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

Translator: Timothy Covell Reviewer: Morton Bast

Prevodilac: Jovana Zorić Lektor: Mile Živković

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

Govoriću vam o uspehu mog kampusa,

the University of Maryland, Baltimore County, UMBC,

na Univerzitetu u Merilendu, okrug Baltimor, UMBC,

in educating students of all types,

u obrazovanju studenata svih tipova,

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

preko umetnosti i humanističkih nauka, prirodnih nauka i inženjerstva.

What makes our story especially important

Ono što čini našu priču izuzetno važnom

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

je da smo mnogo naučili kroz grupu studenata

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

koji obično nisu na vrhu akademske lestvice:

students of color, students underrepresented in selected areas.

studenti tamnije boje kože, oni koji su nedovoljno zastupljeni u određenim poljima.

And what makes the story especially unique

A ono što čini priču izuzetno jedinstvenom

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

je to da smo naučili kako da pomognemo afroameričkim i latinoameričkim studentima,

students from low-income backgrounds,

studentima sa niskim primanjima u porodici,

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

da postanu neki od najboljih svetskih naučnika i inženjera.

And so I begin with a story about my childhood.

A počeću sa pričom o svom detinjstvu.

We all are products of our childhood experiences.

Svi smo mi proizvodi svojih iskustava iz detinjstva.

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

Teško mi je da poverujem da je prošlo 50 godina

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

od kad sam bio dete u šestom razredu u Bermingemu, Alabami,

a kid who loved getting A's,

dete koje je volelo da dobija petice,

a kid who loved math, who loved to read,

dete koje je volelo matematiku, koje je volelo da čita,

a kid who would say to the teacher --

dete koje bi nastavniku govorilo,

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

kada bi nastavnik razredu rekao: "Evo 10 zadataka",

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

to malo debelo dete bi reklo: "Dajte nam još 10".

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

A ceo razred bi rekao: "Ućuti, Frimene".

And there was a designated kicker every day.

I svaki dan bih dobijao batine.

And so I was always asking this question:

I tako sam se uvek pitao:

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

"Pa kako bismo mogli da navedemo više dece da zaista vole da uče?"

And amazingly, one week in church,

I, zadivljujuće, jedne nedelje u crkvi,

when I really didn't want to be there

kada zaista nisam želeo da budem tamo

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

i bio sam u dnu prostorije zadubljen u zadatke iz matematike,

I heard this man say this:

čuo sam jednog čoveka kako je rekao:

"If we can get the children

"Ako uspemo u tome da deca

to participate in this peaceful demonstration here in Birmingham,

učestvuju u ovim mirnim demonstracijama u Bermingemu,

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

pokazaćemo Americi da čak i deca znaju razliku između dobrog i lošeg

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

i da deca zaista žele da imaju najbolje moguće obrazovanje".

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

I ja sam pogledao i pitao: "Ko je taj čovek?"

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

A oni su mi rekli da je njegovo ime dr Martin Luter King.

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

Rekao sam roditeljima: "Ja moram da idem.

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

Ja želim da idem. Želim da budem deo ovoga."

And they said, "Absolutely not."

A oni su odgovorili: "Ne dolazi u obzir."

(Laughter)

(Smeh)

And we had a rough go of it.

Prilično smo se posvađali.

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

A u to vreme, nisi smeo da se suprotstavljaš roditeljima.

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

I nekako sam im rekao: "Znate, vi ste licemeri.

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

Naterate me da idem na to. Naterate me da slušam.

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

Čovek želi da idem, a vi sada kažete da ne može".

And they thought about it all night.

Razmišljali su o tome celu noć.

And they came into my room the next morning.

I ušli su u moju sobu sledećeg jutra.

They had not slept.

Nisu spavali.

They had been literally crying and praying and thinking,

Doslovno su plakali, molili se i razmišljali:

"Will we let our 12-year-old

"Hoćemo li pustiti naše dvanaestogodišnje dete

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

da učestvuje u ovom maršu i verovatno završi u zatvoru?"

And they decided to do it.

I odlučili su da to urade.

And when they came in to tell me,

A kada su ušli da mi to kažu,

I was at first elated.

u početku sam bio ushićen.

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

A onda sam odjednom počeo da razmišljam o psima i vatrogasnim crevima

and I got really scared, I really did.

i zaista sam se strašno uplašio.

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

A jedna stvar koju uvek govorim ljudima

is that sometimes when people do things that are courageous,

je da ponekad kada ljudi čine odvažne stvari,

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

to ne znači da su oni toliko odvažni.

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

To jednostavno znači da oni veruju da je važno da to urade.

I wanted a better education.

Ja sam želeo bolje obrazovanje.

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

Nisam želeo da moram da koristim polovne knjige.

I wanted to know that the school I attended

Želeo sam da znam da škola u koju idem

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

ne samo da ima dobre nastavnike, već i neophodna sredstva.

And as a result of that experience,

A kao rezultat tog iskustva,

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

usred nedelje, dok sam bio u zatvoru,

Dr. King came and said with our parents,

dr King je došao i rekao našim roditeljima:

"What you children do this day

"Ono što vaša deca urade danas

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

imaće efekat na decu koja se još nisu ni rodila."

I recently realized that two-thirds of Americans today

Nedavno sam shvatio da dve trećine Amerikanaca danas

had not been born at the time of 1963.

nisu bili rođeni pre 1963.

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

I za njih, kada čuju za Dečji krstaški rat u Bermingemu,

in many ways, if they see it on TV,

na mnoge načine, ako ga vide na televiziji,

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

on je nalik na to kada mi gledamo film o Linkolnu iz 1863.

It's history.

Deo je istorije.

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

A pravo pitanje je: koje lekcije smo naučili?

Well amazingly, the most important for me was this:

Pa, zapanjujuće, najvažnija za mene je sledeća:

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

Deca se mogu osposobiti da preuzmu kontrolu nad svojim obrazovanjem.

They can be taught to be passionate

Mogu se naučiti da budu strastvena

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

u želji za učenjem i da vole da pitaju pitanja.

And so it is especially significant

Tako da je posebno važno

that the university I now lead,

da je univerzitet koji ja sada vodim,

the University of Maryland, Baltimore County, UMBC,

Univerzitet u Merilendu, Okrug Baltimor, UMBC,

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

osnovan upravo one godine kada sam ja otišao u zatvor sa gospodinom Kingom, 1963.

And what made that institutional founding especially important

A ono što čini osnivanje te institucije posebno važnim

is that Maryland is the South, as you know,

je da je Merilend na jugu, kao što znate,

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

i to je bio prvi univerzitet u našoj saveznoj državi

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

u to vreme, u koji su mogli da idu studenti svih rasa.

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

I tako smo imali studente crnce i belce, i druge koji su počeli da studiraju.

And it has been for 50 years an experiment.

I 50 godina traje eksperiment.

The experiment is this:

A eksperiment je sledeći:

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

da li je moguće imati institucije u našoj državi, univerzitete,

where people from all backgrounds can come and learn

u koje svi mogu da dođu i uče

and learn to work together and learn to become leaders

i da nauče kako da rade zajedno i da nauče kako da postanu vođe

and to support each other in that experience?

i da podrže jedni druge u tom iskustvu?

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

Ono što je meni posebno važno u vezi sa tim iskustvom

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

je da smo otkrili da možemo mnogo da postignemo u umetnosti i humanističkim i društvenim naukama.

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

I tako smo počeli da radimo godinama na tome u '60-tim.

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

I stvorili smo veliki broj ljudi u pravu pa sve do humanističkih nauka.

We produced great artists. Beckett is our muse.

Stvorili smo velike umetnike. Beket je naša muza.

A lot of our students get into theater.

Mnogo naših studenata zaposli se u pozorištu.

It's great work.

Radimo odličan posao.

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

Problem sa kojim smo se suočili je isti onaj sa kojim se Amerika svakodnevno suočava:

that students in the sciences and engineering,

studenti u prirodnim naukama i inžinjerstvu,

black students were not succeeding.

studenti koji su crnci, ne postižu uspeh.

But when I looked at the data,

Ali kada sam pregledao podatke

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

pronašao sam da veliki broj studenata

large numbers were not making it.

generalno ne uspeva u tome.

And as a result of that,

I na osnovu toga,

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

odlučili smo da uradimo nešto što bi pomoglo, prvo

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

grupi na dnu, afroameričkim studentima, a onda hispano studentima.

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

A filantropi, Robert i Džejn Majerhof rekli su: "Mi bismo hteli da pomognemo."

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

Robert Majerhof rekao je: "Zašto sve što vidim o crnim dečacima na televiziji,

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

osim ako se ne radi o košarci, nije pozitivno?

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

Želim da promenim nešto, da uradim nešto pozitivno."

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

Zaljubili smo se u te ideje i stvorili smo program Majerhof stipendije.

And what is significant about the program

A ono što je važno u vezi sa ovim programom

is that we learned a number of things.

je da smo naučili mnogo stvari.

And the question is this:

A pitanje je:

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

kako to da smo sada vodeći u zemlji po stvaranju Afroamerikanaca

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

koji završe doktorske studije iz prirodnih nauka, inžinjerstva i medicine?

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

To je velika stvar. Molim vas aplauz za to. To je velika stvar.

That's a big deal. It really is.

Stvarno jeste velika stvar.

(Applause)

(Aplauz)

You see, most people don't realize

Većina ljudi ne shvata

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

da nisu samo manjine oni koji ne uspevaju u prirodnim naukama i inžinjerstvu.

Quite frankly, you're talking about Americans.

Zapravo, radi se o Amerikancima.

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

Ako niste znali, dok 20% crnaca i hispanaca

who begin with a major in science and engineering

koji počnu da studiraju prirodne nauke ili inžinjerstvo

will actually graduate in science and engineering,

zapravo i diplomira u ovim poljima,

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

samo 32% belaca koji počnu ovo da studiraju

actually succeed and graduate in those areas,

zapravo uspe da diplomira u tim poljima,

and only 42 percent of Asian-Americans.

a samo 42% azijskih Amerikanaca

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

Dakle, pravo pitanje je: koji je izazov?

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

Pa, deo njega, naravno, je osnovno i srednje obrazovanje.

We need to strengthen K-12.

Moramo da ga ojačamo.

But the other part has to do with the culture

A drugi deo ima veze sa kulturom

of science and engineering on our campuses.

prirodnih nauka i inžinjerstva na našim fakultetima.

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

Možda to ne znate, ali veliki broj studenata sa visokim rezultatima SAT ispita

and large numbers of A.P. credits

i visokim brojem AP poena

who go to the most prestigious universities in our country

koji krenu u najprestižnije univerzitete u našoj zemlji,

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

počnu da studiraju medicinu ili inžinjerstvo, a završe na nekom drugom polju.

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

A otkrili smo da je glavni razlog to

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

što im nije išlo na prvoj godini studija prirodnih nauka.

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

Zapravo, u Americi imamo izraz za prvu godinu prirodnih nauka i inžinjerstva:

weed-out courses or barrier courses.

čistka ili barijera.

How many of you in this audience know somebody

Koliko vas u publici poznaje nekoga

who started off in pre-med or engineering

ko je počeo sa medicinom ili inžinjerstvom

and changed their major within a year or two?

i prebacio se na nešto drugo u roku od godinu ili dve?

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

To je američki izazov. Polovina vas u prostoriji.

I know. I know. I know.

Znam. Znam.

And what is interesting about that

A interesantno je

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

da su mnogi studenti pametni i mogli bi da uspeju.

We need to find ways of making it happen.

Mi moramo da pronađemo način da to omogućimo.

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

Pa, koje su to 4 stvari koje smo uradili da pomognemo studentima manjina,

that now are helping students in general?

a koje sada pomažu studentima generalno?

Number one: high expectations.

Prvo, visoka očekivanja.

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

Potrebno je razumeti akademske pripreme studenata:

their grades, the rigor of the course work,

njihove ocene, težinu posla na kursevima,

their test-taking skills, their attitude,

sposobnosti rađenja testova, njihov stav,

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

vatru koja ih pokreće, strast za radom - da bi se uspelo.

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

I veoma je bitno pomoći studentima da se pripreme da budu u toj poziciji.

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

Ali, jednako važno je razumeti da naporan rad pravi razliku.

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

Ne zanima me koliko si pametan, ili koliko misliš da si pametan.

Smart simply means you're ready to learn.

To što si pametan, samo znači da si spreman da učiš.

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

Uzbuđen si zbog učenja i želiš da pitaš dobra pitanja.

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

Isidor Rabi, dobitnik Nobelove nagrade, rekao je da kad je odrastao u Njujorku

all of his friends' parents would ask them

roditelji svih njegovih prijatelja pitali bi ih

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

na kraju dana: "Šta si naučio u školi?"

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

A, nasuprot tome, njegova majka, Jevrejka, pitala bi:

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

"Izi, jesi li danas postavio neko dobro pitanje?"

And so high expectations have to do with curiosity

Tako da visoka očekivanja imaju veze sa radoznalošću

and encouraging young people to be curious.

i ohrabrivanjem mladih ljudi da budu radoznali.

And as a result of those high expectations,

A kao rezultat takvih visokih očekivanja,

we began to find students we wanted to work with

počeli smo da pronalazimo studente s kojima želimo da radimo,

to see what could we do to help them,

da vidimo šta možemo da uradimo da im pomognemo

not simply to survive in science and engineering,

ne samo da prežive u prirodnim naukama i inžinjerstvu

but to become the very best, to excel.

nego da postanu najbolji, da budu sjajni.

Interestingly enough, an example:

Zanimljiv primer:

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

jedan mladić završio je prvu godinu sa prosečnim ocenama i želeo je da nastavi da studira medicinu.

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

Rekli smo mu: "Želimo da obnoviš godinu,

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

jer ti je potrebna jaka osnova ako želiš na sledeći nivo".

Every foundation makes the difference in the next level.

Svaka osnova pravi razliku na sledećem nivou.

He retook the course.

Obnovio je godinu.

That young man went on to graduate from UMBC,

Taj mladić je diplomirao na UMBC-u

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

i postao prvi doktor medicine na Univerzitetu u Pensilvaniji koji je crnac.

He now works at Harvard.

Sada radi na Harvardu.

Nice story. Give him a hand for that too.

Lepa priča. Dajte jedan aplauz za njega.

(Applause)

(Aplauz)

Secondly, it's not about test scores only.

Drugo, ne radi se samo o rezultatima testova.

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

Rezultati su važni, ali nisu najvažniji.

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

Jedna mlada žena imala je odlične ocene, ali rezultati testova su joj bili niži.

But she had a factor that was very important.

Ali posedovala je vrlo bitan faktor.

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

Nije propustila ni dana osnovne i srednje škole.

There was fire in that belly.

Bilo je one vatre u njoj.

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

Ta devojka je nastavila studije i danas je doktor medicine sa Hopkinsa.

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

Zaposlena je za stalno kao psihijatar, doktor neuronauka.

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

Ona i njen kolega patentirali su upotrebu vijagre za lečenje dijabetesa.

Big hand for her. Big hand for her.

Veliki aplauz za nju. Veliki aplauz.

(Applause)

(Aplauz)

And so high expectations, very important.

Dakle, visoka očekivanja su izuzetno bitna.

Secondly, the idea of building community among the students.

Drugo, ideja građenja zajednice među studentima.

You all know that so often in science and engineering

Znate da u prirodnim naukama i inžinjerstvu često

we tend to think cutthroat.

razmišljamo kao o nemilosrdnom takmičenju.

Students are not taught to work in groups.

Studenti se ne uče da rade u grupama.

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

A to je ono na čemu mi radimo

to get them to understand each other,

kako bismo ih naveli da razumeju jedni druge,

to build trust among them, to support each other,

da grade poverenje među sobom, podrže jedni druge,

to learn how to ask good questions,

nauče da pitaju dobra pitanja,

but also to learn how to explain concepts with clarity.

ali isto tako, da nauče da jasno objasne pojmove.

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

Jer jedno je zaslužiti desetku,

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

a nešto sasvim drugo pomoći nekome da uspe.

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

I tako osećaj odgovornosti pravi ogromnu razliku.

So building community among those students, very important.

Dakle, građenje zajednice među studentima veoma je bitno.

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

Treće, ideja da eksperti stvaraju eksperte.

Whether you're talking about artists producing artists

Bilo da govorimo o umetnicima koji stvaraju umetnike

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

ili da govorimo o ljudima koji se bave društvenim naukama,

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

bilo koja da je disciplina, a posebno prirodne nauke i inžinjerstvo, kao i umetnost, na primer,

you need scientists to pull the students into the work.

potrebni su naučnici da povuku studente da rade.

And so our students are working in labs regularly.

Tako da naši studenti redovno rade u laboratorijama.

And one great example that you'll appreciate:

A svideće vam se jedan odličan primer:

During a snowstorm in Baltimore several years ago,

u toku snežne oluje u Baltimoru pre nekoliko godina,

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

čovek sa našeg fakulteta koji ima stipendiju prestižnog medicinskog instituta

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

bukvalno se vratio da radi u svoju laboratoriju nakon nekoliko dana,

and all these students had refused to leave the lab.

a svi studenti su odbili da napuste laboratoriju.

They had food they had packed out.

Imali su spakovanu hranu.

They were in the lab working,

Bili su u laboratoriji i radili su,

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

a taj posao su posmatrali, ne kao posao za školu, nego kao svoj život.

They knew they were working on AIDS research.

Znali su da rade na istraživanju o AIDS-u.

They were looking at this amazing protein design.

Posmatrali su neverovatan dizajn proteina.

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

A zanimljivo je da se svako od njih fokusirao na svoj posao.

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

A on je rekao: "Ne može bolje od ovoga."

And then finally, if you've got the community

I konačno, ako imate zajednicu

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

i ako imate visoka očekivanja i eksperte koji stvaraju eksperte,

you have to have people who are willing as faculty

morate imati profesore koji su spremni

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

da se uključe u rad sa studentima, čak i u učionici.

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

Nikada neću zaboraviti jednog profesora koji je nazvao upravu i rekao:

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

"Imam jednog mladića u grupi, mladog crnca

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

i izgleda kao da uopšte nije uzbuđen zbog posla.

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

Ne pravi beleške. Moramo da razgovaramo sa njim."

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

Ono što je bitno je da je taj profesor posmatrao svakog studenta

to understand who was really involved and who was not

kako bi shvatio ko je zaista uključen, a ko nije

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

i onda je rekao: "Hajde da vidim kako mogu da radim s njima.

Let me get the staff to help me out."

Hajde da dovedem upravu da mi pomogne."

It was that connecting.

Bila je ta povezanost.

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

Taj mladić je danas profesor doktor neuroinžinjerstva na Djuk univerzitetu.

Give him a big hand for that.

Dajte veliki aplauz za to.

(Applause)

(Aplauz)

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

Važno je to da smo sada razvili taj model

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

koji nam pomaže, ne samo sa evaluacijom, procenom onoga što funkcioniše.

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

Nego smo shvatili smo da moramo da razmislimo o promeni dizajna kurseva.

And so we redesigned chemistry, we redesigned physics.

I promenili smo hemiju, promenili smo fiziku.

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

A sada razmišljamo o promeni humanističkih i društvenih nauka.

Because so many students are bored in class.

Jer, previše studenata se dosađuje na predavanjima.

Do you know that?

Jeste li to znali?

Many students, K-12 and in universities,

Mnogi učenici, u osnovnim, srednjim školama i na univerzitetima

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

ne žele samo da sede i slušaju nekoga kako priča.

They need to be engaged.

Žele da učestvuju.

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

Tako da smo uradili nešto, ako pogledate naš veb sajt na Centru za otkrivanje hemije,

you'll see people coming from all over the country

videćete ljude koji su došli iz cele zemje

to look at how we are redesigning courses,

da vide kako smo promenili kurseve,

having an emphasis on collaboration, use of technology,

stavljajući akcenat na saradnju, korišćenje tehnologije,

using problems out of our biotech companies on our campus,

uzimanje problema iz naših biotehnoloških kompanija.

and not giving students the theories,

Ne dajemo studentima teorije,

but having them struggle with those theories.

nego im dajemo da se bore sa tim teorijama.

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

I to funkcioniše toliko dobro, da se u našem sistemu na Merilendu

more and more courses are being redesigned.

menja sve više kurseva.

It's called academic innovation.

To se zove akademska inovacija.

And what does all of that mean?

A šta to sve znači?

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

Znači da sada, ne samo u prirodnim naukama i inžinjerstvu,

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

sada imamo programe u umetnosti, humanističkim i društvenim naukama,

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

obrazovanju nastavnika, čak posebno žena u informacionim tehnologijama.

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

Ako niste znali, postoji pad od 79%

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

u broju žena koje studiraju kompjuterske nauke samo od 2000.

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

A ja tvrdim da je ono što će napraviti razliku

will be building community among students,

biti građenje zajednice među studentima.

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

Treba da govorimo mladim ženama, mladim studentima manjina i studentima generalno:

you can do this work.

"Vi to možete."

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

I što je najvažnije, treba da im damo priliku da izgrade tu zajednicu

with faculty pulling them into the work

sa profesorima koji će ih povući da rade,

and our assessing what works and what does not work.

a sa nama koji procenjujemo šta funkcioniše, a šta ne.

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

Što je najvažnije, ako je student svestan sebe,

it is amazing how the dreams and the values

neverovatno je kako snovi i vrednosti

can make all the difference in the world.

mogu da naprave ogromnu razliku.

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

Kada sam bio dvanaestogodišnjak u zatvoru u Bermingemu,

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

uporno sam razmišljao: "Kakva bi mogla da bude moja budućnost?"

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

Nisam mogao da zamislim da je moguće da taj mali crni dečak iz Bermingema

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

jednog dana postane predsednik Univerziteta koji okuplja studente iz 150 država,

where students are not there just to survive,

gde studenti nisu tamo samo da prežive,

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

gde oni vole da uče, gde uživaju u tome da budu najbolji,

where they will one day change the world.

gde će jednoga dana promeniti svet.

Aristotle said, "Excellence is never an accident.

Aristotel je rekao: "Izvrsnost nikada nije slučajna.

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

Ona je rezultat jake namere, iskrenog truda i inteligentnog delovanja.

It represents the wisest option among many alternatives."

Ona predstavlja najmudriju opciju među brojnim alternativama."

And then he said something that gives me goosebumps.

A onda je rekao nešto od čega se naježim.

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

Rekao je: "Izbor, ne verovatnoća, određuje vašu sudbinu."

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

Izbor, ne verovatnoća, određuje vašu sudbinu, snove i vrednosti.

Thank you all very much.

Hvala vam mnogo.

(Applause)

(Aplauz)