Sunday, April 28, 2013

Engineering & Fun!


Engineering can be fun
Automotive association’s program aims to convince kids to try technical studies

By Nathan Bomey Detroit Free Press Business Writer
   Crouched on the floor of a Detroit classroom, 9-year-old Laylah Baker waves her hands in the air, cheering on her carefully crafted paper sailboat as it glides across a sea made of square tiles.
   A blue scrunchie keeps her hair in place while she sits shoulder to shoulder with one of the most powerful engineers in the auto industry, Mary Barra, General Motors’ senior vice president for global product development.
   They each grasp a plastic fan and aim it toward the sailboats. The competition: Whose vessel sails the farthest and straightest?
   “C’mon, mama needs a new pair of shoes!” Laylah proclaims.
   Too bad for Laylah that Barra made what she would only describe as “a few engineering modifications” to her sailboat between Round 1 and Round 2.
   Barra’s sailboat prevails. But this was Round 2 of the competition, part of the Society of Automotive Engineers International’s “A World In Motion” program, which promotes science, technology, engineering and math to kids.
   In Round 1, students in Bates Academy third-grade teacher Dyan Wardwell’s class defeated the team of Barra, Doug Parks, another GM product development executive, and state Rep. Adam Zemke, D-Ann Arbor.
   “We learned,” Parks said. “After one test, we had it.”
   There was some funny business in Round 3, however. One sailboat toppled another one, and — let’s just say the winner of Round 3 may be in dispute.
   But the point of the competition wasn’t about the competition itself. It was to show students that engineering can be fun.
   “It gives them a wonderful connection with the real world,” Ward-well said.
   Barra added: “When they hear what an engineer does, it makes it more real.”
   Convincing kids to consider engineering is a serious challenge for the auto industry.
   About one-third of U.S. college students earn a degree in science or engineering, compared with 53% of students in China, according to the National Science Foundation.
   And the small crop of students who earn engineering degrees are getting job offers from many different employers, ranging from GM, Ford and Chrysler to Apple, Amazon and Pixar.
   Yes, even the Disney-owned animation studio is trying to lure GM’s sculptors and designers, Barra said.
   “Literally, there are people choosing, ‘Do I want to go work for General Motors and design vehicles, or do I want to go do movies?’ ” Barra said. “It’s that 
same talent.”
   For GM to ensure its competitiveness in the long run, it has a defined interest in encouraging students to consider the car business.
   “We’ve definitely seen more graduating engineers having broad industry choices for where they want to work — from IT to software to automotive,” she said.
   Contact Nathan Bomey: 313-223-4743 or nbomey@freepress.com  . Follow him on Twitter @NathanBomey.
Third-graders Malaika Robinson, 9, left, and Laylah Baker, 9, get ready to race against GM's Mary Barra, senior vice president of global product development, along with classmates Diamond Cannon, 8, and Emmanuel Ruffin, 8.
Tajuan Thompkins, 8, a third-grader at Bates Academy in Detroit, listens to his teacher Dyan Wardwell as he participates in “A World In Motion's” skimmer challenge, competing against top GM executives.
   PHOTOS BY MANDI
   WRIGHT/DFP

EAA (Update)


EAA criticized for taking DPS money, not training officers
Lawmakers say they need more information

By Chastity Pratt Dawsey Detroit Free Press Education Writer
   Democratic lawmakers attacked the state’s school reform district Friday for using Detroit Public Schools as a conduit for $12 million in loans and for inadequately training security officers.
   Democratic state senators Coleman A. Young II of Detroit and Bert Johnson of Highland Park called the Education Achievement Authority of Michigan a threat to children at a news conference outside the state’s offices in Midtown.
   “EAA should not exist, period,” Johnson said.
   The lawmakers’ accusations come as the state Senate is considering a bill that would establish the EAA in law and allow it to include 35 more schools statewide. Young said he does not support the bill, but he intends to introduce an amendment that would require more training for EAA security officers who currently do not receive training in first aid or CPR.
   The security concerns come on the heels of accusations against the EAA from Rep. Ellen Cogen Lipton, a Democrat from Huntington Woods, who said the EAA had stalled and charged her $2,642.05 for documents she requested under the Freedom of Information Act last month. Lipton released the information this week, including documents that show that Detroit Public Schools took out loans through the Michigan Finance Authority’s state aid note program and gave the money to the the EAA to pay its bills.
   DPS — and the state — have an interest in the financial viability of the EAA. The EAA pays DPS for food services, information technology and police services. DPS also still owns the 15 school buildings that the EAA took over. About $10 million in lease payments will be due this summer. DPS is run by a state appointee, emergency manager Roy Roberts.
   DPS took out a $6-million loan in September and passed the money on to the EAA to help with start up costs. The EAA repaid the loan in January and paid DPS an $87,000 markup on top of $30,000 in interest, said John Covington, chancellor for the EAA. In February, DPS took out another $6-million loan and passed the money on to the EAA. That 
is due to be paid off by July 22.
   The board was never presented with information on the transactions, EAA board president Carol Goss said Friday. The board was not required to approve the transactions, according to the Michigan Department of Treasury.
   “It was not illegal. It was not a matter of going into smoke-filled back rooms to get it done; it was to make sure the children of the EAA would get everything they needed,” Covington said, “Once we become a statewide school district in the law, then we can do the same things other school districts are doing — that’s the crux of the problem.”
   DPS acted as a conduit for the loans at the request of the state, according to DPS spokeswoman Michelle Zdrodowski. Under the agreement with Eastern Michigan University that created the EAA, DPS can provide advances and services to the EAA, she said in a written statement.
   Senate Democratic Leader Gretchen Whitmer, along with Sen. Vincent Gregory, a Democrat from Southfield, also issued statements condemning the governor and the EAA for using DPS to borrow money.
   The EAA is the reform district for the lowest performing 5% of schools in the state that started educating students last fall by taking control of 15 schools in Detroit. It was formed in 2011 with support from Gov. Rick Snyder.
   The EAA used DPS to get the loans because the EAA does not have authority to do so, said Caleb Buhs, state treasury spokesman. Legislation approved last month by the House and pending in the Senate would allow the EAA to take out loans backed by state aid payments.
   The EAA’s security issues gained attention last month after the EAA reported an increase in crime in its schools for the first half of the school year compared with last year. EAA contracts with Prudential Security for guards. Gerald Collins, Prudential executive vice president, said the firm is not required to provide first aid and CPR training.
Bert Johnson
Coleman A. Young II

Saturday, April 27, 2013

Gifted Children (And The Very Low Bar of a Standardized Testing Illusion)


The Illusion of the ‘Gifted’ Child


When news broke late last week that behemoth education company Pearson had bungled the scoring of standardized tests used for admissions to gifted education programs in New York City, it united Gotham’s quarreling education community — everyone was outraged. Parents, teachers and city officials all had good reason to be, as the scoring errors would have denied admission to 2,700 students who qualified. But the incident also highlighted the arbitrary nature of how we decide which students are so superior academically that they are essentially funneled into an elite group of schools with a specialized, advanced curriculum.
For starters, what exactly makes a child “gifted”? In New York City, like many school districts, giftedness is decided by a standardized test that measures verbal and nonverbal facility. Score at the 90th percentile and you make the cut for some programs, but at the 97th percentile students become eligible for the highly competitive citywide options for gifted students. The problem isn’t the test, per se, it’s the false precision that comes with it. There is no consistent standard — some experts say the top 10%, some say the top few percent (in which case, most of the children whose parents think they are gifted are merely talented). In the case of New York City, does anyone seriously think that a student at the 96th percentile (or the 89th for that matter) might not benefit from gifted education programs, as well? Of course not. It’s the scarcity of seats, rather than any rigorous definition of merit that is driving these distinctions.
Then there are the limits of standardized testing. We certainly should support students with high academic potential, but it’s hardly the only measure of human potential. Some school districts identify students with talents in the visual and performing arts, for instance, for various gifted programs. But in general, the measure for defining giftedness is narrow — and can be manipulated by access to test-prep programs.
Which is one example of why class and race also matter. Affluent parents have resources to help their children do better on tests. Low-income and minority students are substantially underrepresented in gifted programs. The more general problems of low school quality for poor and minority students likewise matter. A 2007 report from the Jack Kent Cooke Foundation found that 3.4 million high-performing low-income students are being overlooked by today’s policies. Not as exciting as occupying a park, but these are the real drivers of America’s lack of social mobility.
So what can policymakers and school districts do to create better policies for gifted students? Here are three ideas:
1. Increase the options. In New York City and elsewhere, gifted programs often function as a school-choice strategy for making public schools more attractive. But demand clearly overwhelms supply. Students with different kinds of giftedness should be able to find schools that work for them, and giving parents more options does a lot more to get them invested in public education than an annual fight over a limited number of seats in coveted programs.
2. Level the playing field. Providing extra support for students from diverse backgrounds is essential. Programs aimed at students by race or income are suspect in today’s politics, but a high bar is only meaningful if all students have the chance to meet it.
3. Just make our schools better. Efforts to improve the quality of curriculum and instruction are good for everyone. So is expanding access to pre-K education. It’s no secret that too many American students aren’t challenged in school. While programs for truly exceptional students have a place, all kids would benefit from more enriching and rigorous educational experiences and more would be seen as “gifted” with a better educational experience at their back.


Read more: http://ideas.time.com/2013/04/25/the-illusion-of-the-gifted-child/#ixzz2RfXbYZCE

Learning to Code (A 21st Century Skill)


Learning To Code: Get A Degree, Or Just Teach Yourself? [Infographic]

 


Learning To Code: Get A Degree, Or Just Teach Yourself? [Infographic]
Say you're interested in learning to code. Should you go back to school and pick up a formal diploma? Or just teach yourself (perhaps with some help from the Internet) in your spare time at home?
Catalin Zorzini, the founder of Web design resource site Inspired Mag, was wondering just that, so he built an infographic on the subject. “Some readers are confused by the relevance of attending university in a time where technology information is not locked within the university walls anymore,” he told me.
After two weeks worth of extensive research, however, Zorzini said it’s not about one type of education being superior. “The challenge is to be able to match the right type of course with the right student mindset,” he said.
Zorzini’s finished infographic, based on information from editorials, universities curriculums, reviews, and even the opinions of practicing Web designers, won’t tell you which method is “best.” But it may help you figure out which method would be best for you. Check it out below:
Photo by Joseph McKinley

Friday, April 26, 2013

FOLLOW-UP REPORT: Mackinac Policy Conference 2013 (Keynoter: Michelle Rhee)

Education Group Casts Doubt on Value of Michelle Rhee's School Reforms


2011_0421_rheebroom.jpg

The conventional wisdom is that former D.C. Schools Chancellor and current national education reformer Michelle Rhee brought much-needed positive change to the D.C. public school system during her tenure, firing ineffective teachers, closing under-performing schools and more aggressively pushing students and teachers to perform better. But a new report from an education advocacy group says much the opposite, arguing that Rhee-type reform in D.C. and in two other cities haven't really improved educational outcomes.
The report from the Brighter, Bolder Approach to Education says that the reform ushered in by Rhee from 2007 to 2010 and continued by Chancellor Kaya Henderson "deliver few benefits, often harm the students they purport to help, and divert attention from a set of other, less visible policies with more promise to weaken the link between poverty and low educational attainment."
It says that test scores rose less quickly in D.C., Chicago and New York than in cities that did not adopt the reforms pushed by Rhee and other like-minded education leaders, and that achievement gaps grew more quickly in those that did. Test-based teacher evaluations increased turnover, closing schools did not produce better outcomes and market-based approaches like school choice drew attention and resources away from other more effective initiatives.
All told, says the report, the reforms ushered in by Rhee and others failed most dramatically because they ignored the effect of poverty on student achievement.
"Clearly child poverty has been a significant factor contributing to low student test scores and graduation rates in these three cities. Failing to provide supports that alleviate impediments posed by poverty ensures continued low student test scores and graduation rates, and large gaps between average test scores of white and affluent students and test scores of minority and low-income students," it says. (Rhee was famous for saying the poverty was all too often used as an excuse to explain away low performance.)
Many of these complaints aren't new. Various other groups have pointed out that D.C. test scores haven't increased appreciably over the years, and in many cases have produced such pressure that teachers and administrators have resorted to cheating. (Atlanta is embroiled in a large cheating scandal, while allegations of cheating have surfaced in D.C. but are said to be less extensive.)
Additionally, Henderson recently changed the way D.C. evaluates its teachers by lessening the reliance on test scores. Also, critics of charters say that they don't all produce better outcomes for students, and instead draw money away from traditional public schools.
The report says that school districts should focus on more holistic reforms, including those that address conditions outside the schoolhouse and how they may affect student performance.

IDSA Design Learning Challenge (Combines Elements of Design Thinking, Project-Base Learning and Critical Problem Solving)

A Design Challenge to Students: Solve a Real-World Problem!


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Design Learning Challenge
Creating a safe recreation space for teens; protoyping a recyclable lunch tray; setting up a water delivery system to guard against urban fires; building a public awareness campaign to combat hunger. These are just a few of examples of the types of tasks students are taking on when they participate in the Design Learning Challenge, an effort to get students to figure out how to solve real-world problems in their communities.
Combining project-based learning, with an emphasis on the arts and design thinking, this academic competition now in its third year — a partnership between the Industrial Designers Society of America, or IDSA, and the National Art Education Association, or NAEA — has more than 750 students participating this year.
Educators who enter the competition work with their students to identify a significant problem or challenge in their lives for which they can design a solution. Like most other project-based learning, the idea is that the process for designing an effective solution will get students to useskills from a range of subjects, from understanding the historical context of a project, to computing project budgets and specifications.
Although the IDSA and NAEA are supporters of the challenge, their support is not meant to restrict contestants to artistic or industrial design, according to Doris Wells-Papanek, the organizer of the challenge; product, communication, service, and experience design are also in bounds.
The challenge is divided into two age categories: students in grades K-4 and grades 5-12, and teachers can find suggestions for project ideas.
For grades K-4, one of the suggested challenges is, for example, “Where do I put my stuff?”
PROBLEM: Young students struggle to organize and manage their stuff at school
CHALLENGE: Gather materials and objects found in the classroom to then make sense of purpose and usefulness –repeat the process with student’s stuff followed by redesigning the cubby, desk, or locker
CRITICAL QUESTION: What level of impact might this self-directed learning experience have on students compared to a teacher-driven process?
For grades 5-12, a sample challenge is “Transform Time and Space.”
PROBLEM: Teenagers in your neighborhood lack a safe place to gather and socialize with friends
CHALLENGE: Target 1-3 viable spaces that are underutilized and within walking distance – then generate a design proposal that serves the local community and is financially sound for the owner
CRITICAL QUESTION: What kind of transformation design would serve the local community as well as provide a compelling and long-term solution for teenagers and space owner?
But competitors are expected ultimately to define their own parameters, with this five-step process:
  • EXPLORE concepts, skills, and terminology common to industrial design. Also, address how to harness natural curiosity and transform it into a design project.
  • DESCRIBE the challenge identified, as well as the criteria used to judge whether the project is proceeding successfully. This description happens through the creation of visual displays such as posters and storyboards, and the conducting of interviews of community members to help identify the challenge and potential ways to solve it.
  • EXPLAIN how the challenge will be addressed, how the project could evolve mid-stream, and what realistic expectations are for a result. This may be a good opportunity to bring in a real-world expert to give students advice.
  • DEMONSTRATE the project in process by creating a Google Site to act as a homepage, where students record and evaluate their work and the challenge’s competition jury can survey student work.
  • EVALUATE project results and design concept learning. Consider what changes students and the teacher might implement during a redesign, as well as how lessons learned from the project might apply to other school subjects and/or life situations.
Students in this year’s challenge have already submitted their work for steps 1-3. Steps 4-5 are due on May 15. The submissions are evaluated by a jury of design professionals and college professors.
There are also plans to allow teachers interested in the concept—but hesitant to commit the necessary time investment to fully enroll in the challenge—to choose a less intensive category of competition. That would potentially help interested teachers who Wells-Papanek says have sometimes come to her for assistance after trying to dive too deep into the competition.
“They get excited about it and they want to accomplish more than is realistic,” she said of some of the challenge’s participating teachers. “I help them to make sure the challenges they take on are as realistic as possible.”

Solutions Proposed for Shortage of K-12 Physics & Chemistry Teachers (Funding: Regional Centers of Excellence)


Highly trained physical science teachers needed to educate students for high-tech economy


By Stamatis Vokos, professor of Physics, Seattle Pacific University 04/25/13 02:00 PM ET


In an increasingly high-tech economy, we cannot continue to handicap students and neglect the workforce needs of our nation. And that is why it is high time the nation addresses the severe shortage of physical science teachers. Far too often, the teacher in a physics or chemistry classroom has neither the content knowledge nor the focused pedagogical education necessary to effectively teach the subject. Only 47 percent of physics and 46 percent of chemistry classrooms are taught by teachers with a degree in the subject. Physics and chemistry top the list of hardest teaching positions to fill year after year.

As a result, students go to college underprepared for demanding courses and unmotivated to pursue STEM (science, technology, engineering, and mathematics) courses of study. The situation is unfortunate because STEM disciplines hold great employment opportunities: Overall there are 3.6 unemployed people for every job posting, but in STEM fields, for every unemployed person there are 1.9 job postings. Shortages of STEM workers are particularly acute in the physical sciences where 1 in 4 workers are foreign born. 


It is shocking that, despite repeated calls for action stretching over more than 100 years, the situation has improved very little, if at all. Things may soon change. President Obama’s Fiscal Year 2014 budget, released April 10, contains the beginning of a national strategy to address teacher shortages in STEM. 

The nation needs a coordinated strategy to ensure that all teachers in the physical sciences are well prepared, not just a small fraction. The Task Force on Teacher Education in Physics (T-TEP), which recently completed a four-year study, found that “the national landscape of professional preparation of physics teachers shows a system that is largely inefficient, mostly incoherent, and completely unprepared to deal with the current and future needs of the nation’s students.”

The good news is we know what works. T-TEP identified several exemplary programs that could serve as models for a more systematic national effort. For instance, Rutgers University runs one of the most active physics and physical science teacher preparation programs in the nation; the program supplies a large number of highly effective teachers to northern New Jersey. School districts express a high degree of satisfaction with these graduates, who receive rigorous preparation, including five courses on physics pedagogy closely integrated with teaching experiences. A national strategy is needed to expand these and similar successes, so they become the norm rather than the exception.

Mr. Obama’s budget contains $265 million in new initiatives for K-12 STEM education, including STEM Innovation Networks that partner school districts with universities and other entities to improve STEM instruction. It is encouraging that this plan is aligned with the central recommendation of the T-TEP report, which is to establish a network of university-based regional centers for educating teachers in physics. However, some critical improvements are needed if STEM Innovation Networks are to become the basis for a successful national program to address the nation’s need for effective teachers in the physical sciences.

One thing we must take into consideration is that not all STEM fields have the same needs. Programs with the label “STEM” tend to neglect physics, partly due to the relatively small numbers of teachers compared to biology. Yet the need is arguably greater. In contrast to the severe shortage of teachers in physics and chemistry, teacher shortages in biology are much less common and a high percentage of biology teachers (73 percent) have a degree in the subject. Teacher shortages in the physical sciences will not be resolved without a concentrated effort specifically in these disciplines. The UTeach program, which has a goal of graduating more STEM teachers, has had great success in math and biology but little impact on physics. By comparison, the Physics Teacher Education Coalition (PhysTEC), which concentrates specifically on physics teachers, has shown dramatic increases in program graduates.

In addition, it is critical to prioritize the education of new teachers. Most of the federal funds are directed toward professional development for practicing teachers, and while professional development is important, this approach is unlikely to solve the shortage of effective teachers in the long run. Practicing teachers who are underprepared to teach physics typically do not have the extensive time required to develop content knowledge and pedagogical skill at a deep enough level. A more robust solution must give top priority to building high quality programs for educating new teachers, so they supply effective teachers in sufficient numbers to meet the national need.

We must make sure our students are ready to compete in a high-tech economy, and that means making sure that every physics and chemistry classroom has a well prepared teacher. With a president who strongly supports STEM education, we have an important opportunity to transform teacher education through establishing regional centers and solving these longstanding teacher shortages.  But without getting the details right, we risk continuing the long-established trend of mediocrity.

Read more: http://thehill.com/blogs/congress-blog/education/296193-highly-trained-physical-science-teachers-needed-to-educated-students-for-high-tech-economy#ixzz2Rbq4eTwr 
Follow us: @thehill on Twitter | TheHill on Facebook

RESPONSE: To EPI Report regarding STEM Jobs Crisis being Overrated



STEM visa advocates criticize EPI report


Reporter-The Business Journal

Not surprisingly, the report by the Economic Policy Institute released Wednesday that found plenty of workers training in science, technology, engineering and math, or STEM, fields is drawing criticism from those who say there's a real shortage.
The point of the EPI study, that group said, was that there is no need to loosen the immigration restrictions on guestworkers with such skills since doing so could depress wages for U.S. workers. A group called "inSPIRE STEM USA" responded to that study by calling it "an inaccurate portrayal of America’s STEM shortage and a shortsighted unwillingness to accept the economic realities."
InSPIRE STEM USA bills itself as a coalition of companies and organizations that support a short-term increase in the number of H1-B visas provided to foreign STEM guestworkers who want to work in the U.S., and longer-term efforts to create more STEM graduates from U.S. colleges and universities.
Executive Director Beneva Schulte issued a statement saying the EPI study contradicts others that say, for example, that 120,000 new computer science jobs are expected each year through 2018, compared to 40,000 bachelor's degrees expected to be awarded in that field. That's according to the U.S. Bureau of Labor Statistics, the group says.
“Overall, the number of STEM graduates has increased but with the growth of technology and IT businesses in the U.S. the increase is not keeping pace with employers’ needs making the STEM crisis very real and one America cannot afford to ignore," Schulte said.
The immigration reform bill that a bipartisan group of U.S. senators has pitched and that is currently the subject of much debate in Washington is on the side of loosening visa restrictions. According to the American Association for Advancement of Science, that proposal suggests raising the number of temporary H1-B visas for skilled workers from 65,000 to 110,000, and possibly to as many as 180,000 depending on how the economy is doing.

NEW REPORT: Thousands of STEM jobs unfilled in Washington (Update: STEM Workers)


Report:: Thousands of STEM jobs unfilled in Washington



April 12, 2013 
A new report, “Great Jobs Within Our Reach,” just released by the Washington Roundtable and The Boston Consulting Group, Inc. reveals a large and growing gap between the number of open jobs in Washington and the number of skilled workers available in-state to fill those positions.  If the state takes steps to fill the growing gap, it would mean 160,000 jobs across many sectors in Washington state by 2017.  
According to the research:
  • There are 25,000 “acute” unfilled jobs in Washington today – jobs that have been unfilled for three months or more due to a lack of qualified candidates.  Eighty percent of these jobs are in high-demand health care and high-skill STEM (science, technology, engineering and math) disciplines such as computer science and engineering. 
  • The gap is projected to grow by another 5,000 jobs per year, reaching 50,000 jobs, by 2017.  Ninety percent of those openings will be in health care and STEM roles.
  • Due to the multiplier effect, filling the job skills gap will generate an additional 110,000 jobs in Washington across many sectors by 2017.
  • Filling the job skills gap would generate $720 million in annual state tax revenues and $80 million in local tax revenues by 2017.
The report puts forward five recommendations for policymakers to address the job skills gap:
1.       Increase computer science, engineering and health care capacity and throughput at colleges and universities in Washington.
2.       Foster STEM interest and performance among K-12 students.
3.       Improve alignment of technical degree and certificate curricula with employer demands.
4.       Promote and enable in-bound migration of skilled workers from other states.
5.       Support expansion of international immigration opportunities.
The report is available at www.waroundtable.com.

MAKER EDUCATION INITIATIVE (EVERY CHILD A MAKER!)

Maker Education Initiative Goes to the White House


On Monday, April 22, 2013, I had the privilege of attending the White House Science Fair where "Super Awesome Sylvia" presented her drawing robot that paints with watercolors and Maker Ed was able to announce its Summer 2013 Maker Corps commitment. The 2013 Maker Ed Maker Corps program will take place in 19 states and the District of Columbia. Maker Ed had more than 300 applicants for Maker Corps 2013 and selected over 100 corps members to be placed at our 34 host sites.

Please take a moment to read about Maker Ed at the White House Science Fair as featured in the NY Times:A Presidential Pat for Young Scientists

There are so many exciting ways to get involved with Maker Ed. We are currently looking for additional host sites for Maker Corps Summer 2014. You can also become involved by attending a Maker Faire in your community or telling a friend about the work happening at Maker Ed. You can support our work financially by making a donation at the link below. Finally, even being a member of our online community of makers helps strengthen our work. Please join us at www.makered.org.

Thank you for your support and commitment to our work. We look forward to continuing to share exciting news about Maker Ed with you in the future.

Sincerely,
Paloma Garcia-Lopez
Executive Director
Maker Education Initiative

The mission of the Maker Education Initiative is to create more opportunities for young people to make, and, by making, build confidence, foster creativity, and spark interest in science, technology, engineering, math, the arts-and learning as a whole. 

Clayton Christensen on Education & Disruption (Deployment: Crucial to Sustainability Model!)


Clayton Christensen Talks Venture Capital, Crowd Funding, And How To Measure Your Life

DEREK ANDERSEN

Saturday, April 6th, 2013
5 Comments

Editor’s note: Derek Andersen is the founder of Startup Grind, a 40-city community bringing the global startup world together while educating, inspiring, and connecting entrepreneurs.
There are few people whose impact on entrepreneurs and business in general you hear about as frequently as Clayton Christensen. Clay’s body of work includes co-founding a publicly traded company, being a Rhodes Scholar, writing one of the most influential business books of our generation, fighting cancer and a stroke that forced him to relearn to speak, teaching thousands at the Harvard Business School, and raising five children. He has accomplished gigantic things, not to mention he stands 6 ’8″ and today is also his birthday so please wish him well.
When I heard he would speak at Startup Grind 2013, excitement and then panic raced through my bald head. Luckily one of the very best in the business, Mark Suster of GRP Partners was gracious enough to come and represent the startup community at the interview. Mark has written a great recap of his conversation, but it seems appropriate to followup with this audience and share the entire interview from a few weeks ago.
The Innovator’s Dilemma as you might know outlines how companies with historically successful products and market share will be disrupted and beaten unless they are innovative again and again. Clayton also recently co-authored How Will You Measure Your Life? which explains how like in business you need to plan in order to be successful in your personal life or you run the risk of failing your family and betraying your values. Read or watch the fascinating interview below.
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MARK:  Welcome to StartUp Grind!  I thought we would start with the disruption of education.  Because you’re a professor and I thought that would put me on more comfortable grounds.
CLAYTON: Perfect.
MARK:  We’ll come right back to venture capital, I promise.  What are your feelings about education in America – the doubling over the last few years of consumer debt over education, and the fact that technology might just make what you do much more available at a lower cost for more people, which in itself matches I think your definition of disruption, and what’s going on with Udemy and Stanford and other places.  I’d love to hear that.
CLAYTON:  Boy, it’s a great question.  I wrote my first piece about the disruption of the Harvard Business School in 1999.  Because you could see this coming.  I haven’t yet done the one about the disruption of the Stanford Business School.  But what’s important about today versus ten years ago is, there are certain industries in which there isn’t a technological core that allows somebody to start at the bottom and go to the top.  So like, hotels don’t have a technological core.  Holiday Inn comes in at the bottom of the market, but they can’t go upmarket except if they emulate the Four Seasons.  So they can go up, but they have to emulate the people they’re trying to compete against.  They can’t disrupt them, because there isn’t anything about their model that is extendable upmarket.  In so many others, computers and steel, there’s a technological core.  So, for 300 years higher education was not disruptable because there was no technological core.  If San Jose State wants to become a globally known research institution, they have to emulate UC Berkeley and CalTech.  They can’t disrupt them.  But now online learning brings to higher education this technological core.  And people who were very complacent now are in deep trouble.  The fact that everybody was trying to move upmarket and make their universities better and better and better drove these prices up to where they are today.  So what do you do about it?  I’ll just talk about the Harvard Business School and how hard it is.  Because – and this is in most industries – online learning, or the technology itself, is not intrinsically sustaining or disruptive.  But how it gets deployed makes the difference.  So right now, the Harvard Business School is investing millions of dollars in online learning, but it’s being developed to be used in our existing business model.  We’ll sell it to other universities and we’ll sell it to other universities to use in their existing business models.  But there is a different business model that is disrupting us, and that’s online learning.  On-the-job education.  So Intel University, GE Crotonville.  This model of learning is:  You come in, we’ll spend a week teaching you about strategy, and then you go off and develop the strategy.  You come back for two weeks in product development, and we send you – you know.  You use it and you learn it and you do it while you’re employed.  It a very different business model, and that’s what’s killing us.  And it’s truly what’s going to kill us.
MARK:  I know you think a lot of VCs don’t read your work.  I’m very public about how The Innovator’s Dilemma not only influenced the way I built my startup, but the way I think as a venture capitalist.  I called it something different, because I couldn’t call it the same thing you called it:  I called it Deflationary Economics.  I was going to call it Suster Theory, but I didn’t think that would go down too well.  I think about Fred Wilson, a venture capitalist in New York City, and he publicly has also said that the most influential work on him was The Innovator’s Dilemma in thinking about how he invests.  And I think particularly with the Internet as you get much larger markets and therefore you end up trying to sell things with lower costs, with less margin, with less specification to a much bigger industry, it lends itself very well to what you’re talking about.  Thinking in terms of education, and I’m thinking Harvard, Stanford, Yale, Princeton, not even the business school but education.  It strikes me that something we need to think about is if employers en masse valued students who got lower-cost education that was taught in a different way with different sets of tools and came more job-ready because they were actually learning by doing rather than learning from “chalk-and-talk,” I wonder if we’d see that shift happening faster and it might be good for our country in terms of debt and stuff
CLAYTON:  I agree.  It would be wonderful if they would do that.  Because the job to be done is the employers want people who can – who have the skills to do the job.  Universities don’t understand that job.  The students are here to learn what we think they should know.  And we invest and we subsidize their education in fields for which there are no jobs.  I really do think that the more we can link the employers with the people who, online, provide the skills, it really will just cause the world to flip.  The scary thing is that fifteen years from now, maybe half the universities will be in bankruptcy.  Including the state schools.  But in the end, I’m excited to see that happen.  So pray for the Harvard Business School if you wouldn’t mind.
MARK:  I think – not in a terrible way – this is actually good for society.  I also wrote a post – I went to University of Chicago Business School – but I wrote a post talking about how I think for most entrepreneurs, business school doesn’t prepare them well for entrepreneurship.  I think it prepares people well to go look at Bain Capital much more than being entrepreneurs.  And that’s how I think universities need to adapt.  You have, on your staff, also:  There’s a gentleman who teaches entrepreneurship there and I’m struggling to remember his name, who does a great job at actually teaching from blogs and other things in his course.  Talk about internationalization of innovation.  Is this something you have a point of view on?  The fact now that you’ve got China and India and, we heard earlier, Brazil and other places – and the role that education may or may not play in the U.S.’ competitive advantage.
CLAYTON:  Boy, it’s a wonderful issue.  And it plays it out in scary ways.  So as a general rule, when a new industry takes root, and the first products emerge in a wave, almost always the architecture of the product will be proprietary and interdependent in character.  The reason why that those are most successful have proprietary architectures is the product isn’t good enough in the beginning for what people need.  If you try to start out with an open architecture, the modularization of the architecture takes so many degrees of freedom from the engineers that they have to make a product that’s not as good as the best, and when the best is not good enough, you can’t win that game.  That’s why we lost Palm.  They went open too early.  So you see RIM is the most dependent proprietary architecture and the iPhone is not as closed, but still very proprietary.  And then what always happens is the product becomes more than good enough for what mainstream people need.  Then coming from below, it becomes more open and modular in character.  And when that happens, then the people who have the proprietary architecture are just kind of pushed to the ceiling and the volume goes to the open players.  So in smartphones, the Android operating system and the consummate modularity now allows hundreds of companies in China and Vietnam to now assemble these things.  So it pulls in global competitiveness that isn’t nearly as intense when proprietary architectures are the norm.  Just one other thing about it:  Just like I pray for Harvard Business School. I pray for Apple.  They always have won with the proprietary architecture.  And because of their advantage, you ask them, what’s the core of the company?  They say it’s the design and the interaction with the customer.  It’s right there, where they have the advantage.  Manufacturing isn’t really our core competence.  So you just give that to the Chinese.  But then what happens to them is, as the dominant architecture becomes open and modular, the value of their proprietary design becomes commoditized itself.  Because now this is just open and it may not be as good, but almost good enough.  Then what happens in manufacturing is – one of my colleagues visited a plant in China where they formulate logic circuitry in an iPhone.  This thing is 37 layers thick.  Each layer 80 microns in diameter.  Vias, the holes that go up and down, are two microns in diameter. And the precision has to be, when you’re doing a via down from the top and it’s got to go to level number 17 instead of 18, this is very precision work.  And the machine that makes this costs $120 million.  And it drills over two million holes per hour.  This is sophistication.  And there is nobody in America that could make this anymore.  So what we face is commoditization of the design through modularity, and then where the money is made is in sophisticated manufacturing.  And it really is quite scary.
IMG_2670MARK:  Did you read Andy Gross’ piece where he talked about this phenomenon that, because we’re not investing now in manufacturing that the advantage is moving offshore?  He talked a lot about battery design for next generation cars, and because we don’t have the manufacturing for that, we’re losing competitive advantage.
CLAYTON:  Yeah.  It really is scary.  And I don’t know – just like, if you’ve read my stuff, I’m ashamed I haven’t read Andy Gross’ piece.  But the root cause.
MARK:  You should just read my blog I summarize all this stuff for you.
CLAYTON:  The root cause is the professors at business schools.  Because, for example, we teach our students that the way they measure profitability is a return on capital employed.  That’s a common measure.  And so if I’m going to be measured by that, this is a ratio.  And sure, I could get that ratio up by developing new products that generate attractive profits to go in the numerator of that ratio.  Aw, what the heck, if I just outsource everything, then I get assets off the denominator of the ratio.  Either way, the ratio goes up.  So because the way we teach people to measure things, it causes us to outsource that job.  And there are other ways to measure – but I think the cause…we are at fault.
MARK:  So I want to do something tangible that I think a lot of people in this room spend a lot of time thinking about.  Over the last ten years the concept of “freemium” has taken root.  And I think also my industry propagates that, which is:  Don’t charge people.  Get as many users as you can.  It’s somewhat of a land grab and you’ll find third-party ways to monetize like advertising.  Obviously there is huge disruption itself in that in terms of cost going to zero.  How do you feel about that for entrepreneurs and how should they think about that?
CLAYTON:  Well, dang.  As a general rule, if you have a product that doesn’t get the job done that a customer is needing to get done, then often you have to offer it for zero.  Because if you ask for money for it – because if it doesn’t do the job well, they won’t pay for it.  So go back in the early years of downloading music.  You’ve got Kazaa and a bunch of people – it was free, right?  But it was an open, modular system at the beginning, and you had to be a teenager to be able to use this stuff. Adults couldn’t.  And Apple came along with a proprietary interdependent architecture.  And because they were proprietary and interdependent they could take it all the way from iStore all the way through.  People were so delighted to have something that did the job well that they were willing to pay!
MARK: But let’s talk about a specific example.  For the most part as a VC I encourage my companies to monetize.  I believe in testing markets, I believe in proving the value.  I don’t say “job to be done” but I use the exact same words which is, “understand customer intent.”  Understand customer behavior.  Because, for me, I don’t want to see products and features.  I want to understand the psychology of “why.” Because I don’t believe something fundamentally will become big if there’s not an underlying reason for them using it.  But – Facebook could have made decisions to monetize early, and obviously, some people would have chosen to pay for that product, and it was a premium product – they didn’t.  But by becoming huge, they open up the network effect to be able to monetize in many different ways over time.  So do you accept that in some cases it may…
IMG_2648CLAYTON:  Yes, yes.  So, if in fact it is intrinsically a modular element in the stack, then modularity drives commoditization which drives profit out.  So if this is going to happen, just sy it’s going to happen and make it happen.  But as a general rule, when that happens, the pieces of the stack above and below it initiate a proprietary decommoditization layer in the stack.  So when it becomes free, the whole industry doesn’t go to pot, but where the money is made very often flips above and below it.  And so when that happens, rather than fighting the “freeness” you say “Holy Cow.  There’s something happening above and below.”  When – I had a stroke and sometimes I just can’t come up with word…the guys that make the calls – phone-free – no, I’m sorry, that makes telephone calls free – Skype.  I’m sorry, it just happens to me periodically.  They – what used to be a very profitable stack just became truly commoditized.  But you look at all of the things that work on top of Skype now.  Man, they’re generating billions and billions of dollars.  And that always happens.  I just say this just accelerates a natural process, and when it does, look above or below, and we can invest there or be an entrepreneur there.
MARK:  So let’s talk about disruption of venture capital because to be fair to you, I don’t want to avoid the topic where I get disrupted.  I actually do think lots of venture capital is starting to be disrupted.  I personally don’t believe it’s as radical fast as many people are predicting.  But one of the ways in which people believe venture capital will be transformed, disrupted is through crowd-funding.  And the belief that you can raise large pools of money in a small way to fund companies.  I’ll weigh-in in a second with my views on crowd funding but I’d love to hear your views:  Is that one of the ways that venture capital will be disrupted, and if not, what other ways do you think it’ll be disrupted?
CLAYTON:    Boy, it’s a great question.  Let me say – I will say this after this is over – you are asking great questions.  And it takes a lot more brains to ask good questions than it does to give good answers, so…there’s something about crowd-funding that doesn’t feel right to me.  IF in fact the creation of new businesses were all the way to the edge of rule-space, then crowd-sourcing would work.  Because people could just go down a checklist and say “this fits, this doesn’t, here’s your money.”  But it’s somewhere between intuition and pattern recognition, and I just don’t – it just doesn’t feel right to me.
MARK:  So the biggest problem I have with crowd-funding is it takes me back to the 1990s, when you had the – I lived in Europe for a time – when you have the emergence of AIM, the alternative market in London, you had the Nuemarkt in Germany, you had the Nouveau Marche in France, of course the NASDAQ in the U.S.  And we saw tons of unsophisticated people pouring money into companies that – they didn’t understand what determines the value of business.  Like my Mom calls me and says, “Honey, should I invest in Facebook?”  And I’m like, “Not a chance!  You don’t know the first thing about it!”  Now, at least with public markets, we have regulation that forces disclosures.  With the private markets, people are going to invest in things for which they don’t understand including the sophisticated structures of capital such as liquidation preferences and voting rights, and…
CLAYTON:  Yeah, I’m with you 1000%.  I’ll tell you where I think there is a – I don’t want to say vulnerability, but opportunity – sorry, I might get it a bit wrong here.  But my sense is, for venutre capital, historically, you might have ten good investments.  Two of the ten will be really home runs.  A couple more are reasonable, and five or so you don’t get penny out.  There are a couple of problems with that basic model.  The two that win have to be really big wins to cover what went – you know.  But because you don’t know which of the ten are going to make it, every time you come up to bat you actually have to go for home runs.  Doubles you can’t consciously go after doubles or singles – it’s just the nature of it.  And then you’ve got – we’ve got to get liquid at some point, and I can’t see how it can have a liquidity event.  It’s hard to put it in if I can’t get it out, right?  So, there are just a lot of people out there.  Or there are a lot of ideas out there – that are singles and doubles.  It’ll become a $40 million nice profitable investment. Just not the kind of thing you could ever take public or sell to a big company.  Venture capital can’t go in because it can’t get out.  They’re not big enough to be one of the home runs.
So there’s a new technology that’s emerged in the Boston area which must mean it must be suspect in some way that it hasn’t shown up here.  But they’re calling it royalty capital.  The money doesn’t come in as debt or equity, but it comes in as a license, just like you can license IT and stick that on the balance sheet.  You get a license to use their capital.  Then, they don’t pay a royalty on this license until there’s revenue.  As soon as revenue starts, there’s a royalty rate they give off to the people that gave the license.  The faster the ramp, the more the royalty comes down.  The way you negotiate it at some point – when the royalty accumulated to 3x the value of the license – then we just say it’s paid in full.  And you don’t have minority shareholders, you know?  You pay it off with pre-tax money, rather than post-tax money.  And the liquidity process is a process, not an event.  So that most of the companies that get funded this way actually get some out of every investment.  Even those that fail pay some of it out.  And so it’s possible to invest – to invest in companies that won’t go public, and…yeah.
MARK:  I don’t want to run out of time without having a chance to ask you one more important area, which is:  When I was 20, the most important book for me was The 7 Habits of Highly Effective People, Steven Kelly, because it talked about how you live your life.  It talked about what you make habits, what’s important to you, how you derive happiness, how you make decisions.  I have not yet read your book – how you measure your life, and I don’t know if it’s in a similar vein.  But I’d love for you to give us – it’ll be the next book I read – I’d love to hear the overview of it.
CLAYTON:  We designed it in three sections.  The first one is, how can I be sure that I’m going to be happy with my career and successful in my career?  The second one is, how can I be sure that my family and the close relationships I have with my family and close friends are a source of joy for me throughout my life, rather than a source of heartache?  The third one is, how do I be sure I stay out of jail?  And this is the architecture – this reflects the architecture of the last class in my semester. And what we asked the students to do is – it’s a whole semester of studying the theories from my research.  And then we ask them to put the theories on my cassette of lenses, but instead of studying a company, look in the mirror.  Can these theories teach us things about these three issues?  And I’m not kidding you.  Holy Cow!  When we look at ourselves through these lenses, it’s really very scary.  So for example a shocking number of my classmates, when they graduated from the Harvard Business School, every one of them planned to have a marriage that was just filled with joy and happiness.  And a shocking number of them went out and got divorced two or three times.  They find themselves – their children are being raised by someone they’ve never met on the other side of the country.  And their family situation is a source of real pain.  Not a single one of my classmates had a strategy to go out and get divorced and be unhappy.  And why that happens is the same reason, like when Cisco disrupted Lucent – there wasn’t anything in Lucent that said, “you know, we should go out and go into bankruptcy and drive the company into the ground.”  But that’s actually what they did.  And so the theory of disruption helps you think through the decisions you’re making in your marriage.  But this is the one that really applies:  Look at yourself through the lens of “jobs to be done” and ask yourself – it’s since happened to me, my whole life – married life – I tried to be a good husband.  But I do for Christine what I think she needs from her husband.  And if I give what I think she needs from me and she’s not appreciative, I get, “Why don’t you like what I just gave you?  I know this is what you need.”  You know?  If instead, I try to look at it from – what are the jobs that arise in Christine’s life?  For which she might hire a husband.  And I’m telling you.  I would never hire Clayton Christensen.  But understanding the jobs that she needs to do really allows me to say, “Gosh, I guess I need to be the kind of person that she would want to have.”
MARK:  So, uh, you want to be sure you don’t get fired, I guess, is the answer.  But no, I’ve been writing a lot and talking about happiness and motivation and interrelationships.  The most stressful period of my life was running a startup and it was very unhealthy.  And I try to make sure that the people I invest in understand that they don’t actually realize how much stress they’re under and how unhappy they are, and how unhappy they make those around them.  If you’re not going to deal with that while you’re going through the journey, you’re going to have some pretty unhappy years.  You may know, in our industry, there’s been three suicides in the past six months.  You know, they may be related to the stresses.  It may just be coincidental to individual psychology and chemistry, but I think we as an industry need to be more open about talking about these issues.  Again, for me, very young in my career to have someone like Stephen Covey openly talking about this, and happiness – I think’s a wonderful thing.  So I look forward to reading your book.
CLAYTON:  I hope it’ll be useful.