Pi Day Responses

Responses with Commentary from Prof. Linda H. Doerrer

Denmark. Kangaroo. Why?

Many people readily followed Dean Lutchen’s clever “guessing” exercise.  He began with the fact that any single-digit, non-zero number multiplied by 9 results in a number whose digits sum to 9.  (Larger numbers give values the sum of whose digits is divisible by nine, e.g. 21 x 9 = 189, but it is kinder to challenge your audience to simple math.) Here are some links for those interested in relevant proofs ( http://mathforum.org/library/drmath/view/67061.html ) and more general postulates (https://en.wikipedia.org/wiki/Divisibility_rule#Divisibility_rules_for_numbers_1.E2.80.9320 )

Having steered his audience exclusively to 9, everyone should get 4 when subtracting 5.  The fourth letter of the alphabet is D and only a few countries begin with D (Denmark, Djibouti, Dominica, Dominican Republic).  A western-oriented audience is likely to guess Denmark.

There are also a few animals that begin with K (kangaroo, kestrel, kingfisher, kinkajou, kiwi, koala, koi, kookaburra, kowari, and kudu), but kangaroo is a likely guess.

Leaving the most ambiguous answer for last guarantees that most audience members will be close, and the interlocutor may be generous in conceding defeat to a few.

What is the key aspect of an education that makes one professionally successful after graduation?

There was general agreement that one would like to be well-rounded, innovative, creative, adaptable, confident, collaborative, able to apply one’s technical background in the “real world”, work with others, and have acquired basic professional skills beyond textbook knowledge.

Beyond that, several people emphasized the internal processes such as the “development of a thought process that can be applied to a large variety of situations“ (Catherine Della Santina), “the life lessons it teaches you” (Karan Mehra), “being able to learn how to think “  (Max Berman), thinking in “creative, innovative, and multifaceted ways” (Frances Gould) and to keep on learning (Kathleen Snook and Emma Welborn)

Erin Tichenor thoughtfully distinguished “between professional success and social impact post graduation” and advocated that all students should “take sociology and other social science classes. If we don’t understand history, the structure of society, and systemic disparities across populations, how are we supposed to apply our education to do good? “It was also recognized by many that the interpersonal dynamic is often important and one should be “an engaging person in the work force, not just someone with facts” (Anna Gregoira), be able to  “listen to, and learn from the people around you” (Kasey Schultz), “critically evaluate different perspectives” (Ian Quillen), “look at problems from different perspectives” (Johanna Wefes-Potter) “to realize that the answer to a problem can come from many different areas and that sometimes, there is more than one right answer” (Sarah Maggipinto) as well as be “push[ed] outside my comfort zone to learn new ways of interacting with people and [put] into a position [to] advocate for myself (Ramya Vemulapalli).

For you, what is the difference between a degree and an education?

Abigail Sasdelli notes that “ though many people may have similar degrees, their educations can be vastly different. “  Maxwell Grant pointed out that “some of the smartest and most practical people I know do not have a college degree. However putting the two [degree and education] together can ultimately lead to a much improved outlook on life”.  Dylan Sanders says the difference is “the ability to think”, Jessica Thai points out that one can “have a degree and not be educated”, and Kathleen Snook added, “A degree teaches you what to think. An education shows you how to think.”

There is wide agreement that the degree is a relatively easily defined thing focused strictly on formal academic qualifications with a utilitarian purpose (Michael Meagher), a “knowledge base in a particular field” (Ian Quillen) including its characterization as “a really nice piece of paper” (Christy Eichlin, Erin Tichenor), the tangible diploma or certificate, a “checklist that helps you get your first job” (Austin Magsig), a “statement of graduation” (Amy Zheng), a 2D representation of …education” (Jessica Silva)., and “something anyone can get online” (William Clark). The social “rite of passage” pressure (Hannah VanBenschoten) and economic driving forces for degree acquisition were also acknowledged.

KHC students clearly describe an education as so much more, and the descriptions are rich, telling, and (to this writer) inspiring.  Many students comment on the opportunity inherent in the educational process itself, experiences beyond the classroom, wider scope of inquiry (Ralph Shwetky) the character of process, permanence, its holistic and foundational nature (Jake Hudgins), the personal and inner growth (Sarah Golden) and individual preparation, the broader understanding, and especially using the skills acquired in the university “later in life” (Johanna Wefes-Potter).  An education makes one “more well-rounded and open-minded (Vindhya Kuchibhotia), can be both formal and informal (Joseph Salzo), and is “dynamic” (Daniel Gonzalez) “transformative” (Claire Jennings), “unending” (Julia Rowley) and “unique” (Matti Groll) to each individual.  An education is “learning how to learn (Dev Flanagan), “the giving of a tool kit” (Elizabeth Champion), “a skill set “ (Ellen Laaker) that lasts “beyond Commencement” (Kasey Schultz), something that is carried “with me for the rest of my life” (Paige Pajarillo) and “is measured only by the degree to which one truly retain and expand the knowledge encountered through curiosity and persistence in the pursuit of knowledge.” (Elias Kastritis).  “It takes an education … to know why you’re taking that test, and what that means” (Noah Conley)

How might we extend the central focus of a societal engineer to other disciplines?

It was widely appreciated that general spirit of Dean Lutchen’s call to action is applicable to all university graduates.  “The central focus of a societal engineer is a sense of social consciousness.” (Matti Groll) and “every professional, whether an engineer, physician, politician, teacher, etc., should feel a social obligation to add and give something back to their community” (Daniel Gonzalez).  “The societal engineer uses a variety of lenses from a variety of disciplines to approach certain problems in unique ways“ (Frances Gould) and we need to be “encouraging engaging and thoughtful discussions about who we are and who we want to be in the world” (Nicole Enos).

It was acknowledged that the broad applicability of engineering to help solve problems in health, infrastructure, and technology seems to generate an obligation to help beyond the US industrial system.  Therefore it is incumbent on the societal engineer “to educate ourselves in other disciplines and make sure that we understand the world from the perspective of other people “ (Maxwell Grant). One would do this by “trying to use the inquiry skills, evidence-based findings, and continuous questioning inherent to science to improve and support human lives” (Ian Quillen), with the caveats that “the focus of improving quality of life has to work within society and public policy, it can’t just try to completely change everything” (Amanda Hiller) and “all majors should have this focus to do no wrong” (Jessica Silva).  In general “students in other disciplines could look to see how [what they do] could affect decision making in the future to impact society” (Austin Magsig) and look “through the notion of intersecting modes of thinking and social awareness” (Nicole Rizzo).  Clare Chiodini repeated Dean Lutchen’s observation that “40% of engineers are not working in engineering” and must therefore have moved beyond the training of their discipline.

Specific examples for non-engineering efforts included “English majors using their skills to teach Shakespeare … to the community. Historians can record and archive our society, allowing our children to learn about the past. Chemists, such as myself, can synthesize new life changing drugs, in order to help those with terminal illness” (Kathleen Snook). “Human physiology majors can take this knowledge and apply it by trying to find cures and vaccines to diseases to help improve the lives of people” (Amy Zheng).  Furthermore, “students from other disciplines are also always welcome to EPIC to make things that help people out :) “ (Trishita Tiwari) and “disciplines like marketing and business allow the central focus of a societal engineer (using technology to improve others’ lives) to be manifested in society. Economists can determine if a device will indeed have success in reaching the general public, based on price and need for it.” (Sarah Golden). “English majors should have the opportunity to delve into history or the sciences to see how literature is affected by outside forces and how it can be used as an inspiration for future innovation” (Katie DiClemente).

According to Dean Lutchen, what makes BU exceptional amongst other Boston Institutions?

Dean Lutchen’s description of and advocacy for BU was clearly received.  Almost all respondents are now aware of the impressive range of colleges within BU, compared to other major research institutions.  Within these colleges there is incredible diversity of programs to study and great strength of opportunities for hands-on and collaborative learning.  It was widely appreciated that Dean Lutchen advocates for the education beyond the degree certification, and interdisciplinary studies, that will serve students well throughout their careers and allow them to make impactful contributions.

Macella Molenari optimistically observed that “Hell, we even have a dental school, and I forgot that those even existed! This talk honestly reinstated my love for BU and reminded me why I go here, because recently I’ve been losing my faith. “

Antonia DeBianchi summarizes for many as follows: “BU is an exceptional research university that emphasizes the importance of diversity. At Boston University, students are not meant to solely associate with students of the same background or school. Instead, we are encouraged to foster friendships and relationships among diverse people. As a student in the College of Communication, I am not meant to only forge bonds with other students in COM. While there is value in forming relationships with like-minded people, there is empathy and an openness in forming bonds with people different from yourself. According to Dean Lutchen, Boston University harbors these diverse bonds in a way that enriches our experiences as college students.”