Freeman Hrabowski: 4 pillars of college success in science | TED

Translator: Timothy Covell Reviewer: Morton Bast

Translator: David J. Kreps Finnemann Reviewer: Anders Finn Jørgensen

So I'll be talking about the success of my campus,

Jeg vil tale om succes på mit universitet,

the University of Maryland, Baltimore County, UMBC,

University of Maryland, Baltimore County, UMBC,

in educating students of all types,

i at uddanne alle typer studerende,

across the arts and humanities and the science and engineering areas.

på tværs af kunst, humaniora, naturvidenskab og ingeniørvidenskab.

What makes our story especially important

Det er gør vores historie så specielt interessant

is that we have learned so much from a group of students

er at vi har lært så meget fra en gruppe studerende

who are typically not at the top of the academic ladder --

der typisk ikke er i toppen af den akademiske stige

students of color, students underrepresented in selected areas.

farvede studerende, studerende der er underrepræsenterede på bestemte områder.

And what makes the story especially unique

Og det der gør historien specielt unik

is that we have learned how to help African-American students, Latino students,

er at vi har lært hvordan vi kan hjælpe afroamerikanske studerende, latino studerende,

students from low-income backgrounds,

studerende fra lavindkomst baggrund,

to become some of the best in the world in science and engineering.

til at blive nogle af de bedste i verden indenfor naturvidenskab og ingeniørvidenskab.

And so I begin with a story about my childhood.

Så jeg begynder med en historie om min barndom.

We all are products of our childhood experiences.

Vi er alle produkter af vores barndomsoplevelser.

It's hard for me to believe that it's been 50 years

Det er svært for mig at tro på, at der er gået 50 år

since I had the experience of being a ninth grade kid in Birmingham, Alabama,

siden jeg havde oplevelsen af at være et niendeklasses barn i Birmingham, Alabama,

a kid who loved getting A's,

et barn der elskede at få topkarakterer,

a kid who loved math, who loved to read,

et barn der elskede matematik, der elskede at læse,

a kid who would say to the teacher --

et barn de sagde til læreren --

when the teacher said, "Here are 10 problems," to the class,

når læreren sagde, "Her er 10 problemer," til klassen,

this little fat kid would say, "Give us 10 more."

sagde dette lille fede barn, "Giv os 10 mere."

And the whole class would say, "Shut up, Freeman."

Og hele klassen sagde, "Hold mund, Freeman."

And there was a designated kicker every day.

Og der var en udpeget sparker hver dag.

And so I was always asking this question:

Så jeg stillede altid dette spørgsmålet:

"Well how could we get more kids to really love to learn?"

"Jamen, hvordan kunne vi få flere børn til virkelig at elske at lære?"

And amazingly, one week in church,

Og utroligt nok, en uge i kirken,

when I really didn't want to be there

da jeg virkelig ikke havde lyst til at være der

and I was in the back of the room being placated by doing math problems,

og jeg var i det bagerste af lokalet og blev formildet af at løse matematik problemer,

I heard this man say this:

hørte jeg en mand sige dette:

"If we can get the children

"Hvis vi kan få børnene

to participate in this peaceful demonstration here in Birmingham,

til at deltage i denne fredelige demonstration her i Birmingham,

we can show America that even children know the difference between right and wrong

vi kan vise Amerika at selv børn kender forskellen på rigtigt og forkert

and that children really do want to get the best possible education."

og at børn virkelig gerne vil have den bedst mulige uddannelse."

And I looked up and said, "Who is that man?"

Og jeg kiggede op og sagde, "Hvem er den mand?"

And they said his name was Dr. Martin Luther King.

Og de sagde hans navn var Dr. Martin Luther King.

And I said to my parents, "I've got to go.

Og jeg sagde til mine forældre, "Jeg skal afsted.

I want to go. I want to be a part of this."

Jeg vil afsted. Jeg vil være en del af dette."

And they said, "Absolutely not."

Og de sagde, "Under ingen omstændigheder."

(Laughter)

(Latter)

And we had a rough go of it.

Og vi gik hårdt til den.

And at that time, quite frankly, you really did not talk back to your parents.

Og dengang, svarede man, ærlig talt, ikke sine forældre igen.

And somehow I said, "You know, you guys are hypocrites.

Og på en eller anden måde sagde jeg, "I ved, I er nogle hyklere.

You make me go to this. You make me listen.

I får mig til at gå til dette. I får mig til at høre efter.

The man wants me to go, and now you say no."

Manden vil have mig til at gå, og nu siger I nej."

And they thought about it all night.

Og de tænkte over det hele natten.

And they came into my room the next morning.

Og de kom ind på mit værelse den næste morgen.

They had not slept.

De havde ikke sovet.

They had been literally crying and praying and thinking,

De havde bogstavelig talt grædt og bedt og tænkt,

"Will we let our 12-year-old

"Lader vi vores 12-årige

participate in this march and probably have to go to jail?"

deltage i denne march og sikkert lade ham blive fængslet?"

And they decided to do it.

Og de besluttede sig for at gøre det.

And when they came in to tell me,

Og da de kom ind for at fortælle mig det,

I was at first elated.

var jeg først opløftet.

And then all of a sudden I began thinking about the dogs and the fire hoses,

Og så begyndte jeg lige pludselig at tænke på hundene og vandslangerne,

and I got really scared, I really did.

og jeg blev virkelig bange, det gjorde jeg virkelig.

And one of the points I make to people all the time

Og en af de punkter jeg nævner overfor folk hele tiden

is that sometimes when people do things that are courageous,

er at nogen gange når folk går noget modigt,

it doesn't really mean that they're that courageous.

betyder det ikke rigtigt at de er så modige.

It simply means that they believe it's important to do it.

Det betyder simpelthen at de tror på at det er vigtigt at gøre det.

I wanted a better education.

Jeg ville have en bedre uddannelse.

I did not want to have to have hand-me-down books.

Jeg ønskede ikke at have bøger der gik i arv.

I wanted to know that the school I attended

Jeg ville vide at den skole jeg gik på

not only had good teachers, but the resources we needed.

ikke kun havde gode lærere, men også ressourcerne vi havde brug for.

And as a result of that experience,

Og som resultat af den oplevelse,

in the middle of the week, while I was there in jail,

midt på ugen, men jeg var der i fængslet,

Dr. King came and said with our parents,

kom Dr. King og sagde med vores forældre,

"What you children do this day

"Det I børn gør i dag

will have an impact on children who have not been born."

vil have indflydelse på børn der endnu ikke er blevet født."

I recently realized that two-thirds of Americans today

Det gik for nyligt op for mig, at to tredjedele af amerikanere i dag

had not been born at the time of 1963.

ikke var blevet født i 1963.

And so for them, when they hear about the Children's Crusade in Birmingham,

Så for dem, da de hørte om Children's Crusade i Birmingham,

in many ways, if they see it on TV,

på mange måder, hvis de ser det på TV,

it's like our looking at the 1863 "Lincoln" movie:

er det ligesom når vi kigger på "Lincoln" filmen om 1863:

It's history.

Det er historie.

And the real question is, what lessons did we learn?

Og det virkelige spørgsmål er, hvilke lektioner vi lærte?

Well amazingly, the most important for me was this:

Jamen utroligt nok, det vigtigste for mig var dette:

That children can be empowered to take ownership of their education.

At børn kan bemyndiges til at få ejerskab over deres uddannelse.

They can be taught to be passionate

De kan læres at være passionerede

about wanting to learn and to love the idea of asking questions.

om at ville lære og at elske ideen om at stille spørgsmål.

And so it is especially significant

Så det er specielt vigtigt,

that the university I now lead,

at universitetet jeg nu står i spidsen for,

the University of Maryland, Baltimore County, UMBC,

University of Maryland, Baltimore County, UMBC,

was founded the very year I went to jail with Dr. King, in 1963.

blev grundlagt det selvsamme år som jeg kom i fængsel med Dr. King, i 1963.

And what made that institutional founding especially important

Og det der gjorde den institutionelle dannelse specielt vigtig

is that Maryland is the South, as you know,

er at Maryland er syden, som I ved,

and, quite frankly, it was the first university in our state

og, ærlig talt, var det det første universitet i vores stat

founded at a time when students of all races could go there.

grundlagt i en tid da studerende fra alle racer kunne gå der.

And so we had black and white students and others who began to attend.

Så vi havde sorte og hvide studerende og andre der begyndte at gå der.

And it has been for 50 years an experiment.

Og det har været et eksperiment i 50 år.

The experiment is this:

Eksperimentet er dette:

Is it possible to have institutions in our country, universities,

Er det muligt at have institutioner i vores land, universiteter,

where people from all backgrounds can come and learn

hvor mennesker fra alle baggrunde kan komme og lære

and learn to work together and learn to become leaders

og lære at arbejde sammen og lære at blive ledere

and to support each other in that experience?

og at støtte hinanden i den oplevelse?

Now what is especially important about that experience for me is this:

Det der er specielt vigtigt ved denne oplevelse for mig er dette:

We found that we could do a lot in the arts and humanities and social sciences.

Vi fandt ud af at vi kunne gøre mange ting i kunst og humaniora og samfundsvidenskab.

And so we began to work on that, for years in the '60s.

Så vi begyndte at arbejde på det i årevis i 60'erne.

And we produced a number of people in law, all the way to the humanities.

Og vi producerede et antal mennesker indenfor juraen, hele vejen til humaniora.

We produced great artists. Beckett is our muse.

Vi producerede store kunstnere. Beckett er vores muse.

A lot of our students get into theater.

Mange af vores studerende går ind i teaterverdenen.

It's great work.

Det er fantastisk arbejde.

The problem that we faced was the same problem America continues to face --

Problemet vi står overfor var det samme problem som Amerika bliver ved med at stå overfor --

that students in the sciences and engineering,

at studerende i naturvidenskab og ingeniørvidenskab,

black students were not succeeding.

der bestod de sorte studerende ikke.

But when I looked at the data,

Men når jeg kiggede på dataene,

what I found was that, quite frankly, students in general,

det jeg fandt ud af var, ærlig talt, at de studerende generelt,

large numbers were not making it.

klarede store antal den ikke.

And as a result of that,

Og som resultat deraf,

we decided to do something that would help, first of all,

besluttede vi at gøre noget der ville hjælpe, for det første,

the group at the bottom, African-American students, and then Hispanic students.

gruppen i bunden, afroamerikanske studerende, og så latinamerikanske studerende.

And Robert and Jane Meyerhoff, philanthropists, said, "We'd like to help."

Og Robert og Jane Meyerhoff, filantroper, sagde, "Vi vil gerne hjælpe."

Robert Meyerhoff said, "Why is it that everything I see on TV about black boys,

Robert Meyerhoff sagde, "Hvordan kan det være, at alt jeg ser på TV om sorte drenge,

if it's not about basketball, is not positive?

hvis det ikke handler om basketball, så er det ikke positivt?

I'd like to make a difference, to do something that's positive."

Jeg vil gerne gøre en forskel, gøre noget der er positivt."

We married those ideas, and we created this Meyerhoff Scholars program.

Vi blev gift med de ideer, og vi skabte dette Meyerhoff Scholars program.

And what is significant about the program

Og det der er bemærkelsesværdigt ved programmet

is that we learned a number of things.

er at vi lærte en antal ting.

And the question is this:

Og spørgsmålet er dette:

How is it that now we lead the country in producing African-Americans

Hvordan kan det være, at vi nu er bedst i landet til at producere afroamerikanere

who go on to complete Ph.D.'s in science and engineering and M.D./Ph.D.'s?

der går videre til at fuldføre deres Ph.D.'er i naturvidenskab og ingeniørvidenskab?

That's a big deal. Give me a hand for that. That's a big deal.

Det er en stor ting. Giv mig et bifald for det. Det er en stor ting.

That's a big deal. It really is.

Det er en stor ting. Det er det virkeligt.

(Applause)

(Bifald)

You see, most people don't realize

Ser I, de fleste mennesker er ikke klar over

that it's not just minorities who don't do well in science and engineering.

at det ikke kun er minoriteterne der ikke klarer sig godt i naturvidenskab og ingeniørvidenskab.

Quite frankly, you're talking about Americans.

Ærlig talt, taler man om amerikanere.

If you don't know it, while 20 percent of blacks and Hispanics

Hvis man ikke ved det, mens 20 procent af de sorte og latinamerikanere

who begin with a major in science and engineering

der begynder med et hovedfag i naturvidenskab og ingeniørvidenskab

will actually graduate in science and engineering,

vil faktisk dimittere i naturvidenskab og ingeniørvidenskab,

only 32 percent of whites who begin with majors in those areas

kun 32 procent af hvide der begynder med et hovedfag i de områder

actually succeed and graduate in those areas,

klarer det faktisk og dimitterer i de områder,

and only 42 percent of Asian-Americans.

og kun 42 procent af amerikanere med asiatisk baggrund.

And so, the real question is, what is the challenge?

Så det virkelige spørgsmål er, hvad er udfordringen?

Well a part of it, of course, is K-12.

Jamen en del af det, selvfølgelig, er grundskolen.

We need to strengthen K-12.

Vi skal styrke grundskolen.

But the other part has to do with the culture

Men den anden del har at gøre med den kultur

of science and engineering on our campuses.

i naturvidenskab og ingeniørvidenskab på vores universiteter.

Whether you know it or not, large numbers of students with high SAT's

Hvad enten man ved det eller ej, er mange af de studerende med høje SAT testscorer

and large numbers of A.P. credits

og et højt antal A.P. studiepoint

who go to the most prestigious universities in our country

der går på prestigefyldte universiteter i vores land

begin in pre-med or pre-engineering and engineering, and they end up changing their majors.

som starter på medicinstudiet eller ingeniørstudiet, og de ender med at skifte hovedfag.

And the number one reason, we find, quite frankly,

Og den vigtigste årsag, finder vi ud af, ærlig talt,

is they did not do well in first year science courses.

er at de ikke klarede den godt i første år på naturvidenskab kurserne.

In fact, we call first year science and engineering, typically around America,

Faktisk , kalder vi typisk det første år i natur- og ingeniørvidenskab rundt om i Amerika,

weed-out courses or barrier courses.

luge-ud kurser eller barriere kurser.

How many of you in this audience know somebody

Hvor mange af jer her i dette publikum kender nogen

who started off in pre-med or engineering

der begyndte på medicinstudiet eller ingeniørstudiet

and changed their major within a year or two?

og ændrede deres hovedfag indenfor et år eller to?

It's an American challenge. Half of you in the room.

Det er en amerikansk udfordring. Halvdelen af jer i lokalet.

I know. I know. I know.

Jeg ved det. Jeg ved det. Jeg ved det.

And what is interesting about that

Og det der er interessant ved det

is that so many students are smart and can do it.

er at så mange studerende er kloge og kan klare det.

We need to find ways of making it happen.

Vi skal finde på måder til at få det til at ske.

So what are the four things we did to help minority students

Hvad er de fire ting vi gjorde for at hjælpe minoritetsstuderende

that now are helping students in general?

der nu hjælper studerende generelt?

Number one: high expectations.

Nummer et: høje forventninger.

It takes an understanding of the academic preparation of students --

Det kræver en forståelse for de akademiske forberedelser som de studerende --

their grades, the rigor of the course work,

deres karakterer, kompromisløsheden i kursernes arbejde,

their test-taking skills, their attitude,

deres evne til at prøver, deres attitude,

the fire in their belly, the passion for the work, to make it.

deres indre ild, passionen for deres arbejde, til at klare den.

And so doing things to help students prepare to be in that position, very important.

Så at hjælpe studerende med at forberede sig til at være i den situation, er meget vigtigt.

But equally important, it takes an understanding that it's hard work that makes the difference.

Men lige så vigtigt, det kræver en forståelse for at det er hårdt arbejde der gør forskellen.

I don't care how smart you are or how smart you think you are.

Jeg er lige glad med hvor klog man er eller hvor klog man tror man er.

Smart simply means you're ready to learn.

Klog betyder simpelthen at man er klar til at lære.

You're excited about learning and you want to ask good questions.

Man er begejstret for at læse og man vil stille gode spørgsmål.

I. I. Rabi, a Nobel laureate, said that when he was growing up in New York,

I. I. Rabi, en nobelprismodtager, sagde at da han voksede op i New York,

all of his friends' parents would ask them

spurgte alle hans venner forældre dem

"What did you learn in school?" at the end of a day.

"Hvad lærte du i skolen?" i slutningen af hver dag.

And he said, in contrast, his Jewish mother would say,

Og han sagde, i kontrast, sagde hans jødiske mor,

"Izzy, did you ask a good question today?"

"Izzy, stillede du et godt spørgsmål i dag?"

And so high expectations have to do with curiosity

Så høje forventninger har at gøre med nysgerrighed

and encouraging young people to be curious.

og at opmuntre unge mennesker til at være nysgerrige.

And as a result of those high expectations,

Og som resultat af de høje forventninger,

we began to find students we wanted to work with

begyndte vi at finde studerende vi ville arbejde med

to see what could we do to help them,

for at se hvad vi kunne gøre for at hjælpe dem,

not simply to survive in science and engineering,

ikke bare at overleve i natur- og ingeniørvidenskab,

but to become the very best, to excel.

men at blive de allerbedste, at overgå sig selv.

Interestingly enough, an example:

Interessant nok, et eksempel:

One young man who earned a C in the first course and wanted to go on to med school,

En ung mand der fik et 7-tal i det første kursus, og ville gå på medicinstudiet,

we said, "We need to have you retake the course,

vi sagde, "Vi skal bede dig om at tage kurset om,

because you need a strong foundation if you're going to move to the next level."

fordi du har brug for en stærk basis hvis du skal videre til næste niveau."

Every foundation makes the difference in the next level.

Hver basis gør en forskel på det næste niveau.

He retook the course.

Han tog kurset igen.

That young man went on to graduate from UMBC,

Den unge mand dimitterede fra UMBC,

to become the first black to get the M.D./Ph.D. from the University of Pennsylvania.

og blev den første sorte til at få en M.D./ph.d. fra University of Pennsylvania.

He now works at Harvard.

Han arbejder nu på Harvard.

Nice story. Give him a hand for that too.

Fin historie. Giv ham en hånd for det også.

(Applause)

(Bifald)

Secondly, it's not about test scores only.

For det andet handler det ikke kun om testresultater.

Test scores are important, but they're not the most important thing.

Testresultater er vigtige, men de er ikke den vigtigste ting.

One young woman had great grades, but test scores were not as high.

En ung kvinde havde fantastiske karakterer, men hendes testresultater var ikke lige så høje.

But she had a factor that was very important.

Men hun havde en faktor der var meget vigtigt.

She never missed a day of school, K-12.

Hun gik ikke glip af en eneste dag i grundskolen.

There was fire in that belly.

Der var en indre ild i hende.

That young woman went on, and she is today with an M.D./Ph.D. from Hopkins.

Den unge kvinde gik videre, og hun har i dag en M.D./ph.d. fra Hopkins.

She's on the faculty, tenure track in psychiatry, Ph.D. in neuroscience.

Hun er på fakultetet, en lang karriere i psykiatri, ph.d. i neurovidenskab.

She and her adviser have a patent on a second use of Viagra for diabetes patients.

Hun og hendes rådgiver havde et patent på sekundær brug af Viagra til diabetes patienter.

Big hand for her. Big hand for her.

Stor hånd til hende. Stor hånd til hende.

(Applause)

(Bifald)

And so high expectations, very important.

Så høje forventninger, meget vigtigt.

Secondly, the idea of building community among the students.

For det andet, ideen om at bygge et samfund blandet de studerende.

You all know that so often in science and engineering

I ved at vi så ofte har en tendens i naturvidenskab og ingeniørvidenskab

we tend to think cutthroat.

til at tænke morderisk.

Students are not taught to work in groups.

De studerende lærer ikke om at arbejde i grupper.

And that's what we work to do with that group

Og det er det vi arbejder på at gøre med den gruppe

to get them to understand each other,

at få dem til at forstå hinanden,

to build trust among them, to support each other,

at opbygge tillid mellem dem, at støtte hinanden,

to learn how to ask good questions,

at lære hvordan man stiller gode spørgsmål,

but also to learn how to explain concepts with clarity.

men også at lære hvordan man forklarer koncepter med klarhed.

As you know, it's one thing to earn an A yourself,

Som I ved, er det en ting at indbringe en topkarakter selv,

it's another thing to help someone else do well.

det er noget andet at hjælpe en anden med at klare sig godt.

And so to feel that sense of responsibility makes all the difference in the world.

Så at føle den ansvarsfølelse er hele forskellen.

So building community among those students, very important.

At bygge et samfund blandt de studerende, meget vigtigt.

Third, the idea of, it takes researchers to produce researchers.

For det tredje, ideen om, det kræver forskere at producere forskere.

Whether you're talking about artists producing artists

Hvad enten man taler om kunstnere der producerer kunstnere

or you're talking about people getting into the social sciences,

eller man taler om mennesker der kommer ind på humaniora,

whatever the discipline -- and especially in science and engineering, as in art, for example --

uanset disciplinen -- og specielt i videnskab og ingeniørvidenskab, som i kunst, for eksempel --

you need scientists to pull the students into the work.

man har brug for forskere til at trække de studerende ind i arbejdet.

And so our students are working in labs regularly.

Så vores studerende arbejder regelmæssigt i laboratoriet.

And one great example that you'll appreciate:

Og et godt eksempel man vil sætte pris på:

During a snowstorm in Baltimore several years ago,

Under en snestorm i Baltimore for adskillige år siden,

the guy on our campus with this Howard Hughes Medical Institute grant

kom denne fyr på vores universitet med hans Howard Hughes Medical Institute legat

literally came back to work in his lab after several days,

bogstavelig talt tilbage til arbejdet i hans laboratorium efter flere dage,

and all these students had refused to leave the lab.

og alle disse studerende havde nægtet at forlade laboratoriet.

They had food they had packed out.

De havde mad som de havde pakket ud.

They were in the lab working,

De arbejdede i laboratoriet,

and they saw the work, not as schoolwork, but as their lives.

og de så arbejdet, ikke som skolearbejde, men som deres liv.

They knew they were working on AIDS research.

De vidste at de arbejdede på AIDS forskning.

They were looking at this amazing protein design.

De så på dette fantastiske protein design.

And what was interesting was each one of them focused on that work.

Og det der var interessant var, at en af dem fokuserede på det arbejde.

And he said, "It doesn't get any better than that."

Og han sagde, "Det bliver ikke bedre end det her."

And then finally, if you've got the community

Og til slut, hvis man har samfundet

and you've got the high expectations and you've got researchers producing researchers,

og man har de høje forventninger og man har forskere der producerer forskere,

you have to have people who are willing as faculty

har man brug for mennesker der er villige som fakultet

to get involved with those students, even in the classroom.

til at blive involveret med de studerende, selv i klasseværelset.

I'll never forget a faculty member calling the staff and saying,

Jeg glemmer aldrig et medlem af lærerstaben der kaldte de ansatte ind og sagde,

"I've got this young man in class, a young black guy,

"Jeg har denne unge mand i min klasse, en ung sort fyr,

and he seems like he's just not excited about the work.

og han virker bare ikke til at være særlig begejstret for arbejdet.

He's not taking notes. We need to talk to him."

Han tager ikke notater. Vi skal tale med ham."

What was significant was that the faculty member was observing every student

Det der var bemærkelsesværdigt var, at den lærer observerede hver eneste studerende

to understand who was really involved and who was not

for at forstå hvem der virkelig var involverede og hver der ikke var

and was saying, "Let me see how I can work with them.

og tænkte, "Lad mig se hvordan jeg kan arbejde med dem.

Let me get the staff to help me out."

Lad mig få de ansatte til at hjælpe mig."

It was that connecting.

Det var det forbandt det.

That young man today is actually a faculty member M.D./Ph.D. in neuroengineering at Duke.

Den unge mand er i dag faktisk selv lærer med en M.D./ph.d. i neuroengineering på Duke.

Give him a big hand for that.

Giv ham en stor hånd for det.

(Applause)

(Bifald)

And so the significance is that we have now developed this model

Så det vigtige er at vi nu har udviklet en model

that is helping us, not only finally with evaluation, assessing what works.

der hjælper os med, ikke kun endeligt med evaluering, at bedømme hvad der fungerer.

And what we learned was that we needed to think about redesigning courses.

Og det vi lærte var at vi skulle tænke over at ændre kurserne.

And so we redesigned chemistry, we redesigned physics.

Så vi ændrede kemi, vi ændrede fysik.

But now we are looking at redesigning the humanities and social sciences.

Men nu ser vi på at ændre humaniora og samfundsvidenskab.

Because so many students are bored in class.

Fordi så mange studerende keder sig i klasseværelset.

Do you know that?

Vidste I det?

Many students, K-12 and in universities,

Mange studerende, i grundskolen og på universiteterne,

don't want to just sit there and listen to somebody talk.

ville ikke bare sidde der og høre på nogen tale.

They need to be engaged.

De skal være beskæftiget.

And so we have done -- if you look at our website at the Chemistry Discovery Center,

Så vi har -- hvis man ser på vores hjemmeside på Chemistry Discovery Center,

you'll see people coming from all over the country

ser man mennesker der kommer fra hele landet

to look at how we are redesigning courses,

til at se på hvordan vi ændrer kurserne,

having an emphasis on collaboration, use of technology,

og har vægten på samarbejde, brug af teknologi,

using problems out of our biotech companies on our campus,

bruger problemer fra vores bioteknologiske firmaer på vores universitet,

and not giving students the theories,

og giver ikke de studerende teorierne,

but having them struggle with those theories.

men får dem til at kæmpe med disse teorier.

And it's working so well that throughout our university system in Maryland,

Og det fungerer så godt igennem hele vores universitetssystem i Maryland,

more and more courses are being redesigned.

flere og flere kurser bliver ændret.

It's called academic innovation.

Det kaldes akademisk innovation.

And what does all of that mean?

Og hvad betyder det alt sammen?

It means that now, not just in science and engineering,

Det betyder at nu, ikke kun i natur- og ingeniørvidenskab,

we now have programs in the arts, in the humanities, in the social sciences,

har vi nu planer i kunst, i humaniora, i samfundsvidenskab,

in teacher education, even particularly for women in I.T.

i lærer uddannelse, selv specielt for kvinder i I.T.

If you don't know it, there's been a 79-percent decline

Hvis man ikke er klar over det, har der været et fald på 79 procent

in the number of women majoring in computer science just since 2000.

i antallet af kvinder der har hovedfag i computervidenskab bare siden 2000.

And what I'm saying is that what will make the difference

Og det jeg siger er, at det der vil gøre en forskel

will be building community among students,

vil være at bygge samfund blandt de studerende,

telling young women, young minority students and students in general,

der fortæller unge kvinder, unge minoritetsstuderende og studerende generelt,

you can do this work.

I kan gøre dette arbejde.

And most important, giving them a chance to build that community

Og vigtigst, at give dem en chance for at bygge det samfund

with faculty pulling them into the work

med fakultetet der trækker dem ind i arbejdet

and our assessing what works and what does not work.

og os der bedømmer hvad der fungerer og hvad der ikke fungerer.

Most important, if a student has a sense of self,

Vigtigst, hvis en studerende har en selvfølelse,

it is amazing how the dreams and the values

det er fantastisk hvordan drømmene og værdierne

can make all the difference in the world.

kan gøre hele forskellen.

When I was a 12-year-old child in the jail in Birmingham,

Da jeg var et 12 årigt barn i fængslet i Birmingham,

I kept thinking, "I wonder what my future could be."

blev jeg ved med at tænke, "Gad vide hvordan min fremtid bliver."

I had no idea that it was possible for this little black boy in Birmingham

Jeg havde ingen anelse om at det var muligt for denne lille sorte fyr fra Birmingham

to one day be president of a university that has students from 150 countries,

at blive rektor for et universitet en dag, der har studerende fra 150 lande,

where students are not there just to survive,

hvor studerende ikke er der bare for at overleve,

where they love learning, where they enjoy being the best,

hvor de elsker at lære, hvor de nyder at være den bedste,

where they will one day change the world.

hvor de en dag vil ændre verden.

Aristotle said, "Excellence is never an accident.

Aristoteles sagde, "Dygtighed er aldrig et uheld.

It is the result of high intention, sincere effort and intelligent execution.

Det er resultatet af store hensigter, oprigtig flid og intelligent udførelse.

It represents the wisest option among many alternatives."

Det repræsenterer den viseste mulighed blandt mange alternativer."

And then he said something that gives me goosebumps.

Og så sagde han noget der giver mig gåsehud.

He said, "Choice, not chance, determines your destiny."

Han sagde, "Valg, ikke tilfælde, bestemmer ens skæbne."

Choice, not chance, determines your destiny, dreams and values.

Valg, ikke tilfælde, bestemmer ens skæbne, drømme og værdier.

Thank you all very much.

Mange tak alle sammen.

(Applause)

(Bifald)