AND FOUNDATIONS. WHAT THEY COMMIT TO AS A FOUNDATION OR A CORPORATION IS THAT THEY WILL INVEST AT LEAST OVER $500,000 OVER NO MORE THAN THREE YEARS IN ONE OR MORE OF THE VETTED PARTNER ORGANIZATIONS, AND FOR THEIR STEM TEACHING WORK. WHAT IT MEANS IS NOW YOU HAVE 30 FUNDERS, CARNEGIE, HEWLETT, GATES, BELL, McARTHUR, BUT ALSO CA TECHNOLOGIES, GOOGLE, INTEL, MAKING OTHERS TO SUPPORT AND PUT AGO SPOTLIGHT ON THEIR SUPPORT FOR STEM TEACHING WORK AS A CRITICAL IMPERATIVE FOR THE COUNTRY, AND BY DOING THAT TOGETHER IN THIS SORT OF PRONOUNCED WAY, MOVING THE FIELDS TO PAY ATTENTION TO, WHAT IS HONESTLY DIFFICULT WORK, SO IT CREATES A FOCUS AND A LEVEL OF ENERGY AND EXCITEMENT. ONE OF THE THINGS WE'VE DONE WITH THOSE FUNDERS IS WE'VE RUN FUNDING COMPETITIONS OR CHALLENGES AROUND SOME OF THE HARDEST PROBLEMS THAT WE CAN SEE BECAUSE THESE ARE A LITTLE BIT OF BIRD'S-EYE VIEW, AND WE CAN PUT FUNDING DOLLARS, EVEN MODEST FUNDING DOLLARS AGAINST IT. IT IS AMAZING HAVING INVESTED AT CARNEGIE, IT'S AMAZING HOW MUCH $50,000 IN THREE PRIZES CAN DO TTO INCENTIVIZE FOLKS TO TAKE ON CHALLENGING WORK, TO BEGIN TO PLAN OR TO PROVE SUCCESS AGAINST REALLY CHALLENGING PROBLEMS, MOVE ABOUT A MILLION -- A LITTLE BIT MORE THAN A MILLION DOLLARS AGAINST THOSE ON A REANG OF PROBLEMS THAT ARE BE FACED WITH ALL TYPES OF SOLUTIONS AND WE CAN NETWORK THOSE WITH EACH OTHER SO THEY CAN LEARN FROM EACH OTHER. WE ACTUALLY HELPED A BUNCH OF FOUNDATIONS FOREGO THEIR NORMAL REPORTMENTS TO NETWORK TOGETHER INTO A LEARNING COMMUNITY. AND THEN WE BRING PARTNERS TOGETHER IN SUMMITS, IN REGIONAL GATHERINGS, ANY TIME WE BRING PEOPLE TOGETHER, WE HAVE OPEN LABS THAT WE ASK PARTNERS TO OPEN UP THEIR CLASSROOMS BACK OFFICES TO EACH OTHER SO THEY CAN LEARN. IN THINKING ABOUT THAT, WE'RE TRYING TO IDENTIFY WHAT ARE THE BIG AND SYSTEM LEVEL CHALLENGES MAKING IT NEARLY IMPOSSIBLE FOR ORGANIZATIONS TO SUCCEED AT THE SCHOOL, NO MATTER HOW HARD THEY ARE WORKING AT IT. SO THE FIRST ONE SEEMS LIKE -- STEM TEACHER RECRUITMENT, SO YOU HAVE STEM UNDERGRADUATES GOING TO ALL TYPES OF OTHER -- ENGINEERS AND HIGH-TECH AND PHARMACEUTICALS AND MILITARY AND MEDICAL SCHOOLS AND LABS, WE RARELY SAY THIS HAS TO DO WITH YOUR UNDERGRADUATE DEGREE, SO HOW DO WE REACH THEM? WE HAVE LOTS AND LOTS OF ORGANIZATIONS TRYING TO DO THEM ON THEIR OWN AND THEY DON'T DO A REALLY GOOD JOB, AND TO SHOW UP IN THE MARKETPLACE, YOU NEED A MUCH MORE COORDINATED EFFORT. SO WE ASKED, COULD WE TAKE ADVANTAGE OF SOME CROWD SOURCING AND SOME IDEAS OF COLLECTIVE WORK AND DO THAT, SO WE BROUGHT OUR PARTNERS TOGETHER, WE INTRODUCED THEM TO PRO BONO ADVISORS TOP IN THE FIELD, THEY DO THE NIKE ADS, THE COKE AD, THE OLD SPICE, FOLKS WHO DO MESSAGING, SO THE BEST IN THE FIELD AROUND HOW YOU DO THIS COMMUNICATION, THEY CAME PRO BONO, THEY'D COME BECAUSE OF 100K IN 10. BROUGHT THEM IN AND SAID HERE'S THE BAR ON WHAT IS REALLY EXCITING AND HAPPENING IN THE RECRUITMENT SPACE, AND THE COMMUNICATION SPACE. WE THEN NETWORKED THOSE PARTNERS TOGETHER, PUT OUT AN RSP, GOT RESPONSES. THE BOARD CHOSE A TEAM OF FORMER ONION EDITORS. AS YOU MIGHT IMAGINE, IT WAS A REALLY GREAT PROPOSAL. LATER ON IF YOU WANT, BASICALLY KICK STARTED IT. COST $125,000. NONE OF YOU, EVEN THE BIG ONES THAT YOU TEACH -- ARE GOING TO SPEND THAT ON A RECRUITMENT CAMPAIGN. BUT PERHAPS TOGETHER, YOU CAN COINVEST, MAKE THIS HAPPEN. NUMBER OF TEACHERS RECRUITED, WE EXCEEDED THE $125,000. 40 PARTNERS HAVE COME TOGETHER TO CO-INVEST IN THIS NOW SHARED RECRUITMENT CAMPAIGN. AVERAGED BETWEEN 4 AND $6,000 TO GET IT. THEN RECENTLY -- HOW IF YOU'RE GOING TO THINK ABOUT THIS NEW STANDARD STUFF CAN YOU REALLY SPEAK ABOUT IT WITH TEACHERS AND -- STEM AND WHAT DO YOU NEED TO HAVE. A GROUP FOR McKENZIE BEHAVIORAL ECONOMIST, COMMUNICATIONS EXPERTS, FOLKS THINKING ABOUT POSITIVE OUTLIERS AND HOW YOU LEARN FROM POSITIVE OUTLIERS, SO WE CAN BRING THAT TOGETHER AND NOW IN THE PROCESS HAVE PUT OUT THE RFP, HAVE GOTTEN BACK RESPONSES. THE PARTNERS VOTED ON TWO PROPOSALS TO MOVE FORWARD, ONE AROUND HOW WE TALK TO AND WITH TEACHERS AND PRINCIPALS, ALSO THE PUBLIC, AND THE SECO THE REALLY DOWN AND DIRTY WORK OF GIVING TEACHERS ACCESS TO SERIOUS PROFESSIONAL LEARN, SO THIS IS ONLINE PROFESSIONAL LEARNING PROVIDED BY THE NEW TEACHER CENTER, AND TWO FUNDERS WERE SO EXCITED THEY CAME WITH A 10:1 MATCH. SO MATCHED BY -- TOGETHER WE'LL HOPE TO INVEST IN THOSE TWO EFFORTS. JUST TO CLOSE OUT, WE'RE THINKING AT THE THIRD LAB RIGHT NOW, FOR US, AND WE ARE GOING TO DO THIS AT ALL -- IT NEEDED TO BE EMBEDDED FROM THE GET-GO FROM RESEARCH AND LEARNING. YOU'RE GOING TO BRING THIS MANY PARTNERS TOGETHER AROUND THE COUNTRY, WHAT A WASTE IT WOULD BE TO DO THIS WITHOUT OPPORTUNITIES TO LEARN AND DRIVE IMPROVEMENT FOR THE FIELD AS WELL. SO EARLY ON PARTNERS WITH THE UNIVERSITY OF CHICAGO, MOST OF IT IN HOUSE TO RUN A LEARNING PLATFORM AGAINST ALL THIS, SO WE DO RESEARCH DESIGN COMPETITION FOR RANDOMIZED CONTROL COMPETITIONS, TAKING THE BEST OF WHAT WE LEARNED TO TRY TO BRING THAT OVER TO THE EDUCATION SPACE, SO PARTNERING WITH THE UNIVERSITY OF CHICAGO'S URBAN EDUCATION LAB, AND WITH SOME PRIVATE FUNDING, WE HAVE -- THEY'RE PARTNERING ON TWO RANDOMIZED CONTROL TRIALS, AND JUST AWARDED A THIRD THIS YEAR TO STUDY AN INTERVENTION THAT THEY'RE EXPERIMENTING WITH AND TO LEARN FROM IT AND TO SHARE THOSE LEARNINGS OUT. THE VERY OTHER END OF THE SPECTRUM, WE DO THESE NOTABLE, WHICH ARE EARLY STAGE BEST PRACTICES. THEY ARE HYPER DESIGNED AND TWO PAGES LONG, SO HOW MANY OF US HAVE TIME TO READ ON SOMETHING THAT COMES OUT, HOW OFTEN THAT WE GET -- TO SIT ON OUR DESK, AND THIS WAS AN EFFORT TO BASICALLY DISTILL EARLY STAGE BEST PRACTICES FROM ORGANIZATIONS AND GET THEM INTO THE WATER STREAM. TO CREATE LEARNING COMMUNITIES AROUND IT, SO AS FORMAL AS RANDOMIZED CONTROL TRIALS AND ACE INFORMAL -- PEER LEARNING AND YOU CAN SEE ALMOST ALL WHAT NEEDS TO BE ON ONE PAGE. AND THEN ABOUT A YEAR AND A HALF AGO, IT BECAME INCREASINGLY -- 160 AND NOW 200 ORGANIZATIONS EACH MAKING THEIR OWN COMMITMENTS -- APPLES AND ORANGES, ALSO BANANAS AND MANGOES. SHARED LEARNING AND SHARED MEASURES. SO WE DESIGNED A LEARNING PROCESS TO DESIGN SIX ONES FOR EACH STAGE OF A TEACHER'S PROFESSIONAL LIFE CYCLE, INSTEAD OF BRINGING 100 PEOPLE IN A ROOM TOGETHER AS STEPHEN SAID IS A LITTLE HARD TO CORRAL 40, WE BASICALLY BORROWED PRACTI FROM ARCHITECTS AND TREATED IT LIKE A BATON RACE IN A ROO LAY. A RELAY. SIX TEAMS, DRAFTERS, EDITORS. NO ONE WAS REVIEWING -- YOU TOOK ON THE DRAFT AND WHEN YOU HAD IT IN HAND, YOU NEEDED TO FIX THE PROBLEMS. YOU COULDN'T JUST COMPLAIN AND RED LINE AND COMMENT BOX THE PROBLEM. YOU ACTUALLY NEED TO FIX IT. SO WHAT WE GOT AT THE END WERE SIX VIABLE DRAFTS, ENDED UP PARTNERING WITH SURVEY SCIENCE FOLKS AT WEST ED, INVITED ALL THE PARTNERSHIP TO COME AND LEARN FROM IT. WE SAID IF WE WERE GOING TO DESIGN THE SURVEY TO COLLECT INFORMATION, WE BETTER CREATE A LEARNING PLATFORM THAT CAN BE AS MOTIVATING -- SO THE PARTNERS CAN ACCESS THAT DATA, WE WOULD BE -- HOLD THAT DATA CLOSE, INSTEAD WE WANTED IT BACK IN THE HANDS OF THE PARTNERS, AND WE LAUNCH OFFEED THE SURVEY THIS SPRING AND ARE AT 100% PARTICIPATION RATE WITH ALL OF OUR PARTNERS AROUND THE ACTUAL WORK THEY ARE DOING AT THE CLASSROOM LEVEL, AT THE TEACHER LEVEL, AT THE TRAINING LEVEL. AND THAT DATA IS BEING BUILT INTO A PLATFORM IN PARTNERSHIP SO THAT PARTNERS CAN ACCESS IT, EVERY ORGANIZATION CAN LEARN FROM IT AND FIND PEOPLE WHO HAVE SOLVED PROBLEMS THAT HAVE BEEN SOLVED OR SOLVE PROBLEMS -- AND THAT'S THE WORK. THANK YOU SO MUCH FOR HAVING US HERE. >> THANK YOU. >> I THANK ALL THREE OF YOU FOR WONDERFUL PROGRAMS. CAN I ASK YOU, ALL THREE OF YOU BOTH IN TERMS OF THE STANDARDS AND ALSO IN TERMS OF THE 100K IN 10 PROGRAMS WHAT DO YOU THINK -- IN TERMS OF THE DIVERSITY OF THE STEM WORKFORCE? >> PART OF THE RECOMMENDATIONS THAT ARE IN THE RESEARCH THAT LED TO THE FRAMEWORK ARE RECOMMENDATIONS THAT COME FROM RESEARCH ABOUT HOW BEST TO INVOLVE ALL LEARNERS. IF WE CAN IMPLEMENT THE KIND OF PRACTICES THAT ARE TALKED ABOUT IN THE FRAMEWORK, IT SHOULD IMPROVE THE SITUATION. >> PART OF THOSE INTERVENTIONS THAT HAVE BEEN SUCCESSFUL IN INCREASING DIVERSITY, VERY TARGETED SETTINGS HAVE INVOLVED THE KIND OF MOVES THAT THE FRAMEWORK TALK ABOUT, CONNECTING THE SCIENCE TO THE KIDS' REAL LIVES, INVOLVING THE KIDS AS PARTICIPANTS IN BUILDING THOSE UNDERSTANDINGS AND USING THEM, AND FOR THOSE IDEAS AS A COMMUNITY. SO IT BUILDS ON WHAT WE KNOW FROM BEST PRACTICES. IT'S NOT GOING TO BE A SILVER BULL E >> FROM OUR PERSPECTIVE, THE WORK WE'RE DOING, WE TEND TO FOCUS OUR ATTENTION -- ACHIEVE IS AN ORGANIZATION THAT'S BEEN AROUND SINCE THE LATE '90S CHARGED WITH WORKING WITH STATE EDUCATION AGENCIES, AROUND POLICY. SO ONE OF THE ANGLES THAT OUR ORGANIZATION WORKS WITH, MENTIONED NGSS NETWORK, IS TO HAVE THEM START THINKING THROUGH THE POLICIES THAT WOULD ENSURE THAT EVERY KID HAD AB OPPORTUNITY. RIGHT NOW WE HAVE LESS THAN A THIRD OF OUR STUDENTS TAKING BIOLOGY, CHEMISTRY, PHYSICS, SEQUENCE. IN THE U.S. SO WE'RE HAVING -- SO WITH SCIENCE AND MATH ALSO ONE OF THOSE INTERESTING THINGS IN THE U.S. THAT WE SOMEHOW HAVE CONVINCED OURSELVES WE CAN GET BETTER AT IT BY DOING IT LESS, SO OUR KIDS THAT ARE WORST AT IT, WE SAY WE WON'T MAKE YOU TAKE AS MUCH AND WE'RE GOING TO LET YOU TAKE IT SLOWER. AND SO ONE OF THE THINGS OUR ORGANIZATION IS GOING TO CONTINUE TO WORK WITH STATES ON IS DEVELOPING BETTER HIGH SCHOOL GRADUATION REQUIREMENTS THAT REQUIRE STUDENTS TO HAVE HAD THE OPPORTUNITY TO SHOW PROFICIENCY IN ALL THE STANDARDS, NOT JUST A FEW. WE'RE GOING TO WORK WITH TEACHERS AND CONTINUE TO WORK WITH PEOPLE LIKE BRIAN AND OTHER FGSS WRITERS IN STATES TO DEVELOP EXAMPLES OF HOW ELEMENTARY SCHOOL TEACHERS, FOR INSTANCE, CAN ENGAGE ALL STUDENTS IN SCIENCE THROUGH MATH AND LITERACY AS WELL. SO I THINK WE HAVE A GREAT OPPORTUNITY BECAUSE I THINK THERE'S A GREATER AWARENESS IN OUR SCHOOLS NOW THAN I'VE SEEN IN MY CAREER, WHICH HADN'T BEEN TOO AWFULLY LONG BUT LONG ENOUGH, THAT PEOPLE ARE ACTUALLY TALKING ABOUT THE NEED FOR SCIENCE AND STEM IN SCHOOLS AND I THINK THERE'S A DESIRE, BUT THERE'S ALSO A NEED TO MAKE SURE THAT POLICY DIDN'T LET US BACKSLIDE. [AUDIO DIFFICULTIES] -- AROUND THE -- PART OF THIS IS -- >> FOLKS WHO MIGHT HAVE QUESTIONS. >> JUST TWO QUESTIONS. ONE IS WITH THE -- PARTNERS THAT YOU'VE [AUDIO DIFFICULTIES] LARGE PHARMACEUTICAL COMPANIES I WOULD THINK HAVE MORE AT STAKE -- >> IN CARNEGIE, IT WAS SOMETHING OF A SIDE PROJECT TO THE PORTFOLIO -- [AUDIO DIFFICULTIES] WE JUST FORMALLY LEFT CARNEGIE IN JANUARY BECAUSE WE'RE AN INCUBATED PROJECT, WE HAVE A MANAGING BOARD BUT OFFICIALLY WE ARE A PROJECT OF THIS NATIONAL CENTER FOR CIVIC INNOVATION, WHOSE BOARD IS OUR BOARD. I REPORT TO THE PRESIDENT OF THAT ORGANIZATION AND THEIR BOARD -- ONE OF THE FIRST THINGS I DID WHEN I GOT THERE WAS PRESENT TO THEIR BOARD. BUT ON OUR -- WE HAVE A MANAGING BOARD THAT DOES MORE OF THE DAY TO DAY OVERSIGHT AND ALSO GUIDANCE AND ADVISING. WE ALSO HAVE A PARTNER ADVISORY COUNCIL THIS YEAR TO PROVIDE DIRECT INPUT FROM 18 PARTNER ORGANIZATIONS. IN TERMS OF THE FUNDING PARTNERS, ONE OF THE GREAT STRENGTHS OF COMING FROM PLACE LIKE CARNEGIE AND IT BEING VERY CLEAR THAT WE WEREN'T LOOKING FOR ANY INVESTMENT OF OUR OWN, WE COULDN'T HAVE TAKEN IT IF WE WANTED TO, WAS THAT WE HAD A DIRECT REACH TO PARTNER COLLEAGUE FOUNDATIONS, SO VERY QUICKLY, BROUGHT THOSE FOLKS ON BOARD, BUT THEIR REACH TO CORPORATION WAS MUCH ODDER, IT WASN'T AS NATURAL A LINK, SO SOME WAYS WHEN WE COMMITTED TO RAISING THIS $20 MILLION FUND, MY HUSBAND SAT ME DOWN AND SAID THAT'S ALL WELL AT GOOD, TALIA, BUT WHO ARE THE NEW PLAYERS AT THE TABLE AND HOW ARE YOU GOING TO REACH THOSE FOLKS? I THOUGHT, I'M ON THE OTHER SIDE OF THE DESK, I'M NOT SUPPOSED TO BE OUT THERE FUND-RAISING. HE WAS LIKE, NO, NO, IN FACT, HE WAS RIGHT, AND SO WE DID SOME OF THAT, AND SO WE HAVE NOW ABOUT A DOZEN CORPORATIONS THAT HAVE COME ON AS FUNDING PARTNERS AND ALSO FAMILY FOUNDATIONS, HIGH NET WORTH INDIVIDUALS AND COMMUNITY FOUNDATIONS, SO A RELATIVELY BROAD RANGE. THAT SAID, ONE OF THE STRENGTHS OF NOT BEING AT CARNEGIE ANYMORE IS A REALLY DIFFERENT WAY TO REACH OUT TO OTHER TYPES OF ORGANIZATIONS WHO IT MAKE PLEDGES INTO THE FUND AND AS OF TOMORROW OFFICIALLY, WE ARE A TEAM OF ONLY RECENTLY FOUR, NOW FIVE, AND AS OF TOMORROW, THE DIRECTOR -- A NEW DIRECTOR OF THE FUNDING COLLABORATIVE WHO IS JOINING US, AND I HOPE THAT WITH HER JOINING THE TEAM, A REALLY DIFFERENT LEVEL OF BEING ABLE TO REACH OUT TO AND ENGAGE, IT WAS VERY CLEAR WHEN WE STARTED THIS THAT YOU DIDN'T JUST WANT FOUNDATIONS, THE CIVIC GOOD IN MIND. YOU WANT PEOPLE WHO ARE DAY TO DAY FACING THE BOTTOM LINE, WHO CANNOT FILL THEIR LABS, THEIR OFFICES, ENGINERING TINKERING STUDIOS WITH ENOUGH TALENT TO DO THE WORK THAT THEY NEEDED. THAT VEILY IMPORTANT. IS REALLY IMPORTANT. ACTUALLY AT THE END OF THE DAY IT'S ACTUALLY MORE IMPORTANT THAN ANYONE ELSE THERE. SO WE TALKED IN A YEAR'S TIME, WE WOULD LOOK AT A VERY DIFFERENT LIST OF FUNDING PARTNERS, AND OBVIOUSLY IF YOU HAVE ANY SUGGESTIONS, WE WOULD LOVE TO HEAR THEM TOO. >> I, TOO, ENJOYED YOUR MODEL OF THE NETWORK AND HOW IMPORTANT THAT IS FOR COMPLEX PROBLEM. AND THE SYSTEMS APPROACH. I WAS INTERESTED, YOU SEEM TO ALLUDE TO THIS NOTION OF NOMINATION INTO THE NETWORK. YOU NEEDED A RECOMMENDATION CH ONE OF THE THEMES TODAY THAT WE'VE BEEN DISCUSSING IS DIVERSITY OUTREACH, COMMUNITY ENGAGEMENT, YOU ALLUDED TO THE NOTION, I HEAR THAT IN TERMS OF THE FINANCING. HOW IS THE EXTENSION OF THAT NETWORK TO SOME OF THE MORE HIGH RISK AND DIVERSE COMMUNITIES THAT ARE THE FURTHEST BEHIND, HOW DO THEY GET INTO THE NETWORK, WHAT ARE THE OUTREACH EFFORTS, WHAT IS THE REACH INTO THOSE COMMUNITIES THAT PROBABLY NEED THIS THE MOST? >> SO I WOULD SAY THAT -- MAYBE ANSWER TWO PARTS OF IT. ONE IS AROUND THE NOMINATIONS AND THEN AROUND DIVERSITY AND ACTUALLY WE'LL CONNECT. SO THE REASON FOR THE NOMINATION IS WE THOUGHT ABOUT HOW TO GROW, SOMEWHAT UNUSUAL MODEL, WE FELT LIKE WE HAD NO INTEREST IN HAVING COPYRIGHT OVER THE GROWTH. WE DID NOT KNOW ALL THE ORGANIZATIONS THAT SHOULD BE AT THE TABLE, OUR ROLODEX -- HAVING 28 ORIGINAL PARTNER ORGANIZATIONS THAT HAVE STARTED THIS TO EXPAND THE SORT SORT OF POOL, TO PUSH PEOPLE TO THINK HARD AND DIVERSE ABOUT WHO CAN BE AT THE TABLE, FELT LIKE A HUGE EXPANSION OF OPPORTUNITY WHILE MAINTAINING SOME AMOUNT OF QUALITY CONTROL ALSO IS A HUGE CHECK ON OUR QUALITY. IF YOU COULD NOT THINK THIS WAS WORTH BEING A PART OF, WHY WOULD YOU EVER ASK YOUR FRIEND OR A TRUSTED COLLEAGUE TO JOIN. SO BY FORCING PEOPLE TO NOMINA THEM, BY -- IT WAS INHERENT CHECK ON OUR VALUE PROPOSITION. IF IT WASN'T GOOD ENOUGH, YOU WOULDN'T NOMINATE EVERYONE. EVERY YEAR WE KIND OF HOLD OUR BREATH AND SAY IS ANYONE GOING TO NOMINATE -- JUST IN AWE OF AMAZING NOMINATIONS THAT ROLL IN FROM ORGANIZATIONS. I THOUGHT IT INCREDIBLY IMPORTANT AS A PROCESS OF THE THEN THE CRITICAL QUESTION, IF THIS WORK IS MEANT TO REACH THE KIDS IN HIGHEST NEED AND TO REALLY BRING A DIVERSE SET OF TEACHERS ABLE TO RESPOND TO THES NEEDS AROUND THE COUNTRY, HOW DO WE DO BOTH OF THOSE THINGS IN TANDEM, SO WE CREATED A PREFERENCE FOR TEACHERS COMING FROM HIGH NEEDS BACKGROUNDS, PLACES THEY WERE THINKING ABOUT HIGH NEED AND LOW INCOME SCHOOLS, IF YOU LOOK AT THE PARTNERSHIP, YOU'LL SEE A HUGE RE OF ORGANIZATIONS, MANY WORKING IN URBAN CENTER DEALING WITH THE HIGHEST NEED AND LOWEST INCOME NEED, THE YOUNG PEOPLE'S PROJECT, A PROJECPROJECT OF ROBERT MOSES, YOU'LL SEE SAVIO XAVIER UNIVERSITY, AFRICAN-AMERICAN STUDENTS GOING TO MEDICAL SCHOOL IN THE WHOLE COUNTRY, YOU'LL SEE THOSE PARTNERS, AND PART OF IT IS TO TURN TO THOSE PARTNERS AND OTHERS, WHICH IS WHAT WE'VE DONE, AND SAY OUR GROWTH IS DEPENDENT ON YOU, WHO WOULD YOU BRING INTO THE NETWORK, WHO IS DOING THIS FRAMEWORK, SO CAN WE MAINTAIN HIGH QUALITY ALONGSIDE A FOCUS ON DIVERSITY, BOTH THOSE THINGS WERE CRITICAL. WHAT WE DIDN'T NEED WERE MORE AND MORE ORGANIZATIONS DOING SHODDY WORK OUT THERE, WE NEEDED THE BEST WORK HAPPENING WITH THE FOCUS ON THE HIGHEST NEED AND GREATEST PROBLEM. THAT WAS THE WAY TO BALANCE THAT THAT. >> I THINK WE COULD ASK LOTS MORE QUESTIONS, BASED ON OUR NEEDS OF HUMAN BIOLOGY, I THINK WE NEED TO GO TO THE BREAK. IS THAT CORRECT, MR. CHAIRMAN? >> THE NEXT SESSION STARTS IN THREE MINUTES. SO I THINK WE SHOULD, YES. >> OKAY. WE WILL GO TO THE BREAK. WHEN WOULD YOU LIKE US BACK? >> SO WE'RE SCHEDULED TO RESUME AT 3:10, AND THAT WOULD BE IN TWO MINUTES. THAT'S NOT A LONG ENOUGH -- WHY DON'T WE MAKE IT 3:25. >> THANK YOU ALL VERY MUCH FOR A GOOD SESSION. THANK YOU. [APPLAUSE] [AUDIO DIFFICULTIES] [AUDIO DIFFICULTIES] >> THANK YOU VERY MUCH. [INAUDIBLE] THROUGH THE SCHOLARS PROGRAM, I'M VERY HAPPY TO SAY THAT IT VERY MUCH -- THE STUDENT MIX MIRRORS THE POPULATION IN THE U.S., AND FROM THE VERY BEGINNING OF THAT PROGRAM, HAS BEEN MAJORITY FEMALE. AND I THINK THE -- AS CLAUS MENTIONED, YOU CAN'T JUST HAVE AN ASPIRATION, YOU'RE GOING TO HAVE TO PUT SOME STRATEGIES IN PLACE TO REACH THAT. AND SO THOSE 13 UNIVERSITIES THAT YOU SAW ON ONE OF MY LAST SLIDES, EVE OF THEM I -- EACH OF THEM IS DEDICATED TO DOING THE VARIOUS OUTREACH TO ADVISE STUDENTS ABOUT THE FACT THAT THESE OPPORTUNITIES EXIST. SO IT'S VERY MUCH A CONCERTED EFFORT BY THOSE PARTNERS AND WE HAVE A NATIONAL PROGRAM OFFICE THAT HAS BEEN SET UP FOR THAT SCHOLARS PROGRAM, IT'S HOUSED AT MIT, IT IS AS THE NATIONAL COORDINATOR FOR THIS PROGRAM, THEY GO OUT AND ALSO VERY, VERY PROACTIVELY RECRUIT. THIS IS NOT A PROGRAM THAT WE MARKET AS A MINORITY OR, YOU KNOW, WOMEN IN SCIENCE TYPE OF PROGRAM, AND YET WE HAVE THE KIND OF RESULTS THAT WE DO, AND WE SET UP A MINIMUM 3.2 GPA, BUT THE AVERAGE GPA HAS BEEN CLOSER TO 3.9. SO WE'RE TALKING ABOUT VERY TALENTED AND VERY DIVERSE STUDENTS THAT EXIST OUT THERE, YOU JUST HAVE TO HAVE A PROACTIVE PLAN TO REACH OUT. >> THE COMMENT YOU MADE EARLIER -- GIVEN THAT AMGEN IS PART OF TWO TRADE ORGANIZATIONS, BOTH PHARMA AND BIO, THIS MIGHT BE AN OPPORTUNITY FOR SCALING THIS CONCEPT, WHICH HAS OBVIOUSLY BEEN QUITE SUCCESSFUL AS AN OUTREACH, AND THAT MIGHT BE THE FORUM IN WHICH YOU MIGHT BE ABLE TO ENGAGE OTHER COMPANIES AND ORGANIZATIONS IF YOU HAVE THAT MODEL IN PLACE. >> YES. >> AND OBVIOUSLY THE INFRASTRUCTURE IN PLACE, YOU CAN USE THIS AS A TEMPLATE FOR FOR ENGAGING OTHER COMPANIES, AND THAT WOULD BE AN INDUSTRY-WIDE SUCCESS, I THINK. >> THANK YOU. >> I FULLY AGREE, AND I WAS GOING TO ASK A SIMILAR QUESTION, BUT SLIGHTLY DIFFERENT APPROACHMENT AND THAT IS THAT MAYBE UNBEE NOWNSED TO PEOPLE AROUND THE TABLE, BUT QIES A TWEER, ALTWICE AYEAR, ALL OF THE CEOs OF M AJOR PHARMACEUTICALS GET TOGETHER AND IT'S NO SURPRISE THAT A LOT OF COMMON THEMES COME OUT OF THOSE MEETINGS AND THEN GET IMPLEMENTED ACROSS ALL THE COMPANIES. I'M JUST CURIOUS, IF YOU'VE EVER BEEN A PART OF ONE OF THOSE MEETINGS, OR YOU SHOULD BE, AND SORT OF TRY TO SELL THIS AMGEN MODEL MORE BROADLY ACROSS THE PHARMACEUTICAL INDUSTRY. >> SO I WOULD JUST NOTE THAT THE COMPANIES IN OUR INDUSTRY, THEY DO A LOT IN CSR, IN CORPORATE SOCIAL RESPONSIBILITY, BUT WE HAVE NOTED JUST LOOKING AT THE DATA THAT IT APPEARS THAT OUR PEER COMPANIES ARE MORE FOCUSED ON HEALTHCARE DONATIONS AND HEALTHCARE FIELD MORE SPECIFIC. A FEW HAVE STARTED REINVIGORATING THEIR FOCUS ON STEM, BUT IT HAS PUZZLED US TOO THAT -- BUT YOU KNOW, IF YOU LOOK AT THE TOP DONORS IN SCIENCE/EDUCATION SPACE, YOU DON'T FIND VERY MANY -- YOU SEE A LOT OF PRIVATE AND FAMILY FOUNDATIONS, BUT YOU DON'T SEE VERY MEN CORPORATE FOUNDATION, WHICH WE FIND ALSO PUZZLING. SO YOUR POINTS ARE WELL TAKEN. >> MINOR QUESTION FOR TERRY, WHICH IS YOU TALKED ABOUT THAT WHOLE LIM OLYMPI BEING HERE IN WASHINGTON, HOW DID THAT DO? >> THREE SILVER AND ONE GOLD. >> ALL RIGHT. I WAS A LITTLE CONCERNED WE WERE SORT OF LIKE 16TH AND 17TH RANKED OR SOMETHING. >> THE AMERICAN CHEMICAL SOCIETY DOES THIS FANTASTIC JOB, BUT ONE OF THE QUESTIONS I HAVE IS THAT WHEN YOU'RE IN A HIGH SCHOOL CLASS AND THOSE KIDS ARE STARTING TO THINK ABOUT WHAT THEY'RE GOING TO DO WITH THEIR LIFE AND SHOULD THEY P PURSUE A CAREER IN CHEMISTRY, WHAT DO YOU TELL THEM ABOUT THE BROAD RANGE OF OPPORTUNITIES THAT EXIST OUT THERE. >> WE'RE REALLY WORKING TO LEVERAGE SOME OF OUR PROGRAMS IN ORDER TO DO THAT. SO ONE OF THE THINGS I MENTIONED WAS OUR PUBLICATION, AND WE TRY TO FOCUS ON HIGHLIGHTING CHEMISTRY CAREERS THROUGH THAT PUBLICATION THAT MANY TEACHERS USE IN THEIR CLASSROOMS AS THEIR -- AS THEY'VE BEEN TASKED WITH ADDRESSING ISSUES RELATED TO SCIENCE LITERACY. WE ALSO WORK THROUGH OUR HIGH SCHOOL CHEMISTRY CLUBS PROGRAM TO ACTUALLY PROVIDE INFORMATION TO TEACHERS WHO SERVE AS FACULTY ADVISORS TO THOSE PROGRAMS. WE'VE ALSO RECENTLY LAUNCHED A WEBSITE CALLED COLLEGE TO CAREER THAT PROVIDES A LOT OF REALLY GREAT INFORMATION ON ACTUAL CAREERS AND CHEMISTRY AS WELL AS PATHWAYS FOR GETTING THERE. WE'RE FINDING INCREASINGLY THAT WE'RE MEETING WITH STUDENTS MOSTLY AT THE UNDERGRADUATE LEVEL WHO SAY I DON'T KNOW WHAT TO DO WITH MY CHEMISTRY DEGREE. I DON'T KNOW THAT I WANT TO GO TO GRADUATE SCHOOL, WHAT ARE THE CAREER PATHS AVAILABLE TO ME. ONE OF THE THINGS WE'RE FINDING IS THERE'S REALLY AN OPPORTUNITY TO EDUCATE AND TO PROVIDE INFORMATION FOR THOSE STUDENTS AS THEY'RE FACED WITH THESE REALLY IMPORTANT CHOICES. THEY KNOW THEY LIKE SCIENCE, THEY KNOW THEY LIKE CHEMISTRY, BUT THEY'RE NOT QUITE SURE HOW TO PROCEED. SO OUR TASK RIGHT NOW IS FOCUSING ON PROVIDING INFORMATION THROUGH THE CHANNELS THAT WE HAVE. ALSO CERTAINLY THE PROJECT SEED PROGRAM IN WHICH WE HAVE THE STUDENTS FROM ECONOMICALLY DISADVANTAGED BACKGROUNDS ACTUALLY DOING THE RESEARCH DURING THE SUMMERS PROVIDE STUDENTS WITH AN OPPORTUNITY TO EXPERIENCE IN A VERY REAL WAY AND A VERY HANDS-ON WAY WHAT IT MEANS TO ACTUALLY DO CHEMISTRY RESEARCH. >> SO I HAVE A QUESTION FOR YOU AND ANOTHER FINITE QUESTION FOR CLAUS. I WAS STRUCK BY THE INTERVENTION OF THE SCIENCE COACHES AND YOU IDENTIFIED THAT THERE WAS A CASH STIPEND AVAILABLE PER COACH. HOW WAS THAT FUNDED, IS THAT SCALABLE, AND EVEN YOU INDICATED THAT METRICS HAD NOT YET BEEN COLLECTED TO TEST THE VALIDITY FOR THIS MODEL, EVEN INDIRECTLY, THAT IS, THE NUMBER OF PERSONS WHO STAY ENGAGED AS TEACHERS, TEACHING AT THE SAME LEVEL, HAVE YOU BEGUN TO CAPTURE ANYTHING EVEN QUALITATIVELY TO HELP US UNDERSTAND HOW EFFECTIVE THAT COACH'S PROGRAM MIGHT BE. >> TO DATE, THE PROGRAM IS FOUR YEARS OLD, IT'S STILL IN A PILOT PHASE. WE STARTED WITH 30 COACH-TEACHER PARTNERSHIPS DURING THE FIRST YEAR, AND THIS -- THE 2013/2014 SCHOOL YEAR, WE WERE ABLE TO HAVE OVER 160 PARTNERSHIPS ACS ACTUALLY BUDGETS FOR THOSE $500 HONORARY GRANTS THAT GO TO THE SCHOOL. THEY ACTUALLY GO DIRECTLY TO THE SCHOOL AND THE COACH AND THE TEACHER DECIDE HOW THEY WANT TO USE THAT MONEY TO SUPPORT TEACHING AND LEARNING. ONE OF THE INTERESTING THINGS THAT WE'RE NOTING AN EX-DOTELY IS MANANECDOTALLY,MANY OF OUR TEACHERS AND COACHES SAY WE WOULD DO THIS WITHOUT THE STIPEND. WE'RE THINKING AS WE SCALE UP THE PROGRAM AND WE'RE CERTAINLY INTENDING TO SCALE THIS UP, WE WON'T BE ABLE TO SUPPORT EVERYONE WITH THAT $500 EVERY YEAR. WE'RE EXPECTING WE'LL HAVE TO ROLL SOME PEOPLE OFF OF THE STIPEND, BUT WE STILL HAVE THE CAPACITY TO SUPPORT THEM WITH OUR RESOURCES, TO SUPPORT THEM WITH OUR INFRASTRUCTURE FOR CONTINUED PARTICIPATION. ONE OF THE THINGS WE CERTAINLY NOTED DURING OUR EXTERNAL EVALUATION OF THE PROGRAM AFTER THE FIRST TWO YEARS WAS THAT MANY OF THE TEACHES NOTED THAT THIS WAS A PROFESSIONAL DEVELOPMENT OPPORTUNITY UNLIKE ANY THEY HAD EVER EXPERIENCED AND REALLY PROVIDED THEM WITH ACCESS TO CONTENT AS WELL AS WITH ACCESS TO A PROFESSIONAL THAT THEY HAD NOT PREVIOUSLY EXPERIENCED. SO WE'RE REALLY THINKING THAT THAT WAS GOING TO BE OUR ENTRY POINT TO MEASURING THE SUCCESS OF THAT PROGRAM IS MORE FROM THE TEACHER ENGAGEMENT PERSPECTIVE VERSUS STUDENTS AND WE'RE STARTING TO GATHER THAT DATA NOW. >> SO A NUMBER OF US AROUND THE TABLE, MAYBE ALL OF US EXCEPT NORM, ARE REALLY EMBEDDED IN LIFE SCIENCES. DO YOU KNOW IF IT' A SIMILAR PROGRAM EXISTS FOR BIOLOGICAL TEACHERS, IS IT ONE OFF THAT YOU'VE DONE OR PATTERNED AFTER ANOTHER EXAMPLE? >> I KNOW THERE ARE OTHER PROGRAMS, I'M NOT AWARE OF ONE SPECIFICALLY FORT BIOLOGICAL SCIENCES. I COULD TAKE A LOOK AT THAT AND SEE. >> THANK YOU. CLAUS, YOU SAID SOMETHING THAT CAUGHT MY ATTENTION IN A MEANINGFUL WAY. YOU INDICATED ALMOST PARENTHETICALLY THAT THERE ARE BILLION DOLLARS A YEAR ON THE TABLE COMMITTED TO DOING SOMETHING ABOUT STEM EDUCATION. IS THAT A FIGURE OF SPEECH OR DO YOU WANT THAT'S A CLOSE APPROXIMATION OF WHAT'S REALLY THERE, BECAUSE BY ORDERS OF MAGNITUDE THAT'S MORE THAN INITIATIVE HAS ACCESS TO REGARDLESS OF HOW WE COME ABOUT IT, SO IT DOES CAPTURE MY ATTENTION THAT THEORETICALLY, THE BUDGET IS AT $1 BILLION, THEN THE QUESTION PARTICULARLY CHANGED THE EQUATION BECOMES VERY RELEVANT, HOW ARE THOSE FUNDS BEING EXPENDED, IS THERE ANY ORDER, IS THERE ANY SENSE OF APPLYING YOUR DESIGN PRINCIPLES TO THE DISPENSATION OF THAT BILLION DOLLARS? >> TO ANSWER YOUR FIRST QUESTION, I THINK THE BILLION DOLLAR NUMBER IS A VERY -- I'M NOT AT ALL SURPRISED THERE'S THAT MUCH MONEY GOING TOWARDS STEM EDUCATION INITIATIVES FROM THE CORPORATE SECTOR. BUT TO PUT THAT IN PERSPECTIVE, I THINK THE TOTAL NATIONAL OUTLAY FOR EDUCATION IS IN EXCESS OF 600 BILLION, SO JUST TO REMIND YOU, IT'S A SMALL DROP IN THE OVERALL BUCKET. HOWEVER THE QUESTION IS HOW TO CREATE THE GREATEST LEVERAGE WITH THAT MONEY. BECAUSE THIS IS MONEY THAT ISN'T NECESSARILY TIED TO THE KINDS OF THINGS YOU HAVE TO GENERALLY DEVOTE MONEY TO IN EDUCATION. THIS IS MONEY THAT CAN GO TOWARDS INNOVATION THAT CAN PROMPT PEOPLE TO DO THINGS IN A DIFFERENT WAY. SO THAT'S TO GET AT THE ISSUE OF YES, I THINK THERE ARE A BILLION DOLLARS ON THE TABLE AND I THINK THAT MONEY CAN BE USED TO GREAT EFFECT. NOW YOU'RE ASKING IS THERE ANY SYSTEM ORGANIZATION AROUND IT. NO, AS MUCH AS I WOULD LOVE -- I DIDN'T MEAN TO SAY IT SO FLATLY, BUT AS MUCH AS I WOULD LOVE TO HAVE SAY OVER HOW THAT MONEY IS BEING USED, THE REALITY IS THAT COMPANIES FUND FOR A WHOLE HOST OF REASONS. THEY FUND THINGS FOR A WHOLE HOST OF REASONS. SOME OF THEM ARE BECAUSE THEY WANT TO SEE WHAT THAT NEW BREAKTHROUGH STRATEGY MIGHT BE THAT'S ENTIRELY UNTESTED. SOME WANT TO GO FOR A SURER BET AND MIGHT WANT TO LOOK HE THINGS VETTED THROUGH STEM WORKS, AND THERE ARE SOME WHO FRANKLY STILL HAVE OTHER REASONS FOR FUNDING THAT MIGHT NOT BE AS CLOSELY TIED TO THE KINDS OF THINGS WRE INTERESTED IN AND THAT'S FAIR ENOUGH, THE MONEY COMES FROM DIFFERENT SOURCES AND SERVES MULTIPLE PURPOSES. SO WHAT WE'RE TRYING TO DO IS ENSURE THAT MORE OF THE MONEY GO TO THINGS THAT ARE MOST LIKELY TO HAVE AN IMPACT, AND I THINK WE'RE HAVING GREAT SUCCESS THERE AND ALSO, YOU KNOW, THROUGH GROUPS LIKE HUNTER OF WHOM WE'RE ALSO A MEMBER, WE'RE ABLE TO -- GREATER ORGANIZATION IN THE OVERALL SYSTEM THROUGH THESE NETWORKS SO THAT MORE MONEY GOES TO BETTER PLACES. THE REAL TRICK IS TO FIGURE OUT HOW TO USE THAT MONEY TO DISCOVER THOSE BREAKTHROUGH STRATEGIES AND THINGS THAT THEN CAN BECOME PART OF THE REGULAR SYSTEM, AND AS AN EXAMPLE OF A COMPANY THAT'S DOING THIS RIGHT NOW THAT HAS AT LEAST BEEN A LEADER IN THIS, THAT IS IBM, IBM, THROUGH THE PTECH HIGH SCHOOL, PARTNERS IN SEC NOLG -- EXCUSE ME PATHWAYS OF TECHNOLOGY HIGH SCHOOL -- BY NOW IT'S A NETWORK OF HIGH SCHOOLS LOCATED MOSTLY IN LOWER INCOME AREAS THAT GET STUDENTS AT GRADE 9, TRY TO HOLD THEM FOR 14 SO THAT THEY GET AN ASSOCIATE'S DEGREE, NOT JUST A HIGH SCHOOL DIPLOMA, THAT IN A SENSE OF THE TRAJECTORY TOWARDS BETTER FUTURES FOR THEM. NOW, THIS DOESN'T -- THIS HAS BEEN TECHNOLOGY NO SO MUCH IN THE LIFE SCIENCES YET BUT A MODEL THAT COULD BE ADOPTED AND TAKEN ELSEWHERE. >> SO JUST FOR CLARITY, THE ONLY REASON I SINGLE OUT NORM IS BECAUSE HE'S SMARTER THAN ALL OF US, BUT JUST FOLLOW-UP QUESTION, AND THEN I'LL YIELD. A LOOK AT THE MEMBERSHIP OF YOUR DESIGN PRINCIPLES COMMITTEE, I SEE IT DOES NOT REFLECT A GOVERNMENT COMMITTEE LIKE NIH OR A SIMILAR PARTNER. IS THAT TRUE OF THE OVERALL COMPOSITION OF THE MEMBERSHIP OF THOSE THAT CONTRIBUTE TO YOUR EFFORT? >> IT IS, AND THAT'S BY DESIGN. WE WERE CONCEIVED OF AS AN ORGANIZATION, A PARTNERSHIP OF COMPANIES WITH CEO LEADERSHIP IN PARTICULAR THAT WOULD MOVE THE WORK THROUGH OUR ORGANIZATION. WE WERE EXPLICITLY ASKED NOT TO INVOLVE GOVERNMENT IN THE ACTUAL GOVERNANCE OF THE ORGANIZATION BUT THAT'S NOT TO SAY WE DON'T PARTNER WITH THEM. PUBLIC/PRIVATE PARTNERSHIPS HAVE A GREAT DEAL OF PROMISE BUT IN TERMS OF THE GOVERNANCE, IT REALLY IS JUST COMPANIES. >> ONCE AGAIN, I THANK ALL OF YOU AND I KNOW I FEEL REALLY FORTUNATE TO BE HERE, AND LISTENING TO THIS. BUT I WONDER, ONE OF THE THINGS IS THE SOCIAL MEDIA, HOW THIS GETS OUT TO OTHERS, BUT ONE OF THE QUESTIONS I HAVE IS AS I'VE HEARD THE PROGRAMS ALL DAY TODAY, THERE WERE A LOT OF STUDENTS THAT ARE APPLYING, THEY'RE COMPETITIVE PROGRAMS, NOT ALL OF THEM ARE GETTING IN AND ALSO AT UNIVERSITIES, THEY HAVE PROGRAMS FOR HIGH SCHOOL. SO IS ANYBODY OR ANY GROUP MAKING ANY EFFORT TO COLLECT ALL THE STUDENTS THAT ARE APPLYING THAT CAN MOVE INTO DIFFERENT DIRECTIONS? SOME MAY BE FOR CHEMISTRY, SOME MAY BE FOR BIOLOGY, SOME MAY GO ELSEWHERE, SO THEY ALL MAY BE GREAT STUDENTS BUT IN THE WRONG PLACE AND HELPING TO MOVE THEM ALONG? >> I'LL NOTE THAT OUR ACS HIGH SCHOOL CHEMISTRY CLUB PROGRAM AT THE HIGH SCHOOL LEVEL AND OUR ACS STUDENT CHAPTERS AT THE UNDERGRADUATE LEVEL REALLY PROVIDE ALL STUDENTS WITH AN OPPORTUNITY TO PARTICIPATE IN THE CHEMISTRY COMMUNITY WITHOUT A COMPETITION BASED MODEL, AND WE FOUND THAT THEY REALLY ARE ENGAGED IN OUTREACH TO THE COMMUNITY AS WELL AS ENGAGED IN TEUBTS TO LEARN ABOUOPPORTUNITIES TO LEARN ABOUT THE CHEMISTRY COMMUNITY AND THE CAREER OPTIONS IT PRESENTS TO THEM. THAT'S ONE OF THE THINGS I THINK WE WERE MOST PROUD OF WHEN THE CHEMISTRY CLUBS PROGRAM IN PARTICULAR WAS STARTED IN 2005. PRIOR TO THAT, MOST OF OUR PROGRAMS WERE COMPETITION-BASED OR LIMITED BY THE AMOUNT OF RESOURCES THAT WERE AVAILABLE, PU THE NICE THING ABOUT THE HIGH SCHOOL CHEMISTRY CLUBS PROGRAM IS IT DOES ALLOW US TO OPEN THE DOORS FOR PARTICIPATION TO ANY STUDENT WHO WANTS TO -- BASED ON THEIR TEACHER, THAT FACULTY -- >> [INAUDIBLE] >> I THINK WE SHOULD CLOSE THIS DOWN NOW, AND I'D ASK THE MEMBERS OF THE BOARD TO JOIN ME IN THANKING JEAN, TERRY AND CLAUS FOR EDUCATING US TODAY AND THANK YOU FOR YOUR EXCELLENT PRESENTATIONS. [APPLAUSE] WITH THAT, I'LL TURN IT OVER TO CLYDE TO CLOSE THE SESSION. >> AT THIS POINT WE HAVE THE OPPORTUNITY TO FIELD PUBLIC COMMENT. >> IN ADDITION WITH THE FEDERAL REGISTER NOTICE, WE HAVE NO ONE SIGNED UP TO SPEAK TO US FORMALLY. CLYDE WILL TAKE THE COMMENT -- WE'LL PROCEED TO PUT IT ON THE WEBSITE, SO IF YOU'LL CHECK YOUR WEBSITE FROM TIME TO TIME. THANK YOU FOR SHARING THE SESSION. IT'S REALLY BEEN A VERY REWARDING DAY FOR ALL OF US. THESE ARE TOPICS I HAD A PARTICULAR INTEREST IN SO I FOUND IT VERY WORTHWHILE. THANK ALL OF OUR PANELISTS, THIS PANEL, THE EARLIER PANELS TODAY, AND ALSO OUR MODERATORS. CAN'T GO WITHOUT THANKING OUR STAFF FOR ALL THEY DO PUTTING THESE THINGS TOGETHER. WITHOUT THEM, CANDIDLY, I THINK WE'D BE LARGELY LOST. SO AMY, THANK YOU AND YOUR FOLKS FOR DOING ALL THIS. WE HAVE A FEW MINUTES TO GET FURTHER COMMENTS AROUND THE ROOM, IF THERE ARE PEOPLE WHO WOULD LIKE TO SAY A FEW THINGS, AND LARRY, I WANT TO GIVE YOU THE LAST WORD, BUT WE DO HAVE 15 MINUTES. JUST A GENERAL -- ARE THERE COMMENTS THAT ANYONE WOULD LIKE TO MAKE ABOUT WHAT WE'VE HEARD TODAY? PLEASE. >> THIS IS AN EXTREMELY ENLIGHTENING SET OF SEGS FOR ME. I HAD A COUPLE OF TAKE-HOME MESSAGES THAT I HEARD, ACTUALLY STARTING THIS MORNING, I WASN'T AWARE OF THE EXTENT OF THE NIH SUMMER PROGRAMS THAT WE'RE IN PLAY, WHAT WE'RE FUNDING AND HOW SUCCESSFUL THEY'VE BEEN, BUT -- IN FACT, AS WE HEARD ABOUT OTHER SIMILAR TYPE SUMMER PROGRAMS, I THINK THERE'S A GENERAL ENDORSEMENT THAT THOSE PROGRAMS WORK VERY WELL BRINGING STUDENTS AND TEACHERS FROM VARIOUS COMMUNITIES HAVE BEEN VERY RESOUNDING. WE HAVE SOME DATA REGARDING THE OUTCOMES FOR THE SMASH PROGRAM, OBVIOUSLY THERE WAS CLEAR NEED FOR BETTER COLLECTION OF DATA LONG TERM TO SEE HOW TRULY SUCCESSFUL THEY WERE, POSSIBLY A BETTER ADVERTISEMENT AVAILABLE STRICTLY FROM THE NIH COMMUNITY, AND MAYBE GRANT OPPORTUNITIES -- I GUESS THAT'S PART OF TOMORROW'S DISCUSSION ON GRANTS. CLEARLY FROM MY PERSPECTIVE, I WOULD CERTAINLY CONTINUE TO ENDORSE THIS AND SEE HOW WE CAN DO THIS. ONE OF THE MISSIONS HERE WAS ALSO -- HOW DOES NIH CONTINUE WITH THESE INITIATIVES AND BUILD ON THAT. ONE OF THE THINGS I HEARD THAT W ALSO SUCCESSFUL WAS THE MOBILE UNITS AT THE SCHOOL, THOSE -- WHERE THERE'S A BIOTECH MOBILE UNIT OR THE SCIENCE TEACHING UNIT THAT THEY WORK IN THE COMMUNITY, AND WE ALSO HEARD FROM THE TEACHERS THAT THESE FIELD TRIPS WERE QUITE SUCCESSFUL. SO ONE OF THE THINGS THAT I MIGHT POSE TO THE NIH COMMUNITY IS MAYBE THEY'RE SORT OF THE COMPLEMENT FOR THE SUMMER PROGRAMS DURING THE YEAR CAN THERE BE MORE INITIATIVES FROM EITHER INTRAMURAL OR EXTRAMURAL FUNDED INVESTIGATORS TO GO INTO THE COMMUNITIES, TEACHING PROGRAMS, OR A POSSIBILITY OF ACTUALLY LECTURES PREPARED THROUGH AND PUT ON THE NET AND THEN FOLLOWED UP WITH TWITTER RESPONSES AND QUESTIONS. THIS MIGHT BE ANOTHER INITIATIVE THAT THE NIH MIGHT WORK ON. THERE'S ANOTHER THING THAT WAS NOT BROUGHT UP TODAY THAT I HAD THOUGHTS IN MY MIND, WE HADN'T HEARD ABOUT IT AT ALL TODAY, IS THE ROLE OF SCIENCE FAIRS, WE HEARD A LITTLE BIT DID -- THERE WERE SOME COMMENTS ABOUT SCIENCE FAIRS. I JUST REMEMBER FROM MY EXPERIENCE THAT WAS ONE OF THE THINGS THAT REALLY STIMULATED ME WHEN I WAS IN ELEMENTARY SCHOOL AND PARTICIPATING AND BEING SUCCESSFUL THERE, AND CERTAINLY INTEL AND THE HISTORICAL WESTINGHOUSE, THEY'VE BEEN QUITE SUCCESSFUL. IT MIGHT BE A THOUGHT THAT MAYBE THE NIH SHOULD SPONSOR THEIR OWN SCIENCE-TYPE FAIR, AND WHAT I HEARD FROM THE TEACHERS IS THAT IF YOU MAKE IT RELEVANT TO THE LOCAL COMMUNITY IN TERMS OF WHAT THE PROJECT IS, MAYBE DR. COLLINS COULD SORT OF SET ON AN ANNUAL BASIS SOME COMMON THEME THAT'S RELEVANT TO THE COMMUNITY THAT ALL THE COMMUNITIES MIGHT PARTICIPATE, ALL THE SCHOOL SYSTEMS, AND HAVE A SCIENCE FAIR, AND THEN THE WINNERS WOULD BE COMING TO CAMPUS, GET AN AWARD, AND THEN MAYBE THERE WOULD BE AN AWARD TO THE SCHOOLS FOR EQUIPMENT OR INFRASTRUCTURE TO HELP BUILD THAT COMMUNITY. SO THOSE ARE SOME OF THE THOUGHTS I HAD. THEN ONE OTHER THING THAT WE DIDN'T TALK ABOUT TODAY WAS RECRUITING THE BEST TEACHERS, AND ONE OF THE THINGS I WAS STRUCK BY WAS STEVE AHN'S COMMENT ABOUT HIS EXPERIENCE IN FINLAND, WHICH WAS -- HE WAS -- HE SAID THAT THE TEACHERS WEREN'T ANY DIFFERENT, THE STUDENTS WEREN'T ANY DIFFERENT, BUT THE TEACHERS HAD FULL COMMAND OF WHAT THEY GOT TO TEACH. THAT MADE A REAL DIFFERENCE IN THE COMMUN WHETHER THAT'S TOTALLY TRUE, YOU KNOW, I THINK WE HAVE TO -- >> [INAUDIBLE] >> THAT'S WHY I'M RAISING THE QUESTION. THE ONE THING THAT WAS NOT BROUGHT UP WAS INCENTIVES FOR THE SCIENCE TEACHERS. ONE OF THE THINGS I HAD HEARD IN THE LAY PRESS WAS THAT THOSE TEACHERS IN FINLAND ARE PAID MUCH BETTER, THEY'RE AT HIGHER ECONOMIC STATUS, AND I THINK MAYBE WE SHOULD DO AN ECONOMIC ANALYSIS OF IS THAT REALLY A DISINCENTIVE BECAUSE TEACHERS AREN'T PAID ENOUGH, AND WHAT WOULD IT COST IF WE ACTUALLY RAISED TEACHERS' PAY TO A HIGHER LEVEL ON THE SYSTEM, WOULD THIS BE AN INCENTIVE. THAT'S SOMETHING THAT I THINK IS WORTH TALKING ABOUT. >> I THINK ONE OF THE KEY ISSUES RELATED TO SCIENCE TEACHERS IS THE TOTAL LACK OF REGARD IN WHICH OUR SOCIETY HOLDS TEACHERS, AND THAT IS IN LARGE PART REFLECTED IN THE LACK OF PAY THAT TEACHERS RECEIVE, AND I HAVE TO SAY, NANCY AND I ARE SITTING HERE COMING FROM NORTH CAROLINA, WHERE ANY INCENTIVE FOR TEACHERS HAS BEEN, YOU KNOW, GETTING MORE EDUCATION, GETTING A MASTER'S DEGREE, ANYTHING ELSE HAS JUST BEEN WIPED OUT. I MEAN, THEY GET NOTHING ANYMORE, AND IT'S HAD A DEVASTATING IMPACT ON OUR EDUCATION SYSTEM IN THE STATE WITH A LARGE PERCENTAGE OF TEACHERS ACTUALLY LEAVING THE STATE. BUT A QUESTION THAT I WANTED TO ASK IS, I THINK NIH HAS TO REALLY TALK ABOUT WHAT IS IT GOING TO FOCUS ON. SHOULD OUR FOCUS BE ON MORE SUMMER PROGRAMS, SHOULD OUR FOCUS BE ON MORE OUTREACH DURING THE YEAR, AND IN ORDER TO DO THAT, I THINK WE HAVE TO ASK THE QUESTION WHAT IS REALLY SUCCESS, HOW ARE WE GOING TO JUDGE SUCCESS. IS IT A MORE HIGHLY EDUCATED STEM PUBLIC, OR IS IT INCREASING KIE VERSE IT IN THE STEM FIELDS, OR I COULD SAY IT'S PROBABLY BOTH OF THE ABOVE IN FIGURING OUT HOW WE'RE GOING TO GET THERE THERE. BUT I THINK WE REALLY NEED TO FOCUS ON THE DIRECTION THAT WE WANT TO TAKE. WE'VE HEARD ABOUT LOTS OF GOOD PROGRAMS, BUT A LOT OF IT HAS TO DO WITH THE ISSUE OF IMPROVING THE TEACHERS' LOT, I WOULD SAY, IMPROVING THEIR QUALITY AND QUANTITY, AND THEN USING THEM IN MANY WAYS TO EXCITE AND INVOLVE THE STUDENTS. >> NORM, I'LL BE BRIEF BECAUSE I KNOW THE HOUR IS LONG AND WE'VE G TO REGROUP FOR TOMORROW. BUT I REMEMBER LESSON LEARNED AS A YOUNG CHILD FROM A FAVORITE MINISTER THAT THE BEST SERMONS WERE THOSE THAT CAUSE YOU SOME ANGST, TROUBLED YOU, MADE YOU WALK OUT, PENSIVE CONCERN, THINKING ABOUT WHAT YOU'VE JUST HEARD. SO I DO LEAVE THIS MEETING TROUBLED BECAUSE AS I LISTEN TO NOT ONLY WHAT WE HEARD TODAY BUT PUT IT ALL TOGETHER, I THINK THE OPPORTUNITY IS ADMITTEDLY TACTICAL. YES, THERE ARE SOME THINGS WE SHOULD DO AS THE NIH TO BETTER ORGANIZE THE RESOURCES WE HAVE AND MAKE THEM MORE ACCESSIBLE, BUT I THINK THE REAL TARGET IS SOMETHING STRATEGIC. WITWE REALLY SHOULD BE ABLE TO CAPTURE THE GRAVITAS OF THE NIH AND THE POSITION OF OUR DIRECTOR AND REALLY MAKE IT EVIDENT ACROSS THE COUNTRY THAT THIS IS A PROBLEM THAT IS ECONOMICALLY IMPORTANT, THAT IS SOCIALLY IMPORTANT, WE'VE GOT TO ELEVATE THIS TO THE VERY TOP MOST TIER OF THE PRIORITY SYSTEM. WE CAN'T HAVE THIS AS A SERIES, WITH ALL DUE RESPECT, INDEPENDENT INITIATIVES, ONE OFF PROGRAMS THAT ARE ATTEMPTING TO IMPACT A THOUSAND STUDENTS OR SEVERAL HUNDRED STUDENTS OR EVEN TENS OF THOUSANDS OF STUDENTS. THIS HAS TO GET TO ANOTHER LEVEL. AND IT CAN COULD BE THAT OUR MOST IMPACTFUL EFFORT COULD BE TO UNDERSTAND HOW WE CAN USE THE NIH AS A CONVENER OF THOUGHTS, BRING THOSE THOUGHTS TOGETHER, AND MAKE IT VERY CLEAR IN A VERY WELL SYNTHESIZED STATEMENT THAT HAS THE STRENGTH OF THE DIRECTOR AND OF THE ORGANIZATION THAT THIS REALLY IS A CRITICALLY IMPORTANT ISSUE FOR THE FABRIC OF OUR COUNTRY. I DON'T MEAN TO OVERSTATE THIS, BUT I DO THINK WE HAVE TO GO BEYOND JUST LOOKING AT TACTICAL THINGS, AND GET TO THE STRATEGIC LEVEL AND TAKE ADVANTAGE OF WHO WE ARE TO MAKE A DIFFERENCE. >> CLYDE, AS USUAL, YOU SAID IT AWFULLY WELL. I'LL TAKE THE LIBERT OF MAKING A FEW WRAP-UP COMMENTS, SHARE SOME THOUGHTS OF MY OWN THAT HAVE COME UP DURING THE COURSE OF THE DAY. CLYDE, YOUR POINT ABOUT HOW DO WE BRING THIS TO A LARGER LEVEL, THINGS THAT YOU'RE TRYING TO DO, THERE ARE A HUNDRED THOUSAND PUBLIC SCHOOLS IN THIS COUNTRY. IF WE TRY TO FIX THEM ONE AT A TIME OR 10 AT A TIME OR A HUNDRED AT A TIME, NONE OF US WILL BE AROUND TO SEE THE RESULT. THERE ARE SOME SUCCESSFUL FORMULAS, FINLAND HAPPENS TO BE ONE OF THEM, AND FINLAND, MY UNDERSTANDING IS ALL OUR TEACHERS COME FROM THE TOP 20% OF THEIR COLLEGE CLASS. HTHEY TAKE THE VERY BEST PEOPLE AND MAKE THEM TEACHERS. THAT UNDOUBTEDLY HAS SOMETHING TO DO WITH WHAT THEY'VE ACCOMPLISHED. AS WE TALKED BEFORE QUITE A BIT ABOUT HOW TERRIBLY IMPORTANT THIS WHOLE SUBJECT IS, I THINK A LOT OF IT COMES DOWN TO NATIONAL PRIORITIES. I HAD THE OCCASION, THIS HAS BEEN A WHILE BACK, TO VISIT IN SINGAPORE, A FRIEND OF MINE WAS RUNNING IT, HE SHOWED ME, HE HAD A THREE-WHOLE NOTEBOOK ABOUT SO THICK AND IT WAS DIVIDED BY COUNTRIES, AND WHEN YOU OPENED IT, THE UNITED STATES, THERE WERE ABOUT 20 PAGES IN THERE, E PAGE DEVOTED TO ONE 15-YEAR-OLD, WITH THE PICTURE OR THEIR BACKGROUND, THEY WERE 15-YEAR-OLDS THEY WERE HOPING TO PERSUADE TO SINGAPORE FOR THEIR HIGH SCHOOL EDUCATION, THEIR COLLEGE EDUCATION AND THEIR PH.D. AND THEY HAD SPOTTED THESE KIDS AROUND THE WORLD, THAT THEY WERE GOING TO TRY TO PICK OFF. I WAS STUNNED BY THIS TO SAY THE LEAST, AND I COMMENTED TO HIM, DOESN'T IT SEEM A LITTLE INAPPROPRIATE TO BE TRYING TO GRAB 15-YEAR-OLD KIDS, AND HIS ANSWER WAS WHAT UNIVERSITY AT YOUR COUNTRY WOULD KEEP THEIR FOOTBALL COACH IF THEY DIDN'T HAVE A BOOK OF 15-YEAR-OLDS? PROBABLY 8-YEAR-OLDS. SO I THINK A LOT OF IT IS JUST A PRIORITY, WE AS A NATION WISH TO PUT A FACE ON SOME TOUGH ISSUES. LARS LAST I WANTED TO RELATE SOMETHING GOING THROUGH MY MIND AS WE TALK, ZERO STANDARDS. OF COURSE IT'S BEEN A TOPIC THROUGHOUT THE DAY. I FIRST KIND OF GOT INTO THAT, IT'S BEEN ALMOST 25 YEARS AGO, I WAS CHAIRMAN OF THE BUSINESS ROUNDTABLES COMMITTEE ON EDUCATION. WE CONCLUDED THAT THE MOST IMPORTANT THING WE COULD DO WAS TO PROMOTE STANDARDS WITH CONSEQUENCES. SO I'VE SORT OF BEEN DOING THAT EVER SINCE. NOT TOO LONG AGO I WAS SPEAKING AT THE GOVERNOR'S CONFERENCE ON EDUCATION IN OKLAHOMA. YOU MAY HAVE SEEN OKLAHOMA HAS JUST WITHDRAWN FROM THE COMMON CORE STANDARD TESTING. AS HAVE A COUPLE OTHER STATES. AND I CONTINUE OH BE FRUSTRATED WHEN I TALK ABOUT STANDARDS TO THE ARGUMENT I HEARD AT OKLAHOMA, WHICH KIND OF GOES AS FOLLOWS. I'M OVERSIMPLIFYING BUT THIS IS SORT OF THE LOGIC. IT STARTS OUT, YOU NEED STANDARDS. IF YOU WANT TO KNOW WHETHER -- EXCUSE ME -- YOU NEED STANDARDS. IF YOU HAVE STANDARDS, THE WAY YOU FIGURE OUT IF YOU'RE MEETING THOME OR NOT, YOU HAVE TESTING. THE TEACHERS WILL TEACH TO THE TEST. IF THE TEACHERS TEACH TO THE TEST, THERE WILL BE GAPS IN YOUR KNOWLEDGE, BECAUSE TESTS DON'T COVER EVERYTHING, ERGO, STANDARDS ARE A BAD IDEA. SO THAT'S KIND OF BEEN THE SORT OF REASONING WE'VE RUN INTO, WHICH I FOUND VERY FRUSTRATING. I THINK AS A NATION, WE'VE NOT DONE A VERY GOOD JOB OF TRYING TO POINT OUT THE IMPORTANCE OF HAVING STANDARDS AND TEST AND SO ON. THE PROBLEM I THINK IS NOT WITH THE TESTING, THE PROBLEM IS MAYBE WITH THE TESTS IN SOME CASES. HAVING SAID THAT, I NOTICED LARRY HAS HEADED TO THE PARK SO HE WON'T GET THE LAST WORD TODAY. WE WILL BE HAVING DINNER AT 6:00 AT THE MARRIOTT NEARBY. I THINK EVERYBODY KNOWS THE ARRANGEMENT. I APOLOGIZE, I HAD PLANNED TO BE THERE, BUT HAD AN ISSUE COME UP. EVERYTHING IS OKAY, MY WIFE TOOK A TUMBLE THIS AFTERNOON AND BROKE SOME TEETH AND HAD A BUNCH OF STITCHES, SHE SAID, AND SEEN THE DOCTOR, THE DENTIST AND A FEW SURGEONS, SO SHE'S OKAY, BUT HAVING BEEN MARRIED 52 YEARS, I THINK I KNOW WHERE I BELONG TONIGHT IF I WANT TO MAKE 53. [LAUGHTER] SO ANYWAY, I WILL HOPE YOU ALL HAVE A GREAT DINNER, AND I'LL SEE YOU TOMORROW MORNING, AND THANKS ONCE AGAIN TO ALL OF OUR SPEAKERS. IT'S BEEN TRULY BRILLIANT. SO THE MEETING IS ADJOURNED. >> THANK YOU.