1 / 55

Change, Flip, and Listen

Change, Flip, and Listen. David Asai asaid@hhmi.org. Terminal Island. Fish Harbor, Terminal Island. http://blogs.dailybreeze.com/history/files/import/46084-japanesefishermen.jpg. Sadaichi Asai (b. 1914). Race matters. Diversity produces excellence. Scott Page, “The Difference,” 2007

carlyn
Download Presentation

Change, Flip, and Listen

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Change, Flip, and Listen David Asai asaid@hhmi.org

  2. Terminal Island

  3. Fish Harbor, Terminal Island http://blogs.dailybreeze.com/history/files/import/46084-japanesefishermen.jpg

  4. Sadaichi Asai (b. 1914)

  5. Race matters

  6. Diversity produces excellence Scott Page, “The Difference,” 2007 Princeton University Press 1. …is a property of a group, and so can benefit a field that depends on groups. 2. …adds different perspectives, interpretations, tools. 3. …trumps ability when the problem is difficult and when there is a large number of problem-solvers.

  7. An Opportunity and a Challenge

  8. Opportunity: increasingly diverse talent pool • “Majority Minority”: • All U.S. by 2042 • 18 yrs and younger by 2018 Persons, in millions 2010 2050

  9. Challenge: we fail to take advantage of the diverse talent pool Scientific workforce U.S. talent pool 9.1% URM 28.5% URM NSF data for 2006, from Expanding Underrepresented Minority Participation, National Academies, 2011.

  10. Undergraduate years are critical Fraction who are Underrepresented Minorities (%) US population undergrads science science baccalaureates PhDs NSF WEBCASPAR (2000-05)

  11. URMs leave STEM 2X rate of whites and Asians Complete Persist Switch Drop out G. Huang et al., 2000, Entry and persistence of women and minorities in college science and engineering education, US. Dept. Education, National Center for Education Statistics

  12. Three suggestions easy 1. Change the metaphor 2. Flip the formula 3. Listen to difference hard

  13. 1. Change the metaphor (easy)

  14. Metaphors can be powerful “Light at the end of the tunnel” “Domino theory” “Red zone” “Fiscal cliff”

  15. “Pipeline” http://www.sadeem.ae/Pipeline_at_Kuparuk.jpg

  16. STEM Pipeline is Leaking Badly* David Marcy, Cal Lutheran

  17. High School University, B.S. Graduate school, Ph.D. Post-doc (x2) Professor (x2) Administrator, HHMI

  18. Many students today…. High school Community college Work Baccalaureate Military Next???

  19. Watershed http://upload.wikimedia.org/wikipedia/commons/8/84/SAR_Map.jpg

  20. Watershed • Tributaries from many different sources, different environments, different pathways, different velocities. • Boundaries between inputs are not always exact and can change with conditions. • Outcomes are many and diverse.

  21. STEM watershed • Tributaries: • family-centric • transfer students • traditional • Outcomes: • one touch • allied professions • specialists

  22. 2. Flip the formula(medium difficulty)

  23. STEM business model: 1. High interest – 40% of all entering freshmen 2. “Gateway” courses • “weed out” 60% all, • “weed out” 80% URMs 3. Research • expensive, • emphasizes selection 4. Focus on small number of outcomes – medicine or PhD

  24. Flip the formula: • Active learning is superior to “teach by telling” • Scott Freeman et al., 2014. Proc. Natl. Acad. Sci. • Course-based research experiences (CREs) • scale • early • emphasize development of potential instead of selection of past accomplishments

  25. HHMI SEA PHAGES course Mycobacterium smegmatis GenBank

  26. Accomplishments: • > 2,000 students at 73 schools (2013-14) • students make scientific discoveries: • > 48,000 genes (865 novel genes), 9 new clusters • 82% of mycobacteriophageGenBank sequences contributed by SEA-PHAGES students • 17 publications (10 with undergrad co-authors) • students do better in class • students stay in science Jordan et al., 2014. mBio5: e01051-13

  27. www.hhmi.org/sea Goal: 5,000 students per year

  28. Costs Apprentice-based summer research: $5,500 - $10,000 per student (excludes faculty salaries) SEA-PHAGES: approx. $200 - $250 per student for supplies, EM, sequencing (excludes salaries of faculty, TAs) Intro lab courses at 17 “very high” research universities: $56 per student (excludes salaries of faculty, TAs). Range: $10 - $337 per student.

  29. $56. Flip the formula. Introductory courses = opportunity to make a difference

  30. 3. Listen to difference(difficult) Practice, practice, practice

  31. What’s important in mentoring? Race Gender Talk about difference Byars-Winston, Benbow, Leverett, Pfund, Branchaw, Owen, 2013.

  32. Intent vs. Impact

  33. http://www.warhw.com/wp-content/uploads/2010/11/PrivilegeMeans2.bmphttp://www.warhw.com/wp-content/uploads/2010/11/PrivilegeMeans2.bmp

  34. Faculty privilege

  35. Our course is a rigorous attempt to link molecular structure with biological function. All exams are answered with short essays or calculations (no calculators permitted!). The emphasis is on precise problem solving. For many, BIOL 231 proves to be the “weed-out” course. Biology 231 is the third course in our four-semester core curriculum for Biology majors. In addition, many pre-professional students from other majors, like XXXX, also take BIOL 231. Our course is a rigorous attempt to link molecular structure with biological function. We first focus on the macromolecules of the cell, including proteins, membranes, nucleic acids, and carbohydrates; in each case the message is that structure leads to function. We then discuss in quantitative detail the energetics of cell biology, including membrane potentials, the use of ATP in coupled reactions, the metabolism of glucose and oxidative phosphorylation to produce ATP, and photosynthesis. Then we put some of these pieces together, discussing in detail selected aspects of cell biology, including signal transduction, cotranslational insertion of membrane/secreted proteins, intracellular trafficking of membrane bounded organelles, and cell motility. All exams are answered with short essays or calculations (no calculators permitted!). The emphasis is on precise problem solving. For many, BIOL 231 proves to be the “weed-out” course.

  36. “Majority rules”

  37. http://d1jrw5jterzxwu.cloudfront.net/sites/default/files/styles/article_header_image/public/article_media/changethemascotsign.jpghttp://d1jrw5jterzxwu.cloudfront.net/sites/default/files/styles/article_header_image/public/article_media/changethemascotsign.jpg

  38. http://www.nikkeiview.com/blog/wp-content/uploads/2012/02/PEKIN-CHINKS.jpghttp://www.nikkeiview.com/blog/wp-content/uploads/2012/02/PEKIN-CHINKS.jpg

  39. Individual vs. group

  40. Identity defined by group http://thesocietypages.org/socimages/files/blogger2wp/Gender-SexismMath.png

  41. “I’m not prejudiced” What’s in a name?

  42. 1. Unintended bias in the workplace…. • Emily…Anne…Jill…Allison…Laurie…Sarah… Meredith…Carrie…Kristen…Todd…Neil… Geoffrey…Brett…Brendan…Greg…Matthew… Jay…Brad • Aisha…Keisha…Tamika…Lakisha…Tanisha… Latoya…Kenya…Latonya…Ebony…Rasheed… Tremayne…Kareem…Darnell…Tyrone…Hakim…Jamal…Leroy…Jermaine M Bertrand and S. Mullainathan, 2004. Poverty Action Lab 3: 1-27.

  43. 2. What about faculty? • 6,500 faculty, 89 disciplines, 259 universities • Email request to meet to discuss grad school: • Brad Anderson, Meredith Roberts • Lamar Washington, Keisha Thomas • Carlos Lopez, Gabriella Rodriguez • Raj Singh, Sonali Desai • Chang Huang, Mei Chen • Whether faculty member agreed to meet “student” K.L Milkman, M. Akinoa, D. Chugh, 2014.

  44. Faculty are biased too… • Faculty ignored requests from women and minorities at a higher rate than requests from white males • Response rate decreased with: • Higher-paying disciplines • Private elite universities • Response rate the same regardless of race and gender of faculty respondent Milkman et al., 2014

  45. 3. What about scientists? • Application for lab manager position • Fictitious male or female applicant • Evaluations by lab PIs: • Competence • Hireability • Worthy of mentoring • Starting salary Moss-Racusin et al., 2012. Proc. Natl. Acad. Sci. USA 109: 16474-16479.

  46. Scientists are biased too… Moss-Racusin et al., 2012. Proc. Natl. Acad. Sci. USA 109: 16474-16479

  47. “This is for your own good.”

  48. “mismatch hypothesis” “…as a result of the mismatching, many blacks and Hispanics who likely would have excelled at less elite schools are placed in a position where underperformance is all but inevitable because they are less academically prepared than the white and Asian students with whom they must compete.” Justice Clarence Thomas, 2013 concurring opinion, Fisher v. U Texas

  49. http://sd.keepcalm-o-matic.co.uk/i/keep-calm-and-blame-the-victim.pnghttp://sd.keepcalm-o-matic.co.uk/i/keep-calm-and-blame-the-victim.png

More Related