to April 29th 2016 6 50 years from now it’s the end of the semester some things
it’s the end of the semester some things
it’s the end of the semester some things don’t change
don’t change
don’t change and a group of 4 students is studying
and a group of 4 students is studying
and a group of 4 students is studying for their final exams putting together
for their final exams putting together
for their final exams putting together that final project one of those students
that final project one of those students
that final project one of those students is in Minnesota one of them is in China
is in Minnesota one of them is in China
is in Minnesota one of them is in China one of them is in Norway one of them is
one of them is in Norway one of them is
one of them is in Norway one of them is in they’ll Argentina but they’re not
in they’ll Argentina but they’re not
in they’ll Argentina but they’re not communicating by Facebook whatever that
communicating by Facebook whatever that
communicating by Facebook whatever that was Google or anything like that there
was Google or anything like that there
was Google or anything like that there for avatars each in each room around the
for avatars each in each room around the
for avatars each in each room around the world using technology that lets them
world using technology that lets them
world using technology that lets them communicate in their native language and
communicate in their native language and
communicate in their native language and be understood by all four students good
be understood by all four students good
be understood by all four students good idea maybe maybe not technology brings
idea maybe maybe not technology brings
idea maybe maybe not technology brings your study abroad experience into your
your study abroad experience into your
your study abroad experience into your room or consider 20 years from now 2036
room or consider 20 years from now 2036
room or consider 20 years from now 2036 an 8 year old girl is a math whiz and
an 8 year old girl is a math whiz and
an 8 year old girl is a math whiz and she’s truly adorable this is a great
she’s truly adorable this is a great
she’s truly adorable this is a great picture of that little girl she’s a math
picture of that little girl she’s a math
picture of that little girl she’s a math whiz she has a way to perceive
whiz she has a way to perceive
whiz she has a way to perceive mathematical formulas and understand
mathematical formulas and understand
mathematical formulas and understand them that is remarkable MRI scans show
them that is remarkable MRI scans show
them that is remarkable MRI scans show that her brain as a special capacity to
that her brain as a special capacity to
that her brain as a special capacity to solve mathematical problems and her
solve mathematical problems and her
solve mathematical problems and her parents seizing on that opportunity
parents seizing on that opportunity
parents seizing on that opportunity inform her school that they want her
inform her school that they want her
inform her school that they want her abilities enhanced they want her to be
abilities enhanced they want her to be
abilities enhanced they want her to be the next Einstein and the technology to
the next Einstein and the technology to
the next Einstein and the technology to do that is called transcranial direct
do that is called transcranial direct
do that is called transcranial direct current stimulation tDCS for short and
current stimulation tDCS for short and
current stimulation tDCS for short and research by then has shown that by
research by then has shown that by
research by then has shown that by patterning external signals into her
patterning external signals into her
patterning external signals into her brain she can get a permanent of
brain she can get a permanent of
brain she can get a permanent of permanent cognitive boost not just
permanent cognitive boost not just
permanent cognitive boost not just 5-hour expressive drink or a little pill
5-hour expressive drink or a little pill
5-hour expressive drink or a little pill you take to help focus permanent changes
you take to help focus permanent changes
you take to help focus permanent changes do you want to go there and if so how
do you want to go there and if so how
do you want to go there and if so how much do
much do
much do want to go there do we want to
want to go there do we want to
want to go there do we want to communicate around the world using
communicate around the world using
communicate around the world using avatars and and artificial translation
avatars and and artificial translation
avatars and and artificial translation maybe if that technology could solve the
maybe if that technology could solve the
maybe if that technology could solve the critical problems that are facing our
critical problems that are facing our
critical problems that are facing our ever complex world maybe we do but do we
ever complex world maybe we do but do we
ever complex world maybe we do but do we want to create a new class of super
want to create a new class of super
want to create a new class of super intelligent elites who are the products
intelligent elites who are the products
intelligent elites who are the products of performance-enhancing stimulation
of performance-enhancing stimulation
of performance-enhancing stimulation maybe but what if we could use that
maybe but what if we could use that
maybe but what if we could use that technology to aid students with reading
technology to aid students with reading
technology to aid students with reading math language and other disabilities
math language and other disabilities
math language and other disabilities maybe but who would get those chances
maybe but who would get those chances
maybe but who would get those chances will the disparities and opportunities
will the disparities and opportunities
will the disparities and opportunities gaps that exist now simply widen and
gaps that exist now simply widen and
gaps that exist now simply widen and create an even greater gap in our
create an even greater gap in our
create an even greater gap in our civilization between the haves and the
civilization between the haves and the
civilization between the haves and the have-nots or will those high-tech tools
have-nots or will those high-tech tools
have-nots or will those high-tech tools actually drive equity and diversity in
actually drive equity and diversity in
actually drive equity and diversity in the future and I use the word future
the future and I use the word future
the future and I use the word future loosely look at this for $22 on ebay you
loosely look at this for $22 on ebay you
loosely look at this for $22 on ebay you can purchase a transcranial direct
can purchase a transcranial direct
can purchase a transcranial direct current stimulation device you thought I
current stimulation device you thought I
current stimulation device you thought I might have made that up
might have made that up
might have made that up you can buy it there are 10 available
as president the University I do not
as president the University I do not encourage you to go buy one of these now
encourage you to go buy one of these now
encourage you to go buy one of these now my point is this no matter what the
my point is this no matter what the
my point is this no matter what the technology
technology
technology I believe the sustainability in the
I believe the sustainability in the
I believe the sustainability in the dynamics of this already vibrant place
dynamics of this already vibrant place
dynamics of this already vibrant place we call the University of Minnesota the
we call the University of Minnesota the
we call the University of Minnesota the first speaker is a little confused about
first speaker is a little confused about
first speaker is a little confused about that the University of Minnesota
that the University of Minnesota
that the University of Minnesota we have to come down on the side of
we have to come down on the side of
we have to come down on the side of humanity and healthy social interaction
humanity and healthy social interaction
humanity and healthy social interaction curiosity naturally awakens us and those
curiosity naturally awakens us and those
curiosity naturally awakens us and those around us and this is a place driven by
around us and this is a place driven by
around us and this is a place driven by curiosity in my view the essence of
curiosity in my view the essence of
curiosity in my view the essence of education is human guidance nurturing
education is human guidance nurturing
education is human guidance nurturing and mentoring now can teaching and
and mentoring now can teaching and
and mentoring now can teaching and learning here be done more efficiently
learning here be done more efficiently
learning here be done more efficiently of course it can’t can it be done more
of course it can’t can it be done more
of course it can’t can it be done more economically I sure hope so but fears
economically I sure hope so but fears
economically I sure hope so but fears what I know about the brain of young
what I know about the brain of young
what I know about the brain of young people between the ages of say 17 and 22
people between the ages of say 17 and 22
people between the ages of say 17 and 22 our prime undergraduate audience
our prime undergraduate audience
our prime undergraduate audience neurobehavioral scholars say that the
neurobehavioral scholars say that the
neurobehavioral scholars say that the plasticity of our brains and the
plasticity of our brains and the
plasticity of our brains and the efficiency a growing brain networks
efficiency a growing brain networks
efficiency a growing brain networks during that period of life is
during that period of life is
during that period of life is particularly acute and it’s even better
particularly acute and it’s even better
particularly acute and it’s even better than those formative first months of
than those formative first months of
than those formative first months of life because believe it or not teenager
life because believe it or not teenager
life because believe it or not teenager brains are more organized than those of
brains are more organized than those of
brains are more organized than those of infants now I know this for a fact
infants now I know this for a fact
infants now I know this for a fact because I am the parent of two boys
because I am the parent of two boys
because I am the parent of two boys Karen and I have two young men wonderful
Karen and I have two young men wonderful
Karen and I have two young men wonderful young men now but I’m telling you when
young men now but I’m telling you when
young men now but I’m telling you when they finished high school everybody
they finished high school everybody
they finished high school everybody wanted them to go to college it was time
wanted them to go to college it was time
wanted them to go to college it was time that was Nature’s Way of telling us it’s
that was Nature’s Way of telling us it’s
that was Nature’s Way of telling us it’s time to go out on your own develop and
time to go out on your own develop and
time to go out on your own develop and grow into wonderful human beings which
grow into wonderful human beings which
grow into wonderful human beings which they did and it turns out that if you
they did and it turns out that if you
they did and it turns out that if you think about the ways that we transform
think about the ways that we transform
think about the ways that we transform in our society out of adolescence to
in our society out of adolescence to
in our society out of adolescence to productive young adults they’re really
productive young adults they’re really
productive young adults they’re really two major ways one is higher education
two major ways one is higher education
two major ways one is higher education the other is the military beyond that
the other is the military beyond that
the other is the military beyond that you’re sometimes on your own that human
you’re sometimes on your own that human
you’re sometimes on your own that human interaction
interaction
interaction and the ability to educate transformed
and the ability to educate transformed
and the ability to educate transformed my career I was a graduate student here
my career I was a graduate student here
my career I was a graduate student here third year graduate student yeah I
third year graduate student yeah I
third year graduate student yeah I somebody might have to get fired for
somebody might have to get fired for
somebody might have to get fired for that I don’t know where that picture
that I don’t know where that picture
that I don’t know where that picture came from but that’s how I looked 1981
came from but that’s how I looked 1981
came from but that’s how I looked 1981 and I was in my laboratory and amundsen
and I was in my laboratory and amundsen
and I was in my laboratory and amundsen hall and my adviser who was the head of
hall and my adviser who was the head of
hall and my adviser who was the head of the department Ted Davis some of you
the department Ted Davis some of you
the department Ted Davis some of you perhaps will remember Ted terrific guy I
perhaps will remember Ted terrific guy I
perhaps will remember Ted terrific guy I came into my laboratory this was an
came into my laboratory this was an
came into my laboratory this was an unusual event I think in that four years
unusual event I think in that four years
unusual event I think in that four years I was here he was in my office three
I was here he was in my office three
I was here he was in my office three times and of course a graduate student
times and of course a graduate student
times and of course a graduate student knows that if the department head shows
knows that if the department head shows
knows that if the department head shows up in your office it’s either a really
up in your office it’s either a really
up in your office it’s either a really good thing to her a really really bad
good thing to her a really really bad
good thing to her a really really bad thing and this was a good thing for me
thing and this was a good thing for me
thing and this was a good thing for me because Ted was putting together the
because Ted was putting together the
because Ted was putting together the teaching schedule for the fall quarter
teaching schedule for the fall quarter
teaching schedule for the fall quarter it was back then and someone had taken
it was back then and someone had taken
it was back then and someone had taken the Ellen couldn’t fill this particular
the Ellen couldn’t fill this particular
the Ellen couldn’t fill this particular slot and so he asked me if I would be
slot and so he asked me if I would be
slot and so he asked me if I would be willing to teach this class and process
willing to teach this class and process
willing to teach this class and process control and I asked what every
control and I asked what every
control and I asked what every intelligent graduate student would ask
intelligent graduate student would ask
intelligent graduate student would ask under those conditions which is how much
under those conditions which is how much
under those conditions which is how much does it pay and it paid more than I was
does it pay and it paid more than I was
does it pay and it paid more than I was getting paid to do research so I said
getting paid to do research so I said
getting paid to do research so I said sure
sure
sure now what Ted did not ask me and I didn’t
now what Ted did not ask me and I didn’t
now what Ted did not ask me and I didn’t really feel it was important to share
really feel it was important to share
really feel it was important to share with him right then was that at my
with him right then was that at my
with him right then was that at my undergraduate school at Caltech there
undergraduate school at Caltech there
undergraduate school at Caltech there was a chemical engineering curriculum
was a chemical engineering curriculum
was a chemical engineering curriculum but it was a little bit maybe not
but it was a little bit maybe not
but it was a little bit maybe not totally mainstream and this class that I
totally mainstream and this class that I
totally mainstream and this class that I was going to teach process control well
was going to teach process control well
was going to teach process control well it actually wasn’t in the curriculum at
it actually wasn’t in the curriculum at
it actually wasn’t in the curriculum at Caltech so I never actually had a course
Caltech so I never actually had a course
Caltech so I never actually had a course in process control I thought that was a
in process control I thought that was a
in process control I thought that was a detail that I didn’t need to bring up
detail that I didn’t need to bring up
detail that I didn’t need to bring up then and I would kept a couple of weeks
then and I would kept a couple of weeks
then and I would kept a couple of weeks ahead of the students and it turns out
ahead of the students and it turns out
ahead of the students and it turns out that if you if you teach process control
that if you if you teach process control
that if you if you teach process control it’s oftentimes that of course and
it’s oftentimes that of course and
it’s oftentimes that of course and applied mathematics and I could do
applied mathematics and I could do
applied mathematics and I could do applied mathematics so I had a I had a
applied mathematics so I had a I had a
applied mathematics so I had a I had a great experience the students seemed
great experience the students seemed
great experience the students seemed enough or suffered no permanent harm and
enough or suffered no permanent harm and
enough or suffered no permanent harm and I said to myself this teaching thing is
I said to myself this teaching thing is
I said to myself this teaching thing is really
really
really great and that experience of interacting
great and that experience of interacting
great and that experience of interacting with students and I suspect many of you
with students and I suspect many of you
with students and I suspect many of you I have taught who are in the audience
I have taught who are in the audience
I have taught who are in the audience today it’s a wonderful engagement I went
today it’s a wonderful engagement I went
today it’s a wonderful engagement I went on to an academic career I have advised
on to an academic career I have advised
on to an academic career I have advised 37 PhD students in the course of my
37 PhD students in the course of my
37 PhD students in the course of my career and each one of those experiences
career and each one of those experiences
career and each one of those experiences that human contact the opportunity to
that human contact the opportunity to
that human contact the opportunity to watch a young person come in as a
watch a young person come in as a
watch a young person come in as a fledgling scientist struggle grow
fledgling scientist struggle grow
fledgling scientist struggle grow succeed go out and have a wonderful
succeed go out and have a wonderful
succeed go out and have a wonderful career on their own is extraordinarily
career on their own is extraordinarily
career on their own is extraordinarily rewarding and it highlights to me the
rewarding and it highlights to me the
rewarding and it highlights to me the fact that as technology comes and we’re
fact that as technology comes and we’re
fact that as technology comes and we’re able to do more in social media and
able to do more in social media and
able to do more in social media and we’re able to connect with each other in
we’re able to connect with each other in
we’re able to connect with each other in different ways that fundamental human to
different ways that fundamental human to
different ways that fundamental human to human interaction is not gonna go away
human interaction is not gonna go away
human interaction is not gonna go away now about the future prognosticators
now about the future prognosticators
now about the future prognosticators make all kinds of predictions about the
make all kinds of predictions about the
make all kinds of predictions about the future of higher education some are
future of higher education some are
future of higher education some are solid positive correct others are a
solid positive correct others are a
solid positive correct others are a little bit more fanciful and turn out to
little bit more fanciful and turn out to
little bit more fanciful and turn out to not be right certainly technology has
not be right certainly technology has
not be right certainly technology has enabled us to do things like flipped
enabled us to do things like flipped
enabled us to do things like flipped classrooms having students learn by
classrooms having students learn by
classrooms having students learn by watching something online coming back
watching something online coming back
watching something online coming back sharing that knowledge developing the
sharing that knowledge developing the
sharing that knowledge developing the ability to work together and communicate
ability to work together and communicate
ability to work together and communicate in the classroom the opportunities for
in the classroom the opportunities for
in the classroom the opportunities for active learning the opportunities to use
active learning the opportunities to use
active learning the opportunities to use online resources rather than expensive
online resources rather than expensive
online resources rather than expensive textbooks personalized learning for
textbooks personalized learning for
textbooks personalized learning for those who are head of their classmates
those who are head of their classmates
those who are head of their classmates all of that is real and is there some
all of that is real and is there some
all of that is real and is there some futurists have also predicted the end of
futurists have also predicted the end of
futurists have also predicted the end of facts and so the promotion instead of
facts and so the promotion instead of
facts and so the promotion instead of simply learning how to learn some
simply learning how to learn some
simply learning how to learn some futurists are predicting that in the
futurists are predicting that in the
futurists are predicting that in the future we will have a personal hard
future we will have a personal hard
future we will have a personal hard drive or a robot that will keep track of
drive or a robot that will keep track of
drive or a robot that will keep track of facts for us and we will need to not
facts for us and we will need to not
facts for us and we will need to not know as many things as we know now
know as many things as we know now
know as many things as we know now personally I’m a chemical engineer I
personally I’m a chemical engineer I
personally I’m a chemical engineer I like facts and I like to keep them in my
like facts and I like to keep them in my
like facts and I like to keep them in my brain too but other technologies for
brain too but other technologies for
brain too but other technologies for example this idea of a virtual tour of
example this idea of a virtual tour of
example this idea of a virtual tour of Rome where it which is stunning to this
Rome where it which is stunning to this
Rome where it which is stunning to this young man
the opportunity to see the cityscape as
the opportunity to see the cityscape as it was then and is now very very cool so
it was then and is now very very cool so
it was then and is now very very cool so I do think technology is forcing us to
I do think technology is forcing us to
I do think technology is forcing us to get better at teaching and it’s great
get better at teaching and it’s great
get better at teaching and it’s great possibilities for economies of scale but
possibilities for economies of scale but
possibilities for economies of scale but I do believe I’m old-fashioned enough to
I do believe I’m old-fashioned enough to
I do believe I’m old-fashioned enough to believe that bricks and mortar are not
believe that bricks and mortar are not
believe that bricks and mortar are not gonna go away because look at that we’re
gonna go away because look at that we’re
gonna go away because look at that we’re that I don’t think we’re going away
that I don’t think we’re going away
that I don’t think we’re going away anytime soon let me give you an
anytime soon let me give you an
anytime soon let me give you an interesting little fact if you consider
interesting little fact if you consider
interesting little fact if you consider how many organizations existed in 1530
how many organizations existed in 1530
how many organizations existed in 1530 and exist also today there are 66 of
and exist also today there are 66 of
and exist also today there are 66 of those institutions the Catholic Catholic
those institutions the Catholic Catholic
those institutions the Catholic Catholic Church the Lutheran Church of course
Church the Lutheran Church of course
Church the Lutheran Church of course Parliament’s of Iceland and the Isle of
Parliament’s of Iceland and the Isle of
Parliament’s of Iceland and the Isle of Man and 62 universities we change we
Man and 62 universities we change we
Man and 62 universities we change we grow we evolve but at the end of the day
grow we evolve but at the end of the day
grow we evolve but at the end of the day universities are remarkable for the
universities are remarkable for the
universities are remarkable for the historic continuity I expect the future
historic continuity I expect the future
historic continuity I expect the future of learning and teaching at this
of learning and teaching at this
of learning and teaching at this university will change and evolve
university will change and evolve
university will change and evolve technology will help us neuroscience and
technology will help us neuroscience and
technology will help us neuroscience and knowledge of the brain will help us know
knowledge of the brain will help us know
knowledge of the brain will help us know how to learn better we have scholars on
how to learn better we have scholars on
how to learn better we have scholars on our campus in various disciplines
our campus in various disciplines
our campus in various disciplines studying exactly those problems and how
studying exactly those problems and how
studying exactly those problems and how the relationship between teachers and
the relationship between teachers and
the relationship between teachers and learners can change as time goes forward
learners can change as time goes forward
learners can change as time goes forward they’re looking for ways for teachers to
they’re looking for ways for teachers to
they’re looking for ways for teachers to connect more effectively with each
connect more effectively with each
connect more effectively with each students by identifying students
students by identifying students
students by identifying students learning styles by understanding how to
learning styles by understanding how to
learning styles by understanding how to intervene and how to guide more
intervene and how to guide more
intervene and how to guide more effectively but as we apply technology
effectively but as we apply technology
effectively but as we apply technology to this problem a close with where we
to this problem a close with where we
to this problem a close with where we began do we want to go there the ethical
began do we want to go there the ethical
began do we want to go there the ethical questions I think are critical brain
questions I think are critical brain
questions I think are critical brain science is showing that there are many
science is showing that there are many
science is showing that there are many circuits committed to human interaction
circuits committed to human interaction
circuits committed to human interaction the regions of the brain that deal with
the regions of the brain that deal with
the regions of the brain that deal with fairness with compassion and
fairness with compassion and
fairness with compassion and understanding for example asana
understanding for example asana
understanding for example asana mentioned our music our musician
mentioned our music our musician
mentioned our music our musician neighbor Prince died
neighbor Prince died
neighbor Prince died and our community not only mourn
and our community not only mourn
and our community not only mourn together we gather together in the
together we gather together in the
together we gather together in the streets and not just in Minneapolis but
streets and not just in Minneapolis but
streets and not just in Minneapolis but Paris New York and London and we
Paris New York and London and we
Paris New York and London and we peacefully honored him because of the
peacefully honored him because of the
peacefully honored him because of the way he touched us it was about him but
way he touched us it was about him but
way he touched us it was about him but it was also about us now prints did not
it was also about us now prints did not
it was also about us now prints did not touch us transcranial II I don’t think
touch us transcranial II I don’t think
touch us transcranial II I don’t think but in our hearts in our souls and
but in our hearts in our souls and
but in our hearts in our souls and similarly as University and in higher
similarly as University and in higher
similarly as University and in higher education we must embrace and promote
education we must embrace and promote
education we must embrace and promote one constant community of ideas a
one constant community of ideas a
one constant community of ideas a community of humanity always and always
community of humanity always and always
community of humanity always and always managing the technologies that we’ve
managing the technologies that we’ve
managing the technologies that we’ve created ensuring that they promote the
created ensuring that they promote the
created ensuring that they promote the common good
common good
common good whatever that future may bring thank you
”
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