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Industry Strategies for Enabling Innovation

Various people working together in an office-like environment.

Tech experts and entrepreneurs provide their insight on what drives innovation in the digital era, and what you can do to thrive.

Published May 1, 2008

By Leslie Taylor and Adreinne Burke

Every second year since 2004, Finland’s President has presented the $1.5 million Millennium Technology Prize to an individual whose innovation “improves the quality of human life and promotes sustainability in many ways.” World Wide Web developer Tim Berners-Lee and Shuji Nakamura, inventor of the MOCVD technique for manufacturing energy-efficient light, are past winners. And in April, an audience gathered at The New York Academy of Sciences as four finalists for the 2008 prize were announced.

Finland’s “tribute to life-enhancing technological innovations,” is just one, albeit the grandest, in an exploding field of awards, books, conventions, fairs, and symposia celebrating innovative science.

Magazines including Business Week, Fast Company, and Wired publish annual lists of the world’s most innovative companies, and MIT’s Technology Review crowns the year’s Top 100 Innovators. The FIRST Robotics Competition, Tech Challenge, and LEGO Leagues established by Dean Kamen—himself the innovator of several important medical technologies—inspires more than 150,000 youths in 38 countries to innovate and “dream of becoming science and technology heroes.”

Through his Innovation 25 Strategy Council, Kiyoshi Kurokawa, science advisor to the Prime Minister of Japan, urges his compatriots to undertake creative technology endeavors. And, as Academy President Ellis Rubinstein notes, leaders of cities the world over are competing for the unofficial title of Idea Capital. Even The New York Academy of Sciences is developing its own Industry Innovation Awards program.

To be sure, definitions for innovation abound. Depending on whom you ask, innovation is lifealtering, process changing, disruptive, sustainable, earthshattering, or breathtaking. Google Engineering Director Alan Warren says innovation is about “taking a set of tools or capabilities and coming up with a new way of putting them together that is going to provide value for the users.” Dean Kamen argues, “it’s not clever widgets and inventions, but it is the wheel, fire, and moveable type.” An innovative technology, Kamen says, “is something so profound that it changes the way people live, work, or play.”

Regardless of how it’s defined, most people know innovation when they see it, and few would disagree with the choice of Tim Berners-Lee or Shuji Nakamura as world-class innovators.

What seems harder to agree on than what defines innovation is what enables it to happen. Are certain conditions necessary to create an environment that breeds innovation? Is innovation most reliant on brilliant people, plentiful resources, or an ideal work culture? Is it about having the perfect combination of those factors, or something else entirely? And how do some companies, such as Google or DEKA, manage to generate one life-altering tool or technology after another?

We asked the leaders of those and three other organizations to tell us what they believe is the key to scientific innovation in industry. We didn’t get the same answer twice.

XEROX: Realize the Customer’s Dream

Raised by a painter-poet mother and an engineer father, Academy member Sophie Vandebroek might seem to have been destined to be an innovative scientist. But her definition of innovation isn’t so heavy on free-thinking and creativity. “You innovate when you make a significant difference to the customers—when they benefit from the product or service that you provide,” says the Chief Technology Officer for Xerox.

Over the company’s lifespan, Xerox has been issued more than 55,000 patents worldwide and continues to win more than 10 every week. But inventing is just half of the innovation equation, according to Vandebroek, who is also president of the Xerox Innovation Group. Her formula? Innovation = invention + entrepreneurship.

An invention can be cool, but it might not change the business process, make a significant impact, improve efficiency, or create new markets, Vandebroek says. “Innovation is a practical and successful application of a breakthrough invention,” she explains, adding that, at Xerox, “the way we innovate starts and ends with the customer.”

To really grasp Xerox customers’ needs and address their “pain points,” Vandebroek instituted a practice by which Xerox researchers host “dreaming sessions” with about 2,000 customers each year. For instance, when Xerox acquired the litigation document management company Amici in 2006, Xerox staff sought out meetings with potential customers of its products—the chief information officers of several top law firms.

Amici offered software to enable lawyers to automatically pull data for trial from among reams of documents containing millions of pieces of evidence. But in Vandebroek’s conversations with CIOs, she discovered that legal professionals need to sift through evidence by hand to decide if it is relevant to a case or if it needs to be kept secure—a tedious and error-prone process. “It was a pain point,” Vandebroek says, but to automate the process and eliminate human intervention was no solution.

Instead, Xerox developed smart document software that used machine learning and linguistics to process and analyze content for attorneys, find facts in documents, and filter private information. Vandebroek says the dreaming sessions enabled her staff to more effectively apply their expertise to the customers’ problems.

In another example of how dreaming sessions contribute to innovation, Vandebroek says a team of anthropologists from Xerox’s Palo Alto Research Center spent six months conducting on-site observations of some of the company’s large enterprise customers. They noticed that nearly 45 percent of what people print winds up in the recycling bin within 24 hours—an expensive and environmentally unsound habit. Meanwhile, at a Xerox research facility in Canada, materials scientists and chemists had developed a temporary printing system that could make type disappear from a page 24 hours after being printed.

Vandebroek says going on site to experience the customers’ operation is a key to innovation. “If I simply ask my customers what they want, they might not be familiar with the state-of-the-art that allows you to do such things.” She adds, “As Henry Ford said, ‘If I gave my customers what they wanted, it would have been a faster horse.’”

IMAGINATIK: Harness the Wisdom of Crowds

In a world where competition is global and corporations can be as populous as small cities, it’s too risky to rely on a few people to come up with all your good ideas, says Mark Turrell, CEO of Imaginatik, a Boston and Winchester, UK-based company that makes enterprise software for collaborative innovation and idea management. Problems can better be solved when you tap into the brains of tens, hundreds, thousands, tens of thousands of people, he says.

“Let’s say you ask for input from 500 people. Even if 400 can’t be bothered to respond, 100 participate. Of those, 30 will have 38 ideas, of which 10 to 15 percent will be good,” says Turrell. “Because you are working at volume, you’re bound to get one brilliant answer. Always.”

While working on a PhD in the Information Management Department of Cass Business School in London, Turrell studied critical mass and diffusion theory of collaborative technologies, how they spread through organizations, and how people adopt and use them. Based on what he learned, Turrell created a methodology and Web-based software for collaborative problem solving that has been used more than 4,000 times to address a variety of problems.

Hewlett-Packard employed his system as a brainstorming device to solicit ideas for meaningful projects the company could undertake as part of an Earth Day celebration. And Pfizer used it to tap into its own institutional wisdom: To expand its drug pipeline, the pharma want-ed to dig up compounds that the company once had under development but did not finish developing for some business reason, such as lack of interest in a certain drug market.

The company used Imaginatik software to engage the help of 15,000 employees in finding an existing drug ready for phase 3. Compounds that had made it that far along in the pipeline, Pfizer reasoned, have approximately $100 million net present value. They found one within a week.

Turrell says there are tricks that can encourage people to use a collaborative system. A narrow focus and a short time frame will get 30 times better participation than any long-term program, he says. People are always busy, and they procrastinate, he explains, so it’s important to encourage them to do today what they’d prefer to put off until tomorrow. Plus, people are more likely to come up with great ideas in response to a specific query than to a general invitation for suggestions. Asking, “How can we reduce bureaucracy or reduce our energy consumption?” prompts more useful and creative responses than just requesting suggestions on how to improve company performance.

Many of the great ideas that became some of the most successful products, or even whole industries, were developed at the grassroots level, Turrell points out. But leadership—to set goals and identify and provide support for the best ideas—is also critical. Turrell’s favorite recipe for promoting innovation? “Openness to using the thousand eyes, ears, and brains everywhere, but at the same time having a focus and direction.”

GOOGLE: Hire the Best, Then Get Out of Their Way

Google Engineering Director Alan Warren, whose employer is the poster child for 21st century innovation, says it has become so by hiring the right people and fostering a culture where they thrive.

Recent innovations out of Google’s New York City office, such as Google Spreadsheets, which transformed a traditionally desktop-bound application into a collaborative workspace, are the products of the company’s hands-off approach to management.

“You can’t make someone an innovator if they don’t have a curiosity and desire to make things better, to do something new and useful. And you can’t put someone like that in the wrong environment and expect good things to pop out,” Warren says.

Google seeks new hires with what Warren calls “serious horsepower”—people who are not just super smart, but who also have a creative bent. “We ask ourselves, ‘Has a candidate just taken a problem that’s been handed to them by a thesis advisor and worked their way through it, or have they taken [a problem], spun it out this way, figured out how it applies to that, and then come up with this over here?’ We look for that kind of spark,” he says.

Another question Warren asks a hiring committee is to consider is : “Would you like this person sitting in the cube next to you and working on your project with you?”

“We won’t bring someone in just because of horsepower if we don’t think they’ll add to the environment,” he says. He wants people who are happy to let others bounce ideas off of them and who will participate in offsite teambuilding outings such as the recent company-wide ski trip.

That’s because Google developers usually attack projects in small teams. “The natural number that our developers tend to organically subdivide into is three,” he says, adding that it’s “a group size that minimizes the overhead from over-organizing and coordinating.”

The Google philosophy also holds that an overly hierarchical management structure can obstruct innovation. Micromanagement is strongly discouraged. As a manager, Warren believes his job is to bring smart people together then take a step back. “I don’t manage or direct in the traditional sense,” he says. “My job is to help communicate to employees what the company priorities are, what I see as the important challenges and needs out there, and to give them some ideas and directions to go in.”

But it is the job of the engineers to figure out just what needs to get done, he explains. “I manage them by reviewing what they are planning to do, rather than by figuring out what they should do and telling them to do it.”

DEKA: Celebrate Failure, and Move on Fast

Perhaps best known for his electric “human transporter,” the Segway, inventor and entrepreneur Dean Kamen holds 400 patents and is responsible for creating life-transforming technologies such as the mobile peritoneal dialysis machine (140 million shipped), the iBOT Mobility System—which enables people typically confined to a wheelchair to maneuver stairs and rough terrain, reach high shelves, and greet a standing person at eye-level—and, still under development, a robotic prosthetic arm, designed especially for amputee soldiers returning from Iraq.

Kamen says he fosters innovation at his Manchester, NH, company, DEKA Research & Development, by embracing failure. “In most companies the penalty for failure is substantially disproportionate to the reward for success, which causes rational people to be risk averse,” Kamen says. “DEKA is a place that embraces change and a place that celebrates failure in a weird way.”

When an idea doesn’t pan out, Kamen says it’s important to view the project, not the person or the company, as the failure. “Let it fail quickly, learn, recover, laugh, and move on,” he says. “At the end of any day I’d like to see guys running around yelling ‘Eureka!’ or else I’d like to see smoke and a ball of flames. Spectacular death is better than the warm death of mediocrity.”

Asked whether brilliant people, the right resources, or a strong culture is most important to an innovative workplace, Kamen responds, “You need the right people, resources, and culture. And mostly you need to be able to work really hard.” Modern culture suggests that life is about instant gratification, Kamen complains. “The jingles kids see say, ‘Life is short. Play hard.’ My motto is ‘Life is short. Work hard.’ I don’t think there’s a shortcut to innovation,” says the man who claims to have never had a job or collected a paycheck in his life.

Kamen also suggests that a small company like DEKA, with about 200 employees, is better suited to innovate than behemoths. “Big organizations are good at doing certain things that are important for the world to have, like consistency and quality. Good management is about consistency and never being surprised. But that’s contrary to what innovation is,” he says.

So, what is innovation? “People are comfortable with the way things are,” Kamen explains. “Innovation is therefore so rare it only occurs when some idea or technology is so profoundly better than what existed before that people are willing to change.”

How does he know when DEKA has produced something that meets his definition of innovative? “When you deliver the first one that actually works—something that you think is a big idea and you show it to someone and their deep analytic response is, ‘Wow!’ Then you know you’re on to something.”

NYSERNET: If You Build It, They Will Come and Be Brillant

Academy member Timothy Lance believes that great infrastructure is the key to enabling scientific innovation. Scientists around New York State who are relying on his organization’s vast computing network are the proof of his point.

“Suppose you’ve got a computational model that has some-thing to do with protein folding,” begins Lance, president and chairman of the board of NYSERNet, a private not-for-profit corporation that has delivered state-of-the-art Internet services to New York State’s research and education community for more than 20 years.

Now, he says, “Suppose you’ve got a very good lab scientist who knows a lot about proteins and the way they behave. Once upon a time he might have said, ‘To run the model is going to take a week and then it will take another two days to download the results.’”

But, Lance asks, what if you put this incredibly fast computer and network at his disposal so that the model can be run in two seconds? “He might see the results and say ‘That’s interesting, but hey I wonder, what if x is different? Let’s tweak this and see what happens.’ [This experiment] is quantitatively different but it’s also qualitatively different because it’s so quick that you’ve got this brilliant mind able to turn multiple things over and come up with an idea.”

Founded in 1985 by a consortium of institutions grappling with lack of access to high-performance computing, NYSERNet counts among its members New York State’s leading universities, colleges, museums, healthcare facilities, primary and secondary schools, and research institutions. In 1987, NYSERNet deployed a regional Internet Protocol network—the first use of the technology outside the U.S. Department of Defense, and the first statewide implementation.

In the days before the public Internet, scientists couldn’t quickly share data or exchange ideas, Lance notes. And before NYSERNet, research institutions paid for dialup so their investigators could call in to the nearest supercomputing center. By providing them with access to the computational and connectivity tools they need, NYSERNet has advanced research and educational initiatives, and thereby innovation, in New York State.

Over the past three years, in order to end its dependence on carrier-provided circuits, NYSERNet has deployed or acquired a vast network of fiber optic cable—over 1,500 miles of fiber in New York City. When the Large Hadron Collider comes online in Switzerland this year, all data flowing from it to the Americas will be routed through NYSERNet’s primary collocation site at 32 Avenue of the Americas in Manhattan, Lance says.

“Now the networks are so powerful that we can look at harder problems and bigger datasets, bigger transfers, and more computational cycles,” says Lance. “Of course, there can be innovation by having breathtaking ideas that don’t require any computers and I sometimes kid around that what we’re doing with these supercomputers is enabling ordinary men to do what Gauss would do in his head overnight. But in fact, to visualize some problems requires so much data or computation or tools that the infrastructure becomes an absolutely critical tool forgetting an idea of what’s going on.”

A Shared Life of Advancing Science

A couple pose together for the camera inside the study of their home.

From their honeymoon through retirement, Herbert J. Kayden and Gabrielle H. Reem reflect on their commitment to advancing science in New York and across the globe.

Published September 1, 2007

By Adrienne J. Burke

Image courtesy of Don Hamerman via Update magazine.

Herbert Kayden is known for his research on the genetic disorders of lipid metabolism. In the 1960s he published the first definitive studies on the metabolic pathways of vitamin E and its role in humans. His wife of five decades, Gabrielle Reem, made her mark on science with studies of purine biosynthesis and the mode of action of immunosuppressive drugs.

If you’ve attended a meeting at The New York Academy of Sciences (the Academy) in the past year, you’re already familiar with them: The Herbert and Gabrielle Reem Kayden Auditorium was named to honor the couple’s generous ongoing support of the Academy. And if you’re a longtime Academy member, you’ve likely rubbed elbows with one or both of them. Kayden joined the Academy in 1949, presided over the board for one year, and continued to serve on it for another five. Reem, who jokes that she was an “Academy widow” for that period, has been an Academy fellow for more than 20 years.

The Backstory

Born in Manhattan and educated at George Washington High School, Kayden enrolled at Columbia College with plans to pursue a career in medicine. On the advice of the school’s dean, the mathematician Herbert Hawkes, who believed that no student of science should graduate without a good dose of liberal arts, Kayden balanced his pre-med schooling with humanities studies. “I took only the science that was required to get into medical school,” he says. His course load included literature with the distinguished professor Lionel Trilling and cultural history with the Columbia cynosure Jacques Barzun.

After graduating from NYU Medical School, Kayden served overseas as a Navy ship’s doctor until 1946 before beginning a career in cardiology research at Goldwater Memorial Hospital on Roosevelt Island. At the time, the elite research hospital treated the city’s chronically ill, hosted clinical wards for NYU and Columbia, and was world renowned for anti-malaria research. “It’s hard to reconstruct the intensity of those sessions and the seminars and the grand rounds,” says Kayden, who was the hospital’s chief resident. “It was an extraordinary group of physicians—the most enthusiastic, bang-up, conscientious group I’ve ever seen.”

The group included Reem, who had landed there as a research fellow after medical studies in Jerusalem, Beirut, Geneva, Basel, and the Mount Desert Island Biological Laboratory in Maine. When Kayden later took a position at NYU Medical Center, Reem went on to become an associate at the Sloan Kettering Institute for Cancer Research, where she worked in clinical medicine. Later, she was appointed professor of pharmacology at NYU, where she studied de novo purine biosynthesis, the mode of action of immunosuppressive drugs, and the regulation of human prolactin expression in lymphocytes.

Elected President of the Academy’s Board of Governors

When he became president of the Academy’s Board of Governors in 1977, Kayden appealed to Bill Golden, formerly President Truman’s science advisor (and now a Life Governor of the Academy), for advice on restructuring the organization. Kayden extended the Academy’s activities into New York City with programs to mentor high school students and host events with the New York Hall of Science.

He also hired NYU Provost Sidney Borowitz to be the Academy’s paid director. “We revised the constitution to cut the size of the board and imposed proper governance,” Kayden says. His influence so many years ago set the stage for the Academy to evolve into an organization that he now praises as one that enables scientists to share their wisdom, knowledge, and teaching with the world.

As Reem recalls her husband’s commitment to the Academy, Kayden remembers his wife’s focus on research being so intense that he once asked the campus police to check on her in her lab late at night. Asked what drove them, Kayden and Reem reveal a mutual enthusiasm for science so strong that they visited a research lab in Sweden during their honeymoon; this obsession has lasted throughout their union. Says Reem, “Science became our passion. Pursuing our research was very exciting, and whatever we touched was new.” These sentiments make it all the more fitting that their names now crown the Academy’s brand new auditorium, with its view of all of Manhattan.

Also read: In Memoriam: President Emeritus Herbert Kayden

The Evolution of an Environmental Scientist

A woman smiles for the camera.

Rosina M. Bierbaum was always mindful of pollution and other environmental matters growing up in Pennsylvania, so perhaps it’s no surprise that she made a career of it.

Published September 1, 2007

By Rosina M. Bierbaum, as told to Abigail Jeffries

Rosina M. Bierbaum, PhD

I grew up in Bethlehem, Pennsylvania, a steel town, as the middle of five children. We lived only two blocks from the main steel plant, so I was exposed to air pollution issues from a very early age. Particulates in the air coated our cars and windowsills every day, so my siblings and I were constantly dusting! This was before the Clean Air Act.

At age 11 my interest in the environment blossomed when I read Rachel Carson’s other book, The Sea Around Us. I became very concerned about the preservation of aquatic and marine ecosystems. My father’s boat store afforded me many opportunities to study the Pocono Mountain lakes, and increasing signs of pollution worried me.

My ninth grade biology teacher was my first mentor, and a real gem. She arranged for students to work in local college labs on weekends. We studied Drosophila genetics, synthesized aspirin, and tried not to explode things; I really got hooked on science.

After taking an ecology summer course at LaSalle College at age 14, I entered—and won!—local and national science fairs with projects examining how irradiation affected the interaction of algae and bacteria. Using a meat sterilization lamp in my grandfather’s butcher store, I discovered that there were some antibiotic properties in the algae Chlorella that were destroyed by ultraviolet radiation. I went on to major in both biology and English at Boston College and pursued a PhD in ecology and evolutionary biology at SUNY, Stony Brook.

A Shift to the Science-Policy World

By then, my career goal was to conduct research on marine invertebrates in a beautiful coastal setting for the rest of my life. But one of my many mentors, Dr. Bentley Glass, admonished me to participate in the science-policy world. Since I didn’t even read a daily newspaper then, he essentially embarrassed me into applying for a Congressional fellowship, which I, somewhat unhappily at the time, won. So, I left the ivory tower, but what an epiphany awaited!

In those 20 subsequent years working for the Congress and then the White House, I learned that science is not the loudest voice, that civic scientists must be ready to translate the relevance of technical information to whatever policy issue is urgent, and that one must ensure scientists are at the table when decisions about budgets, treaties, policies, and regulations are made. Economists and lawyers were routinely consulted, but it took some persistence to ensure scientists became part of the group of usual suspects.

I left my position as acting director of the White House Science Office in 2001 to return to academia to train the next generation of environmental leaders in the way I wish I had been educated when I went to DC— not just to know a narrow slice of science but to be able to speak the languages of economics, policy, law, engineering, and negotiation.

That’s my mission now, to combine social sciences, natural sciences, and design in an integrated education to enable tomorrow’s leaders to achieve a sustainable planet.

Also read: The Environmental Impact of ‘Silent Spring’


About the Authors

Rosina M. Bierbaum is the Dean of the School of Natural Resources and Environment at the University of Michigan. She holds a Ph.D. in Ecology and Evolution from the State University of New York, Stony Brook and has been a member of the Academy since 2000.

Abigail Jeffries is a freelance science and health reporter living in Tolland, CT.

Academy Inspires Future with Young Einsteins Program

A shot of a science classroom with books, calculators, and a microscope in the foreground, and a blackboard with math equations in the background.

This summer, the program tackled the energy crisis, terrorism, and how pigeon waste can be used as a biological weapon.

Published July 28, 2006

By Jennifer Tang

Image courtesy of Sensay via stock.adobe.com.

Can pigeon waste be used to spread a dangerous fungus affecting millions of people? How can carbon dioxide, the greenhouse gas linked to global warming, be used to extract a natural gas, methane, to help curb our energy crisis? How can we protect New Yorks computers from hackers and terrorism?

These are just some of the cutting-edge scientific topics being tackled by 55 students in the Academy’s Science Research Training Program (SRTP). Now in its 30th year, the eight-week summer program has prepared thousands of high school students for careers in the sciences by training them to do hands-on, scientific research with leading scientists from institutions such as Columbia University, Burke Rehabilitation Center, New York Medical College, NYU School of Medicine, and Cold Spring Harbor Laboratory.

Each spring, hundreds of students from public and private schools located in New York City, Westchester, Long Island, New Jersey and Connecticut apply to get into this competitive program, which is open only to newcomers. Students choose their favorite category (i.e., biology, chemistry, computer science) and are assigned a mentor. After working Monday to Thursday, students supplement their lab experiences by attending special Friday workshops held at the Academy.

The workshops examine the responsibilities of a scientist from a multiplicity of perspectives and discuss issues such as writing and presenting scientific papers. Last week, the Academy held a panel discussion on alterative science careers featuring The New York Times reporter Andrew Revkin, astrophysicist Garret Schneider and lawyer and chemist Mary Jane O’Connell.

Cell Phones and Pigeons

Working with her mentor, Dr. Jason Nieh from Columbia University, Janice Escobar, a fifteen-year-old student from Manhattan’s Chapin School, has embarked on a project not likely to be found in a typical high school science textbook – mapping cell phone networks in order to prevent new acts of terrorism. “Recently, terrorists in Iraq have been using cell phones to detonate bombs,” she observed. “Perhaps our research could ultimately help prevent events like that from happening in Manhattan. We’re also mapping out the number of open access points in the city. Where there is an open access point, Internet hackers could do a number of harmful things: break into private files, download illegal programs, and create viruses.”

Another student, Steven Mieses from the Bronx’s High School of American Studies at Lehman College, is spending his summer studying pigeons but from the perspective of a lab bench rather than that of a park. “Cryptoccoccus neoformansis a fungus commonly found in pigeon waste and affects people who are immunocompromised,” he says. “New York City is heavily populated with pigeons, putting people with HIV, or people who have undergone immuno-suppressive therapy such as chemotherapy, at risk of contracting this deadly pathogenic fungus.”

Working with his mentor, Dr. Arturo Casadevall at the Albert Einstein College of Medicine, Steven studies Crypotoccoccus neoformans cells under a microscope and tests for antibodies. “By helping to make these antibodies for GalXM, we can possibly eliminate one of the many opportunistic infections in the world and save thousands of lives,” he says. “This is why science is my favorite subject – in the lab, I never know if the day will end in failure or success. What I do know is that the day is going to have many surprises.”

Excitement of the Unknown

Unexpected discoveries and surprising results are true to the experience of real scientists, says Matthew Kelly, the Program’s Coordinator. “The purpose of the program is to give students a taste of what real-life scientific research is all about,” he says.

Students thrive on satisfying their curiosity. Yena Jun, a student from New Jersey’s Academy for the Advancement of Science and Technology, stresses that’s why she became a SRTP student.

“At my school, the results of the lab experiments are often known before the experiments actually take place,” she says. “In the SRTP, we don’t know what the results will be.”

Yena and Zeke Miller, a student from Davis Renov Stahler Yeshiva High School for Boys in Woodmere, New York, are studying how methane gas might be extracted and used as an alterative fuel, a project that would help today’s energy crisis.

“Gas hydrates, which are found in huge quantities in marine and Arctic sediments, contain twice the amount of carbon found in all other fossil fuels and make them a significant energy source in the future,” she observes. “However, extracting methane hydrates from sediments in the ocean floor may cause landslides or lead to further climate change. We’re looking at how carbon dioxide might be used to replace methane, an intriguing concept that would kill two birds with one stone – use methane as a fuel and reduce the level of carbon dioxide in the atmosphere, a cause of global warming.”

Hooked on Science

It’s challenging subjects like these and their potential to make an impact on today’s society that has SRTP students hooked on science. “I hope that my research will help speed up progress in curbing dependence upon foreign oil – with methane in such abundant supply, this would be a potential solution to the world’s energy problems,” Zeke says.

Despite the hot weather, most SRTP students say they don’t regret spending their summers in labs or libraries rather than tossing volleyballs on the beach. “Being in the program makes you more aware of the roles politics, economics, ethics and society play in scientific findings, and overall you become aware of the issues that we are faced with now,” says Janice.

Steven adds, “Unlike a vacation that ends once the summer is over, the information I learn here will be with me forever, and I can take it wherever I go.”

Do you know a young, inspiring scientist? Encourage them to check out the Academy’s educational programming.

High Temps Call for High-Tech Edutainment

A shot of a video game controller.

From clunky kinetoscopes to cutting-edge video games, communication is cool at the Sony Wonder Technology lab.

Published July 24, 2006

By Adelle Caravanos

Image courtesy of miglagoa via stock.adobe.com.

Sidewalks that sizzle, subway seats that stick to your skin, and smells that are, well, unsavory at best. Summertime in New York City can be a drag. But on a sweltering day, students of all ages can ease their overheating heads — and feed their minds — on a visit to the Sony Wonder Technology Lab.

Swarms of day campers, families, and technophiles find solace at the four-story, 14,000-square foot center, located at the corner of 56th Street and Madison Avenue. The Lab’s exhibitions and programs explore the technology and history of media and communication, from the development of television and telephones, to computer processors, programs, and video games. Touch-screen monitors and personalized learning stations, designed for kids aged 8 to 14, allow visitors to experience, first-hand, the technology that enables us to talk to each other, to record and preserve the moments that are important to us, and to make life easier and more enjoyable.

On any given weekday, expect to see small scientists and emerging engineers — many in matching camp couture — as 1,000 or more visitors explore the Lab each day. From Harlem to Park Slope, Flushing to Riverdale, campers, kids, and parents (yes, they’re invited, too) flock from all areas to explore this free expo of hands-on science and technology, opened in 1994 and funded by the Sony Corporation of America.

The first-stop at the Lab: a log-in station that records your name, photo, and voice sample to connect with a bar-coded ID card. Swiping the card at various stations as you wander throughout the Lab lets you log in as the “media trainee” and projects your image onto exhibit screens as you pass by.

Learning the History of Communications

Visitors begin their tour of the Lab with a lesson on the history of communications, taught via video monitors along the Communications Bridge, a walkway to the hands-on stations. Images from the clunky kinetoscopes of the 1890s lead into those of the early days of silent films; these give way to the iconic scenes of movies such as From Here to Eternity, and end at high-definition television shots so crisp it appears that the screen is the only thing keeping the picture inside the monitor.

The Communications Bridge leads visitors into the modern age, and into the Technology Workshop, a set of exhibits that allow trainees to explore basic mechanisms of communication — creating audio and visual samples, and transmitting and receiving these samples as signals via satellites. Kids can view and magnify the inner electronics of computers, video recorders, monitors, and other pieces of equipment.

In one exhibit, trainees must record representative samples of American music for a NASA capsule that will be sent into space. While choosing which music to send may seem difficult (Public Enemy, Johnny Cash, and Billie Holiday are among the choices), the real challenge is deciding the correct sampling rate so the music stays withing the 100 megabyte limit, while being careful to preserve sound quality.

The next series of exhibits focuses on the abundant ways communication technology is used in professional settings — from operating rooms to factories, from the National Weather Service to the sound stage of a children’s TV show.

Entertain Your Brain

At one station, visitors learn about the technology behind the ultrasound instruments that doctors use to examine pregnant women; nearby, you can program a robotic arm to pick up a metal ball and move it to its destination. At the Environmental Research Command Center, trainees track the progress of a hurricane approaching the East coast, and make recommendations to local governments about the deployment of the National Guard. And at the movie studio, aspiring directors, producers, and editors use a full size television camera to tape and edit a broadcast.

For gamers in your group, the Lab has an entire section devoted to how video game developers create the challenging trials for Playstation and other systems. Trainees can make their own car racing game, and then play out the results — a very popular area of the Lab.

In addition to the exhibits, the Lab also screens high-definition films all day, and hosts free or low-cost classes and special events for kids of all ages. So before you let the heat halt your family’s learning for the summer, stop in to the Sony Wonder Technology Lab and entertain your brains.

Do you know a young, inspiring scientist? Encourage them to check out the Academy’s educational programming.

A Laboratory for Science Education in NYC

A high school student inside a science lab holds up a test tube with an orange liquid.

With an alumni association reads like a dream science team from Fantasy University, Stuyvesant High School proves itself as one of the best in the nation.

Published July 1, 2006

By David Cohn

Image courtesy of Emi Suzuki

The principal’s office at Stuyvesant High School is lined with trophies of many shapes, but only one size: big. A few of the prizes are for sports, such as swimming, but most are for cerebral pursuits such as science, math, and chess. In one corner of the room looms a giant check from the Intel Science Talent Search, which awards $1000 to a school when its student is chosen as one of 300 semifinalists in the annual nationwide contest. Stuyvesant’s check for this year is made out for $8000, but that’s nothing unusual.

With a strong focus in math and science, Stuyvesant, located on the Hudson River at Chambers Street in Battery Park City, is recognized as one of the best public high schools in the country. The school has produced four Nobel laureates, and the membership of the 30,000-strong alumni association reads like a dream science team for a game of Fantasy University.

Members of The New York Academy of Sciences (the Academy) who are Stuyvesant grads are too numerous to list here, but they include Brian Greene of Columbia University, a leading authority on superstring theory; Eric Lander of MIT, the genomics pioneer; and physicist Nicholas Samios, director of the Brookhaven National Laboratory. Joshua Lederberg, who won the Nobel Prize for Medicine in 1958 for discovering the mechanisms of genetic recombination in bacteria, is a Stuyvesant grad, class of 1941. He recalls bright young students bouncing ideas off each other and “arguing the merits of going into science,” an atmosphere not too different from today’s.

The Top Achievers

Image courtesy of Emi Suzuki

Stuyvesant’s 800 incoming students represent the top achievers from the 25,000 children who take the Specialized High School Admissions Test, the SAT-like exam that determines who can attend one of New York’s special science and technology public high schools. “If I walked into the 9th grade assembly and said ‘Will everyone who was valedictorian and salutatorian last year in their junior high please stand up,’ about two-thirds would stand,” says principal Stanley Teitel.

Once accepted, students can choose from a varied curriculum that includes ten language choices, tough basic science classes, and advanced science courses in fields including oceanography, molecular biology, and psychology. Students leave Stuyvesant “prepared for the next level,” says Teitel, which is often a top-tier college or Ivy League university. In fact, Stuyvesant has limited the number of colleges to which students can apply to seven, to reduce overlap.

From All-Male to All-Star

The formerly all-male school became coed in 1969, and moved in 1992 from East 15th St. to its new campus in Lower Manhattan, a stone’s throw away from Rockefeller and other Battery Park City parks where students go to relax, eat, and take in majestic Hudson River views. The school’s remarkable labs, which specialize in everything from earth sciences to robotics engineering, “really capture the energy and enthusiasm of the school,” says Robert Sherwood, president of the Alumni Association, which donates most of the money to fund the facilities.

Image courtesy of Emi Suzuki

The location, only a few blocks from most major subway lines, makes it convenient for students who come from all five boroughs. The location also opens young minds. “Coming from Queens, I didn’t have much interaction with Manhattan,” says Emi Suzuki, president of ARISTA, a national honors society and Stuyvesant’s largest club. “So when I started at Stuyvesant, commuting really exposed me to all kinds of different people.”

Suzuki, like many of her classmates, has already had time in a professional lab. With the help of an internship advisor, she was able to spend last summer at the Memorial Sloan-Kettering Cancer Center under the mentorship of Dr. Harold Varmus, 1989 recipient of the Nobel Prize. Suzuki cultured cells, and produced and purified immunoadhesion-marker proteins. Others in her class interned at prestigious laboratories at Columbia, NYU, or Cornell.

“Stuyvesant absolutely does not give us internships on a silver platter,” Suzuki says, “but I do think that our school’s reputation helps.”

Learn more about educational programming at the Academy.

The Missing Person in Science Inquiry Starts with “I”

A woman examines different photos as part of an art installation.

While art and science are at times seen as diametric opposites, there are also ways in which art can inform the scientific process.

Published May 8, 2006

By Cecily Cannan Selby

Science seldom proceeds in the straightforward logical manner imagined by outsiders. Instead, its steps forward (and sometimes backward) are often very human events in which personalities and cultural traditions play major roles.
– James Watson (1968)

A work of art reflects the perceptions of its creator, while a work of science reflects the characteristics of nature. A work of art is a personal expression of the artist, while a work of science must be a shared expression among scientists. An artist creates an original work and does not want another artist to reproduce it. A scientist gets validation when other scientists reproduce her results. These are useful ways to distinguish between art and science.

But the whole truth must include how art and science can be partners. We recognize this most dramatically when we find beauty in science’s products. Less well recognized is that art can also be a part of science’s processes. [17] Richard Buckminster Fuller described this pithily: “When I’m working on a problem, I never think about beauty. I think only how to solve the problem. But when I have finished, if the solution is not beautiful, I know it is wrong.”

I believe that the public discourse about science has been missing a vital message that, if understood and promoted, could profoundly improve student, adult, and societal engagement with science: Aesthetic and humanistic, as well as scientific, perspectives can legitimately influence the choices made in a scientific inquiry.

Public Perception of Science

Unfortunately, public perceptions of science too often thwart this message. Physicist and historian Gerald Holton has explained that misperceptions of science can arise because the scientist’s “private process of creation” is largely shielded from public view. Only the “public process of validation” is reported in professional journals and monographs. What scientists actually do, their “nascent moment of discovery” and personal scientific activity—what Holton calls “private science”—are not. Francois Jacob, the physiologist and Nobel laureate, captured this difference when he compared his “night” science of private scientific activity to the “day” science of formal public reporting.

The writings of scientists, philosophers, and historians are our partners in the examination of “private” science—what scientists say they do, and how and why they do it. They illuminate how personal and cultural perspectives can influence, and add value to, scientific investigations. [17]

The Process and the Person

The cutting edge of science is not about the completely unknown. It is found where we understand just enough to ask the right question or build the right instrument. [7]
– David Goodstein

Scientists say that their inquiry starts with a question, and their first task is to design an inquiry that makes it soluble. Questioning, observing, experimenting, and hypothesis testing are commonly used to find solutions. None of these processes, however, is unique to science. If, as Albert Einstein wrote, “the whole of science is nothing more than a refinement of everyday thinking,” what refinement is unique to science? The answer is scientific evidence. The refinement that early scientists brought to human problem solving is the evidence to which scientists pay attention.

Evidence. In school, most of us learned that scientific evidence must be verifiable. The 20th-century British philosopher Karl Popper argued that falsifiability is a more appropriate criterion, since there is always the possibility that “some new fact or discovery will come along that does not verify the proposition.” To be scientific, an observation or proposition must be open to disproof.

If scientific evidence must be falsifiable by others, then the processes of a scientist’s inquiry must be transparent to others. This is where “public science” demonstrates its value. If everyone is to agree on scientific evidence, its identification must be independent of everyone’s personal characteristics. Scientific evidence must be testable and relevant to the problem under study. The requirement of falsifiability opens the processes of scientific inquiry to public scrutiny.

The Role of Theology

Theology or faith cannot be proven wrong. A sculpture, a ballet, or a poem is not falsifiable. Each is subject to likes and dislikes, to disagreements of taste and style, to failed technique. The proponents of creationism say it cannot be proven wrong because it is a matter of faith. But if it is not open to disproof, it cannot be science. One can like or dislike intelligent design. However, one cannot like or dislike the evidence supporting Mendel’s laws of inherited characteristics—or age estimates from the carbon dating of ancient trees or bones—until and unless new evidence arises to falsify these data.

Observing

Popper wrote that “to look for a black hat in a black room, you have to believe that it is there.” His wonderful line reminds us that all scientific inquiry is based on the assumption that explanations of natural phenomena are accessible to human minds and senses. Modern scholars now declare that the idea that science proceeds through collecting observations without prejudice is false.

As a former professor of mine, Philipp Frank, explained, without a theory, a question, and a context we do not even know what to observe. He quoted Auguste Comte, writing in 1858: “Chance observations usually do not lend themselves to any generalization.” Contemporary philosophers agree. [8] In a scientific inquiry, it is the inquirer’s input that makes human sense of the observation.

Experimenting

Experimenting can be described as “a form of thinking as well as a practical expression of thought.” [11] The contributions of those with “genius in their fingertips” are too often neglected. Nobel laureate Joshua Lederberg once told me that the high-school subjects most useful to his later work were shop and technical drawing. He could learn the “school” science by himself, but not the skills needed to design and build experiments.

To separate tiny quantities of radium from huge, 20-kg batches of pitchblende, Marie Curie learned that she needed brawn as well as brain to do her work. To attract and retain more students in science, the brawn versus brain dichotomy long separating academic from technical skills needs reevaluation. [16]

In Teaching

I often quote the following, for which I cannot now find the source: “Science is an interrogation of nature, but nature can respond only in the way the question is asked.” Doesn’t this say it all?

Experimental design, technical skill, and a critical spirit are all needed to coax new information and new data out of nature. Nature can only answer questions that are asked or provide observations for experiments designed to reveal them.

Luckily for science, there are astute observers who pay attention when something unexpected appears. Fleming discovered penicillin by noticing that the mold contaminating his culture of Staphylococcus bacteria had left a halo where no bacteria grew. Barbara McClintock discovered wandering genes by noticing “unexpected segregants exhibiting bizarre phenotypes” in her maize seedlings. Margaret Mead wisely emphasized the “position of the experimenter” as the “point of reference from which we define a field of observation.”

In science, “the achievements of one generation represent something won from Nature, which remains as definite gain and definite progress: an experiment properly carried out remains for all time.” [1] Great experiments, like those of Meselson and Stahl are a scientist’s sculpture, symphony, and choreography.

Hypothesis Testing

In business and politics, in architecture and economics, dreaming up hypotheses and figuring out how to test them can be the most fun, and the most creative, part of problem solving. Some years ago, at a Rockefeller University meeting honoring Andrei Sakharov for peace work, I heard Popper say, “When scientists fight, their hypotheses die in their stead.” He recognized scientific hypotheses as scientists’ personal creations and possessions.

Hypotheses are educated guesses about what the answer might be. They can be useful throughout an inquiry and tested in many different ways. Different hypotheses can be posited and tested to address new questions as they arise. If the test validates the guess, the hypothesis becomes a conclusion. If it does not, then the scientist makes the critical decision whether to give up a favorite conviction or go “back to the drawing board.”

During my years in cancer research, while scanning cancer cells with the newly powerful electron microscope, I once saw slices of hexagonally packed particles in cells that my colleague, Charlotte Friend (later president of The New York Academy of Sciences), had given me for technical experiments. This chance observation could not, of course, yield any conclusions until she and I put our prior knowledge and experience together to ask two questions: Are they viruses and, if so, have they any relation to cancer?

Hypothesizing yes answers to these questions, we designed experiments to test them. Finding supporting evidence, we reported that we had discovered “virus-like” particles in some mouse cancer cells. Continuing to study the strain of mice from which the observed cells had come, Friend identified them as mouse leukemic viruses.

Who Does Science and How They Do It

The notion that personal perspectives are embedded in scientific inquiry is not new. In 1934, Albert Einstein wrote: Science as something existing and complete is the most objective thing known to man. But science in the making, as an end to be pursued, is as subjective and psychologically conditioned as any other branch of human endeavor—so much so that the question, “what is the purpose and meaning of science,” receives quite different answers at different times and from different sorts of people.

Human judgment, taste, and style are actively involved throughout a scientific inquiry. Different scientists may sense differently, question differently, and hypothesize differently. Those who love order best will find order, and those intrigued by ambiguity will find it. Michael Polanyi has described “personal knowledge” as the ingredient of scientific inquiry that fuses the personal and objective.

In their autobiographies, scientists tell us that they participate personally, even passionately, in their acts of understanding. In school, we learned that scientists must be objective, but we cannot help notice how our colleagues’ personal characteristics influence their work. Scientific reports reveal again and again that combining the perspectives of different scientists entices more secrets from nature. Should not students be taught early how and why their personal characteristics matter to science—and that science benefits from different people asking and answering questions in their own ways?

What Kind of Science to Do?

His extensive historical studies led Holton to develop categories for the types of science scientists choose to do. (I am extremely grateful to Professor Holton for suggesting that I use this information from his unpublished work.) Some choose to challenge a prevailing scientific model or exemplar, to reach principle-oriented conclusions, or to focus on a synthesis of previously unconnected theories and findings. Some look for areas of basic scientific ignorance in the realm of social or national interest, or want to emphasize the applicability of already known science and engineering to technical and social problems.

Holton also noted how some reject “androcentric” or “western” science and technology and seek alternatives to it. And some are most interested in the potential for wide dissemination, recognition, and reward subsequent to the publication of scientific findings.

Scientists can differ dramatically in how they work. Do they choose to work alone or in groups, in a laboratory, under the ocean, in caves or in spaceships, or at home with a computer? Those choosing fieldwork, whether in the Antarctic or the Amazon, tell of their particular taste for nature and of its emotional and physical, as well as intellectual, challenges. [6]

Choices may be constrained by what a mentor, a professor, or other superior advises. Today, they are increasingly constrained by available resources. In a review of the personnel and productivity of five German chemistry laboratories from 1870 to 1930, the chemist Joseph Fruton discovered a powerful finding about the impact of scientific styles [5]: The scientific productivity of the laboratories led by scientists with broad views of their field, and great interest in encouraging their junior associates, was significantly greater than the output of laboratories with autocratic, dictatorial leaders who treated students as disciples rather than as independent scientists.

Beliefs About Science

Political and economic power influence what science gets done by allocating resources for research and for technological applications. It is important for nonscientists to recognize that not all scientists view science’s potential power the same way.

At a memorable 1978 conference on “The Limits of Scientific Inquiry” [2] [15] natural and social scientists were unable to agree on the topic. Nobel laureate and university president David Baltimore argued that scientific knowledge is humanity’s highest purpose, and thus there should be no attempts to limit or direct the search for knowledge. Sissela Bok articulated an alternative perspective: There are even higher values than the acquisition of knowledge, and thus science should join with other forms of knowledge in supporting such values. The beliefs expressed reflected each scientist’s presumption about science.

Half a century earlier, Popper, too, addressed the presumptions of science, suggesting that the practice of science could be encompassed by three doctrines:

1) The scientist aims at finding a true theory or description of the world which shall also be an explanation of the observable facts.

2) The scientist can succeed in finally establishing the truth of such theories beyond all reasonable doubt.

3) The best, the truly scientific theories, describe the “essences” or the “essential natures” of things—the realities which lie behind appearances.

Science and the “Essence” of Things

Those who believe that science can answer questions not just about phenomena, but also about the “essence” of things (doctrine 3) will value science’s mode of inquiry above all others and believe human reason can solve all problems. Edward Teller and Jonas Salk expressed this view. Those who believe that science’s power is limited to explaining natural phenomena (doctrines 1 and 2) support equal opportunity for all modes of human inquiry and exhibit collaborative rather than autocratic scientific styles. Albert Einstein, Rachel Carson, and most modern scientists whose writings I have cited fit well into this category.

There is ample evidence that most students and adults turn away from science when they perceive it as inaccessible, abstruse, mathematical, impersonal, divorced from the arts and humanities—and only for “brainy” males. Would they not be more attracted, and would not teaching be more effective, if science was understood as first and foremost a process of personal inquiry, usable by and transparent to all?

Scientists, teachers, and professors are well known to get satisfaction from belonging to an “elite” group who can “do science.” This is, too often, conveyed to students. I well remember my pride as a young woman, wearing my white lab coat and carrying my special slide rule (yes, before computers and now found only on eBay). But can we not retain pride in our skills and successes, and still open scientific inquiry to all? Should not understanding the difference between scientific and nonscientific evidence be central to scientific literacy? And would not societal problem solving be improved if problem solvers from the arts, humanities, industry, and government collaboratively combined their different kinds of evidence in addressing complex societal problems?

One Size Does NOT Fit All

Students need to know that one size does not fit all scientists. They need to know that science needs and welcomes inquirers with different personal and cultural interests, styles, and experiences, all united through shared rigorous, objective criteria for scientific evidence. They need to know that different approaches, but shared evidence, can entice more “secrets” from nature. Both science and society need scientists and leaders whose perspectives reflect the diverse needs and interests of the taxpayers supporting and applying their work. It follows that the scientific value added by the participation and leadership of women—as well as members of other groups now underrepresented in science—is essential to an open and democratic society.

Also read: Innovative New Art Exhibit Showcases the Importance of Coral Reefs

References

1. Andrade, E. N. 1952. Classics in Science: A Course of Selected Reading by Authorities. International University Society, Nottingham, U.K.

2. Daedalus. 1978. The Limits of Scientific Inquiry (spring).

3. Einstein, A. 1950. Out of My Later Years. Philosophical Library, New York, p. 256.

4. Einstein, A. 1934. The World as I See It. Covici, Friede, New York, p. 290.

5. Fruton, J. F. 1990. Contrasts in Scientific Style: Research Groups in the Chemical and Biochemical Sciences. Memoirs series, vol. 191, J. Stewart., Ed. American Philosophical Library, Philadelphia, p. 473.

6. Gladfelter, E. 2002. Agassiz’s Legacy: Scientists’ Reflections on the Value of Field Experience. Oxford University Press, New York, p. 437.

7. Goodstein, D. 2001. New York Times Book Review.

8. Hempel, C. 1966. Philosophy of Natural Science. Foundations of Philosophy series, E. & M. Beardsley, Eds. Prentice Hall, Upper Saddle River, NJ.

9. Holton, G. 1978. The Scientific Imagination: Case Studies. Cambridge University Press, Cambridge, U.K, p. 382.

10. Jacob, F. 2001. Of Flies, Mice and Men. Harvard University Press, Cambridge, MA.

11. Medawar, P. 1979. Advice to a Young Scientist. Harper & Row, New York.

12. Polanyi, M. 1958. Personal Knowledge: Towards a Post-Critical Philosophy. University of Chicago Press, Chicago.

13. Popper, K. 1964. Conjectures and Refutations: The Growth of Scientific Knowledge. Routledge & Kegan Paul, London.

14. Popper, K. 1983. Realism and the Aim of Science, Postscript to the Logic of Scientific Discovery. Rowman & Littlefield, Lanham, MD.

15. Root-Bernstein, R. 1988. Setting the stage for discovery: breakthroughs depend on more than luck. The Sciences (May/June) 26-34.

16. Selby, C. C. 1993. Technology: from myths to realities. Phi Delta Kappan (May): 684-689.

17. Selby, C. C. 2006. Journal of College Science Teaching (July/August).


About the Author

Cecily Cannan Selby is an affiliated scholar of the Steinhardt School of Education at New York University and a fellow of the New York Academy of Sciences. Her professional career has spanned more than five decades, including positions as a research biophysicist at MIT, Sloan Kettering, and Weill-Cornell Medical College. As an educator, she has been founding dean of the North Carolina School of Science and Mathematics and chair of the department of mathematics, statistics, and science education at New York University. She is also the founding chair of the Council of the New York Hall of Science.

An Interview with NYU’s Peter D. Lax

A blackboard with math equations scribbled on it.

The Abel Prize-winning mathematician talks about his life and career, from emigrating to the United States from Hungary to what he calls the “paradox of education.”

Published June 1, 2005

By Dorian Devins

Image courtesy of alesmunt via stock.adobe.com.

Peter D. Lax is professor in the Mathematics Department at the Courant Institute of Mathematical Sciences, New York University. At age 15 he traveled to the United States from Hungary with his family. His career at Courant began in 1950, and has been interspersed with work at Los Alamos National Laboratory. Dr. Lax’s efforts have concentrated in the area of partial differential equations, and he is recognized for significant contributions to nonlinear equations of hyperbolic systems and for the Lax Equivalence Theorem, among other contributions. He is a member of the National Academy of Sciences and the recipient of many honors and awards, most recently the 2005 Abel Prize, often referred to as the “Nobel Prize of Mathematics.”

Was coming to the U.S. a difficult transition?

I didn’t know much English at first. My parents chose NYU because of Courant, who had the reputation of being very good with young people. At 18 I was drafted into the Army and, thanks to Courant, sent to Los Alamos. I spent a fantastic year there. After finishing my Ph.D. in ‘49, I went back to Los Alamos for a year and thereafter almost every summer into the sixties. That’s where I got involved with computing.

One advisor was John von Neumann. He realized that you couldn’t design nuclear weapons by trial and error – you had to calculate to make sure the design worked. He understood that traditional tools of applied mathematics wouldn’t work; there had to be massive computation. Being von Neumann, he realized this would work for other big engineering designs and for scientific understanding.

You must’ve met a lot of characters there.

I knew Richard Feynman during the war. He was maybe 25, but already legendary. I met Teller and Hans Bethe, who was a wonderful man and a spokesman for science. Feynman could have become that, but he had this terrible illness and died. Others who did very important work were Niels Bohr and Leo Szilard. Szilard liked to operate behind the scenes, but was extremely intelligent and could foresee the future.

How did you end up choosing the path of partial differential equations?

My teachers had done studies in that field. It’s very broad. The word partial just means that it deals with functions of many variables. Most physical theories are expressed as differential equations, like the propagation of sound, flow of fluids, and the way elastic material bends.

Did you approach the problems through mathematics or think about the applications first?

When I was at Los Alamos I thought about the applications, but back here I follow the mathematics.

What is the work you’ve done that you’re most proud of and has been your most important?

I’ve worked on five or six different things. I couldn’t say which one is my favorite. The work on dispersive equations I like very much. The work on shock waves and in scattering worked out very well. I’ve done something very interesting in what can be called harmonic analysis. I did lots of things in functional analysis.

You work in applied and pure mathematics. Is there usually a pretty clear-cut line between the two?

No, everybody mingles. You have to have a balance. Mathematics is taught to children in a way that is very numbers oriented.

Shouldn’t there be a better way to get kids engaged and show the relevance and beauty of math?

Peter D. Lax

Many people think that mathematics theorems are something you memorize. One of the first things to impress on them is that mathematics is thinking. You don’t have to know anything; you can figure it out. Later you have to know a lot, but to get into it you can just figure it out in your head. I think once they get that, they lose their fear. There’s something I like to call the paradox of education: Science and mathematics evolve by leaps and bounds. But does that mean that what we teach in college and high school falls behind by leaps and bounds? The answer is not necessarily. New advances often simplify things tremendously, and whole branches of mathematics can be replaced by something much simpler.

What do you feel will be the most interesting or important areas of mathematics in the near future?

It’s hard to predict. Dispersive systems didn’t look so interesting until there was an astonishing discovery that nobody could have foreseen. Biologists are begging mathematicians to come in. The problems they have are somewhat different from the kinds that mathematicians have been working on before.

Is mathematics following other fields, in that the biological areas are booming?

Yes. I wish mathematics and computer science would move closer. It would be good for both.

On the connection between physics and mathematics: Was it Wigner who wrote the famous paper?

“The Unreasonable Effectiveness of Mathematics in the Natural Sciences.” It was a lecture held here, part of a series of lectures in honor of Courant. One could make a biological point: Why is our brain capable of doing mathematics? Being able to recognize saber-toothed tigers is an evolutionary advantage. But formulating and solving differential equations? These are big questions that evolution isn’t yet ready to answer.

Has winning the Abel Prize changed your life in any way?

It brings interviews, and I get more email about it than about cheap pharmaceuticals. I’ll be happy to go back to my life. Life is mathematics; it’s wonderful

Also read: An Interview with Scientist Dr. Cindy Jo Arrigo

The Solution to Address Education Equity

A child uses his fingers to do the math equation 4 minus 1.

Adequate financial support for students early in their learning journey, particularly the preschool level, can help us create a more equitable education system.

Published March 1, 2005

By Mary Crowley

This is the era in which no child is supposed to be left behind. As Jeanne Brooks-Bunn illustrated in her Nov. 15, 2004 talk at The New York Academy of Sciences (the academy), however, the trail of kids bringing up the rear is long, poor and unfairly weighted with students of color. Her talk drew on the themes of “School Readiness: Closing Racial and Ethnic Gaps,” the upcoming spring issue of the Future of Children (volume 15, no. 1), which was edited by Brooks-Gunn, Cecilia Elena Rouse, professor of economics and public affairs at Princeton University, and Sara McLanahan, professor of sociology and public affairs at Princeton.

Recent education policy has focused on test score differences, and significant political capital is being spent to ensure that all kids stay at grade level. Yet, while the test score gap between white and nonwhite students has narrowed, it is still large when you look at 12th grade achievement in reading, according to the 2002 National Assessment of Educational Progress. While 42% of white students read at grade level, only 16% of black students and 22% of Hispanic students do, and there are similar gaps in other subjects, despite the high-profile No Child Left Behind Act.

The Differences that Matter

The problem is that policymakers are barking up the wrong tree, according to Brooks-Gunn, the Virginia and Leonard Marx Professor of Child Development at Teachers College and the College of Physicians and Surgeons at Columbia University, and director of the National Center for Children and Families and the Institute for Child and Family Policy at Columbia. Her research suggests that policymakers should be thinking in terms of racial and ethnic gaps in school readiness, not in school achievement.

While most education research and public policy dollars are devoted to academic skills, a national sample of 3,500 kindergarten teachers, queried in the late 1990s, said that 46% of kids reach school missing the basic skills required to learn, such as impulse control and being able to follow directions and work with a group. Brooks-Gunn maintained that putting more resources towards very young children will pay bigger dividends in the long run than simply funding school programs.

Brooks-Gunn’s research shows that racial test-score gaps begin by age three to four, as soon as children can take vocabulary tests – and the gaps are large. On vocabulary tests, the difference between black and white 3-, 4- and 5-year-olds is a full standard deviation (with black kids falling 15 points below the mean of 100), while the differences in early reading and counting are 60% of a standard deviation, or 8 to 9 points.

“These differences matter,” said Brooks-Gunn. Researchers estimate that 50% of the test score gap seen at 12th grade already exists by age five. Not only are kids who score poorly as preschoolers less likely to graduate, they also are more likely to become teen mothers or engage in juvenile delinquency. “It’s a hard trajectory to change once you’re on it,” she insisted.

Poverty: A Black-and-White Issue

The unifying principle behind these discrepancies is poverty. Almost 18% of American kids – 12.9 million – are poor, according to the 2003 federal poverty threshold of living in a family with an annual income of $18,810 for a family of four. Because this is what Brooks-Gunn called an “impossibly low living standard,” the percentage of poor kids is actually much higher.

And, because blacks and Hispanics are two to three times more likely than whites to be poor, Brooks-Gunn said her work is about racial inequality as well as poverty. “The argument against looking at racial gaps is that we need to help all kids,” she said. “This is certainly true, but our group wants to highlight the fact that current policies are leaving a group behind. We do live in a divided society that does not meet America’s purported value of equity, and the stark differences between white and black children growing up in America must be addressed.”

The litany of travails faced by children in these economic circumstances is long and hard. Compared to children who aren’t poor, they are more likely to have a depressed mother, a teenage mother, a mother with no job or a job with low socioeconomic status (SES), or a mother who dropped out of high school. These children also are more likely to be born with low birth weight, be punished by spanking, and have three or more siblings. Thirty percent of poor or near-poor children have no books in their homes.

Links Between Socioeconomic Status and Achievement

Brooks-Gunn’s work with economist Greg Duncan, Edwina S. Tarry Professor of Education at Northwestern University, examined the links between SES and achievement. Persistent and deep poverty has a bigger effect than any other factor, even when controlling for maternal cognition, number of siblings and other family differences. They also found that early childhood poverty is more impairing than poverty in mid- or late-childhood. “Living in poverty dampens achievement by many routes, including less access to high quality child care, parenting differences and parental mental health differences,” said Brooks-Gunn.

What happens to test score gaps in young children when you control for parental income and education? The achievement gap is significantly reduced. The gap in picture vocabulary and IQ is cut in half, from about one standard deviation to one-half of one. The gap in school readiness skills (pre-reading and math skills at the beginning of kindergarten) drops from about three-fifths of a standard deviation to one-fifth or less of a standard deviation. “The huge difference that controlling for SES makes in terms of reducing the achievement gap suggests that interventions can make a difference,” argued Brooks-Gunn.

She has made several suggestions, starting with income supplements for the poor. Welfare reform studies show that programs that include supplemental income for mothers improved achievement test scores in children, while there was no effect if the reform simply meant, “mom goes back to work.” An annual gain of $1,000 translates into an achievement increase of almost one point. The problem with such a strategy is that the income gap between the average white and black families at the mean is $30,000 – too big a differential for society to easily make up. Alternatively, the earned-income tax credit is a “stealth program for helping poor kids,” according to Brooks-Gunn.

The Economics Support Early Education

On average, this tax break gives up to $4,200 to low-income, working families, and 19 million families claim it. In 1997, the earned-income tax credit raised single mothers’ incomes by an average of 9%, helping lift two million kids out of poverty.

“Parenting programs also make a difference,” said Brooks-Gunn. Research shows you can change parenting behavior to boost literacy in the home, so that there is more reading and language stimulation, and can reduce achievement gaps as well. Home intervention alone does not help with school readiness, however. What works is center-based intervention that includes a parenting component, such as literacy programs that feature reading with both parents and teachers.

Five studies of early childhood education found that weekly home visits coupled with early childhood intervention at daycare centers boosted IQ by 5 points at age 3 – a difference that was sustained through age 18. Early Head Start, which runs from pregnancy to age 3, features both home- and center-based intervention.

The bottom line, concluded Brooks-Gunn, is that the school readiness gap in pre-reading and math skills between black and white children could be narrowed significantly with high-quality early childhood education for all poor children. The kinds of programs she envisions don’t come cheap, of course. But she argues that the pay-off is enormous – and that economists back her up.

Nobel laureate Jim Heckman, the Henry Schultz Distinguished Service Professor in Economics at the University of Chicago, maintains that the nation should invest the bulk of its education funds on preschoolers, because investment at that age pays a far greater return for both individuals and society than money spent on elementary or high school. As Brooks-Gunn noted, “It’s a huge step to have economists arguing for early education dollars.”

Also read: A New Report on the “Global STEM Paradox”

Teaching the Elegance of the Universe

A young girl with pig tails writes math equations on a whiteboard.

A playwright and mathematician turned tutor came to realize that a relatively simple pedagogical approach was most effective when engaging his students.

Published March 1, 2005

By William Tucker

Image courtesy of Vitalii via stock.adobe.com.

It was billed as “two imaginative minds in conversation.” Brian Greene, author of The Elegant Universe and The Fabric of the Cosmos, is probably the world’s best explainer of string theory – the latest theory of the “physics of everything.” John Mighton is a talented Canadian playwright, mathematician, and researcher who built a second career teaching math to elementary students in Toronto.

Two Minds and a Quartet

Moderating the evening, at the City University of New York, was Robert Krulwich, the New York ABC-TV correspondent with a bent for scientific subjects. It was all part the CUNY series Science & the Arts, designed as a bridge between two worlds.

What made the evening particularly promising is that Greene and Mighton are collaborating on a play that will attempt to take the concepts of string theory and turn them into a dramatic narrative – with musical accompaniment, no less. “We got together with the director and kicked around how the science might inform the narrative and intertwine with certain musical themes,” said Greene. “Then John goes back and writes up various snippets of scenes and we have actors read them to see how they feel and sound. Then John initiates another roundtable discussion and we go at it again. We’ll have the first full script by November.”

Greene also described another recent project, Strings and Strings, with the Emerson Quartet. “It’s sponsored by the Guggenheim,” he explained. “I talk about the physics in scientific terms, and then I shift into metaphorical language that can apply as well to music. The quartet then takes over and elaborates on that metaphor. People take in the concepts, not just through their heads, but as a full-body experience.”

Taking It Step by Step

All this held promise for some future evenings’ entertainment. But to the delight of some – and the disappointment of others – this night’s discussion revolved almost completely around Mighton’s experiences in tutoring elementary students in Toronto.

“I was completely broke as a playwright and looking for a part-time job,” Mighton recounted. “One day I saw a sign for math tutors. I had taken a calculus course in college and managed to convince the woman that this qualified me for the job. I didn’t tell her my grade.”

Mighton’s first student was a 15-year old boy. “His teacher had told him he was the stupidest kid he ever saw. Having struggled with math myself, I decided to reserve judgment. I worked with him for five years and he turned out to be an ideal student. He’s now doing his doctoral work in math at the University of Toronto.”

Since beginning tutoring 10 years ago, Mighton has founded JUMP – Junior Undiscovered Math Prodigies – an educational charity that provides free math tutoring to elementary-level students in Toronto. He also has written a book, The Myth of Ability: Nurturing Mathematical Talent in Every Child, which outlines his philosophy.

Mighton has two basic strategies. First, he presents math in a simple, step-by-step approach that allows mastery of one stage before moving on to the next. Second, he gives the children plenty of encouragement in order to build their confidence.

JUMP-Starting Math

“I started JUMP in my apartment with a couple of my actor friends, many of whom didn’t know much math,” he said. “We asked the local school to send over some children who needed to learn fractions. Somehow they misunderstood and sent over a remedial class.” The experience was daunting. “My first student could barely count to 10. She had never heard of multiplication. She was absolutely terrified. When presented with the simplest concepts, she kept saying, `I don’t understand what you’re saying.’ “

Mighton says he panicked. “I asked her to count to 10 on her fingers. She couldn’t do it at first but gradually relaxed. Then we began skip-counting by twos and threes. Pretty soon she got the hang of it. I told her she was brilliant. Her mother told me the next day that she had a nightmare that she wouldn’t be allowed to return to tutoring.”

After three years his student had moved back into mainstream classes. She is now working a year ahead of her grade on some subjects.

Mighton’s methods involve lots of guided exercise in the early stages of the program, which puts him at odds with most of the educational schools. “When I wrote this book, I didn’t realize I’d stepped into these math wars,” he said.

“I’m not advocating a swing back to rote learning. What’s happening today, however, is that they expect kids to discover whole concepts. In grade four they now expect kids to discover their own algorithm for division.

“In eight centuries Roman Civilization never discovered an efficient division algorithm. It’s a bit unrealistic to expect children to discover it in one morning.”

Every Child a Prodigy

Greene weighed in on behalf of rote learning. “When people learn some advanced concept in mathematics or physics, they don’t usually swallow it whole,” he said.

“Oftentimes they pick it apart bit by bit. By rote, by calculating, by imbedding yourself into the details and doing it over and over, somehow you get it. The process of rote has gotten a bad reputation, but it is a very, very powerful tool in the service of education.”

“It’s like Ted Williams and these hitters who you assume just have great ability,” said Krulwich, the moderator. “But when they get into the batting cage, they hit and hit and hit and hit and hit.” Mighton added the words of one of the century’s greatest mathematicians, John Von Neumann: “Math is a matter of getting used to things.”

Also read: The Chaos of Celestial Physics and Astrodynamics