Breakthrough Graduation Quotes

My basic hypothesis is this: the people who run the media are humanities graduates with little understanding of science, who wear their ignorance as a badge of honour. Secretly, deep down, perhaps they resent the fact that they have denied themselves access to the most significant developments in the history of Western thought from the past two hundred years; but there is an attack implicit in all media coverage of science: in their choice of stories, and the way they cover them, the media create a parody of science. On this template, science is portrayed as groundless, incomprehensible, didactic truth statements from scientists, who themselves are socially powerful, arbitrary, unelected authority figures. They are detached from reality; they do work that is either wacky or dangerous, but either way, everything in science is tenuous, contradictory, probably going to change soon and, most ridiculously, ‘hard to understand’. Having created this parody, the commentariat then attack it, as if they were genuinely critiquing what science is all about. Science stories generally fall into one of three categories: the wacky stories, the ‘breakthrough’ stories, and the ‘scare’ stories. Each undermines and distorts science in its own idiosyncratic way.

Jimmy’s goal since childhood, he explained to Siegel, had been to join the cast of Saturday Night Live. He was endearing. After a two-hour call, Siegel offered to represent him. She had one question, however. “Why don’t you stay and graduate?” Jimmy was a semester shy of a degree. Siegel suggested that they get started in the summer, so he’d have a bachelor’s degree to fall back on, just in case. “No, no,” Jimmy insisted. “I need to get on Saturday Night Live, and you’re going to make it happen, because you know Adam Sandler! I don’t want to do anything else.” Siegel knew this was a long shot—and a long-term endeavor—especially for an out-of-town kid with zero acting credits. But for some reason, she couldn’t turn him down; she had never met someone as focused and passionate about a single dream as this grinning bumpkin from the tiny town of Saugerties, New York. And though his skills were rough, given some time in the industry, she thought he might just make it. “OK, let’s do this,” she said. So, in January 1996 Jimmy quit college and moved to Los Angeles. For six months, Siegel booked him gigs on small, local stand-up comedy stages. Then, without warning, SNL put a call out for auditions; three cast members would be leaving the show. Having worked with one of the departing actors, David Spade, Siegel pulled a few strings and arranged a Hail Mary for the young Jimmy Fallon: an audition at The Comic Strip. SO HERE HE WAS. Fresh-faced, sweating in his light shirt, holding his Troll doll. In front of Lorne Michaels and a phalanx of Hollywood shakers. When Jimmy ended his three-minute bit, the audience clapped politely. True to his reputation, Michaels didn’t laugh. Not once. Jimmy went home and awaited word. Finally, the results came: SNL had invited Tracy Morgan, Ana Gasteyer, and Chris Kattan, each of whom had hustled in the comedy scene for years, to join the cast. Jimmy—the newbie whose well-connected manager had finagled an invite—was crushed. “Was he completely raw? A hundred percent,” Siegel says. But, the SNL people said, “Let’s keep an eye on him.

In April 2020, Business Breakthrough (BBT) University in Tokyo, Japan held a graduation ceremony for students using avatar robots remotely controlled by graduating students from their homes. The avatar robots, dubbed “Newme”, were dressed in graduation caps and gowns for the ceremony, complete with tablets projecting the graduates’ face. BBT hoped the approach could be used as a model for other schools wishing to avoid large gatherings amid the COVID-19 pandemic.

At other charter networks, the changes made to boost college success might look a little different, but they share one commonality: making students more independent learners and thus more likely to survive on a college campus. At Boston’s Brooke Charter Schools, for example, which just launched its first high school and has yet to send any graduates to college, the mindset begins in the earliest grades. During one visit there, I watched fourth-grade teacher Heidi Deck practice “flipped instruction,” in which students, when presented with a new problem, are first asked to solve it on their own, armed only with the tools of lessons learned from previous problems. “We really push kids to be engaged with the struggle,” said Deck. Next, she invites them to collaborate with one another to solve the problem, followed by more individual attempts to do the same. Always, Deck expects the students to figure out the puzzle. This is exactly the opposite of the most common approach to instruction, in which teachers demonstrate and then have students practice what they just watched. That’s dubbed the “I do —we do —you do” approach. With flipped instruction —and the many other teacher innovations here —“kids have to do the logical work of figuring something out rather than repeating what the teacher does,” said Brooke’s chief academic officer, Kimberly Steadman. The goal: Starting with its Class of 2020, the first graduating class Brooke sends off to college, all its students will be independent learners, able to roll with the surprises that confront all college students, especially first-generation college-goers.

Many people think that designers are lone geniuses, working in solitude and waiting for a flash of inspiration to show them the solution to their design problem. Nothing could be further from the truth. There may be some problems, such as the design of a stool or a new set of children’s blocks, that are simple enough to be tackled by an individual, but in today’s highly technical world, almost every problem requires a design team. Design thinking takes this idea even further and suggests that the best results come from radical collaboration. Radical collaboration works on the principle that people with very different backgrounds will bring their idiosyncratic technical and human experiences to the team. This increases the chance that the team will have empathy for those who will use what they are designing, and that the collision of different backgrounds will generate truly unique solutions. This is proved over and over again in d.school classes at Stanford, where graduate students create teams of business, law, engineering, education, and medical students that come up with breakthrough innovations all the time. The glue that holds these teams together is design thinking, the human-centered approach to design that takes advantage of their different backgrounds to spur collaboration and creativity. Typically, none of the students have any design background when they enroll in our classes, and all of the teams struggle at first to be productive. They have to learn the mind-sets of a designer—especially radical collaboration and being mindful of process. But once that happens, they discover that their abilities as a team far exceed what any individual can do, and their creative confidence explodes.

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