Hi everybody.  So welcome back in, grab your seats. We're making some adjustments as the day goes along. I hope you'll think of them as improvements, not just adjustments. So we're going to give you a longer lunch break, about an hour of a lunch break, so that means we'll do this session for about an hour. And before we start, having heard such fantastic overviews from Ron Brown and these presidents panel in the morning, let's just start learning a little bit more about who's in the room. So how many of you here work in higher education institutions? Just raise your hands. Okay. How many of you work in the U.S. Department of Education? Raise your hands. And how many of you are here from the Hill? Zero. I think they have hearings today. So that's how many from the media? Okay. And then any other, and how many other trade associations? Oh my goodness. And would that be mostly associations? Yes. Well welcome. And we are going to get to the Q&A, I think a little bit more quickly in this session that we got great questions, I think, from all of you the last time around. But we're going to start out. So this is a panel that is going to dive a little bit deeper into the strategies these institutions are using, particularly around student progress and student success. You heard a lot about the kinds of things that they're doing. To me, one of the most striking things about participating in this research and listening to the first panel this morning is the importance of the vision of the leaders of the institution. There's a coherent vision for what these institutions are about that is driving every choice the institutions are making. So this panel hopefully is going to give us a little bit of a chance to go deeper into those, a chance to go deeper into some of the trade-offs you all have made as you've made the choices that you've done. I know you're going to talk a little bit about failures and what's worked well and what hasn't and what you think some of the lessons are for others. But we're going to start by just letting each of them start off with about a three-minute quick overview. And I, they know already, will cut them off at around the three-minute mark. So we can get more quickly to interactive part of the conversation. But let's start with you Mark. You've got to do this in three minutes. Yeah. Okay, we'll follow up on something I said in the earlier session is there is not one solution to the issue. So you got to start with the commitment that the goal is if you admit a student, you expect that student to graduate. And then literally what we've done is we've chipped away at the barriers. What are the things that students trip over, stumble over, get blocked by? So it is more proactive financial advising, working more closely with students, trying to identify who's going to have financial issues before they hit so that they don't become a problem. It's getting them into freshman learning communities early, getting them engaged so that they become part of the institution, even if they're first generation, so that they have a social support network. Having the peer mentoring system in place if they do get into academic trouble is important. But one of the things I didn't mention this morning, which is another important example of what we're trying to do to improve success, is we didn't talk this morning about actually figuring out what you want to be when you grow up. Students come in and they have majors and one of the things we found is we could have a student who has amassed 120 semester credit hours, which at most institutions in the country will get you a baccalaureate degree. And yet with 120 credit hours, they're nowhere near a baccalaureate degree, because they've been circulating through different parts of the pond, if you will, and they haven't settled in one place. So working with the Educational Advisory Board, we've put in place an electronic advising system where we can now tell no later than the end of your third semester, in many cases after one or two semesters, whether or not you're likely to be successful in the major you've chosen. And it turns out that in most cases it comes down to a single course. And that is that if you don't get at least a B or better in that course, you're probably not going to make it in your major. In nursing, for example, it's your first lab science. You get a C in your first lab science, you're not even going to get into the nursing program, let alone get out of it. If it's physics, my guess would be calc one. You know, if you can't do calculus, you can't do physics. And then there's a lot of things in between. So there's a course for finance, there's a course for all these things. So it's again, looking holistically at the entire ecosystem for supporting the students, trying to remove barriers and obstacles so that they can get on track and continue on track to graduation. So I think that's less than three minutes. Great. He's at a high bar. Well, let me just dive a little deeper, as you said, into one of the strategies I think that we all mentioned was the learning communities. We have now more than two thirds of our students involved in learning, our entering freshmen involved in learning communities, but they haven't all worked. So the ones we did in one college, for example, our College of Natural and Agricultural Sciences much more successful than the ones we did in our College for Humanities, Arts and Social Sciences. So we've had in this data driven approach that you've mentioned, we've had to go in and look about that. And it's not, it increased, at its most successful, it increased our freshman retention to sophomore year by about 8%. So it's not, you know, not one thing that made the big difference. And different students, there was differential positive effects. So for example, our lowest income, our women and our Hispanic or Latino students benefited more than other students in there. So it gives us a way to target perhaps or to know what to do. We've all mentioned supplemental education. Well, part of supplemental education, the student has to, they can be identified. We say, we have an early warning system, you're in trouble. Faculty can say, you need to go. But we also need strategies to get them to do it. We found that students who took advantage of supplemental education improved by a half to a whole grade. But we had a whole bunch that didn't bother. So we're, we're in the process of figuring out motivational strategies that would say, look, you can do it. And we think that this peer approach and, and something that might be counterintuitive, because we've been talking now about maybe, you know, reducing risk, is that we have expanded by 100% our honors program. So where we used to have just 50 or 60 kids in the first two years. Now we are have moved to 100 students a year. We've been moving up to 200 students a year for all four years. And so what that does is create, these are all able kids, but it creates a magnet for kids to be motivated to do it exceptionally well. And that has turned out to be a great strategy. And we hope we'll be up to 800 kids a year, 800 kids over the four years. Because the retention rate for honors kids is enormously high, 90, 100. It doesn't matter whether you came from a low economic family or a Latino family or whatever, that that has proven to be a really kind of two by four intervention. And I guess the last thing I would mention is that, you know, we've spent some money on creating incentives for faculty, small grants for faculty to include undergraduates in their research teams. Not, you know, some students are volunteers and some get a little bit of payment. But that's another area where if we can get an undergraduate involved with a faculty researcher, that the chances are 90%, 95% that they're going to finish. And actually choose to go to graduate school. We would have three strategic thrusts that we focus on mainly. The first being advisement. Second is learner support. And the third would be engagement. Now the advisement we've talked about, we've gone to the professional advisor. It's a much more efficient system than asking faculty members to take their energies away from instruction and research to do student advisement. There's still going to be a fair amount of faculty involvement and advisement, but you don't ask them to go through the course schedule and do that that sort of work with students. We also focused early on on the first year. We looked with some amazement when I first got to the institution back in 92 at freshman, the sophomore persistence rates that were below 70%, about 68 or 69%. That's an excusable for the quality of students that we had. So we've been able to raise it to about 88 or 89%. And we're still, you know, we're going to get it above 90%, fairly soon, we believe. And we've also focused on trying to get our four and six year completion rates. We're at about 65% now. And there's no reason why we can't get above 70% in a reasonable amount of time with the resources. We're now devoting to it in the learner support area. I like what Jane said about the honors program. We bring in about 500 honors students each fall. They are really top quality kids. They are the leaven for the loaf in many, in many areas. And their, their retention rates are really good. We also have, in addition to supplemental instruction, we've redesigned some freshman courses that are high attrition courses, typical things that are being being done, a math mall course that's got students from sort of dreading math to talking about going to the computer supported work that they're doing and logging more hours than are required. In the engagement area, you know, the undergraduate research is an underappreciated tool. I think we spend about a million dollars a year supporting undergraduate research over and above what faculty members who are principal investigators of their own grants are able to do. That pays, I think, a big dividend in student satisfaction and completion. We haven't documented the completion, but I think it's really important. We've got the biggest partnership with junior achievement in the world, we're told. And that's a way for students to get out into the schools and help community organizations succeed in educating junior high school and high school kids. So we're doing a number of things. One issue I would say that we addressed early on was how can you scale because we were growing even then and, you know, to some extent growing from the low 20s to 30 was a big jump. And what we found was we couldn't really expect a lot in the way of continued increases in funding. So we had to reallocate and that if you're going to if you're going to operate that way, you really have to understand what's likely to work and that calls for some good data and some good some good analysis. I would say now we're moving from descriptive analytics where you just look at how well this and that seems to be working more to predictive analytics, but that's a work in progress. But even the descriptive analytics really let you focus your your attentions on things that are likely to matter. On your point of scale and mentioning undergraduate research is what we try to take what I'll call a broader look at learning beyond the classroom and that that's the engagement piece. You know, if you've got 20, 30, 40, 50,000 students, not all of them are going to do undergraduate research, but it is realistic that every student should have at least one of the following experiences. Undergraduate research, study abroad, a meaningful internship, service learning, an educational experience that's deeply embedded in the community. If you take it broad enough and we actually let the disciplines do this by major because the opportunities are different for the different majors, but every student should have a signature experience as part of their education and getting a college education is not just consuming knowledge that's in books. If it is, we could just go to the library and read the books. It's the experiences as well and trying at scale to have a breadth of experiences so that all the students can have have them in meaningful ways. Great internships are pure gold. I wish we could have some kind of student service learning. We've got over 20,000 students a year in service learning, but I wish it could be a much bigger number than that. So can I have a couple of questions I want to ask you before turning to the audience and thank you. Community colleges and partnerships with community colleges, that is a major part of each of your strategies and I know for ASU as well. Can you talk a little bit more about how you see yourselves as part of a sort of education ecosystem in your regions and what that relationship with community colleges looks like, how it's changed over time, what you hope for it for the future. And John, let's start with you because you've done some of the deepest work there. We've got a great consortium that exists today between four community colleges or state colleges and our university. It's called Direct Connect to UCF and sort of the baseline description of what it does is if you graduate from either Valencia College, Seminole State College, Daytona College or Brevard Community College, which is now under a new name I'm blocking on right now, and you get an Associate of Arts degree, you are guaranteed admission to the University of Central Florida. In turn they work with us as they structure their own academic offerings so that in Florida now I think all 28 community or state colleges can offer baccalaureate degrees. And in some parts of the state there's a lot of acrimony between state universities and state colleges over who will offer what. We don't have that. We have an agreement, a general person's agreement that we will coordinate with one another. And I've insisted to our people a simple thing, something can't be our job not to do. So if we agree that something needs to be done and we can't or won't offer it, we really have no basis for complaining if a state college does. Now that levels the ground a little bit in this area. But it has worked out very well and we've got tens of thousands of students in the pipeline who are coming on to the university. We take more community college transfers than any other state university in Florida and they are successful. It's been a very good partnership for us. We do advising on the campuses, we're pushing more and more of that out there trying to identify the impediments to student success. And roughly how many transfer students a year do you take? We bring in about 6000 in the fall and not quite that many again in the spring. And there's a big group in the summer so it's substantial. Significant. So we have, you know, also have those connections. Although you have a better name, I like UC Direct Connect. I'm going to try to steal that and figure out how to put UCR at the end of it. It's a serious form of flattery. I got something there. And also I'll just add a little innovation that we learned about. I don't know that we knew we were doing it so differently. We have a very streamlined way to make sure that a course taken at a community college in Lua, for example, they haven't gotten their associates but they took this course. Will that count? At some of other universities, this is a major deal. It's got to go through a big committee. But in fact, UCR, there's one faculty member can look at that and make a decision and then it's approved from then on. So it's in the system as an articulated course and that has turned out to be, much to our delight, a big promoter of understanding about what's offered. And I think the communication between the university faculty and the community college faculty is so critical. Because the community college faculty, from my experience, they want to do the best for their students. And they are taking a very undifferentiated group of students. They're working very, very hard to really teach them well. But they have to know what we expect. So I think that has been an enormous, enormous help. They're also doing things that we don't do but we are now building even more robust pipelines. We'll be opening our four-year medical school this fall. And one thing in the new healthcare world will be the roles of physician assistants and nurse practitioners. And so we've committed to actually, and a lot of those beginning preparations started in community colleges. So we've committed to close partnerships with them. Looking at that pipeline. Looking at that pipeline and knowing that, for example, by 2020, I believe, or 2021, physician's assistants will need master's degrees to practice. So we've committed to be part of solving that kind of pipeline to really populate the healthcare system with the kind of professionals that will need to be successful. John, do you want to get a board in that twice? Yeah, we don't. I won't make claims that Florida does all that many things really well. But we've got the common course numbering system. Yes, you do. And the statewide articulation. And so that makes it very easy for community college students to come on to state universities and to know what will count and what won. It's a big advantage. That's actually perfect because my neighbors to the south, I don't know whether we copied them or they copied us, but we also have a common set of undergraduate courses that articulate between the institutions. So they don't even need to complete an associate's degree to enroll at Georgia State. But we can tell them if a student applies, and this is, you know, Michael made this point earlier, there are admissions criteria at Arizona State. Likewise at Georgia State. We get 13,000 applications. We only admit about half of those. But we then follow up with the students not admitted and saying, you know, you are not ready to start at Georgia State today, but you can go to the following place.  And Georgia Perimeter College is a community college that has multiple campuses surrounding the Atlanta Metro is our biggest feeder of their students who go to four year institutions. We get 80% of them. And then Atlanta Metro College, which is a smaller community college just due south of us, is another feeder for us. But the interesting part is it's actually even more of a two way street. We talked a little bit earlier this morning about online education. Georgia Perimeter, it's got size, it's got scale, it's got multiple campuses. And because of its geographic dispersion has put a lot of money into online versions of the courses that are in the state general education requirements. So the one thing Georgia State University is not going to do is duplicate that. There's no reason for me to staff up and create online versions of what the community college already does. And our students can take those courses at Georgia State count towards a Georgia State degree. We allow for all that. So it's actually a two way street if you've got your system working together around common courses, around common elements of what's required for a degree at the general level and the ability to share resources such as the development of online or other materials that require significant investments. It can work very well and it has for us. So let me ask you two other quick questions before we turn to questions from the audience. The idea of replication, you know, you hear over and over again that higher education is a very autonomous sector. Faculty play an enormous role in what institutions decide to do. Leaders like you don't necessarily come to their institutions deciding to do the kinds of things that you've put in place with the visions that you have. If you were to look at the level of urgency of the country's need recognizing that we need diverse kinds of institutions but we are nowhere near on the path we need to be to educate all of our citizens to the degree that we need to, what would be your, what do you think would be the most powerful and most effective ways to get more institutions to do more of what you do? And I guess the sub part of that, I'm struck by how common how much each of you is trying is. How did that come to be? You know, are there ways you talk to each other or are there things you read? What are the mechanisms? It's just in the air. Once you become student-centric, talk to us about sort of the idea of how this could be scaled, these strategies could be scaled not just within your institutions but across higher education as appropriate. There's one limitation that I'll throw out. We can do many of the things we do readily because we are in vibrant metropolitan areas. We've got population basis, there is demand. And so when there's enough demand pushing you, it's easier to get state agencies, trustees, your own faculty, the community to realize that you need to be in a dynamic growth phase. We've always said, you know, we've grown from 20,000 to 60,000 but it's not our goal to grow. Our goal is to meet the needs of the region we serve. And if that means growing to 60,000 or 70,000, if we can manage it, we will. We'll quit growing when the need is met or we just can't do anymore to meet it. So having that sustained demand lets the working to scale happen easily. And then I think if you've got pragmatic student-oriented administrations led by top administrations who share that commitment or engender it, you're going to come to a lot of the same conclusions. So it would seem. Yeah, I think, you know, for me, the message of the Landgrip University and just using that as a philosophy rather than an actual badge. When I taught at University of Nebraska, Lincoln, for example, I became absolutely convinced that this was the way a university should be. It should care deeply about its citizens and the whole development of its citizens. It's civic development, it's social development, economic development. So I think I would say that's motivated me. And then the literature that really is at the basis for assessed learning, assessed outcomes rather than inputs. Once you do that, then all this other stuff starts to fall away as being important. You know, what's the rank, what's do they call you? It's really, are we producing, are we creating environments that allow students to develop and really leave us with tremendous new skills and critical analysis and obviously new information but new understandings of the world. So I think to me those two things, and then, you know, certainly reading about what others have done, very inspiring, but no, at least for me, we don't get together and talk very often, but maybe these guys do. I'm glad I'm here today. Mark? For me it's actually, I'm gonna say it's a mix of the personal and the political. And this is not a linear path. When I was 18 years old, I didn't sit there and say I'm gonna do what I'm doing today. But when I was 18 years old, I was a student in a community college. And then I transferred to a public institution, Towson University, then Towson State on the edge of Baltimore. And then went to Penn State and got my Ph.D. And it just so happened I got excited about research. And so I spent the first part of my professional career in the main as a professor at the University of Michigan, full professor at the University of Michigan. I had grants, I had publications. I got all the good stuff that happens if you're a successful professor at an elite institution like Michigan.  But along that way, you know, I wasn't really focused on these issues even though this was the world I came from. And then about five, six years ago, the opportunity to lead Georgia State came to me. And in a sense, the light bulb went off of these are kids. They may their skin may look different than mine. They may come from different places, but they have the exact same sort of background and opportunities and challenges I had and decided to pick up the mantle at the institution and basically say, if I was able to go from community college through public institution to be full professor at the University of Michigan, every one of these students should have the same opportunity. And it's only a question of why aren't they succeeding at higher rates than they are and digging into that. The other part, the political part, is then the period from which I've been dean, the provost and president has primarily been in recession. Had a conversation with David Ward, former chancellor of the University of Wisconsin, Madison, who's just stepping down from his second term. And I asked him how it went the second time. And he said it's a lot harder than it used to be because you have to cut budgets. And I said, well, David, that's all I've ever gotten to do. I became a dean in 2001 and then 9-11 hit and then they cut our budgets. And I've seen many fewer budget increases than budget cuts. And so I've grown up in an environment where I need to justify why the public should invest in my institution. And it's back to what I said earlier this morning is, I don't think I have a very strong case if the public's investing in my institution and my students aren't graduating. If they're giving us money to fail out students, that is not a wise use of anybody's money. It's not a wise use of the tuition dollar the student pays. It's not a wise use of the taxpayer's dollar. So I've basically considered an obligation both for political reasons but for moral and ethical reasons that we commit ourselves to the success of our students. I have to say for me, that is one of the most striking and surprising things is to hear how uniformly you each speak to that issue. I think you're unusual among college presidents. Having heard many college presidents speak about the importance of higher education, the need for continued resources without really connecting it to what the institutions produce. I'm going to save my last question for the end of the session. I'm going to turn to the audience because I know we have so many people with depth of knowledge and also probably good and harder questions that I could ask you. So let's open it up and start with you.  Yeah. Just keep you around here, Steve. Yes, please identify yourself. And I don't know if the microphone is still in here. It's traversing the hall. We went so much faster towards our goal. There aren't ready. So hang on just for sex size. I was going to add your first generation. Let me just get to the bottom line. So many of our faculty at UC Riverside are themselves first generation scholars. It's really made a difference. Thank you. All the way up to the front of the room for the first question. Thank you. Thank you. Yes. Name is Jamal of Dalim reporter with diverse issues in higher education. My question concerns undergraduate research. This is something that is associated with higher rates of persistence. But it's an uncommon thing and my question is what message do you send the students in terms of getting involved with undergraduate research? Is this something that who delivers the message and how is it delivered? And I think more importantly when it comes to students who are first generation low income, et cetera. Are there opportunities to do research that they feel is relevant to the realities from which they come? Thank you. Well, I can say that our current look is that about 67 percent of our students take part in some kind of research associated with faculty oversight. So some of it is in the lab, a real genetics lab. Some of it is with faculty in creative writing and theater and art. Some of it is supervised kind of work that's outreach and math or other community development with our K-12 system. I think right from the beginning in the orientation we tell our students, approach your faculty member, go to their office hours. This is really important and that is repeated over and over to the students because some of them don't have the natural inclination to go do that. So we're constantly encouraging them and we're rewarding our faculty for engaging in these activities. And so in that kind of meeting in the middle, going from both sides, we find that faculty and students do find each other. And it is a tremendous advantage for persistence rates and for professional careers and graduate school careers. It's got to be a multi-pronged approach. We talk about it on our website, we celebrate it. I don't actually know whether we do this or not, but I'll go back and check, make sure we put it on our Facebook page and our Twitter feed because a lot of our students track the opportunities through Twitter and Facebook as opposed to the website or email. Actually, this generation doesn't believe in email by and large. But the most powerful thing that can happen is what I referred to earlier and I'll use you again as the faculty member tapping the student on the shoulder saying you should try this. You know, that's one of the opportunities that we have not yet capitalized on to the extent that we should is as diverse as our student bodies are, our faculties are not that diverse. And there is no set of institutions better positioned than the ones here today to fill the pipelines with a diverse set of individuals going to graduate school. We need to become more intentional about tapping students on the shoulder from all backgrounds and encouraging them to be the faculty of the future. We encourage students whenever I do an orientation session, which I don't I don't do more than about maybe a fourth of them because my travel. But I always mention research as a way of boosting post graduate education opportunities among other things. And we've now gotten to the point where we have our annual student research poster day where we're looking for bigger spaces to put it. It's overflowed the large ballroom and our student union will probably have to go to the arena, the basketball arena. And I think to part of your question having participated in the site business to these institutions because you are trying to solve your region's problems very often the research that the faculty are doing are relevant to the communities from which the students come. So there is I think that kind of there is both theoretical research and there is research. But and there's different ways as you mentioned art is art as a medium.  Well, you've got nursing. You've got all sorts of applied disciplines. Social work, psychology, public health. There are lots of opportunities for students to do work. It would be relevant to their backgrounds. Other questions. John Nelson with Wall Street Without Walls. Wondering how the universities might be able to partner with your surrounding communities by use of assets that you have that may not normally be utilized. For example, you have endowments that could that have investments. And those investments could be used to guarantee investments and loans by the private sector and by other partners. So you could work with community development organizations, the cities, et cetera. A place like Yale has an endowment of about 25 billion dollars and Harvard about 40. How are they using their endowment to help with community development and connections with the community in a way that would foster a true next generation university? Well, we don't approach the 17 or 45 billion dollar mark. But in fact, the state does. But we have some assets. We have some debt capacity. But across the use and now currently at UC Riverside, we are in fact exploring what we're calling public-private partnerships for example, capital improvements as one area where in fact, it would be good for our surrounding community. They can make money. We can get things done that we can't get done based on the situation that the state's not going to give us any more money to build buildings. So we are very specifically looking for that. We also, for example, offer some consultation from our School of Business to startup companies and have had some pretty dramatic big successes. They in turn have supported scholarships for our students. And our new vision for a research building is to have the top couple of floors filled with startups or entrepreneurs who are looking for the next big thing and have our engineers and material science people on the first three floors and that there would be easy communication among and between the two. So it's a great question and I think it's definitely the direction that we see that we must go. I would say, I think if again, if you get all four of us that you've heard from today and others you'll hear from, we'll all talk about incubators. We'll all talk about startups. We'll all talk about bridging the business community. In Atlanta actually, the Atlanta Metro Atlanta Chamber of Commerce has formed a business higher education council to find it more seamless ways for universities and businesses to work together. So all those good things are happening. However, I'll draw a line on the endowment issue. First off, the endowment belongs to a foundation that is a separate entity that is a support of the university. We do not control it. Secondarily, the endowment has a fiduciary responsibility which is to provide a return and to do so responsibly. They do not exist to support anything other than the university. And so I think it's actually a slippery slope to try to direct the endowment to do things that are not in the endowment's direct interest and consistent with the fiduciary responsibilities. What you're talking about is basically alternative investments and they can invest in alternative investments. Right, right. They can do alternative investments and we do alternative investments. But their primary responsibility is to support the institution by stewarding the resources available to the institution. I wish we had the problems that Harvard and Neil do with their endowments. We would be a rounding error. Yeah, it's a difficult thing. I think the more hopeful way of helping the community would be through more private public-private partnerships and frankly, public-public partnerships. We've got some instances as I know Michael does at Arizona State where we've worked with local governments to create facilities that enable us to help local businesses thrive and do a better job of bringing in people from underrepresented communities through separate programs that we operate in those facilities. We've got a big dynamic media center that the city of Orlando gave us the facilities for. And part of that is meeting the needs of electronic arts for game developers. But there's another component that has brought in K-8 students from a local minority dominated enrollment elementary school and middle school and that's doing a heck of a job in preparing these kids better for the digital environment that they're in and will be in. Other questions? Yes. Thanks for a great discussion so far Rob Muller. I teach at the Public Policy Institute at Georgetown and also at the Business School at Maryland and I have three college age kids which makes me totally conflicted on all these issues. So a couple of quick things. One is the discussion about kind of high expectations all kids, all students really harkens for me back to what's been going on in K-12 for, you know, 10 or so years about if you're going to set your expectations high then it's about student supports. Second thought is a lot of what you've been talking about is really systemic change and culture change and I'm wondering about your thoughts on, you know, not kind of innovative programs here and there but how do you systemically, you know, change an entire culture? And then my main question is about the Carnegie Unit, you know, which hasn't come up at all. There's an effort underway at the Carnegie Foundation to kind of look at the Carnegie Unit and how it's really an impediment to doing a lot about what you're talking about. You know, we measure what we do in terms of seat time and is that a two Carnegie Unit thing or a four Carnegie Unit thing? And I'm wondering as a barrier how can we achieve what you've been talking about as long as we still define ourselves in, you know, credits to degree and not proficiency. So you had three questions there. He had two switch ones. Which one do you want? Well, I just wanted to make a comment on the K-12 comment that you made. Certainly there's been rhetoric about setting higher expectations but actually what's happened is a focus on the floor of achievement that hasn't really helped us get a more ready K-12 population for university work. It's my own view and my own read of the research although there may be arguments in the other direction. I think what we have found in research at the K-12 level, the high school level and certainly at our university is that setting high expectations with supports students generally rise to that and specifically when, you know, there's a tracking system that happens in California right around middle school and kids get tracked into a kind of math that will never get them the units they need to qualify to get into a CSU or a UC. When we have moved those students into the right math 80, 90% of them have succeeded with good teaching obviously and it's not easy because when you're teaching kids with lots of diversity it's not easy to do it. So I think high expectations certainly are, you know, an absolute key but as you say, with support but I would question whether or not we've actually set high expectations for our K-12. We recently reviewed research that showed in California at least only the children who scored in the highly proficient band of the state test were college ready but yet the schools were being judged on proficient and above which was the much larger. So in fact, we were giving them a test that was going for most of them nowhere by state policy. So I'll jump to the systemic change part of your question which I think it's exactly what this report is about is systemic change, a different set of attitudes a different way of doing business and being able to do things that have never been done before by anybody in the world being able to educate a broad spectrum of society in large numbers and at high rates. Now the trick is getting to systemic change. You do not get systemic change by walking in and saying everything here is wrong. We're going to reorganize the university. We're going to do this, that and the other thing and everything changes next semester. That's not how it works. A very wise man who said it before I was even at a point because I heard it through generations of faculty lore once said you do not achieve change in the academy by attacking the disciplines head on. You get at the interstices. You get at the spaces in between. You make your change there. You prove that things work and then they will seep in and change the system. So it's much more of a diffusion model. But in order to get that to get that catalyzed to get it started to grow it and diffuse it you need leadership that is consistent day in and day out with the message what the goals are. How we get there you know if I'm going to California I've got a variety of highways that will get me to California. I've got a lot of really bright people called faculty and staff that can figure out the optimal way to get to California. One thing that I would volunteer on this is that if you really want to see systemic change work you've got to have consistent continuity of leadership and you really have to have people at the presidential and provost level who are willing to take a position on where you need to get and then be willing to talk about that and talk about that with faculty colleagues and talk about it some more. A friend of mine told me when I was putting in five goals for our university shortly after I got there I commented geez I'm tired of hearing myself talk about it. You know I'm doing my best.  And that's true. You've got to be willing to make a personal commitment professional commitment to the kind of change you want to see and then you've got to ask yourself are the rewards and punishments in the system and focus on the rewards are they ones that support the attainment of your objectives? It's surprising how often they really don't. We talk one game and we reward another. So if you know if you're willing to make the commitment if you're willing if you can attract around you a group of leaders on the faculty and in the administration who buy into it and you'll stay with it and be consistent in how you and how you reward those who are working with you. It's surprising how far you really can go. Make your comments very specific and very real in our case if for no other reason that our accrediting body requires it we have a strategic plan. It's one of our accreditation requirements. When we started our current strategic plan did a public presentation said this going to be a very serious process. We want the whole campus involved because if we're expecting new results things are going to change on the campus. Okay. So we got very engaged when the faculty committee that was working on that plan came up and came up with their language they had five goals five's a good number. One of the goals was improved graduation and retention rates and it was their third goal. Well we put the five goals out to 24 external stakeholders elected officials business and community leaders significant alums people that have had a high profile in the community and all 24 people and maybe in 27 said the same thing. This all sounds very nice. I have no idea what it means but it's probably good for a university to do. And so working with the committee basically shared that information of course they were forlorn. They're sitting there going you know what do we do with this? I said what we need to do is rewrite the five goals in a language that they all understand. And we took that improved retention and graduation rates and rewrote it as we will become a national model to demonstrate that you can graduate students from all backgrounds at high rates and we made that number one and I talk about it and it's number one on our webpage it's number one in our publications and we just drive that message home. It's not that we want to improve the rates it's that we want to actually show that you can do something that has not been done in the world by hardly anybody and it is possible and we are doing it but it takes that commitment and everybody in our campus knows that there are no resources for anything other than those five goals. The biggest challenge at a university we've got so many people want to go in so many directions people that want to tell me how to invest the endowment people that want to tell me what I need to do for K through 12 what I need to do for the business community what I need to do for this discipline or the other discipline we stay focused on those five goals and our resources drive them because if you don't have focus you're not going to get anywhere. Well that's what we've done for 21 years we've had the same five goals and the first is to offer the best undergraduate education available in Florida. Are we there? Probably not but we're working on it and we're closer than we were 21 years ago. Especially if you have metrics that would illustrate to you that this is the best. Well what I tried to do was establish in effect directions of travel. So I didn't say we want to have this number on some some scale. We want to go in this direction. The America's leading partnership university. So I think I would be very interested Jane to hear you comment because you are not a new leader and you are not an established leader you know because it's oftentimes you hear well as soon as the leader leaves things fall apart. So you're an interim. What did you experience as you stepped in and how has that how has that role worked? Do you see something driven down in the institution that's hard to take away? Well I think there's a couple of thoughts. One when I was appointed by our president President Mark Udoff he specifically said I'm putting you there to enact the plan that had been set up by the previous Chancellor Timothy White. It was a strategic plan with a very you know clear focus with very clear goals and so that was a good message. Now I would have I have to I would pat myself on the back to say I think I knew that because I've read the leadership literature and there's a funny thing in higher ed you know most faculty think department chair dean provost boy you're a failed person the old academic you weren't good enough to be a really good full professor you know so in fact there's not much honor associated with being leader but when you look at the really successful universities they have had consistent leadership over time and in fact a book in the business world I think Good to Great Jim Collins book he points that out it's not the flashiest all the time but people who have a consistent focus so I have so I got very clear marching orders from our president you know don't screw this up they're on a good path so and in fact I they our university is on a really good path and I think saying it over and over the tradition is for the chancellor to send a letter out every week to the larger community about seventy thousand people including students and parents and faculty get it and I really take that seriously that there's some part of the strategic plan I re-mention every week because I think it has to it's you know they say in psychology say it nine times before people even notice so you know we all get tired of hearing ourselves say the same thing again and again again but it's important that we do it but then people are surprised I didn't know you thought that I get that every week I didn't know we were doing that yep okay well and I think I think that is one of the powerful things that I take away from this conversation you know it's easy when you sit in a foundation as I used to or you sit in Washington and you think you could pass a law you could create a grant program and you know there's one silver bullet of a practice that could somehow magically scale and change everything or a set of rules I think it's obviously much much more complex so what I what I appreciate also about all of you is that while you are sophisticated about systems change and understand it for the long haul you also have enormous urgency and so you have been able to calibrate moving institutions actually relatively rapidly one would say at warp speed when you think about change in higher education so to sort of or we have one more question let's do the two more questions I may not ask my last question let's let's go to set it up yeah her first hi my name is Natalie Johnson and I'm with the new faculty majority foundation board and we are a coalition for adjunct contingent non-tenure tract faculty and I think that with a lot of the high-impact practices that you've espoused as being essential for students of color underrepresented students to succeed you need to have faculty there to enact it and with 70% of faculty now being off of the tenure track and if you look at 10 if you look at the 10% of faculty of color underrepresented groups who are on 10 who you know who are on tenure track another 76% of those people are not on tenure track how are you looking at the composition of your faculty to move from non-tenure track back to tenure track so that there are people there who can support the students who need the support good question thank you I'll start with we have many types of faculty we have we have tenure track faculty we also have full-time faculty who are not tenure track or they're primarily for instruction they're actually some of our most innovative faculty particularly with using technology because they're doing exactly what they want to do we also have adjuncts who teach part-time and maybe only for one semester or a year we have professionals in the community to come in and come out and I think the reality is to be able to manage all the things that we're doing we have to have a variety of different types of faculty and that there there is not going to be again this is sort of cutting away at the the myth of the university where every single faculty member is a tenure tenure track faculty member teaching a small number of students that's that's not scalable and sustainable and I think reward systems have to follow that you know even among faculty we have options for their rewards to be shifted over to a teaching for example at particular times in their in their career we have an option that I really love in the university California where we have lecturers who actually can gain tenure and they can move from lecturers to you know senior lecturers distinguished lecturers they are part of the academic senate and I think this really raises the role of teaching people worry about that and probably inordinately worry about teaching because I would agree that most of our best researchers are also our best teachers and but I love this particular employment series because we actually offer security of employment over time for people who meet very very high rigorous standards but in teaching and evaluating their teaching and changing their teaching to meet the needs of students so John before you answer I think she was asking a slightly different question which is given the large dependence on adjunct faculty in many institutions what are the strategies to help empower them in this vision and also make sure that that that their roles and you know combat their place in the university is thought through yeah I want I want to hire more of them as into this role of of this lectures with with tenure because I want them in the academic senate if they're of that quality to be really promoting the the creativity and innovation of all the faculty on the teaching side and that they're they're cutting edge and their understanding of research from from that interaction yeah from time to time we ask our deans to go through and and look at the number of adjuncts who are teaching multiple sections and sometimes you you find things that just astound you you may have an adjunct who's teaching two courses in three different departments you know if you don't have a good human resources system to warn you about that you'll see it probably not anything you ought to be super proud of but you ought to be looking for a way to take that person to a full-time appointment if it's a lecture instructor or tenure line faculty position first off just from a humane standpoint they'll get benefits that not they're not going to get is adjuncts I think that offers some opportunities if you move people into these roles we've got a a promotion path non-tenure track faculty members for the first time and just added in the last year or so so we're trying to make a better trying to give better employment status to the non-tenure track faculty members as as you are Jane I think this is a real issue we're going to have to deal with because there's been a big shift away from tenure track faculty members although I must say the number one element in our work plan for the coming year as filed with our our Board of Governors is to add more tenure track faculty I don't see us reducing the number of tenure track faculty I do see us hiring more full-time instructional faculty with a career a lot of replacements to the tenure line faculty but that's really I would say that's a strong theme we heard across your institutions ASU included so and I think that's not you couldn't have the vision you have about getting better and better and better at a student-centric institution without asking those questions of your of yourselves one one other last hand last question between us and lunch I know something about the advantages of large organizations and also the disadvantages I was wondering whether our leaders could comment about the tradeoffs between growing an existing organization and building a new organization IE I was young enough when I was very young I remember people in California arguing about what the optimal size of a UC campus was was 5,000 and since those limits have been busted I wonder if anybody has an ideal optimum optimal size especially since we're talking about innovation nowadays I don't know what the optimal size is but I know that we are thinking differently for example now we're thinking instead of building out out out we're building in in so so that students can actually walk from place to place so doesn't exactly answer your question but I'm aware that we're all considering in terms of our capital planning and other scheduling about how to keep no matter you know even though we've went from 3,000 5,000 8,000 17,000 now 20 almost almost 22,000 so we're not huge yet but how do you keep that at a human scale so students can really access what's there so I'll stop there I'd say we don't have the answer for optimal and I don't know if there is an optimal across higher education what I can say is that what we do understand is markets okay and that's something else that you probably remember from IBM is you can only thrive as an organization if you have a market and so we start we're celebrating our centennial this year a hundred years ago we were an evening school for working businessmen they were all male they were all white and there were 48 of them today there's 32,000 students their majority female their majority minority which means there is no majority put student population Hispanics Asian Americans African Americans whites and students who have self-identify as mixed race all exist in large percentages on our campus what we do know is that we can serve our markets at scale and the key is as we grow is that we never lose the ability to deliver a quality education that gives the student the opportunity for both the academic experience but that engagement piece that we've talked about and we haven't hit a scale barrier yet that's all I can say can I come back to the first part of that question which was also I think about how you innovate you know the tension between innovating in a large institution versus SWAT teams smaller or starting new you made a comment early on about aim your innovation at the end of the first disease well it's also is you do pilots you do pilot projects you there's no sense in doing a university-wide big change if you don't know have the data to show it's going to work so you start off small you try it if it works then you figure out how to scale it and we do that again and again and again as we attack different issues that are barriers or or obstacles for students on the path to success and the good news is we have brilliant faculty and staff and they have a lot of ideas I don't have any trouble finding a good idea about how to improve I have trouble choosing among a variety of a wide variety of of great ideas that I wish I could find all it's a high class problem to him it is it is I'm lucky you know we really need to ask the question about whether there is an optimal size in some Aristotelian sense I'm not sure there is I used to think there probably was because I watched Texas and Minnesota one or two others and when they got above 50,000 they said we want to go back to being a little less a little smaller than 50,000 enrollment well we worried a lot about that and then you know we passed 50,000 and the data keep looking better and students report real satisfaction with their experiences we're we we receive more SAT referrals than any other institution in Florida so we're an institution of choice now we're not as much of an institution of choice as the Gators are probably not quite with the Seminole but we're you know we're we're doing pretty well and I I I sometimes am criticized by people who think we're too big and I often have to bite my tongue and and say well let's compare metrics that are two institutions but I think technology is allowing to push back those barriers we're we're able to do things at scale that we couldn't have done without some of the emerging technologies particularly in the area big data predictive analytics some of those as well as instructional uses of technology the other thing we have to acknowledge I think is that as you have sustained growth and it's fairly rapid there are systems that work at one size and don't work at another right and there are people who work at one size and don't work at another and if you're unwilling to address both you're headed for problems if you're not ready to say to someone who's been a good and productive employee you know things worked really well for you and we were this big but you know we're this big now how do we how do we deal with this that's a problem I think that's a great note to end on because our panel after lunch is going to be coming back to these questions of leadership and and all of the kinds of challenges that come together with them and I think also you know implicit in your responses was somebody asked over here earlier about the question of seat time the one thing we haven't changed the Carnegie unit I think you did hear across each of your institutions and particularly I think when Michael was speaking earlier about once you take once you take away I think you are thinking about time in a very different way and that to me seems to be a critical way to unlock how you get a highly personalized experience within a large a large institution so thanks to the panel lunch is served outside thanks to all of you for hanging in for an intense discussion


Hi, everybody. I'm really hoping I'm next. My name is Emmy Calawale. I'm the editor in residence at the D. School at Stanford University. Thank you, Justin. I came from the Washington Post. I'm currently taking a year off from there where I was the founding editor of Innovations, and everybody keep calm because I'm going to do the wait-what part. I am doing a talk on fear, and I am quite frankly terrified. I had no time to prepare this. I did make the slides, so we're going to see how it goes. Welcome home. I am from Washington, D.C. This is where I live. I have lived here for well over eight to ten years, depending on how you want to count it. I went to college. This is work. I worked at the Washington Post. The Washington Post was my home. It was where I did all of the wonderful things that I loved to do, which was writing, producing, basically just getting my thoughts out. I had a home there in terms of being able to get a corner of one of the most prestigious publications in the world, and I wouldn't replace it for anything. Then I met Willy Wonka. It's such a shame the fonts don't work on these slides. That's okay. That's Justin Ferrell. If you don't know Justin, he is the director of fellowships at the D.School, and he gave me a golden ticket to go to California and to basically figure out what design thinking is. This is Wonderland. This is where I live and work now. This is the D.School.  If you've ever been there, there's a lot more to it than what you see. Trust me, I know. Okay. Who does that? Who goes all the way across the country, gives up a home, gives up a life, gives up a dream career. I mean, I was an editor at the post before I was 30. Who leaves that? I do. You would, too, if you had the opportunity and you met this amazing guy. It was probably the best decision I ever made. It also helps when you go to paradise. Anybody seen a rainbow on Stanford campus? I've seen one twice. That's two times more than I've seen in Washington, D.C. This place, you ride up. You don't drive up. You ride up every day on your bicycle, which I eventually learned to do. Design thinking in 15 seconds. How many of you are familiar with design thinking, go, go, go, go, yes. You start with your user, empathize.  You prototype it as cheaply as possible, by the way, because the $3 million prototype gets you nowhere. So how journalists learn design thinking, they critique everything. I know, because I did. They mock the pipe cleaners in the duct tape. I know, because I did. And they wash rinse and repeat for three months. I know, because I did. And then we're waiting. And we're waiting because we're watching. And we freak out, because you realize that this field needs design thinking more than just about anything else. And you have no idea what you're doing. I really haven't for the last nine months. But now I'm in month 10, so clearly I do. This journalism really needs this stuff. I've just had my life changed. But in having my life changed, I also realized that fear is a very real thing. It is something that you have to contend with. It is something that you have to deal with. And it is a very large driver in our day-to-day lives. I made my assignments. I did my work on fear. So without further ado, here are three lessons on mastering fear from a newly minted design thinker. I don't think that quite made it, but that's okay. So I'm newly minted. I've only been doing this for 10 months, so bear with me. I also didn't really prepare, as I mentioned, so I'm freaking out a little bit. Fear. Yay. Here's my champion. This is rule number one. Find a champion. Find somebody who's going to stand up for you. Find somebody who's learning how to stand up for themselves. This woman is named Anne Gibbon. She's a fellow at the D school. She recently graduated. This is her first year as a civilian after 14 years serving in the military. She graduated from the Naval Academy. She's a big fan of pants. So I would say that if you do find your champion, the disclaimer is your champion should come with 14 years of military experience and a healthy collection of jewel-toned pants. I live with Anne Gibbon. She is my roommate. She works out with me. It is the reason I lost 10 pounds. It is why I look so fabulous today.  This is rule number two. Figure it out. Figure all of it out. Go to a whiteboard. Make mistakes. Whiteboards are easily erased. They are easily changed. Just go about it. Do it. It doesn't matter.  And when it comes to whiteboards, it is inevitable for me. This is a photo of a massive drawing that I did while I was at the D school. I was taking boot camp. I literally took over a full wall of whiteboard to create this illustration. I don't draw. I write. Let me just be clear about one thing there. So I did that. I also started a new blog called the whiteboard. The whiteboard is a project of the D school fellows. It is where I love to write and figure out how to learn design thinking and how nine amazing individuals, including Anne, learn design thinking and brought it back to amazing organizations.  Okay. That is a great thing to do because when you are talking to people and you're actually doing the work of design thinking, you should take a minute and really be quiet. Just listen to the person and ask why. Also helps if you can find a family that is capable of doing this. The D school, we do crazy things. We do improv. We do just about everything that you can possibly imagine. I'm a theater major. I'm an international relations major coming out of college. I did journalism. But now I realize this plays part two. So if you're ever scared, and it's too much, please come and find me. I'll be here for you with a sharpie and some posters. Thank you.


house. You were not acknowledged. Oh, sorry. So I have to choose another question. Thank you. It's just for your time. Before his time, name a great Italian artist who first designed the helicopter beyond more river separates China from what other country correct answer this question. I'm sorry for the next question. Number 10 question number 10. Dire warning scientists warned in January of 2023 that what large western western is in danger of crying out within five years unless major action is taken quickly and before it causes great public health and economic crisis in Utah. So Lake City. That is correct. Dire warning scientists warned in January of 2023 that what large west that is incorrect. It's a great solid. I'm sorry. And my teacher, I could have great um question number 11. This is not paper. If the numbers from one to eight are written on separate pieces of paper and eight measures long, what is the comment? Question number 11 probability. If the numbers from one to eight are written on separate pieces of paper and placed in a jar, what is the most likely sum that would be obtained when two pieces of paper are drawn at random? That's incorrect. Here's Diane. If the numbers from one to eight are written. So I am number seven. That is incorrect. The correct answer is nine. Question 12 winter fun. What country has ice vacations when ice on the canal is thick enough for skating? That is incorrect. Question number 12 winter fun. What country has ice vacations when ice on the canal is thick enough for skating? That's incorrect. The correct answer is another one. And that concludes round two. Thank you very much.  Thank you. Question number one, residential model. In August of 1988, this soon to be president gave the acceptance speech for his party's nomination. In it, he called for a kinder, gentler nation. The phrase caught on and was used across the country. Who was this president? That is incorrect. Normal Catholic. In August of 1988, this soon to be president gave the acceptance speech. That is incorrect. The correct answer is George H W Bush. Question number two, North American tourist attraction. In which North America, the bonus question is a paper and pencil. Summing it all up, let's do that. The sum of three consecutive even integers is 66. What is the least of the three integers? Incorrect. Question three, insect. What insect is described as praying? Your bones are also up here. And what an eel. Online, that pair of Bob's shoes Martina was $79.99 with a sales tax of 9%. And a shipping cost of $7.50. However, the same pair of shoes at the sketcher outlet is $39.99. With a sales tax of 8%, note that tax and total are always added up to the next penny, not down. How much did Martina save by going to the outlet? Correct answer, $51.50. Question number four, baking. In terms of food, what ingredient do you get when you heat sugar until it browns? That is correct. Bonus number one, mythology differences. That's bonus number four, sorry. Selam was the Roman home for the gods. Its Greek counterpart was somewhere entirely different where that is correct. Meeting in the middle, rhombus.  Yes, that is correct. Keep it strong. The normal heart rate varies with age and health. But the average is right around 82 per minute. How many times would that be per day? The correct answer is $1,115,000. Okay, toss up number six, quite a move. What is the only chest move allowing two pieces to move at the time of number five? A castle. I think so. So your bonus, this is bonus number six, across the fields. In geology, a time limit. In grammar, a punctuation in a declarative sentence. And in music, it is a group of phrases often eight measures long. What is the common term? That's incorrect. It's a period. Toss up number seven, checking out other states. Name all three states that border Arkansas on the east. Number two, Louisiana, Mississippi. That is incorrect. Toss up number seven. Name all three states that border Arkansas on the east. The correct answer is Missouri, Tennessee, or Mississippi. Toss up number eight. Don't be shy about spelling. How do you spell embarrassment? How do you spell embarrassment? That is correct. Your bonus, popular worldwide. The fourth largest fast food restaurant chain is very popular in Japan and is often the main course for Christmas dinner. Which fast food restaurant is also named after a United States state? That is correct. Toss up number nine. In the driver's seat. What French word do we use for someone who drives a car for someone else? That is correct. Bonus number nine for Elkhorn Valley. Postulate. Euclid's fifth postulate deals with the construction of what given a line and a point not on that line. It's a parallel line. Toss up number 10. Name the United States city, excuse me, named for a United States city. What kind of pie has chocolate icing, cake, and pudding, but no crust? Chocolate clean pie. That's incorrect. So Elkhorn Valley, named for a United States city. What kind of pie has chocolate icing, cake, and pudding, but no crust? That is correct. Bonus number 10. Groundbreaking news. This album currently holds the record for most albums sold according to the Recording Industry Association of America. It features the single Billie Jean Beaton and a track that shares its name with the album, which Michael Jackson's album is frequently played near Halloween for its monstrous video. That is correct. Toss up question 11. The true story. Which personal item of Washington was partially made of ivory? That is correct. Bonus 11 for Elkhorn Valley. Colour Republic. Name either of the colour periods attributed to Pablo Pacapho. Either blue or rose. Question number 12. A piece of history. What is the largest item on display at the Rosa Parks Museum and Library in Montgomery, Alabama? That is correct. Bonus number 12. North Hope Catholic. Very different meaning. Meaning to hot link from website to website. Which verb already used for a coastline port was chosen to express the fun, skill, randomness, and even danger of exploring the internet? Is it surfing? That is correct. And that concludes round three. Thank you very much. Look at everything you've done. American Peninsula. Which peninsula separates the Gulf of California from the Pacific Ocean? American Peninsula. Which peninsula separates the Gulf of California from the Pacific Ocean? Correct answer is Baja California or the lower California Peninsula or the Baja Peninsula. Toss up number two. The health treatment. Resting in a cool place, hydration, and perhaps some cooling ice are all pieces of the treatment for what condition when high temperatures. That is incorrect. Summerland. That is correct. Your bonus summerland to enjoy worldwide. You can see this man's Levy in the Cleveland Museum of Art. He moved on from his blue period into his newly developed Cubist style. Name this painter of Genica. That is correct. Toss up number three. Type of book. This type of reference book is published annually and generally contains the calendar, fax, and statistical information such as type and full moon. The famous ones today are called the world or for Richard. What type of reference book is this? That's incorrect. It's an almanac. Toss up number four. Stay informed for your health. What is the name of the toxic colorless substance found in tobacco leaves that causes both addiction and food delivery? That is correct. Your bonus. Increased volume. This is not paper. If the edge of a cube is tripled, by what factor is this volume increased? That is incorrect. It's 27. I think you're on the right track. Toss up number five. Figures of speech. The toughest one of what type of figure of speech in English is thought to be six thick sheets. Six sheets thick. What did you know? The toughest one of what type of figure of speech in English is thought to be six thick sheets. Six sheets thick. What is this called? That is incorrect. It's a tongue twister. Toss up number six. Chemistry, calcium carbonate and sodium fluoride are both chemical compounds for a common everyday iron. That is incorrect. Chemistry, calcium carbonate and sodium fluoride are both chemical compounds for a common everyday iron used by almost all. Although many additives may be intended to do a specific job such as removing stains. Your cyan will be free to use. That is correct. Your bonus. Here's cyan. First lady and first mom. Only two women have been both first lady of the United States and the mother of a later president. Name either one by first and last name. The answer could be Abigail Adams or Barbara Bush. Toss up number seven. What is the maximum number of points at which two distinct circles can intersect? Is it two? It is two. Your bonus. What chemical element is named after the scientists who won a Nobel Prize for his 1905 work on the photoelectric effect? Toss up number eight. Final defeat. Where was the final battle of the Civil War and the place of surrender for the Confederacy? That is incorrect. Here's cyan. Final defeat. Where was the final battle of the Civil War and the place of surrender for the Confederacy? It was the Appomattox Core House. Toss up number nine. Not so friendly friend. How was Julius Caesar murdered? Here's cyan. Number six. He was stabbed in the back. That is correct. Your bonus. Here's cyan. Not a portal. I'm sorry to disappoint science fiction fans, but there is no possibility of using them to travel to other universes. If you jump into one, your mass energy will be returned to our universe. That's astrophysicist Stephen Hawking saying he was wrong about what cosmic phenomena that sort of crunches everything up. That is correct. Toss up number 10. Commonly domesticated worldwide. There are more than 900 million of these mostly bearded mammals living today, and they are the third largest source of milk for human consumption. Which foreign animal is that? That is correct. Bonus number 10. Here's cyan. Micro organisms. They are classified as gram positive or gram negative. What are these micro organisms that are shaped as spears, spirals, or rods? That's the correct answer. Toss up number 11. It has its own title. Among whole numbers, which one is designated as the additive identity element? Commonly number one. That is incorrect. It has its own title. Among whole numbers, which one is designated as the additive identity element? You're saying number one too. That is incorrect. The correct answer is zero. Toss up number 12. Body tissues. What kind of hard but flexible tissue has no blood vessel and is found in the epiglottis, the ear, and the nose? Here's cyan number two. Is it cartilage? Here it is. Your bonus. Studying plants. What Australian Bay is named for the many plants growing on its shore and for the study of those plants. That is correct. And that is correct. Thank you very much. Thank you. Next up we have Norfolk Catholic and here's Violin Lutheran. We have to wait a minute for others to finish. That's correct. That's right. Oh, that's right. I'm sorry. We have to wait till another one. We're good to go. Okay. Ready set? Does everyone have a paper? Step number one. This is not paper and pencil. Man. Find 75% of 1,200. That is correct. Bonus number one. French city not in France. French speaking city in our hemisphere is one of the oldest cities in North America and within a day's drive of Manhattan. What is this Canadian city? Toss up number two. Baseball. This point is where the ball comes out of the pitcher's hand. That is incorrect. Here's the line. This point is where the ball comes out of the pitcher's hand. That is correct. Bonus two. What milestone does a ghost at Hogwarts celebrate instead of a birthday? That is correct. Number three. First, Richard Kipling was the youngest author and the English speaking one to win which prize for literature? Major Metropolis. Next, and Yonkers are suburbs of one large city, New York City. That is correct. Three history inventions. The exact inventor of this machine is unknown but many have traced it back to Syria. Name this simple machine used in a common phrase with don't reinvent the bonus number four. Taking care of your health. What type of life rays are responsible for various skin cancer? Toss up number five. No movement required. We call a painting of inanimate objects such as fruit, fruit, soil, that is incorrect. No movement required here, Zion. What do we call a painting of inanimate objects such as fruit, furniture, and flowers that is often the beginning subject for those studying art? That is incorrect. The correct answer is still life. Toss up number six. Foreign language to large numbers of people desiring freedom from their communist nation and a warm welcome and easy immigration policy from Canada. Large numbers of people of people have settled there. After English and French, what language has more native speakers than any other in Canada? That is incorrect. Truffle Canada, due to large numbers of people desiring freedom from their communist nation and a warm welcome and easy immigration policy from Canada. Large numbers of people have settled there. After English and French, what language has more native speakers than any other in Canada? That is incorrect. The correct answer is Chinese. Toss up number seven. One repeated vowel. The letter I appears six times in what adjective that means having the quality of not being able to split apart and whose only other vowel is the Y at the end. First sign on number six. Indivisibility. That is correct. Bonus and this is a paper and pencil. Set theory. Set A is odd numbers between 20 and 30. Set B is multiple of seven between 20 and 30. And set C is multiple of nine between 20 and 30. You have found the union of set B and C identified with two elements that make up the intersection of that union with set A. Incorrect. I needed two elements. Oh, sorry. They're 21 and 27. Thank you. Toss up number eight. What is the disease secret to stop them? Turn damage to the body's main line of defense. The immune system may lie at the root of the ability of asbestos to cause diseases of what organ? Age. A perfect place thought was the kingdom of which legendary bearer of the sword Excalibur. That is correct. Toss up number nine. That's the weather. An alley does not need to be between two buildings. It is any relatively narrow region where something happens, such as where you will hopefully throw your bowling ball. It is also the narrow region cutting across the Midwest state that what weather for that. That is correct. Your bonus question. No, both Catholic is the paper and pencil. What's next? Next. Find the number that logically complete this series. Two, three, five, nine, 17. 26. That is incorrect. Toss up number 10. Large Mediterranean island. About 160 miles long from east to west, what island marks the southern boundary of the Aegean Sea as it sits in the Mediterranean? Cyprus. That is incorrect. Here's Zion. About 160 miles long from east to west, what island marks the southern boundary of the Aegean Sea as it sits in the Mediterranean? Astron? No, the correct answer is Crete. Toss up number 11. Face of the Aegean. An astronaut weighs 150 pounds at home in Wisconsin. On what surface in his travels did he weigh only 25 pounds? Your second number one. What he got to me? That's correct. Your bonus. Here's Zion. Tall peels. What common crop of the American Midwest grows to a final height of five to eight feet tall depending upon the type and doing so quickly as it's expected to be knee high by the Fourth of July? Corn? That is correct. Toss up number 12. Awards of heroism. What medal is given to those who have been injured? Number six. Correct. Bonus. Don't be a pass. Would I be a nuisance if I asked you to spell the word nuisance? Spell nuisance. That is correct. Good job. And that ends round five. Are you ready to open the next one? Here we go. Make sure you have a sheet of paper and a pencil. The scientific term for the array of color obtained when light from a source is dispersed through a criteria. That is correct. Your bonus. Similarity. Which planet has an axis inclination of 25 degrees, a rotational period of 24 hours, 37 minutes, a revolution period of 1.88 years, two moons, and is most similar to the Earth? Mars. That is correct. Toss up number two. Near the city. Scottsdale, Mesa, Tempe are suburbs of what major southwestern city? Spelling number one. That is correct. Your bonus. Word origin. This word did not come from a feline causing problems, but from the belief that stars could cause disaster. What is this 11 letter word meaning disaster that starts with the common three letter word for a feline? That is correct. Toss up number three. Sports medicine. Exercises known as crunches develop what muscle? That is correct. Your bonus. If there are 258 calories in one third cup of sugar, how many calories are there in one half cup of sugar? The answer is 387. Toss up number four. Powerful leaders. The marriage of what two monarchs led to the 15th century unification of Spain, and then the exploration of the new world. First names only are needed. There is Ferdinand and Isabella. Toss up number five. Generations of entertaining others. This American singer songwriter, producer, started with a funk and soul band called the Commodores in 1968. Since then, he has sold over 90 million records and won multiple awards. Who is this performer who became an American Idol judge in 2018? Oh, I'm sorry. I'm sorry, that's incorrect. All right. This American singer songwriter, producer, started with a funk and soul band called the Commodores in 1968. Since then, he has sold over 90 million records and won multiple awards. Who is this performer who became an American Idol judge in 2018? Correct. The answer is Lionel Richie. Toss up number one is not sorry. Government. Rivers. Which river runs through Wichita, Kansas, and Tulsa, Oklahoma? Incorrect. So we go to toss up number seven. Huge island. If it were an independent nation, this island would be the 12th largest country in the world, but it is a part of the kingdom of Denmark. That is correct. Bonus. It's equal condition. What three letter word designates an involuntary brief, recurring muscle twist, typically in the area of the face, mouth, or eye? Toss up number eight, soul wonder. In 1931, the New Yorker Magazine wrote of this new marvel built in their city that weighed 600 million pounds and contained 37 million cubic feet. What building had just been built? Toss up number three. That is correct. No bonus. Discipering ancient language. The Rosetta Stone provides a translation between three written languages. Egyptian, Demotic, Ancient Greek, and this. Excuse me, I read that but Rosetta Stone provides a translation between three written languages. Egyptian, Demotic, Ancient Greek, and this. When writing in this language, placing a character multiple times in a row indicates a plural. That's incorrect. Incorrect answer is hieroglyphics. That's nice. Calangelo. One meaning would be the verb for how one gets apples with their mouths from a large container of water or it could be the weight at the bottom. One meaning would be the verb for how one gets apples with their mouths from a large container of water or it could be the weight at the bottom of a pendulum. Most though would know the up and down movement of the head that inspired the little dolls with bouncing hair. Which three-letter word that means these is a Calangelo. That is correct. Bonus number nine. Well-loved first lady of Calangelo. A New York City social worker, she lived in the White House longer than any other woman named her. That is correct. Bonus number 10. Distributing heat. Ocean currents are one of the two main mechanisms by which heat from the sun is transported around the earth. Name the other according to one of the three words. That is correct.  Pay it to go. A rideshare company charges a flat rate of $12.95 and $25 cents per mile. The bill for the number of miles is $21.20. How many miles were charged? The correct answer is 33. Bonus number 11. What of a kind? This word has near suggestions as synonyms, but no one word that can really replace it. What word starting with you can be, with the letter U, can be defined with phrases such as one of a kind or unlike anything. That is correct. Your bonus based on literature. Partially. Name the Disney film very loosely inspired by Hans Christian Andersen's The Snow Queen. That is correct. Top up numbers 12. Translation from French to Spanish. Word is La Follet in French, but is much shorter in Spanish where it's L what? That is correct. Your bonus. Lots of mountains. We all know the tallest mountain in the world, but can you give the name of the longest mountain race in the world? Populations. That is incorrect. The correct answer is the Andy, and that's included around the bell. I would like to thank you to all of you. Thank you so much for being such a good contestant. I really appreciate all of you. It was really fun to watch you compete. I'd also like to thank Claire and Tammy for their wonderful help. Thank you very much. I think we'll have to wait now until we're given the all clear. We're waiting for one great contestant. Yes, W in the field. I know! I know! I know! I know! I know! I do. I know! I know! I know! I did know that was true. You guys, thank you so much for your help. I just so, I want to say goodbye. I hope to see you again. Thank you. Thank you so much. Thank you. Thank you. Thank you. Oh, God. I'm so excited. Thank you. I've finished it. I'm so excited about it. Thank you so much for your support. This time is still grand. Thank you so much. Thank you for your support. Thank you. Yeah. Thank you so much. Thank you. I keep walking over there, and I understand that. Well, just know I do have a call-in, so we should have something. Thank you. Bye. Thank you. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Now, do we have O'Neill St. Mary's and Christ Lutheran up? Okay. And then after that, we would have Alcorn Valley and Stewart. Okay. Sounds good. Thank you. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Bye. Make sure your caption is in stop three. Make sure you have them. Yep, that's exactly it. Then we can see your questions. Okay, we need a question. Round 12 question 4. Round 12 questions. Yes, and then we. We didn't use one of those. Round 12 question 4. We will work that out. No, um, and then we don't have a real thank you. Okay, I'm sorry. Thank you. I'm sorry. Round 20 question 3. I'm sorry.  We did use the round 20 question 3. And can there be other teams in here watching today? The round 20 question 3. Okay, thank you. Sorry, next we go over there. We're going to take a ballot. Come on. Number 4. Okay. Make sure you wait to be called on. You guys know the drill. Here we are. Number one. I'm sorry. I'm sorry. Number one. What word finishes the two word cliche that starts with crop dial. Meaning instant food. Press which are number one. That is correct. Your bonus number one. Correct. Bugs are cool. What's the word for a person who specializes in the study of insects? It depends on the model. Process number 2. Dangerous animal. Range. Mexico. Central and South America. Africa. Southeast Asia. And Australia. Habitat. Grassy swamps and slow moving rivers. Evolutionary significance. The last living link to dinosaurs. Appearance. Some of its teeth show even when its mouth is closed. That is correct. Your bonus. That is correct. Your bonus. Dangerous animal. Range. Mexico. Central and South America. Africa. Southeast Asia. And Australia. Habitat. Grassy swamps and slow moving rivers. Evolutionary significance. That is correct. Your bonus. Friend to generations of kids. Won't you be my neighbor is the theme song to this series that began on PBF in 1970. Name the series. Mr. Rogers. Process number 3. Early Patriots. What American revolutionary leader explained? If this be reason, make the most of it. As his second most famous quote. Early Patriots. What American revolutionary leader explained? If this be reason, make the most of it. As his second most famous quote. That is correct. The correct answer is Patrick Henry. Process number 4. Molentus mountain. The mountain is a member of the trilogy. This mountain is a member of the trilogy. The three hardest to climb mountains of the elf. Name the mountain on the border of Italy and Switzerland. Four houses. Each of the four houses of the Hogwarts school of wizardry. At wizardry and which craft is overseen by a professor. Name any two of these. Each of the four houses of the Hogwarts school of wizardry and which craft is overseen by a professor. Name any two of these four houses. That is correct. The correct answer is that is correct. Your bonus. Economic collaboration. Companies always look for new ways to collaborate and make money. In 2018 and 2019 company produced some athletic shoes in collaboration with this Superchain known for its coffee and its tourist which change have their signature logo and orange and pink colors on those athletic cues? That is correct. Pass up number six. Earth science. The part of the soil made up of dead plants and animals is called... Oh, okay. Okay. So, the part of the soil made up of dead plants and animals... Oh, yeah, that's number three. That is correct. There's bone. Medicine. Goliosis is a curvature of what part of the body? Pass up number seven. Small effects of larger conflict. The name of this breed of dog was changed due to problems between Germany and the nation to their north when the dog got renamed for the people of the north country. What two-word name refers first to the very large size of the breed and then the people? That is correct. Your bonus. Blitting the country. The continental divide runs through or forms the border of five states. Name any two of them. Blitting the country. The continental divide runs through or forms the border of five states. Name any two of them. They are Colorado, Idaho, Montana, New Mexico, and Wyoming. That's eight. T.R. Augusta, Georgia is the traditional home of which PGA tournament? Are you going to say number six? That is correct. Bonus eight. Low instruments. Which grass instrument has the lowest pitch? Pass up number nine. American artist. This tennis, this 20th century artist was nicknamed Jack the Dripper for his action painting technique. Technique that had no beginning, no end, and no center of interest. Name him. The correct answer is Jackson Pollock. Pass up number ten. Legacy for many. Name the blind French boy who at age 15 was the number one. That is correct. Your bonus is a paper and pencil. Tipping. Next. Two different people at a coffee shop each pay a $2 tip. If one person tipped 10% of his bill and the other person tipped 20% of his bill, then what was the difference in dollars between their two bills? $20. That's incredible. Pass up number 11. Lord of the Rings. Which character in Lord of the Rings is also known as Strider? That is correct. Bonus number 11 is also a paper and pencil. Plating ahead. Your yard is shaped oddly in that it's shaped like a house. That is a triangle on top of a rectangle. Your triangle is 20 feet high, 35 feet wide, and the rectangle is 40 feet in length, and 35 feet in width. You would love to build a swimming pool in the center, 15 by 10 feet. How much area in square feet would you have left in your yard if you build that pool? Correct. 1600 square feet. There's a 20-point difference, so that concludes our math. Thank you very much. O'Neill, you will present to... We'll take Mary's, we'll take O'Neill. We'll take something where... We'll take her through in the other building. Is that right now? Is that right? Together. Thank you. 3, 4, 5, 6, 7, 8, 4, 5, 6, 7, 9, 10, 10, 11, 2, 3, 4, 5, 8. This is round eight, toss-up number one, Greek alphabet. The beginning of anything is shown by which letter of the Greek alphabet? That is correct. Bonus. Quick answer. Answer this question expediently. How do you spell expediently? That is D-H-P-E-U-I-E-N-T-L-Y. Toss-up two. Parts of what cycle are quarter, new, and full-faceted? Okay, now the number six. Incorrect. Parts of what cycle are quarter, new, and full-faceted? Its name is the adjective that refers to things related to the moon. Incorrect. The other cycle? That is correct. Your bonus. Work schedule. During a compressed week, an employee still works 40 hours, but usually doesn't in how many days. That's incorrect. It's core. Toss-up number three, famous day. The Battle of Normandy started in June of 1944 and did not end until office. On the first day of that battle, 156,000 American, British, and Canadian troops landed on the beaches of Normandy to fight a battle that would bring about the end of World War II. What is that first day? That is correct. Your bonus. Just think. What term describes choral music without instrumental accompaniment? That is correct. Toss-up number four, which author created the March Air and the Mad Pattern and the Door Mouse? That is correct. That is correct. Which author created the March Air and the Mad Pattern and the Door Mouse? That's incorrect. Toss-up number five, face cleanser. The Kuiper Belt and the Oort Cloud are called wrist cleanser. The Kuiper Belt and the Oort Cloud are called reservoirs for the solar system supplier of water.  That's incorrect. The Kuiper Belt and the Oort Cloud are called reservoirs for the solar system suppliers of water. What do we call these dirty face ice cleanser? That is correct. Your bonus. Time and history. This is the year that both Martin Luther King Jr. and Robert Kennedy were assassinated. For the Kennedy family, it was five years since they had lost John. In what year did these tragedies take place? 1987. I'm sorry, that's incorrect. Toss-up number six, running the show. During March Madness, there are the officials who made the call and during the Super Bowl as well. Who are these people? Stuart, number two, recreation. That is correct. Bonus number six, state animal. The state domestic animal for which state is the dairy cow? It was comfort. Toss-up number seven, vocabulary. A unique term or excuse me, a unique item such as a painting and historic autograph or an old lunchbox that is rare in number and that when sold can generate capital gains is known as what. We are looking for an 11-letter word starting with C. Sorry, I'd like to get a term. Yes. Alcorn ballot, a unique term or item such as a painting and historic autograph or an old lunchbox that is rare in number and that when sold can generate capital gains is known as what. We're looking for an 11-letter word starting with C. That is correct. Passage of problem, this is Patreon stencil. 21 people that included team members, parents and coach went to a national academic challenge tournament with nine of them in a small bus and three in each car. On the return trip, if four of them rode in each car, how many returned on the bus? Toss-up number eight, major tourist attraction. What world famous building in Agra has a bold shape central dome surrounded by four smaller domes all built on a great marble slab with a tall slender minaret at each corner. Toss-up number three, that is correct. Bonus eight, types of snow. In ski terms, what word is best defined as bright, loose and consolidated snow? Toss-up number nine, ring to planet. Now that we have better ways to observe our solar system, we have discovered more planets with rings. How many planets do we now know have those rings? Toss-up number three, that is incorrect. Ranged planet stewards. Now that we have better ways to observe our solar system, we have discovered more planets with rings. How many planets do we now know have those rings? Toss-up number ten, behaving on the side run, this is Toss-up number ten. In the NBA, what's the name of the type of fowl? That is correct. Bonus, Elkhorn Valley. Taking all seven members of which musical group are planning on coming back around 2025 when they have completed military service to their shared nation? BTS. That's right. Bonus eight, common last name. Shares what real last name with Secretary of State Daniel and writer of the word NOAA. Incorrect. Toss-up number twelve, the Continental Congress reluctantly commissioned him as a major general in seven states. Toss-up number twelve, the Continental Congress reluctantly commissioned him as a major general in seven states. He commissioned him as a major general in 1777 but didn't give him a command until he passed his teenage years and learned to speak English. Named this eventual hero of two worlds, both America and France, Elkhorn Valley, the Continental Congress reluctantly commissioned him as a major general in 1777 but didn't give him a command until he passed his teenage years and learned how to speak English. Named this eventual hero of two worlds, both America and France, Elkhorn Valley, that is incorrect. So that concludes the round. Thank you very much. Thank you. And I think it's all working well for you, John. Thank you all for joining me. All right, thank you. Stuart, are you a part of the road? I'm a multi-purpose room in the other building. I'm a multi-purpose room in the other building. No, I'm not. I'm a multi-purpose room. Stuart, are you a part of them? You're right. I'm a multi-purpose room in the other building, and you will be taking on... I'm supposed to be part of it. I know. I'm supposed to be part of it. Yes, I know what I'm doing. Okay, I'm going to read through questions like that a little bit. You did great. Yeah. I think they kept the terms. I think I'm supposed to be part of it. She was the same, but you have a very nice read. Oh, I'm supposed to be part of it. I don't like the structure. This is known as the Shacko-de-Nabella Fringe Names for Everything, and you're only a few land seal parts. For instance, Fringe Rides are listed on the main screen. But major structures in general is Shacko-de-Nabella.