
Global Futures Group, LLC
Jill and I are thrilled to support The New York Academy of Sciences’ renewed drive to create a positive impact and encourage science-informed decision-making to address the most challenging problems of our times.
Global Futures Group, LLC
Jill and I are thrilled to support The New York Academy of Sciences’ renewed drive to create a positive impact and encourage science-informed decision-making to address the most challenging problems of our times.
Published September 21, 2022
By Roger Torda
Academy Contributor
Science in 1945 was big science at big labs, with lots of barriers—including the barriers of national borders.
The New York Academy of Sciences (the Academy) has a history that goes back over twice as far. But it is a 200-year-old institution that is not doing old fashioned science. Instead, the Academy is striving to meet the needs of the 21st century.
Academy President and CEO Nicholas Dirks spoke recently with SVP and Director of IBM Research Dario Gil about how science is changing.
The two leaders have been instrumental in the launch the International Science Reserve (ISR), a network designed to help scientists meet many of the big challenges we are facing today. It is an ambitious program to facilitate evidence-based solutions to global crises.
Nick started the conversation by asking Dario to describe what he thinks characterizes the best contemporary science.
Computer science is at the heart of many of the rapid developments we are witnessing in science, medicine, engineering, and technology. Dario and Nick discussed these achievements, as well as challenges in balancing those against threats to individual rights and the public good.
The pandemic placed many new demands on science and scientists. IBM stepped up in many important ways, including by setting up a system to provide computing resources to scientists, clinical researchers, and drug developers. Those efforts pointed to future opportunities for the sharing of computing and other resources in times of global need. In his conversation with Nick, Dario explained how this experience set the stage for the International Science Reserve.
The ISR recently completed an important milestone, its first “readiness” exercise. This featured three wildfire scenarios–a crown fire in the conifer forests of the Northwestern United States, a rapidly moving brush fire in Greece, and a slow burning peatland fire in Indonesia. The exercise demonstrated success in building an international network of scientists willing and able to contribute their skills to crisis response. The exercise also yielded important information about how to assemble resources those scientists could call upon to support their research when disaster strikes.
Do you want to be part of this impactful network of scientists? Join the ISR today
Published May 1, 2020
By Ravi Kumar S.
President, Infosys Ltd. and Chairperson, Infosys Foundation USA
Over the past few years, there has been growing acknowledgment that it is important to make computer science a core component of K-12 education. And how could there not be? With 500,000 jobs currently available in the computing sector and projections that these jobs will grow at twice the rate of others, there is no ignoring that computer science is not just the future of work, but very much the present.
K-12 education should be setting our children up for postsecondary success, but multiple studies show that if students are not meaningfully exposed to STEM subjects by middle school, especially girls, they will never take an interest in them later on. How do we ensure that our children study these subjects early and continue them into their careers?
The answer is training teachers. Too often we bypass these critical members of our workforce, but that is a mistake. The average teacher will reach thousands of students throughout their career so their potential for impact in the classroom is huge. Developing a strong future workforce starts with learning computer science at a young age, and that means training and retaining confident teachers.
Computer science can be challenging and intimidating. In order to get teachers more comfortable and familiar with the material, professional development should be sustained for multiple days rather than a one-day meeting or a single intervention seminar so they gain the confidence and competence to stand in front of their classes and teach the subject. Additionally, in-person trainings should be supplemented by online resources and coursework so teachers can continue to develop their skills and increase their facility with these concepts. The Every Student Succeeds Act (ESSA) outlines specific requirements for professional development and underscores the importance of sustained Professional Development (PD).
Creating a community is key when it comes to teaching computer science, especially for teachers who are new to the subject. Successful PD should foster peer networks through online forums that encourage teachers to connect with one another, ask questions and share best practices so that success is shared across schools and states, and pain points can be worked through collaboratively.
Computer science is collaborative, so learning how to teach it should be as well. Beyond the hard-technical skills that are gained from the subject, students and teachers alike will benefit from a wide array of soft-skills — creativity, critical thinking, problem solving and collaboration. And these skills are necessary for all disciplines, so the applications are much wider than just the computing space. Furthermore, group learning helps to strengthen the community that teachers will walk away with once the PD is over.
Just like math, science or history, computer science covers a multitude of skills and subject areas, so there is no one-size-fits-all course when it comes to PD. In order to successfully integrate computer science principles across grade-levels and skill-levels, there needs to be a diverse offering so every teacher can find something that is relevant to their grade, ability and comfort-level.
PD should go beyond abstract theories and concepts, and the content should be relevant for the context in which it will be used. This means teachers should receive tools, such as lesson plans, teaching guides and other resources to support classroom instruction, and the materials should be adaptable to real-life scenarios and common core subjects so all students can take interest in what they are learning.
Underinvesting in the PD of teachers hinders the growth of our students. But if we ensure that teachers have the confidence and tools they need to bring the principles of computer science into the classroom, it will reverberate through to their students and help to light a spark in all students and build a healthy pipeline of tech talent for the future.
Published October 1, 2019
By Jerry Hultin
Chair, The New York Academy of Sciences Board of Governors
Machine learning. Advanced manufacturing. Autonomous vehicles. Robotics. Drones. Welcome to the rise of smart machines! This revolution — let’s call it the Intelligence Revolution — offers the world benefit and harm at a scale exceeding that of the three earlier Industrial Revolutions. But it also raises fundamental questions about what it means to be human.
Will science and technology of the 21st century make us irrelevant? Will this lead to massive social unrest when smart machines take worker’s jobs? More fundamentally, how will a world operate where everyone may have the luxury of leisure, but not the economic resources to enjoy it?
In 2017, I chaired a study into the impact of artificial intelligence and automation on the Pentagon’s “business processes.” Based on what corporations in America have already achieved, we estimated that the U.S. Department of Defense could save nearly $60 billion a year by using the existing tools of automation and artificial intelligence.
In addition, the quality and speed of decision-making in the Pentagon would be quantitatively better. Conversely we cautioned that the job losses and the redistribution of work functions would be huge. Thus the Pentagon would face a major challenge in finding jobs and providing training for the thousands of displaced employees.
According to a recent McKinsey Global Institute report on the growing role of automation in the workplace, at least 30 percent of the predominantly repetitive, routine and physical activities in 60 percent of current jobs can be automated. With efficiency gains and cost reduction of such magnitude the commercial, industrial, healthcare and construction industries will see AI and the automation that springs from AI, as compelling.
So how will the accelerating application of AI play out around the world? Here in the United States, the people most at risk include 14.7 million young workers, 11.5 million workers over age 50 and 11.9 million Hispanic and African-American workers. This accounts for more than 20 percent of the full-time employees in the United States. Amazon, which attributes the success of its one-day shipping to AI, is now committing some $700 million to retrain or up-skill its workers for the increasing technical demands of new jobs that will help them stay ahead of displacement by AI.
But what about a country like India? With a population over 1.3 billion, nearly 750 million young people under the age of thirty, and an overall literacy rate of 71 percent, India is striving to radically increase jobs and reduce its level of poverty. But India may not get this chance if automated technologies supplant available jobs.
Much the same can be said about the future fate of Africa as its population of approximately 1 billion people grows to 2 billion by 2050. If Africa only has access to the educational and economic tools available today, the likelihood that it can match the growth rates of China and other Asian nations is remote.
The challenges presented by AI require a fundamental reworking of key components of how we learn and live. A recent Atlantic Monthly “conversation” between Henry Kissinger, Eric Schmidt and Dan Huttenlocher about the future of AI concluded with the following:
The three of us differ in the extent to which we are optimists about AI. But we agree that it is changing human knowledge, perception, and reality — and, in so doing, changing the course of human history. We seek to understand it and its consequences, and encourage others across disciplines to do the same.
Fortunately, the Academy under Ellis Rubinstein’s leadership has taken seriously the importance of increasing scientific and technological skills among young people around the world. Propelled by his concerns about their future prosperity and security, Ellis enlisted the business community, NGOs and philanthropists, in an unprecedented series of cooperative programs designed to increase skills. Through the collective action of our partners, benefactors and Members, we can lead a global conversation to better understand, develop and employ the power of AI.
Published September 1, 2014
By Hallie Kapner
Academy Contributor
Reflecting on the circumstances that first brought him to The New York Academy of Sciences, in 1949, Herbert Kayden, MD, once remarked, “I’ve often wondered what would have happened in my future if, instead of bouncing there (to the Academy), the ball had bounced once more and I had been in a different place.” In the 65 years since that fateful day he first attended an Academy meeting, a time during which Kayden ultimately served as Academy Governor and President, it has become truly impossible to envision the organization without his influence—a fact that has become clearer since his passing this summer.
A native New Yorker, Kayden spent nearly all of his life in the city, leaving an indelible mark not only on the Academy, but on the students he taught at New York University School of Medicine and NYU Langone Medical Center, where he was professor emeritus of medicine and a renowned cardiologist and researcher, and on the art world, as an avid collector and generous benefactor.
The son of immigrant parents, Kayden attended New York City public schools, graduated from Columbia College in 1940 and earned his medical degree from New York University School of Medicine in 1943. Kayden served as a Naval physician in World War II, and his ship, the destroyer escort vessel USS Charles Lawrence, participated in the Battle of Okinawa.
Kayden returned to New York after the war, and was fortunate to secure one of the few coveted residency positions available to military physicians who needed to complete their training. His appointment, as chief resident on a joint research and clinical service on what is now called Roosevelt Island, gave Kayden his first exposure to a scientific research environment and placed him in the fortuitous position of seeing patients alongside medical researchers developing new treatments for disease. At that time, clinicians working in tandem with researchers were fairly unusual—the relationship between the two groups was far more competitive than collaborative, as Kayden remembers it.
He believed that the positive collaboration between the medical doctors and PhDs on his service—he called them “stellar investigators”—uniquely prepared him not only to embark on the research activities that were the hallmark of his career, but to understand the dynamics of The New York Academy of Sciences and to ultimately lead the organization.
Many of the researchers on Kayden’s service during his residency were members of the Academy and encouraged him to join as well. He paid his $40 dues, and “before I knew it, I was plucked out and put on committees,” Kayden recalls, describing how what began as a simple membership in one of the preeminent scientific societies in the country became something far greater.
Almost immediately, Kayden became deeply involved in the Academy’s esteemed conference committee, which was responsible for screening conference proposals and shaping the content, length, and panel of presenters for each event. As they are today, the Academy’s conferences were then viewed as a venue to share breakthrough findings and explore emerging fields of inquiry, and the proceedings were reported in Annals of the New York Academy of Sciences.
The conference committee also counseled sponsors on raising funds to complement the modest budget allotted by the Academy—once again foreshadowing what would eventually become a pivotal part of Kayden’s contributions to the Academy. With time and experience, he rose in rank, ultimately serving as conference committee Chair.
Outside of the Academy, Kayden had joined the faculty at New York University School of Medicine, where he split his time between clinical cardiology practice and a productive research agenda. His studies of arrhythmias in the 1950s led to new treatment protocols, and by 1960 he was devoting his professional efforts exclusively to research on lipoproteins.
Kayden had also married Gabrielle H. Reem, a fellow physician and researcher who spent a decade at Memorial Sloan Kettering hospital as a clinician before joining the New York University School of Medicine as professor of pharmacology, an appointment she held until her death in 2011.
In the 1970s, 20 years after joining the Academy, Kayden was tested with the first of two major hurdles. Both were overcome due in large part to his leadership, and helped vault the Academy to what he believed was its rightful place at the forefront of the scientific community.
Kayden served as Academy Governor from 1972-1974, during which time the leadership of the Academy became increasingly fractious. On one side, Kayden recalled, were the administrators, whom many felt were out of touch with the pace and importance of discovery, and viewed the Academy more as a venue for camaraderie than scientific advancement. On the other side, the physicians and scientists of various disciplines, many of whom worked in New Jersey’s burgeoning pharmaceutical industry.
Kayden’s history of bridging the gap between medical doctors and researchers became a critical asset, as was his commitment to the Academy. He explained that he had two choices: “you either join them and change it from within, or you leave. I ended up doing the former.” He became Academy president in 1977 and quickly made changes that were essential to the organization’s survival.
During his tenure he installed new executive leadership, improved management of the Academy’s finances, and, perhaps most importantly, created at atmosphere of partnership among the membership factions. A physician and bench scientist, Kayden was proof that there was no one path or degree that legitimized a scientist’s work. “I was determined to turn the Academy into a neutral place where these two disparate groups could meet evenly and become friends, become colleagues, do collaborative work,” he said. He succeeded, and in doing so, unified and increased the Academy’s membership while opening new avenues for financial support.
Following his presidency, Kayden maintained strong involvement with the Academy, not only as a committee/board member, but also as editor of more than a dozen volumes of Annals of the New York Academy of Sciences. Many of Kayden’s groundbreaking studies of lipoprotein disorders were published in Annals during the 1970s and ‘80s. In addition to his work on arrhythmias, Kayden identified the genes responsible for abnormal synthesis of Vitamin E, a deficiency of which causes a devastating constellation of neurological symptoms.
Today, the room that houses Academy conferences and events that inspire students, educators, scientists, and leaders from around the globe is aptly named the Herbert and Gabrielle Reem Kayden Auditorium.
Their gifts to the Academy have allowed the organization to truly serve all points along the scientific pipeline, starting with the place where many young students first experience the thrill of discovery: the classroom. Kayden and Reem provided the seed funding for an extraordinary program that turned thousands of New York City public school science teachers into Academy members, providing tools, training, and connections to the scientific community. Kayden believed that “if you have a talented teacher and an eager student of almost any background, you could get wonderful results,” and the program he helped initiate has brought the joy and power of science to thousands of teachers and students in some of New York’s most underserved areas.
In 2009, the Academy named Kayden a Life Governor in recognition of his service and generosity.
In August 2014 the worlds of science and humanities lost a brilliant mind and dedicated champion. Toward the end of his life, Kayden said he often reflected on the enormity of today’s problems, especially when it came to the lack of comprehensive science education and its impact on the future of humankind. But he was unguardedly optimistic, and grateful for the many opportunities that enriched his days. “You can look back and say, ‘I wish I had more,’ but I don’t feel that way,” he said. “We had so much. We were so lucky, and so productive. When I go to my maker and they ask, ‘What good have you done?’ I’ll be prepared.”
About the Author
Hallie Kapner is a journalist in New York City.
Published May 27, 2014
By Diana Friedman
Academy Contributor
At the White House Science Fair on May 27, 2014, The New York Academy of Sciences (the Academy) pledged to positively impact the STEM education crisis through innovative programming that inspires students to see science as an exciting conduit to solve local and global challenges.
Today’s students are tomorrow’s workforce. Such a fact is not lost on the Academy, which today, along with its partners in The Global STEM Alliance, is tackling the science, technology, engineering, and math (STEM) education crisis head on-by creating opportunities for inter-generational mentoring and engagement in STEM subjects.
By joining the White House in making a formal commitment to STEM education today, the day of the White House Science Fair, the Academy is joining with a group of like-minded organizations, and the federal government.
“It is essential that the nation’s classrooms, from the earliest stages of education through college, utilize technology and critical thinking as we strive to meet increasing demand for STEM graduates in today’s competitive, global economy,” says Nancy L. Zimpher, Academy board chair and State University of New York chancellor, who is attending today’s event. “We are thankful to have the support of the White House as the New York Academy of Sciences’ Global STEM Alliance continues to help educate and train a technologically-savvy, innovative workforce for the future.”
The world needs a workforce of skilled science and technology innovators to address the most pressing global challenges of the coming century-climate change, food shortages, increases in chronic diseases, energy shortages, and more. In the U.S. alone, it is estimated that by 2018, some 75% of occupations will be middle- or high-skilled, with the majority of these jobs requiring an education in STEM subjects. And yet, students are dropping out of STEM at alarming rates, in the U.S. and in countries the world over, from China to South Africa, due to lack of engagement.
Enter a new initiative: The Global STEM Alliance, launched by the New York Academy of Sciences and its partners. The Alliance is designed to connect students from around the world with each other and scientific role models, through a mix of site-based programs, a collaborative digital platform, and a social learning network.
The initiative will begin with students in the United States, Malaysia, Australia, and the City of Barcelona, with other countries and regions expected to join. Working with sophisticated Telepresence capabilities and additional tools from fellow founding partner Cisco, the virtual platform allows students to interact and discuss STEM with counterparts in other countries; participate in mentoring relationships with brilliant, young scientists; elect to participate in cutting-edge science courses, challenges, games, and other activities; learn about a day in the life of a scientist; and seek advice and network with science-minded peers for life.
Additional members of the Alliance include GALXYZ, a game-based intergalactic science adventure, and Rocket21, an online youth innovation platform, with more to come.
Rocket21’s Dream Green Innovation Winner, 14-year-old budding environmentalist Thompson Whiteley from Easton, Conn., is attending today’s White House Science Fair. Whiteley created a winning plan to capture and repurpose plastic from The Great Pacific Garbage Patch in the North Pacific.
“Students like Whiteley make clear the connection between engagement in STEM subjects and the ability to solve problems in local communities, and beyond. Such is the premise of the Academy and Rocket21’s Dream Big for the World initiative, which we are excited to launch with the Academy,” says Mark Grayson, CEO of Rocket21.
Dream Big for the World is a series of STEM challenges designed to immerse middle and high school students in the pressing global issues raised in the USAID Grand Challenges. Planned for launch during the 2014-2015 academic year, the challenges will invite students, working independently or in teams, to develop innovative solutions to their choice of Grand Challenges, with opportunities to connect virtually with content experts, as well as provide resources to teachers.
The ultimate goal: The Global STEM Alliance seeks to scale the experience of humanizing science and providing students with real-world STEM role models through technology. By connecting students with the best scientists and engineers, with each other, and with innovative curriculum and educational challenges, the Alliance will foster engagement, mitigate STEM drop-out, and create the next generation of STEM leaders and innovators.
Learn more about educational programming at the Academy.
Published December 1, 2013
By Marci A. Landsmann
Academy Contributor
When examining the life of a Nobel laureate, what generally emerge are clear bends in the path: chance situations, meetings, and discoveries that serve as critical signposts to lead an intellectual down the road to greatness. In the same way, our brain provides a complex circuitry of form and function—chemical processes not fully understood, yet acting precisely, as stoplights do, to spark a desired action at just the right time.
Torsten Wiesel’s own fascination with the inner workings of the brain led him to trace the pathways of how the mind “sees” and “perceives” the world. His research, exploring the role of receptive field properties of neurons in the visual cortex, earned him and colleague David Hubel the honor of the 1981 Nobel Prize in Physiology or Medicine (an honor also shared with Roger W. Sperry, for independent research). Their research elucidated how light and patterns move from the retina and organize into neural columns within the cortex. They identified a neural hierarchy within the striate cortex, where images are processed. By blocking the vision of one eye in cats and then monkeys, these investigators also established how gaps in visual stimulation at a critical time period during infancy could lead to permanent and irreversible blindness.
When asked about his early influences, Wiesel points out the often serendipitous nature of life, much the same way a researcher might describe lab work: “It is difficult to say. You often move forward and try to find a way,” he says. “Afterwards, it seems logical what you did, but the process, while you are going through it, is actually much more complex.”
Wiesel, the youngest of five children, spent much of his childhood in Beckomberga Hospital, one of the largest psychiatric hospitals in Europe. His father, chief psychiatrist Fritz S. Wiesel, lived with his family on the campus of the large hospital, located on the outskirts of Stockholm, Sweden. While Wiesel went to a private school in Stockholm each day, he was also exposed, from an early age, to different types of people on the hospital campus. Wiesel describes himself as a mischievous child and teenager who was far more interested in sports than his studies. After his parents divorced and his brother became ill, he, at age 17, suddenly took stock of his own life’s direction. “All of these things worked together and made me want to understand human behavior and the mind,” he says.
Despite not having a close relationship with his father, Wiesel followed in his father’s footsteps, and earned a medical degree.
He graduated from Karolinska Institute in Stockholm in 1954. He worked first with adults and then children in psychiatric settings for a year and a half after graduation. During that time, he realized the limiting nature of psychiatric treatments, including electro-shock therapy and insulin shock therapy. “It was before the pharmacologic revolution, you must remember,” he says. “And I became frustrated that there was so little we could do,” Wiesel recalls.
Wiesel turned his efforts to the lab, where he would spend the next 40 years. He returned to his early college mentor, Carl Gustaf Bernhard, a professor of neuroscience at Karolinska Institute, and began doing basic neurophysiologic research.
At that point, a chance inquiry would change Wiesel’s future path. Stephen Kuffler, now referred to as “the Father of Modern Neuroscience,” asked Bernhard for a promising post-doctorate fellow to work with him at the Wilmer Institute at Johns Hopkins Medical School in Baltimore, MD. When he accepted the position, Wiesel was, first and foremost, looking forward to exploring the culture of the United States. But he became immediately intrigued when he read over Kuffler’s research papers of the receptive field arrangements of cat retinal ganglion cells—research that would eventually spur his own discoveries.
Wiesel never worked in the lab with Kuffler, but he credits the researcher for fueling his career in those early days of his ophthalmology lab fellowship. “Stephen had an informal style. He hated pomposity and could be very critical of facts. But you never felt threatened or not accepted. His style of mentoring certainly affected my way of being,” Wiesel recalls. The two would take long walks and discuss science and life in general, he says.
Kuffler had a hands-off approach. He left his postdocs, Wiesel and David Hubel, another neurobiologist, alone to carry out and explore their findings. Using Kuffler’s research on the retina as a start, the young investigators studied central vision and pinned down its neural beginnings.
When Kuffler was offered a position at the Department of Pharmacology at Harvard Medical School in 1959, he brought four promising investigators, including Wiesel and Hubel, with him. After a few years, these young investigators became part of the faculty of a new Department of Neurobiology, which Kuffler founded. “Neuroscience in those days was pretty much rooted in anatomy and physiology,” Wiesel recalls. But Kuffler’s interests in neurochemistry changed that. Kuffler brought chemists and physiologists together to pursue answers to the brain’s illusive questions—and Harvard’s neurobiology department would soon come to be considered one of the most esteemed in the country.
Wiesel, ironically, never completed his PhD. “It never really occurred to me until people started to ask where I got my PhD [that this was strange],” he recalls. “In some ways, it saved me some time so I could get right to my research. It’s interesting; a formal education is very important, but, at the same time, it is possible to function [without it]. If someone is doing well in research, formalities are less important sometimes.”
At the age of 68, an age when most think of retiring, Wiesel assumed the role of president at The Rockefeller University, a New York-based institution known for allowing independent and self-directed laboratory study. When he became president in 1991, the university was in financial trouble and needed re-direction. Wiesel quickly built up morale and financial backing. “There is nothing like doing an experiment, but to be part of rebuilding an institution was a special challenge,” he says.
During his 7-year tenure as president, Wiesel took pride in recruiting 16 bright and forward-thinking faculty members. He also established six interdisciplinary research centers, including the Center for Studies in Physics and Biology. In addition, he formed the University’s collaborative relationship with the Aaron Diamond AIDS Research Center, of which he was chairman.
Wiesel applied these same leadership skills to The New York Academy of Sciences (the Academy) during a difficult time in its history. Wiesel suggested delaying the sale of the Academy’s office building, since the real estate was severely undervalued at the time. This decision led to about an extra $10 million in revenue for the Academy when the building was sold a few years later.
The key to Wiesel’s administrative success at the Academy came, in part, from his ability to shift the Academy’s mission back to scientific discovery and conversation, instead of political activism. “Think-tanks serve an important purpose, but they belong in Washington. We returned to our roots to become part of the scientific community.”
In recent years, Wiesel’s passion for removing roadblocks to scientific discovery has only grown. In 2000, Wiesel became involved with the Human Frontier Science Program, an organization headquartered in Strasbourg, France, that stresses international and interdisciplinary collaboration, with its focus on life sciences. Wiesel served as secretary general for 9 years and helped to introduce a grant program for young investigators, a career development award for post-doctoral fellows who go back to their home countries, and a post-doctoral program for physicists and chemists who want to study biology.
For 10 years, up until 2004, Wiesel also served as the chair of the Committee of Human Rights, sponsored by the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The committee writes appeals on behalf of unjustly imprisoned scientists, engineers, and health professionals, as well as personal letters of encouragement.
While he clearly is an advocate for human rights, Wiesel takes issue with the designation of “activist,” despite serving on several activist-oriented boards, including the Pew Center on Global Climate Change. His focus has been, and will always be, science, he says.
“I do think it’s important to keep science and politics separate,” Wiesel says, “But as a member of society, you have a responsibility to ensure that laws and justice are respected. I’ve always believed when people do something wrong, we have a responsibility to tell them and to advocate for justice.”
Wiesel is also interested in breaking down boundaries. He chairs the Board of Governors of the Okinawa Institute of Science and Technology (OIST), an international graduate university offering a 5-year PhD program in science, which is supported by the Japanese government. “One important feature is that there are no departments in physics, chemistry, biology, mathematics, computer science, or engineering, so the scientists and the students are free to explore.” says Wiesel.
“We have a mixture of scientists with different disciplines and different cultures, so it’s a way of trying to create a kind of ‘university of the future’.” The future, and progress, of science is a concept Wiesel embraces—viewing life as a welcome series of challenges and discoveries.
About the Author
Marci A. Landsmann is a medical writer in Philadelphia.
Published January 11, 2012
By Diana Friedman
Academy Contributor
Fleur L. Strand, a physiologist who was a pioneer of the neuropeptide concept, died of cancer on December 23, 2011, in her home in Snowmass Village, Colorado. She was 83.
Strand was actively involved in The New York Academy of Sciences throughout her career, being named a Fellow in 1976 and being elected as chair of the board in 1987. Both her leadership and her friendship will be missed by the Academy community.
Most recently, Strand held the title of Carroll and Milton Petrie Professor of Biology and Professor of Neural Science, Emerita, at New York University (NYU), where she retired in 1997. After her retirement, she was appointed by Governor George Pataki to the New York State Spinal Injury Research Board in 2001 and served as a consultant for several pharmaceutical companies until 2010.
Throughout Strand’s illustrious career, which began at NYU, where she received her BA, MS, and PhD degrees, she broke new ground, both in research and the role of women in science. In 1957, she received a National Institutes of Health postdoctoral fellowship to study at the Physiological Institute of the Free University in Berlin, Germany. During these early years of research, Strand was the first to show that stress-evoked hormones could have a direct effect on the peripheral nervous system, independent of the classical role of the adrenal gland. It took a number of years for the scientific community to accept the concept of neuropeptides.
Following her postdoctoral research in Berlin, Strand returned to NYU in 1961 and was appointed to a faculty position in the Biology Department. In 1980, she became the first female chair of the department. Strand remained an active researcher in the field of neuropeptides, as well as a beloved teacher and mentor, at NYU for 36 years. During this time, Strand sponsored more than 80 graduate student dissertations, authored multiple textbooks and primary research and review articles, and co-founded several professional societies, including the International Neuropeptide Society.
In her personal life, Strand enjoyed a long marriage to her husband of 65 years, Curt Strand. Curt Strand is a retired CEO of Hilton International. The couple enjoyed many years of vacationing in Snowmass Village, Colorado, before moving there full-time in 2004. A memorial celebration for Strand will be held on February 24 at the Snowmass Club.
Also read: Remembering Former Academy Borad Member Jim Simons
Published May 1, 2011
By Marilynn Larkin
Academy Contributor
When Nancy Zimpher entered the one-room schoolhouse in the foothills of the Ozarks, she knew she was in trouble. “I was the sole teacher for four grades meshed into one classroom. The disconnect between how I had been prepared—as an English teacher—and what I was expected to do in the classroom couldn’t have been clearer,” Zimpher recalls.
“I hadn’t developed the disciplinary skills to stretch across that range of subjects. And I didn’t know as much as I needed to know about managing a classroom. I also didn’t know enough about how young people developed cognitively and emotionally and socially at different grade levels. And I didn’t know how to provide for students the kinds of extracurricular and home life assistance that were required in what we now call a ‘high-needs’ school.”
That experience, in the early 1970s, helped shape Zimpher’s career, which ultimately took her out of the classroom and into the spotlight as a passionate advocate and respected leader in transforming education for students as well as teachers. In her current role as Chancellor of the State University of New York (SUNY), a post she accepted in 2009, Zimpher has continued her efforts to revitalize the educational system, focusing on New York State as a model for the nation.
“It’s not unusual for teachers to be teaching out of their depth and out of their discipline, often certified on some emergency basis to teach in some of the most challenging environments. This indicates that the supply chain is quite broken,” Zimpher says. “In terms of solutions, what started as a little ball rolling down the hill has become a huge issue that is coming together at this stage of my professional career through my work at SUNY, where we’re creating models that enable a very different approach to education.”
At the heart of Zimpher’s vision is an “education pipeline” that encompasses “everything people are learning at home and in schools, from the time they’re born through college graduation and as they pursue a career,” she explains. “We need to make a more connected pathway, supporting students not only in the classroom, but outside of school, in their families, in their neighborhoods, and in the whole social structure of our communities,” she says. This systemic approach is exemplified in two recent initiatives she spearheaded: Strive and the National Cradle to Career Network.
Strive, which Zimpher helped launch in Ohio when she was president of the University of Cincinnati, has since been adopted by a number of other cities across the United States, including Houston, Richmond, and Portland, Ore. The initiative brings together, among others, teachers, school district superintendents, college and university presidents, business leaders, and early childhood advocates—experts who usually work in their own “silos,” she says.
By encouraging these individuals to work together across sectors, Strive aims to ensure that children are better prepared for school, supported inside and outside of school, succeed academically, enroll in some form of postsecondary education, graduate and embark on a career. Its most recent “report card” and other data how that in participating cities, Strive implementation has increased academic achievement, kindergarten preparedness, and college graduation rates.
The National Cradle to Career Network, launched in February 2011, is modeled after Strive, bringing together parents, teachers, administrators, and thought leaders from pre-kindergarten through higher education, as well as representatives from industry, community organizations, and government. For the prototype network, which is being developed in and around Albany, SUNY will collaborate with the Albany city school district, several regional SUNY campuses, and local governments and nonprofit organizations. Similar networks will soon be underway in Buffalo and in the borough of Brooklyn, in New York City.
Zimpher emphasizes that teachers “are in a practice-based Profession like doctors, nurses, and clinical psychologists, and they need a whole series of on-campus laboratory experiences, simulations, and video demonstrations to begin to understand the culture of specific schools and classrooms. Even when they’re sent out to a school to observe, they typically don’t know what to look for. Therefore, they cannot see.”
Convinced that clinical preparation should be the “centerpiece” of teacher education, Zimpher agreed to co-chair with former Colorado Commissioner of Education Dwight Jones the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning, convened by the National Council for Accreditation of Teacher Education in November 2010.
In line with Zimpher’s approach, the expert panel called for teacher education to be “turned upside down” and refocused on clinical practice; as in the medical preparation model, “teachers, mentors, and coaches, and teacher interns and residents [will] work together as part of teams.” Stronger oversight by states and accreditation agencies is also recommended to ensure that teacher preparation programs become more accountable.
Thus far, New York, California, Colorado, Louisiana, Maryland, Ohio, Oregon, and Tennessee have agreed to implement the panel’s recommendations.
Shortly after she came on board at SUNY, Zimpher launched a strategic plan, called The Power of SUNY, with the goal of making the university system an “economic engine” for New York State. Not surprisingly, a “seamless education pipeline” is a key objective. The plan highlights the increasing need for workers with knowledge and skills in science, technology, engineering, and mathematics (STEM)—the very areas in which performance drops as students move from elementary school through high school.
SUNY is the largest higher education system in the United States, with more than 467,000 students on 64 campuses. Its breadth, scope, and potential are what drew Zimpher to her current post. “Over my 40 years in higher education, I’ve seen a great deal of innovation, but it all had the look of a cottage industry—boutique innovations that are very difficult to take to scale,” she says.
“I saw coming to SUNY as a one-of-a-kind opportunity to take innovation to scale at every level—in education, in the sciences, in art, and in healthcare. My greatest desire for an accomplishment is to realize the power of this complex, diverse system by implementing innovative ideas across multiple campuses.”
That aspiration propelled Zimpher to join The New York Academy of Sciences’ Board of Governors, largely because of the Academy’s “strong commitment to education and, in particular, to the STEM disciplines,” she says. “Linking SUNY’s many scientists, faculty, and graduate students to the Academy’s scientific community has the potential to yield mutual benefits on a huge scale.”
Zimpher also was attracted to the Academy’s international projects and connections. “These dovetail with our desire to better coordinate SUNY’s global affairs and outreach,” she explains. “Many people talk very vehemently about how America’s educational system lags behind those of other countries. Some of what ails our system is being taken care of in other systems.
Nevertheless, as word got out about our cradle-to-career partnerships, people in other countries learned about them on the web, and have begun to solicit our advice. So, I’m thinking that all educational systems around the world get pieces of the comprehensive picture right. But the whole picture—the need to imbue the education process with academic, cultural, and social investments in our future—is something that everybody is challenged with. And that means we have an opportunity to be a model.”
Zimpher’s passion for teaching and revamping the educational system has deep roots. Although her experience in the one-room schoolhouse was a precipitating factor, the foundation was laid much earlier. Her father was a principal in a Herndon, West Virginia, elementary school when he met her mother, who came from Kentucky to teach “commercial” classes in the local high school. “Commercial classes were taken mainly by women who were not college-bound,” Zimpher notes. “Ironically, though, these classes included the one subject that has the most value for us in the 21st century—keyboarding [typing].
“Another irony is that my mother placed students in cooperative internships in local businesses, and years later I learned that the city of Cincinnati was the founder of cooperative education, close to a hundred years ago,” Zimpher says. “And here I am now, working diligently to bring paid internships and cooperative education to scale in New York.”
Marilynn Larkin is an independent health, medical, science editor and writer in New York City.