So I'll go through and introduce each of our panelists briefly, and then we'll jump right in. So to my left is Ed Berger. Ed Berger is an associate professor, recently promoted to full. Hey, hey. In education and mechanical engineering at Purdue. He was in 1996, and his MS in mechanical engineering a little before that. Prior to joining us in 2014, he served as associate dean for undergraduate programs in the School of Engineering of the University of Virginia, where he was also a faculty member in mechanical engineering. Prior to joining UVA, he was on the faculty in mechanical at the University of Cincinnati. His engineering education research agenda includes two key issues. First, as an instructor, the use of social media for effective teaching. And second, as an administrator, the emerging institutional research area of predictive models for student academic success. His mechanical engineering research interests include nonlinear mechanics of joints and interfaces. To Ed's left is Sherry Shepard. There we go. It's over here. Sherry Shepard is the Richard Whelan Professor of mechanical engineering at Stanford, where she teaches both undergraduate and graduate design classes and conducts research on fracture mechanics and applied finite element analysis. And she does research on how people become engineers. From 1999 to 2008, she served as a senior scholar at the Carnegie Foundation for the advancement of teaching, where she led the foundation's engineering study. In addition to publishing technical papers, reports and textbooks, she has led or co-led several large multi-institutional projects to build new educational research programs and related resources, such as the Center for the Advancement of Engineering Education, the National Center for Engineering Pathways to Innovation, which some of you may know as the EPIS Center, and a program on summer research experiences for high school teachers. Her industry experience includes engineering positions at all of Detroit's Big Three, Ford, GM, and Chrysler. Her work has been recognized with numerous honors and awards, including the Walter Gores Award, which is Stanford's highest award for excellence in teaching, and the Chester Carlson Award and Ralph Coats Rowe Awards from the American Society for Engineering Education, recognizing her distinguished accomplishments in engineering education and her outstanding teachable and notable contributions to the mechanical engineering profession. So to Sherry's left is Joyce Main, assistant professor of engineering education, recently given tenure and promoted to associate, and her research examines the impact of educational programs and policies on students' academic and employment pathways with a focus on participation of women and underrepresented minorities in engineering. In 2017, Dr. Main was awarded an NSF career grant to model longitudinal career pathways of engineering doctorates. She's also the PI of an NSF research study examining academic and employment returns to student engagement in cooperative education programs. Dr. Main is the recipient of the 2014 ASEE Educational Research Methods Apprentice Faculty Award, the 2015 Frontiers in Education Faculty Fellow Award, and the 2018 Violet Haas Memorial Fellowship, and very recently, the 2019 Betty Vedder Award for Research from WePAN. And to Joyce's left is Tim Lazator. Tim serves as Purdue's executive director for career success and director of the Center for Career Opportunities. Following a brief tenure working in the private sector, Tim began his career in university career services in 1981 at WVU. His career services work included career counseling and administrative positions at University of Illinois, Urbana-Champaign, and Indiana University, no hissing. Prior to his Purdue appointment in 2000, Tim served as the career center director at Stony Brook University on Long Island, having authored chapters and five books on career and job search related topics. Tim was awarded a Fulbright in 2005 to study higher education and society in Germany and Poland. Today, Tim leads Purdue's career readiness assessment team and initiative of the University Innovation Alliance. So welcome all of our panelists. This is a lot of expertise here on the career pathways of engineers. So I'm going to ask each panelist first to just provide a couple of sentences on what each one does to understand or improve the transition between engineering undergrad education and early career. So let's just go. Well, the focus of our attention in, we have a research grant called the Red Grant Revolutionizing Engineering Departments. Our focus has been on the kinds of non-technical preparation that students receive while they're here and how that aligns or doesn't align with what is useful for them in their first position after they graduate, where these skills could include anything from communication to teamwork, any of the other what people call professional skills. And we're trying to understand a little bit more about the degree to which students feel they possess these skills and the degree to which they have access to opportunities to build those skills while they're here and how we can just generally bolster their readiness while they're here and give them those experiences through either curricular means or co-curricular slash extracurricular means as well. So we study that and we try to sort of figure out how we can advance our mission in that regard. I think two things I'll mention where we're puzzling through this question of students transitioning to early career professional. One has been a partnership which actually has been with Purdue and Rose Holman, San Jose State, Stanford, and Virginia Tech and Virginia Commonwealth to really look at what is the relationship between career development centers and local advising that students get within departments or student services office and the various points of view on that, on who is there to support students and how well does that work and ultimately we want that work to translate into materials and strategies for the various stakeholders who really are there to support questions around career development. The other thing we do is we talk to a lot of early career engineers in terms of understanding the skills that are critical not only to they're getting their work done and enjoying their work but also for them to be thinking long term about their career and really that's a great source of thinking about how does that translate back into again conversations that could or should be happening when students are still students. Good morning. Overall my research group looks at student pathways into engineering and into the workforce so we look at their pathways from high school to college and into the workforce. So specific to their early career transitions we're looking at how participation in cooperative education programs and co-ops and how that influences students' likelihood of attaining engineering work and their early career salary and what it means for their longer term career pathways and salary outlook. Someone asked a question before I give you my two sentences. Most of your students, how many have found your way to the CCO in Young Hall? Okay, many of you. Not quite half though. Anyway, the Center for Career Opportunities is the campus' comprehensive career center. So we serve all majors at all degree levels and everything from career development, career coaching, helping students build job search tools to actually being a hub for employer engagement and it may be a surprise to some of you but last year we counted 1711 unique employers that were physically on campus recruiting students. So we have a very large employer engagement piece to that. Alright, thanks. So I'm going to go through sort of three questions for the panel and then we'll turn it over for your questions. And what I'm really asking them to do is that they're each sitting on a large kind of body of knowledge, a wealth of information about this. So I'm going to ask a question in three parts basically, which is what is the one thing that you want to tell undergraduates about the transition from undergrad to career that would improve the transition for them? And then I'm going to ask what's the one thing you want employers to know and what's the one thing you want engineering educators to know to assist with the transition. So I think we're just going to keep going down the row and have each question answered in turn. What would you tell students about the one thing you think is most important for them to understand about the transition? I think that when students are in the midst of the curriculum, which especially in engineering is so rigorous, they spend a lot of time in deep technical details, they don't always appreciate that there are other marketable skills that deserve more priority than many times they get. And so I would like to engage students in a discussion about the potential trade-offs of taking this course versus that course, so one that provides depth versus one that provides breadth. So this idea of a T-shaped engineer that people talk about sometimes. So that's the one thing I would want to engage in more conversations with students about because there's a lot of value to the top of the T, even though there's a lot of value to the depth as well. I think the first thing would be reassuring them that it is a transition and in fact life is a sole series of transitions. And I don't know if that's calming, you know, that they hope that you make a choice and then you're set. But in fact, you're always going to be confronted with the possibility of new roles and stepping into things where you're uncertain and so kind of say, get used to that. I think another thing though, I'll say two things. One is start the thinking about where you want to be and how you want to be well before, you know, your last semester because these are really deep and hard questions around what is your world meaning? What is your work meaning? How do those reflect where you want to be situated in the next steps? What are your values? And these are really hard questions and they're easy to put aside because of the problem sets and all those other things. So think about the discipline of being in a community through a career development center with friends to have yourself actually reflect on those very hard questions. In terms of the one thing that I would like undergraduates to think about as they transition into their careers, I think that mentorship, community and social networks are super important and reaching out to other recent graduates who have just gone through the process is really important. Seeking out mentors who've been in the workforce for a little longer to get their perspective would be really helpful for that process. So really reaching out to their communities for support. And I want to play off that a little bit because a lot of students are genuinely surprised with how many resources there are on this campus. So we really encourage you to take the time to make very well informed decisions. As I mentioned earlier, you're on a campus that's aggressively recruited by many kinds of employers. It is easy to just kind of pay attention to the brands and talk to the people who are being particularly savvy and good at talking with you. But there are great resources. One, for instance, is the Career Research Portal, which is on the library server, but the CCO and a few other departments pay into that to subscribe to these amazing, robust databases. We also provide a lot of special programming to bring organizations in that don't have those brand names like the Emerging Employer Career Fair for startups and second-stage companies. So it's really to be thoughtful and look beyond the glitz in the branding strategies of the high-profile companies to really look and understand what's out there and what the possibilities are. All right, thanks. So what do you want employers to know? What could they do to better support early career engineers as they enter their companies? You got it? Yeah, I'm just going to keep doing this. I've been thinking for a long time at all of the universities that I've been employed with that there's such an opportunity to work with employers to figure out how well calibrated are our graduates to their needs and what are the specific things that we can improve. And so from an employer standpoint, I want them to understand that there are willing partners on our side to sort of figure out what does the curricular and co-curricular experience need to look like to add value to everybody's experience, not just on the employer side, but obviously the student learning new skills and so forth as well. And so I think that there's not enough of those conversations that happen kind of routinely and there's not enough action that comes out of those conversations now, but there are people who are willing on this side to do some work to make some of those things improved. I think one thing would be related to continuing to reflect and revise what your onboarding strategies are. Being aware that when somebody comes into a new environment, there are so many acronyms, for instance, as the very trivial thing, but they can stumble people up. And so what is that process of enculturating and getting someone to really feel like they're a vital member of a team? And so reviewing that and is it working? And is it working for all of your new employees? The second thing, and this was part of a talk I gave a couple of weeks ago at a conference on women leadership in tech companies, and it was talking about rethink what your strategies are in partnering with universities. I mean, I think there are the very valuable traditional recruiting ones, but what can your relationship be with a program in terms of guest speakers and field trips and maybe even co-research? I have a grant with Ford right now that's critically looking at what is the internship experience of product development interns and does it really affect their view of the auto industry in general and their view of themselves, the students, their view of themselves as engineers. So think more creatively about what is this university, industry, firm kind of partnership and how can it be actually more productive? Yes, so I would agree with everything that's been said before. I think it's really important to kind of think about the onboarding process as well as the recruitment process, right? So for employers who are interested in diversifying their particular workforce, having an authentic relationship with colleges and universities and really thinking about, you know, these different types of partnerships and how to get students engaged is really important. Amen to everything said. I'll speak a little bit more to the recruiting side because that's what I do. Two things in particular. I already mentioned the numbers to you. Very competitive for employers to meet their talent acquisition needs. There's a lot of competition for them. So we will talk to companies a lot to look at freshmen, talk to them, see potential. One of the worst things I see at the industrial round table were one of the career fairs when companies literally wave off freshmen. They don't want to talk to them yet. Come back in a couple of years, that's a big mistake. And really not only speaking with freshmen, but engaging them, helping them be part of that career development, student development process. The other piece is we have some exceptionally wonderful and talented international students. And there are too many companies who can sponsor, who can have these international students come on board through CPT or OPT as interns that don't. And we really confront them on that because there is so much that they bring from a cultural standpoint, from an academic standpoint to the workplace. So really freshmen and international students is really what we have some of those tough conversations with employers. Okay, so before we go on to the question about engineering educators, I'm going to change things up and ask a follow-up, which is what are the points of disconnection for students entering the workforce? How are their expectations not met? And I don't necessarily mean that in a negative way, but what surprises them about what they think their first job is going to be like and what their experience typically is. And this one I may ask for volunteers since I don't want to put each of you on the spot, but anybody that wants to go ahead and share. So one of the things I've heard from students and employers is while it's great in the academy that we're putting students on teams and really letting them focus for a semester or a quarter for a long period of time on a project, taking it from a need all the way through. Students may come in now to the workforce expecting that's what teams are and that people will be co-located and you'll have lots of time together and you'll eat lunch together. And the reality of most organizations are being on a team maybe you never actually meet your team members and you're on the project for two weeks because you have a particular expertise that they need to draw in. So kind of a mismatch on what a team means. So I think that the early career engineer needs to figure out how to be on now what a team is in whatever organization there is to be productive. I think another thing that working through is you may be the only 20-something in the group, in the work group. And so figuring out socially what does it mean to connect with a wider range of people in terms of age and connect as peers because the university kind of has a hierarchy of professors and all of that but now you're on a group where you are on a level line and so what does that mean socially? So I think that's two of the things. Tim? And I would certainly speak that culture because going from a campus culture to a work culture can be very different. Some of you experiences in your first internship or your first co-op assignment. Others of you may not experience it until you graduate from college and go into that. There are certain things you're used to on campus, grades for instance, that you're essentially going to put a lot of effort into a very specific amount of time, maybe 16 weeks. I know some students will calculate how much effort they put into certain classes to get to a certain GPA threshold and maybe they don't work quite as hard as some as other. That's different in a work setting. You really oftentimes don't have that option. You need to really put forth great effort across the board. Hours, a lot of students, especially as you become upperclassman, you have a little more control. If you don't want to take those early morning classes, you can adjust your calendars accordingly. Sometimes you don't have that kind of flexibility within a work setting. You may have early morning meetings. You're not used to being involved at hours. You're not used to being involved. Social life can be a big thing. I'm sure nobody here has put on a costume and was 4 a.m. down in the among the bars for breakfast club. You probably can't pull that off very regularly when you're in a work setting. Getting plenty of rest, exercise, really being at your best is very important. Even simple things like attire. There is many work settings that you'll be in where it is pretty casual. You don't see a lot of coats and ties anymore, depending on the industry and the work setting. Nor are you seeing people come in and cut off jeans and these content flavored t-shirts. There's adjustments at a lot of different levels. I think adjusting to that culture from the campus to the world of work can be a surprise. We've also talked about a lot of students who have had internships and co-op assignments. On the one hand, they often report back a sense of pride that they have been well prepared to do certain elements of their job. The Purdue engineers in particular are not afraid of hard work and they take that to their job. They're also technically very well prepared so they have a skill set that allows them to contribute to whatever the mission is. However, they also have nowhere to hide and they have to perhaps for the first time confront things that they maybe aren't so good at. That is some of the things that you all are mentioning, which is adjusting to a new culture in the organization or doing some sort of remote teaming or whatever it might be. I think that part of the transition whether it's to a co-op job or to a permanent position is just managing and knowing that it's not all going to be entirely smooth and you're going to learn things about yourself and it's just been a set of interesting discussions with people who come back from a co-op assignment and can reflect on that and it helps them sort of think through what are the things I need to do to improve so that next time it goes a little bit more smoothly. Joyce, do you have anything to add? Yes, so there are a lot of students who do experience a mismatch between their own expectations about what work is going to be like and what the reality is once they do start working but since my research group primarily talks with students who've had co-op experiences and internship experiences, these kind of early work experience actually helps mitigate a lot of some of that you know, discord, right? So, you know, it's a good way to try to kind of, you know, match up the reality between expectations so to get more consistency. Thanks. Alright, so now, and I think this is a nice segue because we've been talking about sort of how do engineering students as they go to co-op how do they extract lessons from that what do they learn about themselves so what are the things that engineering educators ought to know about better preparing students for that transition? What are the things that can help engineers adapt to their early career pathways? This is a tough question because I think in the abstract you can talk to engineering educators and they will say yes, we should do a better job of this or this or this but then where the rubber meets the road it's not often their job to do that thing, right? So there's always a question of well sure we should do this better but who's going to do that? I teach, you know, thermodynamics or I teach transport or whatever I teach it's not my job to teach teaming or it's not my job to teach professional skills or communication or whatever it is so I think there is some broad agreement that there are things that we can do better and it's really difficult to have those conversations to figure out how to enact what we think we ought to do and it's just a challenge across the university not just in this dimension but there's a whole bunch of other conversations we could or should be having that are also challenged by that state of affairs but there is a way that we can do this, right? There are enough people I think that believe in moving in certain directions that it's possible but it's really hard and that's the challenge we always face. Sure. You know, asking what engineering educators can do to work in this space is interesting for the reasons Ed talked about and for a second reason many faculty have actually not worked in industry and so we're talking about a world we're certainly engaged in a real world the academy is a real world and an organization and all the issues that are in a manufacturing firm are replicated here but we haven't necessarily looked and been in an environment where a product is being produced in terms of hardware and so we can provide some of that but I think again the relationships with industry as coaches we have been experimenting at Stanford for the last 5 maybe 10 years and actually having a course for academic credit called Designing Your Life and there's a book by Dave Evans and Bill Burnett that really gives students time in the course to struggle with these questions I offer a version of it for PhD students believe it or not PhD students a year or two years before they finish are stumped by these questions too about what I want to do with my life and Dave and Bill really have the academic chops to really be working in that space of questioning what do you want out of life so I think making sure there is space in a student's life to ponder and struggle with these incredibly important questions in terms of what I would say to faculty and instructors be aware of the resources available on campus like CCO so if students ask you about working in industry you can recommend the places that they could go to get more information second a lot of faculty already have a lot of opportunities in their own classes for students to develop professional skills so that's already embedded in a lot of the curriculum so perhaps better signposting that they're there just calling them out and saying these skills are going to be important later for when you get into the workforce I think kind of flagging it for students will help them think about how they can translate that to later you know the term mentorship can be a scary term to faculty it really is about how it's defined I know a lot of people when they think of mentors they think okay I need to commit like 8 to 10 hours a week to each student obviously time will pass by quickly it's more than that definition in our conversations with students a simple thing that some students want is just to engage a faculty to learn about their contacts who is it that they can connect to maybe as a perspective internship provider or as a perspective hire when they graduate who can they connect with as it relates to a particular research so mentoring there can be value to the student in a number of ways beyond a big time commitment for faculty with each of their students which really just isn't realistic so being willing to be available really be open and engaged to have those kinds of conversations with students that help them go a long way and we learned out a number of years ago with the Gallup Purdue survey in how alums even 30 years out really valued having that kind of connection with faculty can I say one more thing so I know we're talking undergraduate to work force but I think those also those conversations with faculty can plant seeds about graduate education and the conversation around what are you thinking about your future is it seems like you really like these kind of classes might you think about studying those more in the future and there are some students maybe because of their background who never thought about graduate school as an option either immediately after they graduate but longer term as they really see what their needs may be to actually get where they want in their career so that's another thing of reminding students they have a range of options in their longer career right thanks so it's your time folks so this is the risky thing to do on a Friday morning to say oh yeah the audience is going to ask questions so I'm trusting you all and please use the mic so there are mics traveling and we are recording so we want to make sure first that people can hear you but also that we're recording your question I'll repeat questions is also very good in engineering and science and that your students don't have to declare major until after their second year I think do you find or do you feel that that makes a difference in your graduates compared to graduates from other schools that do not have maybe such richness in terms of gravity? I do think it does you know and there's no quality judgment I mean I think it's a difference our students may graduate in mechanical engineering and never having taken a controls class I suspect that M.E. is here take at least one controls class five or six so there is going to be more technical chops in that particular thing 50% of our undergraduates in M.E. go abroad for a whole quarter and they're studying in Moscow or Kyoto or Madrid or Berlin or Santiago so that's a different component of education in terms of being in the world and again no value judgments but it will represent a different set of views and I think that I think employers are very aware of that and that they need a range of engineers with these different points of view to actually have a vital vibrant organization can I say too? I used to work at a liberal arts institution with an engineering school and now I work at an engineering institution with some other things and we're a comprehensive land grant university am I wrong? Am I wrong? Amen but my point is that when I talk to students the kinds of jobs that they get are different and the kinds of jobs for which people come to recruit are somewhat different too and I think it reflects the identity institution and again it's not a value judgment it's just an access to opportunity is slightly different so I think it makes a difference I'm not sure it's not good or bad it's just sort of an observation that is it's two different models of ways that things happen and I would will also add about 50% of our ME majors stay on for a master's degree and they do that they call it a co-term degree where you get your masters and your bachelors both at the end of five years and in part because they're still hungry for more technical they feel like they need some more well roundedness in particular areas of ME so there's also this cost if you will to a student who wants to go more in depth feeling like they need that additional fifth year. Thank you each for your time we appreciate that you are here and giving us the information that you are. As a first year engineering professor and my research is really basically on that early side K-12 area I have really hard to help our students understand the diversity issues around women in the workforce and it's very important to have multiple perspectives, value the international experiences of your young colleagues with you and I think what I see is in the academy here our students are getting a diverse and sometimes mixed message about what that's supposed to be and I heard a story from a young woman who has come through our program she's graduating she went to interview at a company she told me this yesterday that she turned out an offer because it was a very hierarchical structure and the person who was interviewing her said be prepared you're going to have to get dirty this is not a nice clean job it was very it sounded somewhat sexist in the way that she declined the job so I feel like there's a mismatch and I don't think that's true of all companies of course but I think it's still a problem so what are your thoughts on this issue and how do we continue to make it better and how do we help all levels and not just the early ones start to think about this and address that sort of problem if I can comment quickly this is also fresh each semester I go into a computer science class and it's part of multi-generations in the workplace and it's a really neat class because each person represents a different generation on the baby boomer obviously and we really describe workplaces that are really heavy within those generations and it's very interesting to engage a students in that Q&A we actually ask them which they prefer and it's been fun over the years between the millennials and I guess now the Gen Z's in their view of these things but to make a long story short I think in some ways that you can integrate that into the classroom really begin to prepare and address some of the sensitivity that those areas will be helpful in your right there are some industries that are exactly as the company that you describe and there are others that are frankly far more progressive so that goes back to the student research about what's a good fit for them I teach a course called expanding engineering limits culture diversity and equity and there's usually about 80 students in it who come to the class for multiple reasons it counts as one of the general education things on engaging diversity but many of them also it felt slights or not belonging at certain points during their education and even white males you know not a fit and so we talk about the social science and reread the social science and then we talk about the realities of the workplace and that workplaces are also struggling with questions of equity and a distribution of types of people and unbiased assessment of performance and sometimes the students get discouraged because isn't there a perfect company already that I can step into and it just is all fair and the reality is there isn't and they have to be part of actually making the change in the long run so how can we equip them with strategies and skills and wisdom to make some good choices but also say they may have to be activists and figure out what that means in certain organizations we also talk about them learning to read organizations you know reading what an organization says on their website about diversity and then doing information interviewing to talk to people about what is the reality of working in a particular situation so in some ways the academy is more advanced in talking about these issues but in some ways we aren't and I think students really need to be aware that they're not going to find the perfect fit but you know where can they find one that they figure out they can flourish and actually have impact in the corner oh it's Kerry I'll stand up so you can see me my question is for Sherry since you're from outside the university so here there seems to be a lot of emphasis on sort of speeding up the undergrad degree to get students to be working faster the idea being that the faster they can finish their degree they can save money and so I'm kind of curious because what you're talking about is saying 50% of MEs are getting a masters that's definitely not speeding things up I mean it's taking longer and so I know some of us have our own feelings about this and as we think about for engineering but from an outside perspective just kind of curious if you could kind of talk about that balance and there's the tension the engineer of 2020 report new skills that are needed too so we want to actually stuff more into that degree I would say you know many of our students actually come in with a full year of AP units so I also have to say that in terms of their math and science so they're able to actually start engineering earlier so they actually may do both degrees in four years so sometimes it's not extending it out to a fifth year so that's a little bit of a footnote you know I think there's the hurry up but I think we also have to recognize those years of traditional students and there are non-traditional students in their 30s but that age from 18 to 22 and adolescence actually goes into your mid to late 20s you know it's not just a teenage thing so is it really great to rush it to get into the workforce or actually savor that time to muck around be uncertain to figure out who you are so I've got conflicted feelings I know Germany has really struggled on this employment thing for a couple of reasons their high school used to go up through 13 so students were that older they had mandatory service and that was either in the military or working on a service organization and then their first degree was a five year degree it was the diploma they've gone now to more of our system in terms of their bachelors is three years there's no mandatory service anymore and their high school is 12 years now and so employers are really struggling that these individuals are now coming in like three to four years younger and really developmentally are at a different place so I'm not sure we just want to rush it question in the front so my question comes from a place of I've worked in very small companies in different areas and sometimes like you said you're the only 20 person there what would you suggest on how to meet new people in a new city or how to really have that work life balance when you don't have anyone that looks like you so suggestions for I was just having this conversation with an advisee before I came out here for her her faith is a really important part of who she is and so she's really recognizing finding a church or a synagogue to actually be part of that she's also an athlete so figuring out where's the gym that she can be joining and you know I've had other students who also recognize I'm remembering actually it was a young woman and I won't name the company but everyone there was much older and they were really into American football and she really did she knew nothing about American football she actually decided she needed to learn something about American football so that she could open up the conversation and actually she found that opened the conversation on a whole set of things once she kind of knew the lingo and the acronyms and all that a little bit with football so sometimes you need to be actually make connections and realize that age doesn't have to be a barrier in terms of talking about life and all of its trauma and drama social networking you have a LinkedIn account so there exist I don't know if you were already in the group but there is a Purdue Engineering Alumni Association group and we partnered with them so they grew at first with about 6,000 to 7,000 alumni and then we occasionally invite students to join a lot of these alumni are a little older they want to mentor, they want to help make connections so that is a great way to join and just do a little bit of a deep dive where you can find those with an affinity some might be from your hometown some may be living where you plan to live and invite conversation that way so when you connect to one that's good the other thing is check the Purdue Alumni Association see if there is an alumni chapter close by because that's also a great way to make connections and there are 20 something groups around, I'm on Meetup I just moved here 2 years ago so I'm doing the same thing looking for community and I've noticed a lot of things were 20 somethings that I wouldn't go to, right so you see those on Facebook and Meetup is a little weird here because there are not quite enough people so depending on how populated the place is you can use different tools somewhere in the back there we go here and then over there hello so a lot of what's been talked about today is this disconnect in the transition and maybe what undergraduate students and in some cases graduate students lack as they go to a workplace setting from more of a pros model what are some things that Millennials and Gen what is after Millennials? Gen Z okay, what are things that Millennials and Gen Z can are assets and they can bring to companies and how can we also help them realize that this is an asset that they bring because they're living in the world and they don't see it necessarily as an asset they just see how it is but what are those strengths that we as educators can help them realize that they bring to companies? we talk to students all the time through our research and basically what I said before is that they're definitely not afraid of hard work they're passionate about engineering and acquiring skills and acquiring new experiences that test them in terms of their ability to function as an engineer they sort of have that youthful energy that goes with it sometimes and so I think that's all really positive it's even more positive if they come with a certain amount of curiosity or that kind of openness new experience I don't know if that's exactly characteristic of the whole generation but if that is part of the package that's really positive too and so I think those are really those are things that they bring in our case they bring with them here and we help them sharpen them up and really deploy those skills in a pretty positive way I would to that add a comfort with technology and social media and you may be going into an organization that's adopting those things and your comfort could be a real asset to a group you know I think at the same time you need to maybe recognize playing a role of almost a teacher because you know there may be others in the way or another way and it's more comfortable and so how do you play a role in helping others learn to be comfortable with something new and I think playing on that the one thing we know from trending data with millennials and Gen Z is this real passion for wanting to contribute to society for community service for making a difference in the world and I've been fascinated over my years in career services and many of the companies sell themselves to prospective hires and many of the companies are going to talk about that they are making some kind of contribution they may partner with certain charities or certain service organizations so that is something that as a generation is a really great way to connect and I'm going to flag for folks that Professor Pilot our professor of practice and engineering education has published a book called Millennial Reset and it's all about that question of what millennials bring and how to help industry folks learn what those assets are and how to welcome millennials and make the most of what they bring to value add in different settings and I read the book and it's fantastic I'd like to ask you about the current family foundations investment in changing engineering education to include the entrepreneurial mindset they've chosen to invest over 30 million dollars in engineering educators but they've chosen schools that value teaching over research for the most part like Mt. Union, Ohio Northern Valparaiso, Rose-Hulman what are the implications of that what you've been talking about or in Ed's case, changing faculty because they've chosen to invest where they think they can change courses and faculty and by the way it's not here although I had someone from a keen campus basically tell me that I had to do it I had to make Purdue a keen campus so I don't know if that's changed are you involved with them Sherry? I don't know that anybody here has a lot of expertise but I will say I think they're broadening their campuses for this so they did start and in fact I was on a small teaching campus that couldn't get into keen because we proposed a social entrepreneurship project when they at that time they weren't doing that now they are so there's an interesting kind of shift in how they're building their change movement so some of our faculty do have some research partnerships in this space with them so even though we're not officially a campus we are working with them and bringing some of the things that are being learned to our campus as well so there are partnerships I think to your point it's a very it's a much longer conversation than we have time for here about the the way that individual people prioritize how they spend their time and what they choose to invest in and in this case I'm talking about faculty because a lot of these changes just can't happen without faculty direct very sort of close and diligent and in some cases very long term involvement and you're right not every campus has a culture in which that can happen very easily so I mean I don't know what the answer is but there's a very long set of what would you say sort of incentives and rewards and constraints that make that possible in certain places and not as possible in other places so I agree that it's a big perennial problem challenge to sort of figure out what we can do within our environment alright we have seven more minutes more questions here's one in the front thank you all for being here today some of you have actually brought up some of these relevant points about the t-shaped curriculum Kerry asked about the more and for I want to ask I feel like there's this this panel today is about lining up students and moving into workforce but education should be more than just preparing students for workforce what would you tell legislators who are so we're at a public university there's a decrease in public funding for public education including in higher education what would you tell legislators about the broader need for a broader education than just preparing engineering students for workforce give you a minute to think about it it looks like Joyce might have something so with Audine Fenton and Carl Smith as well as Karen Watson we're thinking about proposing reinvigoration of the Morrill Act to try to bring in more funds to public research universities to focus on engineering the mechanical arts as well as liberal arts so all together so and that's an important thing people don't realize about the Morrill Act the phrase you know agriculture and mechanical arts gets quoted a lot but the rest of that sentence has liberal arts in it so it was always meant to be comprehensive education for everybody that was the vision and I think this is a message not only to legislators but the public in general our education is too expensive in the United States the debt that students take on for this thing that they hope will make their life better or give them more opportunities is just unreasonable I mean when you look at other systems in Germany there was student uprisings when they actually were going to charge like 300 euros a semester for their education and so the public commitment to saying this is a public good as opposed to a personal thing needs to be part of the shift back so you were talking about how freshmen and international students are the ones who struggle the most to obtain the company's attention because of their lack of experience I may say so me as an international student and as a freshman student how could we approach like better approach these companies in order for them to notice us since we just want to learn about the company so we can decide what to do with our future okay very good question I think one piece of advice that I will give quickly to freshmen because sometimes they'll go to places like the industrial roundtable and they encounter one or two companies who are just not open to having a conversation they give up too easily in reality a lot of companies want to have those conversations in addition to the career fair formats they're here for information sessions in some cases they may be in the classrooms they may be here even in more informal ways so I think having the confidence to persevere and get in front of the companies and approach them in a way as I know I'm a freshman and your internships might be geared for someone more experienced but I really am interested in your company as a matter of fact and that's where you go to the career research portal to learn what you can about these organizations so essentially you get them interested in knowing that you're a perspective higher at some point in the future and if you go to that poor don't you look at some of those databases and you learn more about the company it will just give you confidence that you can have the kind of conversation that's going to make you much more attractive to them as a candidate and a lot of the same recruiters come year after year so you could meet somebody in your first year and then see them again when you're a sophomore and again when you're a junior and you're building a relationship and so to think about the long game as well even if they're not hiring first years they might you know you can come back and something to know as an international student companies might have this across the board we don't talk to international students but I can tell you for a fact developing those kinds of relationships they may not want to advertise it because they're afraid that there'll be a cast of thousands that want to talk to them but establish those relationships and you may be surprised that they'll figure out a way to try to work you in and provide you with that internship experience so don't take we don't hire internship always as a kind of a black and white carton cement issue I'm connecting Alice's point to this point is that it seems like it's very easy to play the short game in a lot of respects so legislatures might have a relatively near term view or students or employers might have a near term view but I think this idea of playing the long game because I mean for better or worse you're not going to be able to retire for like 50 years right so so it is a very long game and that's really important advice that's really just the connection there was sort of interesting alright we have one minute so any final thoughts from the panel have a really good summer I'm envious the the cco does not shut down for the summer so for students who are here that want to come utilize our services we have drop in hours in the afternoon during the fall and early spring or drop in hours are 10 to 4 Monday through Friday so take advantage of the resources plus there's a lot fewer students in our offices in the summer you get a lot of attention alright will you join me in thanking our panel


Welcome to the complete collection of Scotty Pippen's greatest stories told by NBA players and legends. If you have missed any of the other episodes within this series that the playlist link on the top right of your screen and down in the description box down below. If you click on that link you will see all the NBA players that have been completed so far. I won't keep you waiting. All that I'll ask is that these videos do take a long time to edit so I greatly appreciate if you guys could hit that like button. Let's aim for a thousand likes for the next episode. Comment down below which player you would like to see next and if you enjoy these types of videos be sure to hit that subscribe button. Without further ado, welcome to the complete collection of Scotty Pippen's greatest stories told by NBA players and legends. That story behind the moment when you're on the court, you're trash talking back and forth with Scotty Pippen after he dunked on Patrick Ewing. Do you feel that was your most disrespectful dunk? Yes, I definitely feel that's more. Here's the situation. You weren't much of a talker but there were a couple of instances in your career that I really memorable. I was able to stand on a few people's heads, step over them, whatever you want. But then you talked to Spike Lee afterward. What were y'all talking about? I never ever had any in a play with an athlete before like that ever. I remember that dunk.  I felt like I could touch the roof and I just sort of felt Patrick falling and he tried to grab me and I didn't do anything. I mean it looks worse than what it is but I just tried to release his arm so his momentum would just let him fall back so he wouldn't pull me down and my momentum was still coming towards him and I ended up sort of just walking all on top of him. I said something that I wouldn't want to repeat here but if you can get a professional liberator maybe she can figure it out. Ewing is set. Scotty is set. It's like okay let's take the elevator. Ewing goes to the 10th floor. Scotty went to the 11th. That's it. What stands out most in my mind about that is that Pippin just steps over Ewing and this really symbolized that entire period and the series of magnificent games between the Bulls and the Knicks who really detested each other. Scotty kind of throws them to the ground a little bit and it's almost like down goes Frazier. Down goes Frazier. That's what everyone at home was saying. Down goes Ewing. Down goes Ewing and Scotty knew exactly what he was doing too because the standover and look at him in basketball that's the worst thing you can do. That's not nice, Scotty. It's not a nice thing. It was kind of that little moment where I spiked kind of like he wasn't my hero then. That's a technical foul. It's like Ali's standover listed. You can't do that. I've been stealing Patrick Ewing. Do not speak to me because of that dough. You see where he's got it right. Did you have that reported? No, I didn't have that in there. See Patrick Ewing would not pick you for his all-star team if that ever came up. He won't speak to me but he'll kind of walk up and give me a little pocket in the side. He's been my hero for a long time. I've been talking about the Knicks sidelines and things but when he came into my house and was talking trash I just told him, take a seat. Take a seat. All right step back. Step back. Please step back. Hey, let's go baby. This is the one. Let's do this. We got to jump out of the block. Quick and be smart on the offense today. Let's go. Come on. What time is it? Can you tell me a little about Scotty Pippin and how that whole relationship evolved and how you pushed Scotty Pippin? Well, not just pushed Scotty Pippin. Scotty Pippin pushed me. It was this big brother-other-brother scenario. Scotty Pippin who was the second most important person in providing a dynasty in one of the greatest sporting runs that has ever happened that brought joy to millions and millions of people. In all the videos you never just saw me saw Scotty Pippin. Every championship I won. I knew the hard work that it took to get to that level and if we wanted to get from point A to point B to point Z then I'm gonna have to pull this guy along. We're gonna have to find a way to coexist. We're gonna have to find a way to challenge each other. It is obvious that Scotty Pippin looks back on those years primarily with bitterness. You could see it. You could see it in his face. You could hear it in his voice. Watching you and Michael on the court, it looked like two best friends out there just crushing everybody. What was your relationship like off the court? It wasn't what you saw on the court. We always will have that respect for each other but our friendship is not where people see it on TV think it is. Do you think that Michael Jordan would be as successful without you? No but I don't think I would be successful without him. I think we both complimented each other in a lot of different ways and we kind of competed and pushed each other to be great. To have been a part of something that special and to have been as integral to it as he was and to not look back on it in a joyous way, it just makes me sad. The stuff he said about Michael and Field Jackson, I think if you won six championships together, there was a bar in there. I mean, you didn't win one lucky championship. You won six. As Michael, Scotty, Phil and Jerry Kraus are the only people who were there for all six of those championships. Hypothetically, if you won one championship, there's guys on the team you probably not that close with. Somebody got traded up by the year and where they got traded afterwards. But if you win six championships together, like I said, I don't know but there's gotta be a special bond. There's gotta be a special bond. I mean, that's an amazing accomplishment and for you to trash the greatest player ever, in my opinion. I know Michael, Michael ain't never going to forget it. Of course it was all about Michael first and foremost. He's the greatest ever, but Scotty Pippen, I think, feels as though he's remembered more for being Jordan's sidekick than he is for being remembered as a genuinely great all-time player in his own right. I always admired Scotty Pippen in his game and appreciated him. And then I thought about something. He's the most disrespected all-time great player in any sport that any game has seen. Interesting. He's the most disrespected superstar ever and there's a part of me that sort of thinks that. It's not even close. Michael Jordan didn't win any championships without Scotty Pippen, but let me tell you why the public gets to denounce the role of Scotty Pippen. Two reasons. One, we always want to give the best player all of the credit. Of course. Like I think younger generations of basketball fans, I'll use, you know, my son as an example, he's 18 years old. He knows everything there is to know about Michael Jordan and he knows Scotty Pippen was a really good player who played with him. Because if you're not old enough to have seen it, then maybe you don't realize it and maybe history hasn't done a good enough job of telling Scotty's story. And the last answer was Michael's telling of that story. And Michael Jordan is the best player not just on the team. Of all time. Of all time. So we're going to give him all the credit. Like when you look back at those championship runs, and this is the dubious thing I wanted to show you, he doesn't have like the signature moment. It was on him when MJ left to play at the MVP level, lead the team, they got a bad call against the Knicks or they would have advanced a lot further. Garth has to kick it back out. Michael Jordan, the bull's success in the playoffs, pre Scotty Pippen. And then you look at post Scotty Pippen. Look at that. Oh, you see that, you see that win-loss record there, Jay? Was that one win without Scotty in the playoffs? With three championship rings, a gold medal and three All-Star selections, Scotty had seemed to leave the shadow of obscurity far behind him. But no matter how much he achieved, he found himself constantly eclipsed by his more famous teammate. The years that I've played alongside Michael has definitely been years that I've to some degree been overshadowed. People have said I'm not All-Star, I'm just riding Michael's coattail. But just prior to the 94 season, all that suddenly changed when Jordan stunningly would announce his retirement. This was an opportunity when Michael departed for me to really step forward and show some leadership. Pippen would make the most of his opportunity, leading his team to 55 wins and an All-Star MVP. Finally, he was well on his way to garnering the recognition he deserved. You know, I think when Michael got a chance to retire, you got a chance to see Scotty Pippen's office again. There was a period of time where the world recognized the greatness of Michael Jordan and questioned if that greatness can now translate to winning. And Michael, and this is, I don't mean this in disrespect, but Michael is always the hero of his story. And he deserves to be. He was the best player ever. But then I will say, so I looked up so ESPN did a list of the top players in history came out in 2020. So it's not that long ago of the greatest players ever, the top 100 players in NBA history. And I thought to myself, where did we put Scotty? I couldn't remember where we put Scotty. And as it turns out, we put Scotty at number 21. I think that's pretty good. I think that's about right. 21st in the list of all time greats you're talking about in the whole history of basketball, we're only saying 20 players were better. He had all of the tools. Was he the best at one of them? Possibly not. But there's no one in the league that could say they had every tool that he had. I saw every second of this. I think he was better. He is immediately behind names like Kevin Garnett, Moses Malone and Jerry West. And we could quibble over Scotty versus KG. But overall, what I'm trying to say is I think this is a very fair place to put him. So at least the authoritative history of this stuff, I think his place is being appreciated. I think that what's happened is in a social media world, which is dominated primarily by younger people who are not old enough to have seen him play. I don't think people give Scotty his due. Did you three guys believe that Scotty was portrayed accurately because friends of mine who are friends with Scotty from the Chicago area have talked to him and he said, no, I think it was bullshit how I was portrayed. Do you guys believe Scotty was portrayed fairly and accurately? For me, I'm still kind of upset about it because I know the type of brother that Scotty is. So for me, I didn't like how he was portrayed. And I felt like, you know, it was some, I don't understand the reason behind it. I'm still trying to figure that out that, you know, without Scotty, MJ would not have won. You know, Scotty, I think Scotty's got a big heart. Scotty, you know, when I first got to the Bulls, he wasn't a great shooter, skinny, extraordinarily talented. So everything he had, he worked for. Like I said, it was one man's show. And that's what they saw him. But that's not really reality. Of course.  That documentary called him, well, MJ calls himself as, that's some BS. That's straight up BS. If it wasn't for Scotty Pippin, there would be no six championships. I'm telling you right now, guys. I mean, the first championship where I think MJ got in file trouble with against the Lakers and Magic, who came to the rescue? Number 33, Scotty Pippin. Just putting Pippin on Magic Johnson rather than Michael Jordan. Magic Johnson is the greatest point guard I've ever seen. And Scotty Pippin was picking Magic Johnson up full court. Nobody did that. Scotty accepted that challenge. And I knew what Scotty was going to do. I see it in practice all the time. It gets up in your face and it harasses you. And Pippin never let him get started. Scotty Pippin is going into the Lakers series. Michael had picked up 2,000 early and so it became necessary. I knew that I could cause him a lot of problems. I watched Magic my whole career and even before my career. So I knew the style of player he was and I knew what I could do to prohibit him from being as effective on the basketball court as he had been throughout his career. Scotty gave me some problems and he made it a little tougher for us to get into our offense. And so it was a smart move on their side. Michael then was able to gamble a little bit of time to get the passing lane. So we found a little thing that really disrupted their tempo. And sure enough they just dominated from then on. And the Chicago Bulls have won their first ever NBA championship. Scotty Pippin. I don't think people recognize just how great he was and that he was historically much, much better than just the second best player on Michael Jordan's teams. There's a famous clip of Kobe watching you. He didn't watch you dribble. He didn't watch anything. He just watched your foot speed over and over and over again. If I'm a young player coming into the league today, I would really focus on the defensive end of the floor and look at Scotty Pippin. I mean, this guy was a genius. It's crazy, man. I love Scotty Pippin, bro. Really?  Like, I mean, obviously MJ was crazy, but like Scotty Pippin and Penny Hardaway was like my two because I see myself in them. Going in, I'm looking to go in and play probably the three position, but someday I want to be able to work my way into point ball position. See, Scotty is such an unselfish player. He's the greatest all-around player in the NBA right now. And really? Oh, he's absolutely terrific. People get a chance to watch him every night. But I mean, compared to Jordan, you... Oh, Michael's a terrific player. I'm not taking anything away from Michael, but Scotty is a rebounder, as a passer, as a defender, and is, you know, the whole complete package. It's ball pressure, playing passing lanes, blocking shots, taking charges, and he played with a passion on the defensive end of the floor. Like, no, this is the most exciting part of the game to me. Colby really idolized the way that I played the game, the way that I defend it, and, you know, a lot of it he started to call me after I retired and to ask questions about different situations, how you would guard certain people, what kind of footwork would you do this? That was a big challenge for me. When I first came in at 18, 19 years old, I was playing to post defense because I never had to do it. That whole summer, I just studied it and studied it and studied it, and didn't become good at it. I wanted it to become a strength, where teams were afraid to post me up because I might knock the ball loose or create a turnover situation, so that's something I had to study. Picking your brain to enhance his ability out on the basketball court. Scott, he knows what's coming there. Right now, this is unbelievable. Look at all the ground this guy covers. Here, down, there. Like, I saw myself in pipping, getting everybody involved, defending all types of positions. He's that rare guy who can literally do everything. He's our point guard, unbelievable defender, he's a great rebounder. He's got every skill imaginable. He's the complete player, the best versatile all-around player in the game today. Scotty wanted to play everybody, and he did play everybody, and one thing great about him, he could play all the positions. Does a lot of things out there in the basketball court. Terrific, and he can lead a team very well, and he can get 10-12 points and 10 assists and 10 rebounds, and really be the determining factor. Tall guards point forward. It wasn't until Scotty came along with this point forward mentality that Michael could go up, they could send Michael up, and now you draw the defense back because the defense was always up waiting for Michael. Now with Scotty, Michael could go down, draw the defense, and now Scotty could bring it up and be the facilitator. And that really was the turning point that changed the offense for the Bulls when Scotty could take that role, and Michael could trust him to take that role. If I could learn how to cut angles off like Scotty, be aggressive on the defense of in the floor like Scotty, I think they'll just take my game and the team that drafts me to an entirely different level. What about in 1997, this is the to me, this is one of the most famous ones of all time, in the finals, Carl Malone's at the free throw line, it was a Sunday, what did you say? Well, this is an easy one. I had my brother in town, my brother was a postman, so Carl Malone is that line game, he's on the line. You said something to Carl Malone just before he shot those free throws, you guys are close friends, what did you say to him to throw them off? I just kind of whispered in his ear that the mailman doesn't deliver on Sunday. All right guys. If you want to stop you from scoring, I'll buck it. You stop you from scoring, I'll buck it. I said the mailman doesn't deliver on a Sunday. He missed the ball, John. Now look at that second free throw by Carl Malone. Extremely soft touch on both of them, and Tim and I are Carl Malone backing up as he shot, and you should never do that, you got to hang in there on the free throw and follow through. All right, I was pretty good friends with Carl actually, so I just walked by him and said that the mailman doesn't deliver on Sunday. The mailman don't deliver on Sunday. And to this day, I think that's the greatest line in basketball. And there will never be another mailman. Absolutely. I'm not going to argue. I just want to know, was that a, you know, like my cousins are in the music industry, and so there's some things that come on top of the head and then there's some things that are pre-written. Was that a pre-written line? No, off the top of my head. Off the top of my head. You went freestyle right there. Bro, that was a big game. The finals. That game. When you said it, did you know you had gotten to him right away? Not after he break them. Scotty is a catalyst, you know. I mean, he's the one guy that could go 2 for 10 and yet have a tremendous impact on the game. When Scotty first came here, he really didn't know where he was at that time. But with inspiration from his superstar teammate, he improved by leaps and bounds. Scotty Pippen out with it. Pippen on the tribe. Michael challenging Pippen. It changed the whole character of our team. It made Pippen bring his, elevate his game. I was established. He was kind of in the back scenes of things. And when his skills started to evolve and mature and people started to expect bigger things from him, Scotty was developing that time by making him the director of our offense. Kind of a point forward. With the ball in Scotty's hands, the Bulls finally had all their pieces in place. Embarking on their historic championship run, they would capture three consecutive titles. Scotty gained the respect he had always deserved. Walked away for the game for two years. He was exposed to what I had to deal with and he didn't have a shield. But Scotty flourished individually. He became more of a mature player. And even Michael's return to the game did not diminish Scotty's newfound status. With Michael and Scotty playing as equals, the Bulls would become champions once again and take their place in history as one of the greatest teams of all time. One doubted Scotty's contributions. Michael, when he came back, said, point blank, this is Scotty's team. It's hard to take this MVP by myself. He's got to take half of it. I take the trophy. He may get the call. Yeah, Scotty was one of my all-time favorite teammates because he was really a point guard in a, you know, six, eight long-armed, long-limbed body, just with incredible athleticism. So to play with him made the game so much easier for me. He would always be looking for me, finding me open shots, covering up for me defensively. You know, if I made a mistake, I knew he was always going to be there. One of the smartest, most unselfish players I was ever around and just a champion in every way.


Hello and welcome to the session my name is Asha and I am going to help you with the following question which says find the ratio in which the yz plane divides the line segment form by joining the points minus 2, 4, 7 and 3, minus 5 and 8. So first let us learn the section formula which says if p with coordinates x1, y1 and z1 and q with coordinates x2, y2 and z2 are the two points and i with coordinates x, y and z divides the line segment pq in the ratio m is to n internally then x, y and z are given by mx2 plus nx1 upon m plus n, my2 plus n, y1 upon m plus n and mz2 plus nz1 upon m plus n. So with the help of this formula we are going to solve the above problem. So this is our key idea. Now let's start with the solution. Let us denote the given two points by a and b. So a is minus 2, 4, 7 and b is 3, minus 5 and 8 be the two points. Let a point p lying on the yz plane divides the line segment joining the points a and b in the ratio case to 1. Suppose this is a line which joins the point a and b and p lies on this line such that it divides the line segment ab in the ratio case to 1. Now p lies on the yz plane therefore x coordinate of 0, y and z. Now again according to the section formula the coordinates of the point which divides the line segment ab are given by the first x coordinate is given by mx2 plus nx1 upon m plus 1 and here x1, y1 and z1 are the points minus 2, 4 and 7 and here x2 is 3, y2 is minus 5 and z2 is 8. So now let us find the p and its coordinates 0, y and z.  Now on comparing the coordinates we have 0 is equal to 3k minus 2 upon k plus 1 or this further implies 3k minus 2 is equal to 0 or k is equal to 2 upon 3. So here k is equal to 2 upon 3 hence the required ratio in which the yz plane divides the points a and b in the ratio k is 2, 1 is 2 upon 3 is 2, 1 or 2 is to 3. Hence our answer is the required ratio is 2 is to 3. So this completes the session hope you have understood it take care and have a good day.


Welcome back to our lecture series Math 1050, College Algebra for Students at Southern Utah University. As usual, I'm your professor today, Dr. Andrew Missildine. This is gonna be the first video in lecture six in our series, which we're gonna talk about rates of change. So before we define what the average rate of change is, let's first make sure we understand what a rate is. So in mathematics, when we talk about rate, rate basically means the same thing as a ratio, which essentially is a fraction of numbers. This is why the rational numbers are called the rational numbers because they're the numbers of ratios. They're fractions of whole numbers, right? And so a rate is a type of ratio that compares two quantities with probably different units, right? And so this might involve, you know, things like when we measure speed, speed is a rate of distance per time. So we measure this in like miles per hour, kilometers per hour. If you're going really fast, you might measure in a feet per second. Density is a type of rate. Density measures, you measure maybe like in pounds per gallon. So like mass per volume. We might measure something like with efficiencies, right? How many tasks can I perform per day or cost, right? What's the dollars per item if you were to purchase this, right? And so when one talks about a rate, you often use the word in English per, right? Per. So you have one unit per another unit. Unit per unit. And so that's usually a pretty good indicator that we have a rate of some kind. So for example, Karen bought seven used books, maybe from like her local thrift store like Deseret Industries or something like that. So Karen bought seven used books for a total of $2.45. Clearly she was not buying her math textbook here. She bought seven books for $2.45. Well, each book might have cost a different price, but we could calculate the ratio of dollars per book to estimate the average cost per book. So if we take the total amount of dollars she spent, which is the $2.45 or $2.45, and we divide that by the number of books she bought, which is seven books, that ratio if we just do a little bit of division would come out to be $0.35 per book. And therefore we could say that the books were priced at a rate of 35 cents per book. That's not saying the books cost 35 cents each, but on average, that's about how much they cost. And so this naturally leads into the idea of the average rate of change. This is a very natural usage of ratios when comparing quantities. So the rate of change between two quantities is a special kind of ratio that compares the change in those two quantities, right? So more specifically, we have two points. So these will be points we could graph potentially. X1, Y1 is one point, X2, Y2. And so the idea is there's some collection of quantities, X1, X2, X3. We have some data for X, and then associated connected to the X values is some Y value. So we have Y1, Y2, Y3, whatever. And we could plot this data on an XY plane. And so with these points, X1, Y1, X2, Y2, we have these two points on the graph. Then we say that the rate of change from X1 to X2 will denote this as delta Y divided by delta X. This little triangle symbol is actually the Greek letter delta. Delta in this case is like the Greek equivalent of letter D in English. And so delta here represents difference, the difference, it's a mnemonic device. So delta Y divided by delta X, this is equal to Y2 minus Y1 divided by X2 minus X1. So notice that delta Y here we're saying is Y2 minus Y1. It's a difference of the Y values and delta X is equal to X2 minus X1. It's the difference of the X coordinates right there. So this average rate of change would be the quotient, the ratio of delta Y divided by delta X. So we take the difference of the Y coordinates divided by the difference of the X coordinates. And this gives us this rate of change. This difference we see right here is often referred to as the difference quotient, which is perhaps the least clever name anyone could ever come up with in this situation. It'd be like calling a dog. Hey, look at that furry quadruped over there. It's not a very clever name, but yet it sticks around here in mathematics. So let's give you an example of how one would compute a difference quotient. Say Gregor is driving a Crossman Montana here.  And then three hours later at 4 p.m., he checks the odometer again. So at 4 p.m., he checks his odometer again and he's now driven 360 miles per hour. Could we calculate what Gregor's average speed is by using the rate of change? And so we think of there's a measurement of time. So we have like this X1. Sorry, that's the distance there. We have some X1, 1 p.m., X2. So we have some measurements of time, but then we also have measurements of distance, right? At the first time stamp, we were 189 miles away from home. And then at 4 p.m., at a different time stamp, Gregor was 360 miles away from home, so Y2. So if we think of it as these two points, we have one point of data, one comma 189. And so that would be, so in terms of time, this is the unit there, I mean, it's time, right, 1 p.m. And then the Y coordinate is a measurement of distance. Using that same relationship, the X coordinate gives us time and the Y coordinate gives us distance. We have a relationship between these two quantity, these two quantities here, and then we can calculate the average rate of change here, delta Y divided by delta X. This would be the difference of Y coordinates, 360 minus 189, that's 171. Then take the difference of time, right? Four minus one gives us three hours. What this is telling us is that in three hours, Gregor drove 171 miles. Well, if he were to drive at a constant speed throughout that entire journey, we could divide 171 by three, and this would give us his average speed of 57 miles per hour. So on average, that's how fast Gregor was driving. We're not saying he drove constantly 57 miles, but that's what average is all about. If everything was constant, which we know there's variability, right? He might have to slow down for construction. He might have to speed up to get away from the police, you know, things like that. We don't know what his speed was at any instant, but his average speed is gonna be this 57 miles per hour. This is actually why rate of change here is often we throw this adjective average in front of it, because in physics and in calculus, one gets into an idea of an instantaneous rate of change. Like, what is his speed at us instant in time, as opposed to an average over interval? We aren't gonna delve too much into the instantaneous rates of change in this course, but do be aware that we often see average rate of change so that when we say rate of change, it's not confused with the related, but much more difficult notion of instantaneous rate of change.


a harder to pitch. Great life on that fastball. 1-2, swing and a miss. 1-2, struck him out. 2-2 coming. Got him looking like he did late in his career. Giant. Yep. Swing and a miss. Got him.


Welcome to the 11th meeting of the session 6 of the Delegate Powers and Law Reform Committee. Before we move to the first item on the agenda, I would like to remind everyone present to switch their mobile phones silent. The first item of business is to decide whether to take items 4 and 5 in private. Is the committee content to take these items in private? Under agenda item number 2, we are considering an instrument subject for the affirmative procedure. No points have been raised on the following draft instrument. The best to start grants and Scottish child payment miscellaneous amendments regulations 2021. Is the committee content with this instrument? Under agenda item number 3, we are considering instruments subject to the negative procedure. Issues have been raised on SSI 2021 397, the Ethical Standards and Public Life etc., Scotland Act 2000, registered of interests, amendment regulations 2021. The instrument amends the Ethical Standards and Public Life etc. Scotland Act 2000, registered of interests, regulations 2003, in light of changes made to the code of conduct for councillors and the model code of conduct for members of the evolved public bodies. Regulation 2002 of the instrument substitutes a new schedule into the 2003 regulations in which the registered interests of councillors and members of the evolved public bodies are described by reference to various paragraphs in the councillor's code and the member's code respectively. The committee wrote to the Scottish Government to draw its attention to an error in table B of the schedule to be inserted by regulation 2002 of the instrument. In response, the Scottish Government confirmed that the emission of, excuse me, category 9 in certainly close family members was an error and has undertaken to lay an amending instrument in early course. Two details of the error in regulation 2002 can be read in the correspondence between the committee and the Scottish Government. This can be found in the published papers for this meeting on the committee's website. Does the committee wish to draw this instrument to the attention of the Parliament under reporting ground I in that the instrument's drafting appears to be defective due to the error in table B of the schedule? Does the committee also wish to welcome that the Scottish Government will lay an amending instrument in early course to rectify this error? Also under this item, no points have been raised on SSIs 2021, 409, 410, 411 and 412. Is the committee content with these instruments? Finally, in relation to SSIs 2021, 410, the Environmental Protection Single Use Plastic Products, Scotland Regulations 2021, does the committee wish to note the effect on the instrument of the United Kingdom Internal Market Act 2020, highlighted in the policy note, and highlight this to the lead committee, which is the United Zero Energy and Transport Committee? Mr Simpson. Thank you very much, convener. As you rightly say, the policy note attached to this regulation points out the effect of the UK Internal Market Act in that the policy intent behind this regulation may not actually be achieved. The actual result of all that is that the ban imposed by the instrument will apply to products produced in Scotland, but it will not apply to products that were produced in another part of the UK where they are not banned. Having said that, it seems to me that this is actually quite a significant thing. To ban any product is significant, whatever it is, and to stop its supply is significant. As you have said, the negative procedure applies on this. I would normally have been arguing that that was not appropriate, it should be an affirmative procedure. However, that is not legally available. What we should be doing here, convener, if it is okay with you, is highlighting this to the lead committee, which I think is the net zero committee. We should possibly say that, while this is subject to the negative procedure, they can still take evidence on this if they wish. If I was on that committee, I would want to, because I would probably want to hear from Scottish producers who are affected by this, potentially. I should also point out that there is a consultation going on in England at the moment. I read about that at the weekend. Ideally, you would probably want the same policy to apply across the UK. That is so that we do not end up in the position that we are potentially going to end up in one set of rules in one part and one set of rules in another. Those are matters that the lead committee could address. I think that if we were to write to the lead committee and point that out, I might suggest to them that they could also, if they so wish, write to the Scotland office. Certainly, the department that is dealing with it in England thinks that it is the environment department. I think that it sits under the environment bill down there. Having said that, content with the recommendations, we should be highlighting a number of issues to the lead committee. No problem. Thank you for that, Mr Simpson. The suggestions that you make regarding the lead committee that I am content with and to highlight the point regarding the negative procedure and the affirmative, which is the most important thing for our committee. You are correct. The affirmative procedure is not available in this particular instance. I think that writing to the lead committee would be the right thing to do. The point that you highlighted regarding asking them to consider some of their work would be the right thing to do. I am content to do that if that is agreeable with other committee members. Thank you for that. I will now move the committee into private.


So Alexandria Ocasio-Cortez, as we all know, has been pushing for the Green New Deal and it is incredibly popular. When you look at public opinion polls, it's supported not just by a majority of Democrats, but by a majority of Republicans as well surprisingly.  You have people like John Delaney talking about how this is not practical, you have Howard Schultz explaining how this is something that can never ever come to pass. You know, so it's frustrating because this is something that is clearly the right course of action, but yet you see mainstream media completely taking a dump on it. When we need something this ambitious if we actually want to meet the IPCC's 12-year deadline and save the planet, but nonetheless, you know, it's now become something that is a target of conservatives and mainstream media. And part of the problem is the rollout of this was a little bit sloppy, admittedly, right?  And what she said was incredibly cheeky, but you've got to understand that, and I think she's probably learned this by now, when you're dealing with Republicans, they will take anything that you give them and they will run with it. There's no such thing as context. There's no such thing as being cheeky. If you give them an inch, they're going to take a mile. So with that being said, the Green New Deal is popular. I don't know if it's still popular after months of it being attacked, but somebody who I respect very much spoke about the Green New Deal, and I assume, you know, you respect as well. His name is Noam Chomsky. I think we've all heard of him. So if you had a couple of doubts about the Green New Deal since it has been a target, he's going to assure you that this really is, as he puts it, exactly the right idea. Here's what he has to say. First of all, I think the Green New Deal is exactly the right idea. You can raise questions about the specific form in which Ocasio-Cortez and Markey introduced it. Maybe it shouldn't be exactly this way. It should be a little bit differently. But the general idea is quite right. And there's very solid work explaining, developing in detail exactly how it could work. So a very fine economist that UMass Amherst, Robert Pollan, has written extensively on an extensive detail with close analysis of how you could implement policies of this kind in a very effective way, which would actually make a better society. It wouldn't be that you'd lose from it. You'd gain from it. The costs of renewable energy are declining very sharply. If you eliminate the massive subsidies that are given to fossil fuels, they probably already surpass them. There are many means that can be implemented and carried out to overcome, certainly to mitigate, maybe to overcome this serious crisis. So the basic idea is, I think, completely defensible. In fact, essential. A lot of the media commentary ridiculing this and that aspect of it are essentially beside the point. You can change the dates from 2030 to 2040. You can do a couple of other manipulations. But the basic idea is correct. I love Noam Chomsky. He is someone who, even if I disagree with him, and there's been few times where I disagree with him, I still respect what he has to say because no matter the position he takes, you can guarantee it's going to be well-reasoned. He's going to reach his conclusion with logic, with rationale, and you could disagree with it, but nonetheless, you know that his intentions are pure. So I'm glad that he defended the Green New Deal because the Green New Deal, there's so much misinformation out there. What is the Green New Deal? This is a non-binding resolution. It's a non-binding resolution that just commits to action that matches the scale of the crisis. So the IPCC says we need to take action within 12 years. The Green New Deal reflects that urgency and says we will try to meet that demand. It's incredibly important. And another aspect that the Green New Deal covers, and which is why I think AOC is brilliant here, is before I've talked about climate change mitigation as well as adaptation. Adaptation is never talked about. We always talk about solving the climate change crisis, right? But some studies show that it's irreversible. Even if we take action, there still is this runaway greenhouse gas effect where we might not be able to stop a climate catastrophe. So we genuinely need to grapple with that and try to figure out what to do. And that means we also build in adaptation, meaning we not just try to stop climate change, but we adapt, we prepare ourselves economically and through infrastructure to adapt to a climate catastrophe. That's really important. And what AOC did in this non-binding resolution is just that. She thought outside of the box, unlike every other lawmaker, and she included in basically a wish list of things that would meet that criteria. So for example, she was criticized because she included Medicare for All in the Green New Deal. Now I get it. That doesn't seem germane to something like climate change. And you want to make sure that you are including things in this non-binding resolution that are relevant so you get as much support from lawmakers as possible, right? However, if you do that, you're being disingenuous and you're not admitting the truth and that Medicare for All is going to be even more of a necessity when or if, hopefully if, and not when, climate change becomes a catastrophe. You're going to see the thong of the ice which will expose us to ancient diseases that we may not necessarily know how to deal with. What's the implication of that? We will have an increased need for healthcare. Medicare for All is the only thing that's going to do that. Now, is it a priority if you're talking specifically about climate change? Ostensibly, no, but in actuality it really is. It's part of adaptation because if you want to prepare ourselves and arm ourselves with the tools we need to adapt and not be crushed by climate catastrophe, you've got to prepare for things like this and you need healthcare for every single American. During a climate catastrophe, people can't be worrying about whether or not the doctor that they need to see is in their network or whether or not they're going to be able to afford a particular deductible. They should just have healthcare full stop. That's specifically why Medicare for All is included in the Green New Deal. AOC is taking a two-pronged approach to climate change. Climate change mitigation as well as adaptation. I can't emphasize how important adaptation is because we can try to do whatever we can to stop further catastrophe.  Regardless, it's still happening. So we're dumb if we think we shouldn't need to adapt. So by including Medicare for All, AOC has foresight unlike any other lawmaker because she's trying to embed adaptation into her climate change policy. Another thing that I have seen that has bothered me is there's kind of these, I don't know what the right word is for it, I guess divisions within the progressive community between like people who support AOC and people who support Tulsi Gabbard. Like somebody tweeted me, the off act from Tulsi Gabbard and said, Mike, why don't you support this instead of the Green New Deal? But that's a false dichotomy and I've seen this so much. You don't have to choose between the off act and the Green New Deal because the Green New Deal is not a replacement for the off act. The off act can be implemented within as part of the Green New Deal. So the Green New Deal ultimately can become the amalgamation of the off act and the Green New Deal. The Green New Deal can consume the off act. You don't have to choose between one or the other. And in fact, I think it makes sense for Tulsi Gabbard's off act to become part of the Green New Deal one day because it's already a fantastic piece of legislation. I do think you need to adjust it to meet the IPCC's 12 year deadline because it was written in 2017 before we got that new study out but nonetheless it's still really solid mitigation legislation. So I need people to understand that the Green New Deal is basically a non-binding resolution that says we need to commit to meeting the urgency. Legislation that reflects the scale of the catastrophe. That's all that the Green New Deal is about. There's going to be misinformation, there's going to be Fox News and even other supposedly left wing outlets that will tell you, you know, the Green New Deal is just unfeasible and if you add all of the stuff that it has in its wish list up it's like 90 trillion dollars. Listen, as AOC said, we're going to be paying for climate change one way or another. It's just a matter of whether or not we choose to prepare for this catastrophe because it's coming. But again, if we can adapt, we lessen the blow. If we mitigate climate change, stop it from getting worse, we lessen the blow. So I'm glad that Noam Chomsky spoke out and defended the Green New Deal because he has credibility, he has sway and what little factionalization I've seen among progressives even. I think by him saying this, it sends a message. Look, you don't have to choose between your favorite politician's plan of action for climate change. The Green New Deal is a non-binding resolution. That's all it is. Don't think it's something that is more than it actually is.


close encounter with Enceladus. Presented by Science at NASA. Over 980 million miles, or about 1.6 billion kilometers from home, NASA's Cassini spacecraft hurdles through the starry expanse of space. From its vantage point orbiting Saturn, Earth is nothing more than a minuscule pinprick of light, not unlike the stars framing the gorgeous ringed planet. Cassini has been orbiting Saturn since 2004, and it has made dozens of flybys of Saturn's intriguing moons. Its next close encounter with Enceladus on October 28, 2015 promises potentially exciting results. Enceladus boasts an icy, ostensibly barren landscape riddled with deep canyons dubbed tiger stripes. Underneath its icy exterior churns a global ocean, heated in part by tidal forces from Saturn and another moon, Deoni, with sea floor vents expelling water at at least 194 degrees Fahrenheit. Plumes of water vapor and icy particles jettison from its surface in geyser-like spouts, hinting that there is much more to this snowy moonscape than meets the eye. Cassini will be soaring through the jets located at the moon's south pole, only 30 miles above the surface. Although the October 28 flyby won't be the closest we've ever been to Enceladus, it is the closest flyby over the south pole and through the plume, says Linda Spilker, the Cassini project scientist at the Jet Propulsion Laboratory. We'll be exploring in situ a region of the plume that Cassini has never sampled before. This is very exciting for me. So what causes these plumes and why are they so important? Enceladus' vast subterranean oceans may be fizzy and full of gas. When the gas and icy particles rise to the surface, they are expelled in plumes shooting from the tiger stripes. In the words of Linda Spilker, the process is similar to shaking up a bottle of soda. The gas has nowhere to go, but up and out. However, the plumes are more than just gas and water. Samples show that they also contain many of the building blocks essential to Earth-like life. This lends itself to the exciting possibility that organisms similar to those that thrive in our own deep oceans near volcanic vents, exuding carbon dioxide and hydrogen sulfide, might exist on Enceladus. Although it is still too early to know exactly how complex potential Enceladus lifeforms could be, scientists speculate that at the very least microbial life is a real possibility. In the future, a different spacecraft may journey across the solar system to visit icy Enceladus. This spacecraft, unlike Cassini, could be designed to land on Enceladus' surface near one of its tiger stripes. Such a lander would be able to take samples more directly, bypassing the plume altogether. Ideally, it could take samples from the edge of one of the tiger stripes, speculates Spilker. This would ensure that any microbes being expelled from Enceladus' interior would be more plentiful and easier to collect. Until then, flybys are the best we can do. And the next one should be very good indeed. Tune in on October 28. For more news about alien worlds in the solar system and beyond, visit science.nasa.gov.