A JEROME B. WIESNER SYMPOSIUM

Strengthening the Role of Universities in National Science Policymaking

March 30–31, 2015

Symposium Summary

FEBRUARY 2016 SPONSORED BY

The University of Michigan Office of Research

Organizing Committee

Homer A. Neal (chair) Deborah Ball Rosina Bierbaum Lennard A. Fisk S. Jack Hu Vasudevan Lakshminarayanan Gilbert Omenn Jason Owen-Smith Carl Simon James Wells Lois Vasquez

More information is available at: Wiesnersymposium.umich.edu Table of Contents

Executive Summary 1

Introduction 3

Recommendations 5

Conclusion 16

Appendix A—Symposium Agenda 18

Appendix B—Speakers and Panelists 21

Appendix C—Biography of Jerome B. Wiesner 26

Executive Summary

On March 30 – 31, 2015, a symposium on “Strengthening the Role of Universities in National Recommendation 12: Establish state-level Science Policymaking” was held at the University of Michigan, Ann Arbor. Sponsored by the academies of science to foster improved U-M Office of the Vice President of Research, the meeting was convened to explore how interactions between faculty and the public universities can more productively inform and engage in the formulation of national policies at the local level. affecting the sciences and engineering as well as policies involving the effective application Recommendation 13: Conduct rigorous of science and technology to a host of societal challenges. An explicit goal was to develop studies of academia from a systemic and recommend specific action items encompassing education, research, and engagement to viewpoint to show qualitatively and present to the leadership at the nation’s universities. quantitatively where research funding comes An overarching theme that emerged was that campuses must cultivate a culture of public from, how it is spent, and what the returns service, encouraging both faculty and students to become “civic scientists” who engage in on investment are for individuals and society current issues related to science policy and science-based policy and draw on their special as a whole. expertise and perspectives to inform and shape its formulation. Below are summaries of the Recommendation 14: Foster better seventeen specific symposium recommendations: integration of STEM disciplines with social Recommendation 1: Promote science for Recommendation 7: Create a culture of and behavioral science disciplines on campus policy and policy for science by promoting openness and transparency that encourages to better address the human dimensions the model of “Civic Scientist” for all STEM proactive communication to stakeholders of emerging societal challenges and policy faculty and students. about the nature of university of research approaches. and other activities and the impact they Recommendation 2: Enhance science Recommendation 15: Encourage have on the economy and quality of life, both literacy for all students by integrating the the development of interdisciplinary regionally and nationally. issues and processes of science-based partnerships, programs, and centers that can policy into undergraduate and graduate-level Recommendation 8: Provide faculty and address the full complexity of challenges that curricula across all disciplines. students with training for high-quality and face our society. effective communication with non-scientist Recommendation 3: Create opportunities Recommendation 16: Enhance diversity constituents across campus and beyond for students to get involved in real policy in STEM fields by tapping the underutilized to promote broad understanding of new experiences at state and national levels. body of existing research in this area and initiatives as well as of goals and needs. studying in more detail the dynamics of the Recommendation 4: Assess the range Recommendation 9: Develop and publish pipeline in order to develop more effective of existing science policy activities and lists of faculty volunteers to advise local, and efficient interventions. programs on each campus and combine or state, and national policymakers on matters coordinate them for maximum impact. Recommendation 17: Commit to of science policy and science-based policy. developing national standards for teacher Recommendation 5: Restructure the Recommendation 10: Develop better education and certification. faculty evaluation process to explicitly methods to provide policymakers with access reward science policy service, outreach, and to reports and ongoing research relevant to mentoring, as well as quality of teaching. current policy issues. Recommendation 6: Launch a national Recommendation 11: Develop executive awareness campaign about opportunities to education programs at universities to provide serve in science policy positions in early-, government leaders and staff members with mid-, and late-careers. the perspectives of the scientific community on current issues.

Strengthening the Role of Universities in National Science Policymaking 1

Introduction

Science and technology are at the heart of many of the most pressing challenges facing The second day focused on identifying best society today, including climate change, health care, national security, energy, economic practices in the science-policy arena and competitiveness, and a variety of social issues. Over the last several decades, our nation’s ways to enhance research universities’ investment in scientific research, particularly at universities, has provided a stream of ideas, presence and impact in this space. In insights, technologies, and talent that has been central to our ability to address evolving particular, there was the desire to better challenges while ensuring the health of our economy and our quality of life. Never has it been educate the next generation of science- more important to sustain this investment and make effective use of the resources it funds. literate policymakers as well as the next generation of policy-literate scientists. To address these challenges and take The Organizing Committee asked the Attendees also called for more of our faculty advantage of the opportunities, a Jerome participants address the following and researchers to actively participate in B. Wiesner Symposium on “Strengthening questions: science-policy activities at the local, state, the Roles of Universities in National Science 1. What are the major policy challenges, national, and international levels. Policymaking: Education, Research, and e.g. climate change, pandemics, energy? Engagement” was held at the University of The purpose of this document is to Michigan, Ann Arbor, on March 30-31, 2015. 2. Is there a need for additional summarize the key recommendations Sponsored by the University of Michigan’s policymakers or science advisors? synthesized from the presentations and Office of Research, the Symposium brought discussions. A full agenda is included in 3. Should science policy be a part of every together national leaders to develop Appendix A. Appendix B lists the presenters undergraduate liberal arts program? recommendations for U.S. universities. The and panelists, and Appendix C includes a Symposium featured keynote speakers and 4. What is the role of graduate programs in biography of Jerome B. Wiesner, the man panels on topics of education, research, and science policy? who inspired the Wiesner Symposium engagement and had a live and webstream series. More background information and 5. How do we bridge the science-citizen attendance of about 400 people, including videos of the symposium are available at gap? graduate students, faculty members, Wiesnersymposium.umich.edu. administrators, policymakers, and more, from 6. What is the role of new technologies in 25 states and 14 countries. educating future policy makers, science advisors and the public? 7. Why have our interventions to increase diversity in STEM at all levels in all fields plateaued or failed? 8. What is the role of STEM in K-12 education in the science-citizen gap? The first day focused on the national picture, including science and technology challenges for the nation, and the role of the National Academies, PCAST (President’s Council of Advisors on Science and Technology), AAU (American Association of Research Universities) and professional societies in supporting strong and coordinated science and technology initiatives and budgets. Key needs and more detailed trends in the social, physical, biomedical, engineering, space, policy, and education fields were also discussed.

Strengthening the Role of Universities in National Science Policymaking 3

Recommendations

Recommendation 1: Promote science for policy to their neighbors about what they do. Faculty have a and policy for science by promoting the model of responsibility to consider the broader societal issues and “Civic Scientist” for all STEM faculty and students. the impact their research can have, as well as to train their students to do so. Almost all of the speakers referred to the idea of the You can be a civic “civic scientist.” Many agreed that every faculty member Faculty may also engage in the political scientist by engaging with should contribute a minimum of about 2% of their time process by running for office, going to town policy makers, or being to participate in the dialogue between scientists and hall meetings, or asking questions at election involved in the policy the public. There are many ways to do this, including rallies. Additional opportunities, as well making process. You can speaking to advocacy groups, teaching ethics and as resources and training for outreach, are be someone who’s very responsible research, serving in government for a provided by the professional organizations. important and very senior period of time, engaging with policy makers, or talking AAAS, the American Association for the in your career and have Advancement of Science, has the specific Let’s hope that one of the outcomes of the opportunity to speak mission to communicate and advocate this symposium is that we will help identify, to large public forums, science. Another way to engage is by build and encourage these objective to speak to advocacy participating in the research process that disinterested scientists with a strong sense groups but I think it’s also goes into advisory reports submitted to of public responsibility and public obligation. important to acknowledge various government agencies. The best Let’s hope we will help to lift up that view and recognize it just by known is the National Research Council, an of science that’s intended to uplift people talking to your neighbor arm of the National Academies of Sciences, everywhere, that science is integrated into all about what you do and Engineering, and Medicine (NASEM). There, policy, domestic and international. why. and other boards, scientists volunteer their – Rush Holt, American Association for the Advancement efforts to assist agencies in setting priorities – Jennifer McCormick, of Science and planning. Mayo Clinic

Recommendation 2: Enhance science literacy At the same time, the curriculum for STEM students for all students by integrating the issues should be structured to provide exposure to the and processes of science-based policy into disciplines, such as history, economics, and public policy, undergraduate and graduate-level curricula across that provide context for the need and approaches for all disciplines. engaging in public issues. More and more decisions Today’s undergraduates are tomorrow’s in our democratic Many people think science literacy is ‘I know policy makers, scientists, and tax-paying society will be based on some science.’ Much more important than citizens. Speakers repeatedly stressed that science and technology. that, is science research literacy, scientific science policy and policy for science must We should send our method literacy, understanding what is be incorporated into liberal arts education. graduates out knowing involved when scientists do science. the fundamentals of Recommendations included altering existing science as well as curricula for both majors and non-majors, – Sharon Glotzer, University of Michigan research integrity. offering elective courses, developing minors for undergraduates, and certificate programs – Homer A. Neal, for graduate students. University of Michigan

Strengthening the Role of Universities in National Science Policymaking 5 Recommendations

Recommendation 3: Create opportunities for Students should be encouraged to participate We should expose all students to get involved in real policy experiences in cooperative programs in industry, STEM students in our at state and national levels. internships in government, and research universities to science, experiences in other countries—all without technology and policy Faculty should instill in their students at every level excessive expense or loss of time towards issues and opportunities that advocacy and outreach is a critical aspect of the degrees. Students should also be encouraged so that they’re aware of scientific and technical professions. Ph.D. students to participate in outreach. For STEM majors, them. should be encouraged to apply for fellowships, such as this can include learning how to present those offered by the National Academies of Sciences, – John Holdren, White House research to a non-technical audience, or Engineering, and Medicine (NASEM). Additionally, Office of Science and sponsoring student chapters of professional universities should expose students to non-academic Technology Policy societies. The National Science Policy Group, STEM careers, and non-STEM jobs for which scientific started by graduate students and open to students in all literacy is a major asset. programs, should be invited to campuses to speak and We need to create more opportunities for perhaps start chapters. undergraduate and graduate STEM students to learn about science policy and about the system of which they are a part.

– Toby Smith, Association of American Universities

Recommendation 4: Assess the range of existing impact and avoid duplication of effort, universities should science policy activities and programs on each catalog the assets they already have, including existing campus and combine or coordinate them for courses and programs as well as faculty already active in maximum impact. the science-policy space. Every scientist should ask not “Should I get involved It is important to acknowledge that many Universities can also work with their marketing and in science policy?” but universities already have a number of public relations departments to develop local, statewide instead “What ways science policy-related activities going on, and national campaigns to disseminate research should I get involved in although they may not be fully recognized or activities that are relevant to current and emerging issues science policy?” leveraged for the best impact. For example, of policy. faculty perform service activities that they – Sharon Glotzer, neglect to report, courses directly related We need more scientists who are willing University of Michigan to science policy are offered, centers and to engage. It needs to be incorporated as a institutes are bridging the divide between valued part of one’s professional, scientific or academia and the public. To maximize engineering career. – Toby Smith, Association of American Universities

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Recommendation 5: Restructure the faculty recommendation that faculty work with From the president evaluation process to explicitly reward science their universities to realign their true down we need a signal policy service, outreach, and mentoring, and responsibilities with the processes in place that the campuses must other forms of engagement, as well as quality of to evaluate and reward their efforts. Faculty cultivate a culture of teaching. should receive recognition for outreach and communication, public mentoring activities, as well as training service and civic scientist. Faculty have a wide variety of responsibilities within the for teaching, mentoring, management, This has to be valued arenas of teaching, research, and university governance, and advocacy and communication to lay at the very top or all the and there are many competing demands on their time. audiences. things that you’re talking Indeed, a common theme was the burden on faculty, about will not emanate. specifically to do all that the tenure system values as Faculty should also have release time to serve success, as well as to meet the requirements of grant in government or other policy positions. This – Rosina Bierbaum, funding, teaching, mentoring and outreach. Often faculty could allow them to serve in government at University of Michigan are not adequately trained for these functions, and some level, as a policy advisor, for example, or priorities for such areas as science policy services are not even as school board member, state legislator, or clear. This training and prioritization are essential. congressman, for example. One recommendation was for faculty to develop closer ties with industry, perhaps It was suggested that every scientist should tithe through advisory boards, so as to align curricula with 2% of their time to outreach and advocacy. It is our business needs, and be better able to advise students on Engaging with the public does not get put on careers inside and outside of STEM pathways. my CV and is not counted as one of the many Other recommendations for engagement and outreach publications that I have to have to advance to included cultivating relationships with local K-12 the next career. It’s in the way of publishing, of systems, or by designing participatory research projects getting a grant out. We have a responsibility that involves the community. Recommendations for to be true to the scientific process and the teaching include faculty familiarizing themselves with the scientific community but we also have a large body of research on academic success, responsibility to society, to talk with non- incorporating evidence-based improvements into scientists about what we do and why we do it teaching and curricula, and release time for training. – Jennifer McCormick, Mayo Clinic

Recommendation 6: Launch a national awareness play a role in encouraging others to do so. Opportunities campaign about opportunities to serve in science for service by professionals late in their careers, such policy positions in early-, mid-, and late-careers. as those just rotating off of a departmental chair or associate dean position, are not well recognized and A number of internships, co-ops, fellowships, There are a variety of should be promoted as well. opportunities for faculty post-docs and other opportunities for and our students to get engagement exist for STEM professionals Encourage and support faculty forays into experience in Washington, in every stage of their careers. Of particular science, technology, and policy positions in Lansing, and discussions note are AAAS Fellowships and fellowships in government via sabbaticals, interagency here on the campus about through the National Academies of Sciences, personnel agreements, fellowships. And science policy. More and Engineering, and Medicine (NASEM)s. Both exploit the experiences of the returnees when more opportunities exist. students and faculty should be encouraged they come back in classes, seminars and If you start early it’s likely to take advantage of these activities and symposia to interest others on the campuses that these activities will positions. Faculty should be made aware in science, technology, and policy. develop. of the benefits of participating, and must – John Holdren, White House Office of Science and – Gil Omenn, Technology Policy University of Michigan

Strengthening the Role of Universities in National Science Policymaking 7 Recommendations

Recommendation 7: Create a culture of openness Furthermore, it was suggested that Getting in touch with the and transparency that encourages proactive universities develop a new university-wide public’s perception of communication to stakeholders about the nature evaluation program that focuses on public scientists is important. of university of research and other activities and good-aspect of universities’ missions, such The point is to say and the impact they have on the economy and quality of as documenting contributions to the region, convey that “I work for life, both regionally and nationally. the impact on and opportunities for students, you.” This can change the and the benefits from basic research and whole conversation about Universities play many roles in teaching, research, technology transfer initiatives. An important support for research. outreach to the broader community, and advocating recommendation that arose was the idea for sound science policy. To sustain these roles, it is – Mary Woolley, of developing a university-wide marketing incumbent upon the university community to maintain Research!America plan. This would include training faculty, the public trust in the current climate of challenge and staff scientists, and students on how to communicate change, and that involves changing the cultural paradigm. with different stakeholders about what their research is First, universities must recognize and embrace the and why it is relevant to different sectors of the public. fact that they are a public good, and therefore must be Universities can stress the importance of outreach proactive and transparent in showing good stewardship activities by requiring them to be reported in annual of public funds. They must also incorporate ethics reviews, or developing outreach programs. training in all levels of STEM education. Second, analyze the data they have on themselves to improve reporting The National Academies of Sciences, Engineering, and and operations. Medicine (NASEM) are preparing modules for non- STEM schools to help teach them the importance of We have to learn how to engage. Maybe we science in decision-making. Universities should assist even have to change our attitude so that we in disseminating those modules. Partnerships should have some sharing of the goals. It’s not just a be developed with organizations dedicated to advocacy matter of the R&D financial statistics. It’s the and outreach, such as the American Association of love of doing the science and it’s the goal of Universities and Research!America. making science deliver.

– Gil Omenn, University of Michigan

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Recommendation 8: Provide faculty and students Areas of communication that should be It’s not just how we with training for high-quality and effective cultivated include the importance of basic communicate science; communication with non-scientist constituents research, the connection of science and it’s how are we being across campus and beyond to promote broad technology to policy issues such as national seen and perceived and understanding of new initiatives as well as of security, the scientific process, how science sometimes we’re rather goals and needs. is funded, the connection between climate oblivious to that. This is and public health, the connection between all about learning to think Every speaker made the point that all stakeholder space research and broader societal benefits, about the listener much groups throughout the university have a responsibility science myth vs. science fact, and the role more in the way that we’re to improve communication among themselves, and with of science in challenging and enriching our talking. non-scientists. Several speakers noted however that understanding ourselves and the world effective communication to broader audiences requires – Deborah Ball, around us. a special kind of ability and training. Communicating University of Michigan to groups ranging from the lay public, to researchers in Ways to improve communication include other disciplines, to Congress, requires skills that are offering training courses or communication coaches for not normally taught to students, researchers or faculty. faculty and staff; incorporating a 30-second “elevator Universities can and should offer such training across speech” requirement in courses; holding brown bag the board so our community can better articulate key lunch series , participating in TED talks, or providing messages to various audiences. congressional testimonies. Similarly, universities can invite political staffers to present seminars on campus. that and communicate it, and that leads to Public relations departments often provide training on all sorts of problems. If we did a better job how to craft concise messages for responding to the of stripping away the methodology and media. In addition, all of the professional societies, the terminology of science, members of from AAAS to the ACS to IEEE, have many resources to congress and the general public would be improve communication with the public and government less likely to think of science as a checklist of officials. what is known and what is unknown. Universities should also encourage more communication – Rush Holt, American Association for the Advancement among and between departments and programs on of Science campus. Briefings and newsletters about current policy concerns should be disseminated widely.

Recommendation 9: Develop and publish lists Our biggest opportunity is in harnessing of faculty volunteers to advise local, state, and the full potential of all kinds of partnerships: My job is one of cross- national policymakers on matters of with local, state and federal governments, cultural communications science policy and science-based policy. across public and private sectors, and with translating the work of academic, civil society, and international Many faculty regularly advise policymakers at scientists to make it groups. The power of those partnerships is different levels of government. However, most understandable for the immense. universities do not keep track of these activities layperson which, again, in any systemic manner, nor do they promote – John P. Holdren, White House Office of Science and include most members of these relationships. By developing these lists, Technology Policy Congress. We have to do universities can build ties to lawmakers and a better job at teaching policymakers by helping them draw on the the public sphere. By developing and maintaining these and helping. skills and experience of subject experts. At lists centrally, faculty who may be willing to donate their – Toby Smith, Association of the same time, researchers can gain a better expertise but are unaware of how to do so, will have a American Universities understanding of how their efforts pay off in place to turn to for advice and support.

Strengthening the Role of Universities in National Science Policymaking 9 Recommendations

Recommendation 10: Develop better methods to Reports from the National Academies have provide policymakers with access to reports and become progressively more important over How do we share ongoing research relevant to current the last 50 or 60 years. They’ve become knowledge in a different policy issues. very useful to a number of federal agencies way making use of social in planning, especially for large expenditure The results and insights of university media—all the new tools items in certain fields, where they really need research often reach government officials that we have—so that the advice, the critical advice of the affected through the National Academies, the people can learn from communities. National Science Foundation, and special it and they can build groups convened by government bodies. – Ralph Cicerone, National Academy of Sciences and in a faster way more Universities have a responsibility to take National Research Council knowledge that will help the initiative to regularly and clearly them and not repeat communicate the research they do, why they a wide range of topics. This flow of information can not all the wrong ways that do it, and the impact it may have. A key goal only inform science-based policymaking, but also help we’ve gone before. would be to ensure that policymakers have justify government funding for universities and university – France Córdova, National immediate access to the best information research. Science Foundation available from the university community on

Recommendation 11: Develop executive education Legislators and political staff members The National Academies programs at universities to provide government are typically trained in political science, of Sciences are working leaders and staff members with the perspectives of history, law, or similar disciplines. However, on modules that they will the scientific community on current issues. the solutions to most challenges facing offer to law schools, to the nation rely critically on science and policy schools, to medical Create workshops and seminars for your technology. As educational institutions, schools that help to congressional delegation to acquaint universities should develop executive teach the folks in those them with the relevance of science and education programs, similar to executive schools the importance technology, including your science and MBAs, that will provide legislative staffers of how science can technology to society’s interest. Conduct and policymakers with the background, play a role on decision- adult-education and public-outreach perspective and insight required to deal making. Research can activities aimed at improving the science effectively with these challenges. inform policymaking and technology literacy of decision makers and certainly enhance and the public and advocate for science and decision making, and technology and for sensible science and it helps to grow our technology policies. economy. – John P. Holdren, White House Office of Science and – Toby Smith, Association of Technology Policy American Universities

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Recommendation 12: Establish state-level Presenters noted that one of the reasons INFEWS (Innovations academies of science to foster improved state legislators have been cutting at the Nexus of Food, interactions between faculty and the public at the university budgets is the gap between the Energy and Water local level. academy and the public. By establishing Systems) and other state-level academies of science, as the centers like it around There are some state academies that I states of Virginia and Washington have the country are inspired think have a large margin to improve and done, state legislators can have access examples of how to be more effective. The Texas Academy to similar cutting-edge research as research applied to of Medicine, Engineering, Science and provided to the federal government by the public problems, local Technology was created by Senator Kay National Academies. Proactively providing problems, state problems, Bailey Hutchison and Rick Smalley years information, perspective, and advice can can provide great public ago. They are doing some important work serve to narrow the gap between universities benefits. At its heart, this is in Texas education, making people in Texas and the public at the state and local levels, about community action much more aware of what their research and promote mutual understanding. around interdisciplinary universities are doing. research that’s fostered at – Ralph Cicerone, National Academy of Sciences and research universities. National Research Council – France Córdova, National Science Foundation

Recommendation 13: Conduct rigorous studies We lack the kind of high quality, micro-level of academia from a systemic viewpoint to show data on the process, products and eventual qualitatively and quantitatively where research impact of science and education. What we funding comes from, how it is spent, and what need is a mechanism to take data on grants the returns on investment are for individuals and and transform it into data on people and society as a whole. follow it up. It’s incumbent on us to turn our The idea is you want very best science and particularly our best to build a science for One comment that came up consistently was social science, on our own activities in order science. One of the things that the academic community tends to use to understand them and improve them. that surprise me a little anecdotes to convey the value and impact bit in the discussions of universities in society, instead of using – Jason Owen-Smith, University of Michigan today was how heavy its expertise to conduct rigorous, systematic Committee on Institutional Cooperation, the Association on anecdotes scientists studies of academia itself. A growing of Public & Land-grant Universities, and 24 research were in describing what community of researchers working on the universities, known as UMETRICS, is gathering a range they do. There was very “Science of Science,” an effort to catalog the of data from a growing number of research universities little evidence out there uses and returns on the investments made to assess the public value of the research enterprise to about what the results by the government, the taxpayers and the inform effective policymaking, support outreach, and aid of science investments students paying tuition dollars. The tools in research management. were. and methods of social science can be used to objectively evaluate the performance of Related recommendations focused on increasing the – Julia Lane, American universities in research and education to productivity of the research enterprise. These included Institutes for Research determine what is successful and how best developing a STEM-focused business/management to focus resources for optimum impact. program for the management of science, as well as Universities must commit to sharing certain data to developing programs to train lab managers and principal create accurate models. A partnership among the investigators in team management.

Strengthening the Role of Universities in National Science Policymaking 11 Recommendations

Recommendation 14: Foster better integration greater specificity required in training, to There is incredible power of STEM disciplines with social and behavioral do the increasingly more complex research. to bringing scientific science disciplines on campus to better address These separations are now barriers, and expertise together with the human dimensions of emerging societal several speakers pointed out the benefits of those who understand challenges and policy approaches. teaching students to be systems thinkers. the policy process, as Technology is only one aspect of solutions to well as those who look The barriers between STEM and non-STEM disciplines emerging challenges facing society. Realistic at these issues from a were artificially imposed as academia evolved to help approaches and solutions include social, variety of social science organize the growing body of human knowledge, and political, economic, legal, psychological, perspectives including It’s becoming more widely appreciated historical, and business dimensions as well. history, psychology, economics, and political that despite the wonderful public benefits There have been many efforts to increase science. Universities science and technology bring, they cannot interdisciplinary cooperation in universities, should play a role in by themselves enable us to meet the but not across the board at the cultural level. training leaders who are current grand challenges. Understanding With the support of senior administration, well versed in, or at least the social and cultural factors that underline faculty should work together to incorporate have exposure to, such decision-making help us to better understand social and behavioral sciences in STEM disciplines. challenges, weigh trade-offs, further educate education. At the same time, universities must ourselves and ultimately, pursue a wiser work to ensure that social and behavioral – Susan Collins course. sciences are considered in determination of – France Córdova, National Science Foundation science funding and science policy.

Recommendation 15: Encourage the development Universities must make room for of interdisciplinary partnerships, programs, interdisciplinary and policy-relevant research Institutes and centers and centers that can address the full as additions to their research portfolios. have a lot of diversity complexity of challenges that face our They should provide STEM PhD students in them, and they still society. and postdocs with an introduction to how to translate discovery into application in society have very deep physics, An important way to encourage –partnering with business where appropriate chemistry, mathematics interdisciplinary collaboration at universities to leverage resources and exploit science courses that are taught by is to pull together multidisciplinary teams and technology advances for societal gain. a plethora of professors. in centers and institutes to focus on “grand People there really think challenges,” in areas such as K-12 education – John P. Holdren, White House Office of Science and of themselves as aligning that require diverse perspectives to devise Technology Policy with grand challenges effective approaches. Breaking down barriers and with people from between disciplines on major projects should also engage the general public as well as local, other fields a lot, and not only encourages outside-of-the-box state, and national government bodies, and industry. that’s where graduate thinking, but also helps establish a culture Insights gained from such collaborations can be effective students really do their of collaboration that may extend to other in demonstrating the value of universities—and their work. areas across the university. Partnerships various disciplines—to legislators and the public. – France Córdova, National Science Foundation

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Recommendation 16: Enhance diversity in STEM diversity can enhance the performance of There’s got to be a fields by tapping the underutilized body of existing research teams. Yet attracting students with cultural shift. Diversity is research in this area and studying in more detail diverse backgrounds to STEM areas has long good. Diversity of people the dynamics of the pipeline in order to develop been a challenge. Participants noted that from around the world more effective and efficient interventions. while progress has been made, there is still brings about a greater much work to be done. diversity of thought. We In addition to the basic societal need to include a more live in a multicultural representative demographic in STEM areas in order to Addressing the challenge is complicated by world, and we need to create opportunities for all, studies have shown that such issues as subconscious bias as well accept that. as the fact that diversity intersects with many other concurrent areas and issues and – Vasudevan Lakshminarayanan, Providing an adequate supply of scientists cannot be considered on its own. Participants University of Waterloo and engineers for the economy often comes recommended revisiting the large body to a discussion around getting women and of research and data already available on this subject minorities into science and engineering that it is not being fully utilized. At the same time, they careers. There is also an immigration policy noted that researchers have not been able to determine component of it. The university certainly can definitively where exactly in the pipeline bottlenecks get engaged in all of these areas by providing occur, or why they occur. Further analysis of the pipeline the encouraging spaces on campus, and by itself will be critical to the design of more efficient and encouraging connections to the K-12 system. effective interventions that will lead to greater diversity – Susan Cozzens, Georgia Institute of Technology in STEM fields.

Strengthening the Role of Universities in National Science Policymaking 13 Recommendations

Recommendation 17: Commit to developing national improve learning for students from pre-K The cultivation of the next standards for teacher education and certification. through the Ph.D. They should commit to generation of thinkers, making these resources widely available and doers, problem solvers, An issue of critical concern to the pipeline of students to encouraging their use. we leave largely to in STEM and other fields—and thus to the pipeline of chance because we don’t professionals engaged in effective national science One area of research results that is not actually have a system policymaking—is the educational system in the United widely known or adopted is the body of for reliably preparing States. A major component of the educational system, information on how best to teach and what it teachers in this country. both in K-12 as well as at the university level, is the takes to be a good teacher. Studies have also There are no common training of teachers, the majority of whom are trained and shown that our notions of talent in recruiting professional standards, certified through colleges and universities. Opportunities students into teaching are too narrow. unlike any other for universities to engage in improving the system of Universities, specifically through education profession you might teacher training include recognizing that many faculty schools and programs, can use the available name, or even skilled learn how to teach by observing the faculty who taught research to broaden the criteria of “the best trades. The improvement them when they were students. Universities can provide and brightest” to recruit future teachers, as of K12 education through greater access to training for faculty in the art and well as incorporate evidence-based curricula teacher education is science of teaching, and encourage or require that faculty to train education students. a problem of national utilize these resources. Universities are also a major Another suggestion was to collaborate imperative. repository of research on teaching and interventions to with other stakeholder groups to start a – Deborah Ball, University of national campaign that makes clear the It has been the case that many faculty are not Michigan research evidence on the importance of taught really how to teach. They think that it’s skillful teaching to students’ livelihoods and well being. fine to just do it the way they were taught and It is also important to actively recruit a racially and to do lectures, but we know from evidence socioeconomically diverse teaching force. It was also that there are better ways to do it. There’s a recommended that universities work with stakeholder lot we can do on that front, and we have to do groups to develop a “safe-to-practice” threshold that it not only for the people we are teaching to requires that all prospective teachers demonstrate go out into K-12 and teach, but also we have minimum threshold of skill before entering their teaching to provide that training to our own faculty. careers. – Toby Smith, Association of American Universities

14 A Jerome B. Wiesner Symposium University of Michigan March 30–31, 2015

Conclusion

Our nation’s universities have made extraordinary contributions to social and economic progress, as well as to the quality of life. They provide the education that lays the foundations for virtually every profession: business, medicine, engineering, science, law, government, education, entrepreneurship, and the arts. At the same time, they provide new ideas that lead to new products, new processes, new services, new companies, and entirely new industries. Moreover, the solutions to many of the challenges our society faces rely on the expertise generated by, and resident in, the university community. To sustain this resource, and to strengthen it, Universities must be more proactive in the public arena. By taking opportunities to bring their expertise to bear on current issues, faculty can not only inform effective policymaking, but also serve as role models for their students to become actively engaged. In the process, they can demonstrate on a continuing basis the remarkable value that universities bring to our society. A central goal of the symposium was to find ways to encourage faculty, students, and staff to become more engaged. A related goal was to find ways to encourage legislators and the public to see universities as a resource for more informed decision making regarding policy for science and science-based policy. A number of big picture ideas and some finer-grained recommendations emerged from the two-day symposium. A central theme underlying the recommendations was that campuses must cultivate a culture of public service, encouraging both faculty and students to become “civic scientists,” and improving communication flow – both inward and outward, on policy for science and science- based policy. This culture must be valued and promoted by campus leadership and embraced by the entire research community if we are to achieve rapid and sustained progress. All universities have made some progress in this arena. But there are many strengths that can be better coordinated, built on, and made more visible. The timing is ripe to make the goals of public service, civic science, and communication more systemic in our culture.

16 A Jerome B. Wiesner Symposium University of Michigan March 30–31, 2015

Appendix A: Symposium Agenda

Jerome B. Wiesner Symposium March 30-31, 2015 DAY 1—Challenges and Opportunities in Science Policy Making Session 1 Moderator: Jack Hu 7:30 Registration Open – Continental Breakfast Served 8:50 Major S&T Policy Challenges for the Nation and Engagement of Academics in this Endeavor 8:30 Call to Order John Holdren Homer Neal 9:30 Participation in the President’s Council of Advisors 8:35 Welcome and Introduction of President Mark Schlissel for Science & Technology (PCAST) S. Jack Hu Rosina Bierbaum 8:40 Welcome to the Symposium and Introduction of John Holdren Mark Schlissel Session 2 Moderator: James Duderstadt 10:05 Participation of Academics Through the National 11:15 Redefining American Research Universities Academies and National Research Council James Duderstadt Ralph Cicerone 11:30 Discussion 10:45 Challenges in Space Policy All Participants Len Fisk 11:00 Challenges in Social Science Policy James Jackson Session 3 Moderator: Deborah Ball 1:20 Science Policy: Educating the Next Generation of 2:30 Educational Imperatives for the Nation Decision-Makers Deborah Ball France Córdova 2:45 Discussion 2:00 Will Universities Respond? All Participants Toby Smith 2:15 University Data for Science Policy Jason Owen-Smith Session 4 Moderator: Gil Omenn 5:05 Bipartisan Interest in Biomedicine and Health Risks Gil Omenn 3:55 The View from Congress Rush Holt 5:20 Discussion All Participants 4:35 Mobilizing Public Support for S&T Investment Mary Woolley 6:10 Reception 4:50 What Should Academics Know About the Science of Science Policy Julia Lane

18 A Jerome B. Wiesner Symposium University of Michigan March 30–31, 2015 Appendix A: Symposium Agenda

DAY 2—How do universities mobilize to play a larger role in national science policy through education, research centers & convening power? Session 1 Moderator: Carl Simon 7:30 Registration Open – Continental Breakfast Served 9:20 Biomedicine Huda Akil 8:30 Welcome Remarks S. Jack Hu and Homer Neal 9:35 Physical Sciences James Wells 8:35 Leading Examples Among Research Universities Susan Cozzens 9:50 Engineering Sharon Glotzer 9:05 Perspectives from the Ford School of Public Policy Susan M. Collins Session 2 Moderator: Carl Simon 10:25 Research Ethics & Scientific Responsibility 11:10 Discussion Jennifer McCormick All Participants 10:40 International Perspectives 12:05 Recommendations Vasudevan Lakshminarayanan Rosina Bierbaum and Deborah Ball 10:55 Should Science Policy Be a Universal Topic 12:50 Lunch in a Liberal Arts Education? Homer Neal

Strengthening the Role of Universities in National Science Policymaking 19

Appendix B: Symposium Speakers and Panelists

John P. Holdren 12th Congressional District. On Capitol Laboratory and staff scientist. She received is Assistant to Hill, Holt established a long track record of her B.A. from Stanford University and her the President advocacy for federal investment in research Ph.D. in physics from the California Institute for Science and and development, science education, and of Technology. More recently, Córdova Technology, innovation. He served on the National served as chair of the Board of Regents of Director of the Commission on the Teaching of Mathematics the Smithsonian Institution and on the board White House Office and Science, founded the Congressional of trustees of Mayo Clinic. She served as of Science and Research and Development Caucus, and a member of the National Science Board Technology Policy, and Co-Chair of the served as co-chair of the Biomedical (NSB). As NSF director, she is an ex officio President’s Council of Advisors on Science Research Caucus. His legislative work member of the NSB. and Technology (PCAST). Prior to joining earned him numerous accolades, including Ralph J. Cicerone the Obama administration Dr. Holdren being named one of Scientific American’s is President of the was Teresa and John Heinz Professor of “50 National Visionaries Contributing to National Academy Environmental Policy and Director of the a Brighter Technological Future” and a of Sciences and Program on Science, Technology, and Public “Champion of Science” by the Science Chair of the Policy at Harvard University’s Kennedy Coalition. From 1987 to 1998, Holt was National Research School of Government, as well as professor assistant director of the Princeton Plasma Council. In 2001, in Harvard’s Department of Earth and Physics Laboratory, a Department of Energy he led a National Planetary Sciences and Director of the lab that is the largest research facility of Academy of Sciences study of the current independent, nonprofit Woods Hole Research Princeton University. Previously, Holt served state of climate change requested by Center. Previously he was on the faculty on the faculty of Swarthmore College, where President Bush. Dr. Cicerone is a member of the University of California, Berkeley, he taught courses in physics and public of the National Academy of Sciences, the where he co-founded in 1973 and co-led policy. He is an elected fellow of AAAS, the American Academy of Arts and Sciences, until 1996 the interdisciplinary graduate- American Physical Society, and Sigma Xi. and the American Philosophical Society. degree program in energy and resources. France A. Córdova He is a foreign member of the Accademia During the Clinton administration Dr. Holdren is the 14th director Nazionale dei Lincei, the Russian Academy served as a member of PCAST through both of the National of Sciences, the Korean Academy of Science terms. Dr. Holdren holds advanced degrees Science Foundation and Technology, Academia Sinica, the in aerospace engineering and theoretical (NSF). Córdova Real Academia de Ciencias, and the Royal plasma physics from MIT and Stanford. leads the only Society. Dr. Cicerone was educated at the He is a member of the National Academy government science Massachusetts Institute of Technology of Sciences, the National Academy of agency charged with and the University of Illinois. He began Engineering, and the American Academy advancing all fields of scientific discovery, his research career at the University of of Arts and Sciences, as well as a foreign technological innovation, and science, Michigan. In 1989 he joined the University member of the Royal Society of London and technology, engineering and mathematics of California, Irvine, where he was founding former president of the American Association (STEM) education. Córdova is president chair of the Department of Earth System for the Advancement of Science. emerita of Purdue University. She led Science and later Chancellor (1998-2005). Rush D. Holt, the University of California, Riverside, as Dr. Cicerone has served on the Secretary of Ph.D., is the chancellor and was a distinguished professor Energy’s Advisory Committee (2009-2013), 18th chief of physics and astronomy. Córdova was the and is a trustee of the Carnegie Corporation executive officer vice chancellor for research and professor of New York. of the American of physics at the University of California, Association for the Santa Barbara. Córdova served as NASA’s Advancement of chief scientist. Prior to joining NASA, she Science (AAAS) and was on the faculty of the Pennsylvania State executive publisher of the Science family University where she headed the department of journals. Before coming to AAAS, Holt of astronomy and astrophysics. Córdova was served for 16 years in the U.S. House of deputy group leader in the Earth and space Representatives, representing New Jersey’s sciences division at Los Alamos National

Strengthening the Role of Universities in National Science Policymaking 21 Appendix B: Symposium Speakers and Panelists

Huda Akil, Ph.D. is Susan M. Collins James J. the Gardner Quarton is the Joan and Duderstadt is Distinguished Sanford Weill Dean President Emeritus University Professor of Public Policy and and University of Neuroscience professor of public Professor of Science and Psychiatry and policy and economics and Engineering the co-Director of at the University of at the University the Molecular & Michigan’s Gerald of Michigan. He Behavioral Neuroscience Institute (MBNI) R. Ford School of Public Policy. Dean Collins currently co-chairs the University’s program at the University of Michigan. Dr. Akil is is currently a nonresident senior fellow in in Science, Technology, and Public Policy. a member of the Institute of Medicine of the Economic Studies program at Brookings, He is a member of the National Academy the National Academy of Science, and president of the Association for Professional of Engineering, the American Academy of National Academy of Sciences. She is the Schools of International Affairs (APSIA), Arts and Science. Dr. Duderstadt is chair of past President of the American College of a member of the Board of Directors of the the Policy and Global Affairs Division of the Neuropsychopharmacology and the Society Detroit Branch of the Federal Reserve Bank National Research Council. for Neuroscience. of Chicago, and a research associate at the Lennard A. Fisk National Bureau of Economic Research. Deborah is the Thomas Loewenberg Ball Susan E. Cozzens M. Donahue is the William H. is the Vice Provost Distinguished Payne Collegiate for Graduate and University Professor and Arthur F. Undergraduate of Space Science Thurnau Professor Studies at the at the University in education at Georgia Institute of Michigan. Prior, the University of Technology. Dr. Dr. Fisk was the Associate Administrator for of Michigan. She is dean of the School Cozzens has served Space Science and Applications of NASA. of Education. She serves on the National as a consultant to the National Research He is a Member of the National Academy Science Board and the Mathematical Council, Office of Science and Technology of Sciences and the International Academy Sciences Research Institute Board of Policy, National Science Foundation, of Astronautics; he is a Foreign Member Trustees. Ball is a member of the American Institute of Medicine, Office of Technology of Academia Europaea and a Fellow of the Academy of Arts and Sciences, the National Assessment, General Accounting Office, the American Geophysical Union. Academy of Education, & a fellow of the National Institutes of Health, and the National Sharon C. American Mathematics Society. Institute on Occupational Safety and Health, Glotzer is the and on advisory committees for the American Rosina Bierbaum Stuart W. Churchill Association for the Advancement of Science, is a Professor and Collegiate Professor and the National Academy of Sciences. Dean Emerita at of Chemical the University of Engineering, Michigan with and Professor of appointments in Materials Science both the School of and Engineering, Physics, Applied Physics, Natural Resources and Macromolecular Science and Engineering and Environment, and the School of Public at the University of Michigan. She is member Health. She chairs the Scientific and Advisory of the National Academy of Sciences, and Panel of the Global Environment Facility, a fellow of the American Academy of Arts serves on President Obama’s Council of and Sciences, the American Physical Society, Advisors on Science and Technology, is an and the American Association for the Adaptation Fellow at the World Bank, and Advancement of Science. the lead author of the recently completed U.S. National Climate Assessment. She is a Fellow of the Ecological Society of America.

22 A Jerome B. Wiesner Symposium University of Michigan March 30–31, 2015 Appendix B: Symposium Speakers and Panelists

S. Jack Hu is Julia Lane is an Gilbert S. Omenn the Interim Vice Institute Fellow is Professor of President for at AIR, professor Computational Research at the of economics, Medicine & University of BETA University Bioinformatics, Michigan. He is of Strasbourg Internal Medicine, also Professor CNRS, Chercheur, Human Genetics, of Mechanical Observatoire des and Public Health, Engineering, Professor of Industrial and Sciences et des Techniques, Paris, and and director of the Center for Computational Operations Engineering, and the J. Reid and professor, University of Melbourne. She Medicine and Bioinformatics at the University Polly Anderson Professor of Manufacturing in was formerly director of the NSF’s Science of Michigan. He is the Chair of the global the College of Engineering. Dr. Hu is a fellow of Science and Innovation Policy program, Human Proteome Project. He serves on the of the American Society of Mechanical senior vice president at NORC at the Council of the Institute of Medicine, the Engineers, the International Academy for University of Chicago and senior research Scientific Management Review Board of the Production Engineering, and the National fellow at the U.S. Census Bureau. NIH, and the boards of several organizations. Academy of Engineering. Jennifer Jason Owen-Smith James S. Jackson McCormick is an is the Executive is the Daniel Katz Assistant Professor Director of the Distinguished of Biomedical Ethics Institute for Research University Professor in the departments on Innovation of Psychology, of Medicine and and Science. Professor of Health Sciences He directs the Afroamerican and Research at the Barger Leadership African Studies, and Mayo Clinic. She was a fellow with the Institute. He is the Barger Leadership Institute Director of the Institute for Social Research. Stanford Center for Biomedical Ethics. She Professor of Organizational Studies, Professor He is a member of the Institute of Medicine, also is one of the primary consultants on the of Sociology and Public Policy as well as the National Research Council, & the Clinical and Translational Research Ethics Research Professor in the Institute for Social National Science Board. He is Co-Director Consultation Service and works closely with Research. of the “Center for Integrative Approaches to clinical investigators and the IRB to enhance Carl P. Simon Health Disparities” and the “Michigan Center the quality of our research protections. is Professor of for Urban African American Aging Research”. Homer A. Neal Mathematics, V. Lakshmin- is the Samuel Economics, Complex arayanan is a A. Goudsmit Systems and professor of Vision Distinguished Public Policy at Science, Physics, and University Professor The University of ECE at the University of Physics, Interim Michigan. He was of Waterloo. He has President Emeritus, the founding Director of the Center for the received numerous Vice President Study of Complex Systems and the Associate honors, including Emeritus for Research, director of the Director for Social Science and Policy of the Fellow of OSA, SPIE, AAAS, APS, and IoP. University of Michigan ATLAS Collaboratory Michigan Memorial Phoenix Energy Institute. He is a founding member of the UNESCO Project. He co-authored Beyond Sputnik: U.S. He is currently Director of the UM Science ALOP program. He served as Chair for the US Science Policy in the 21st Century. He has and Technology Policy Program. He received International Commission on Optics, for the served on numerous boards and advisory the U-M Distinguished Faculty Achievement APS Committee on International Scientific committees. He is a fellow of AAAS and the Award in 2012. Affairs, & the Steering Committee of the American Academy of Arts and Sciences. International Year of Light 2015.

Strengthening the Role of Universities in National Science Policymaking 23 Appendix B: Symposium Speakers and Panelists

Tobin (Toby) Smith is Vice President for Policy at the Association of American Universities (AAU). Included among his other areas of responsibility are policy and funding issues relating to science, innovation, energy, research compliance and costs, technology transfer and openness and security. He is the co-author of Beyond Sputnik – U.S. Science Policy in the 21st Century. He is a fellow of the American Association for the Advancement of Science. James Wells is a Professor of Physics at the University of Michigan. He held subsequent appointments at SLAC/Stanford and the European Center for Nuclear Research (CERN). He has won the Sloan Research Fellowship and the Department of Energy’s Outstanding Junior Investigator Award. He is a Fellow of the APS. He currently serves as member of two sub-committees of the Panel on Public Affairs of the American Physical Society. Mary Woolley is the president of Research!America. She is a member of the Institute of Medicine & served on its Governing Council. She is a Fellow of the AAAS & serves on the National Academy of Sciences Board on Life Sciences. She is a Founding Member of the Board of Associates of the Whitehead Institute for Biomedical Research, a board member of the Institute for Systems Biology, & of the visiting committee of the University of Chicago Medical Center.

24 A Jerome B. Wiesner Symposium University of Michigan March 30–31, 2015

Appendix C: Biography of Jerome B. Wiesner

Jerome B. Wiesner (1915-1994) was one of the Gaither Panel, which studied the means to defend University of Michigan’s most distinguished large civilian populations against nuclear attack. alumni (BS ’37, MS ’38, Ph.D. ’50, D.Sc. ’62). His In 1961, Wiesner accepted President John F. contributions to higher education, scientific and Kennedy’s invitation to serve as Special Assistant technological research, and national policy in for Science and Technology and director of the the areas of science and technology have been Office of Science and Technology policy. During unsurpassed. this period of rapid growth in the nation’s science Born in Detroit in 1915, Jerry Wiesner grew up in research infrastructure, Wiesner was key in the the city of Dearborn and entered the University of creation and refinement of a national framework Michigan in 1933, where he majored in electrical for the investment in science and technology engineering. He received his Bachelor of Science research and development. With his background degree in 1937 and entered the graduate program in nuclear weaponry and defense systems, he was in engineering, completing his M.S. in 1938. In also a key figure in the work that led to the first 1937, he also became Associate Director of the Nuclear Test Ban Treaty. University’s radio station, a position that allowed In 1964, Wiesner returned to MIT as Dean of him to experiment with new sound recording Science and in 1966 he became Provost. He techniques. Among other accomplishments in served as president from 1971 – 1980, when that position, he engineered a live state-of-the- he retired as Institute Professor and President art broadcast of a lecture given by Archibald Emeritus. Throughout this period, he continued to MacLeish, then Librarian of Congress. In 1940 be an active and valuable contributor to national Wiesner joined the Library of Congress as Chief science and technology policy formation, and Engineer of the Acoustics and Recording Lab. In was a member and chair of the Technological 1940 he also married Laya, whom he had met at Advisory Commission of the Office of Technology Michigan; they eventually had four children. Assessment from 1974 to 1981. He also became In 1942, Jerome Wiesner joined the staff of more and more deeply involved in discussions of the MIT Radiation Laboratory; he moved to Los nuclear arms reductions and was a driving force in Alamos Scientific Lab in 1945. In 1946, he became the Pugwash conferences. assistant professor at the Massachusetts Institute Jerry Wiesner received numerous honors during of Technology. In the meantime, he continued to his lifetime. He was a member of the National work toward his doctoral degree, and in 1950 Academies of Sciences, Engineering, and he received that degree from the University Medicine (NASEM) and the National Academy of of Michigan, with a thesis titled Pre-ignition Engineering, and he held honorary degrees from Phenomena in Gas Switching Tubes and Related the Polytechnic Institute of Brooklyn, the University Rectifier Burnout Problems. of Michigan, Lowell Technological Institute, the Jerry rose quickly through the ranks at MIT. He University of Massachusetts, Brandeis University, directed the Electronics Lab from 1952 to 1961 and Lehigh University, Northwestern University, and was named Head of the Department of Electrical Rensselaer Polytechnic Institute. His greatest Engineering in 1959. During this period he was honor, however, may be in the memories of the also increasingly active in issues of science and numerous individuals – ranging from students education policy. In 1954, he served on a panel to world leaders – whose lives he touched and chaired by James Killian that made a study for influenced with his wit, care, compassion and President Eisenhower on national defense against intellect. surprise attack. In 1957, he was a member of the

26 A Jerome B. Wiesner Symposium University of Michigan March 30–31, 2015

UNIVERSITY OF MICHIGAN BOARD OF REGENTS: Michael J. Behm, Grand Blanc; Mark J. Bernstein, Ann Arbor; Laurence B. Deitch, Bloomfield Hills; Shauna Ryder Diggs, Grosse Pointe; Denise Ilitch, Bingham Farms; Andrea Fischer Newman, Ann Arbor; Andrew C. Richner, Grosse Pointe Park ; Katherine E. White, Ann Arbor; Mark S. Schlissel, ex officio.

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