National Academies of Science, Engineering, and Medicine (NASEM) Town Hall


Just a little context, my name is Sherri Wagner and I am the director of the Bloz Center for Arts Administration Which is an MBA pre-program here at the Wisconsin School of Business on campus. Why am I up here? What does this have to do with the National Academy of Sciences? Back in May, in fact May 25th and 26th, there was a think tank in Washington DC that convened a number of universities that are members of the alliance for arts and research universities We’ll talk more about that organization in a minute. Along with the National Academies that
was a presentation initial presentation of the white paper that you all
hopefully seen and read through and we will be talking about today They’re branches of the same tree. And during that think-tank a conversation ensued about, okay now we know that you know once again we’ve proven
that the Arts and Humanities are important to teaching and having an
interdisciplinary role with the sciences, engineering and medicine, but what next? How do you make that happen and relevant in the higher education? A hand was raised and someone suggested, well maybe we could
start by going out to college campuses across the United States
and talking about that relevance and helping people on those campuses
understand what steps they take to make that happen if they weren’t already and
if you’ve been at UW-Madison for some time you know it is happening so we’re very excited to be
one of the first campuses hosting this conversation which will continue
throughout the rest of the year and hopefully will evolve as we
move forward. So a few people I’d love to call out quickly before we get
started with representatives – The host of today’s meeting,
our Division of the Arts here on the UW Madison campus, Director John Baldaccino, who’s in the room, as is Kate Hewson who have coordinated this particular event. As well I’d like to
recognize Mary Rose Flanagan and Amy Tackett who are with the Alliance for
Arts and Research Universities which is based at the University of Michigan finally I’d like to introduce Wes Martyr
who’s the program manager with discovery outreach here in the Discovery Building He’s here to give us a few words. So I am with Discovery Outreach, which is the programming group here in the building (inaudible) Um, for those of you who aren’t completely familiar with the set up of organization, there are actually
groups that are here in the building one is WARF, the Wisconsin Alumni Research Foundation, which operates the public spaces in this building, so these beautiful meeting spaces that we’re in on this main level are operated by WARF. I’m an employee of the mortgage
institute for research which is a private research institute affiliated
with the university here in the building and then of course the University of
Wisconsin through the WID, the Wisconsin Institute for Discovery, so the three of us three organizations here we work together to cooperatively put on a lot of the public
programming that a lot of people in the building have seen. A lot of in designing
programming and we do our best where we can to try to do some of that
integration of science programming with the arts and humanities. We have a
program, probably the best of those is Sound Waves, which some folks you’re probably
familiar with, the next one’s November 30th. We do some science lectures
and then we combine it with a musical performance to look at whatever the
topic is through the musical lens Then we do science communicator training
there are a number of programs here in the building, particularly programs called
Illuminate Discovery, that we do in conjunction with WID, where we work with faculty members and students, undergraduates and graduate students and postdocs to help them
hone in a craft of communicating their science and certainly doing that through a creative lens can be an excellent way to connect the public with students, with the science that they’re doing. And then finally the last thing I’ll talk about our group is we are the organizing group for the Wisconsin Science Festival which is a statewide activity that happens every
fall. We wrapped up at the beginning of October this year and had almost 100
communities around the state participate. It’s a grassroots effort that
involves a number of organizations of many different types from schools,
libraries, museums, galleries and everything in between, that includes a lot of humanities, arts type performances, a lot of A lot of science activities too If any of you are interested to learn more, I’d be happy to give you more information I’m looking forward to participating as much as I can in the program today Really quickly, let’s go through the agenda and then we’ll get started with our first
presenter. We’re going to start with the National Academies of Sciences
Engineering and Medicine, we’ll talk about white paper that presentation will
probably rest somewhere in the 30 to 40 minute range and then we’ll open it up
for questions from the audience and we’ll take a quick break. After that and when
we come back we will do what’s called Ignite presentations. These are 5-minute presentations that will be sponsored by who are doing this kind of work on our campus currently. Each
of these groups will have 5-7 minutes to present, and then what we’ll do is each
of those groups will be stationed at 3 tables that are in the back ,for any people
want to learn more about their work we’re going to talk about ways that your
work may contribute to what they’re doing. We invite you to join in at those
tables for a 45-minute working group session And then, we’ll do a report out and next steps on where we’d like to take this in the future. Thank you so much. It’s great to be here and have the opportunity to talk about this report that was years in the making. And to think about next steps and how this report can influence How we think about higher education. Our goal right now in this work is to think about the implementation (inaudible). So one of the ways we like to do this is to explore the kinds of scenarios That faculty members find themselves in. So, one of the greatest things about being a faculty member is that (inaudible). All right, gotta submit that grant Seems like it never ends Got to submit the publication To science or nature Is that Maria? Hi, how’s it going?Oh my gosh I haven’t seen you in forever. Has it been 5 years since you graduated? A few more than 5. Come into my office, have a seat. It’s a mess just move that stuff. it’s so great to see you, what brings you to campus? Actually the graduate school asked me to come and give one of those career panels. They asked me to talk about how I turned my PhD and how
bumblebees got their stripes into the next disruption in personalized
medicine. That’s great. You pursued one of those alternative careers. Pretty sure we just called them careers. I mean founding your own company is satisfying You’re right you just have to understand, you know in my day, people when they got PhDs they tend to stay within (inaudible). I know that you know how the statistics work these days. I know, I know. No disrespect. You know, speaking of alternative careers
– careers – my recent PhD grad Sandra she was interested in working with you. I think I wrote her a
letter recommendation maybe a year and a half ago. Did that ever work out? Yeah Sandra I remember her. We brought her on. She’s on one of our lines she’s great. Follows protocols to a tee, is uh really reproducible Oh yeah, she, the technical CEO that Sandra is, no one could do QPCRSA like she does I’m getting a sense that maybe you’re not
saying something that you’re thinking You can always read me. Um yeah I was, and no offense to you, I was kind of expecting a little bit more coming from your lab. I mean, you always encourage sort of more exploration. She’s just, she doesn’t have the communication, the teamwork that I was
really expecting coming from your lab You have to understand, I mean I know you
understand, you did a PhD it’s very individual pursuit. Very independent She sort of, the line managers they tell me that she sort of just sits on her bench in her corner doing her own thing. They ask her for a summary of her data and she gives ton of raw results. there’s no there’s no aesthetic to her communication Maria, not everyone has to be able to give a TED talk I am NOT expecting a TED talk I’m
expecting clean PowerPoint slides remember when I was having trouble with my TA-ing during grad school and you told me to take that improv course with
comedy Sportz okay that really helped me when I you know when I was learning to lecture I really benefited from improv. It helped me think about how to
be adaptable and you know empathetic with my audience. Right it encourages you
to sort of get out of your shell to to engage with the students right are you saying Sandra needs an improv class? Probably. But what she also she needs more the course that you taught, the summer
course on the biology of aliens Oh those are classics. With aliens bursting out of your chest and the Sigourney Weaver running through the station. You know, the
movies did go kind of downhill but it was a great way to teach students about
biology in the context of film I mean those aliens are really based on
parasitoid wasps we learn about the biology and learn about the film in the
context of you know one class I actually think a lot of students pursued biology
because of that class and probably some that pursued film. You’re making my point. You need more (inaudible). Biology of aliens courses? Okay maybe not that. More learning from other disciplines, we need more film and arts and humanities and ethics. Let me stop you right there. We
understand in the sciences the importance of the ethics, but we have an
online module we teach students about the importance of plagiarism, responsible
conduct of research falsification, fabrication of data, you
know the important stuff uh-huh and if it actually works Sondra
would have put forward her proposal last week at the all staff meeting. You have
to take it to some consider, consideration personalization and the
medicine that I’m actually putting forward me these days. Privatization
considerations yeah all right I hear you there’s something in the news every day
about privacy, if it’s Facebook, Google+, and nobody uses Google+ anymore. Well, excuse me. So what do you say? What are we supposed to do? So the other day I was on
Twitter. There is a good Twitter and bad Twitter I’ll admit. But I was following David’s work, you know David Skorton wasn’t he the president of Cornell? yes and now he’s the secretary of Smithsonian one of those “alternative
careers.” He chaired a National Academy of Sciences study. Oh the National Academies they’re the premier organization for offering scientific advice. My advisor was a National Academy of Sciences member, a real honor. Yeah so they actually looked into these courses like your bio valiance course to see how the
the learning outcomes are affected for the students and they found that there’s
you know better communication skills better teamwork skills, better empathy.
The things that employers like me are actually looking for. I happen to have a
copy it’s called “pages from the same tree” branches from the same tree, that’s a strange title. It’s like the the Einstein quote Oh yeah it’s right here. “all religions Arts and Sciences are branches from the same tree” yeah very poetic so they actually go
through they do an examination of how different courses like this can help develop these skills. No disrespect to you or to the National
Academies lord knows I have the utmost respect but I mean you’ve been out of
academia for a while and I don’t think you appreciate that this is very hard to
do in practice okay and I mean not to mention the fact that like I look I’m
the (inaudible) distinguished professor in biology
I know biology I have a responsibility to students to give them you know some
real depth in that in that you know knowledge base and I mean it’s very
important. The other stuff is nice to have but it’s not a need to have yeah
but it’s not enough we need more the yeah but it’s not enough, we need more. The employers like me are looking for more
than just the best QPCR. Okay even if you’re right, how would we even stand this up…there’s so many institutional barriers. Think about okay I don’t even
know anyone that history in the arts department, the biology of aliens course,
that was just luck that I have a friend who is in the film department and
we were able to team teach of course we had the resources. It takes a lot of
money to team teach of course. We have to think about our accreditation
requirements, the budgetary model, I mean what about tenure and promotion if my grad students are teaching interdisciplinary courses, I
mean, how are they gonna get a job? I will hire them. All of these are very
legitimate concerns. The report actually goes through them, talks about them,
details out what different institutions are doing to actually overcome and surmount them. There are examples actually in the report as well as online there is
a compendium of over 200 possibilities that you could go through and see if any
of them are adaptable here at the university. But how would I get buy-in
from the top? Did you catch the Purdue game this weekend? Oh that was such an exciting game it was triple overtime or something? I was there, you should have been there in person
it was a fantastic game The study director Ashley, she was at
Purdue giving a presentation. Part of this um they’re calling it like a road
trip to go through this report and detail out what possible outcomes are.
She’s doing it across over the Big Ten schools She hasn’t come here yet? Not that I know of, I haven’t heard anything. David Horton gave a list of all the
different schools they were right there and they’re going through to see what is
on campus, what’s available, what different schools and courses are already
possible and actually how to scale them how to develop them further Well we definitely don’t wanna get left behind if our other big 10 schools are doing
this so what would what would the next step be? so maybe I could put you in contact with Ashley, maybe set up a meeting with leadership I guess it’s worth a conversation All right I’ll put my scheduler on it and see so we just wanted to do something a little different in the And scene! (Applause) So, we just wanted to do something a little different in the spirit of the report and thank you so
much to Maria for being my partner in crime. I have some slides that go through
the key messages from the report but I thought maybe we can start by just kind
of having a conversation about what you all heard from that from that little
skit because I think a lot of the key messages are captured there so does
anybody went on throw anything out that they heard? Yes? Aren’t we just talking about a basic liberal arts education at the undergraduate level? A very good question. So it’s related but I think the difference between what we’re talking about here is that so the way we often think about a liberal arts education is that students are taking
you know like a philosophy course over here and a chemistry course over there
but with these the example programs they’re much more intentionally
integrating like the philosophy in the context of the chemistry course but it
does connect to this sort of historic notion of a liberal education that is a
foundation of all American higher education
so it’s it’s sort of there’s a complicated history that actually we we
describe in a lot of detail in chapter one but it’s a little different than
just sort of like what you might think of us as a standard general education
curriculum which we do see in almost every institution Well maybe it’s, I went to a small liberal arts college, where though there wasn’t intentional cross-pollination between departments, there was (inaudible) Exactly, absolutely. In living learning
communities and liberal arts schools many of them are doing this just sort of
very naturally. Other key messages you heard? Yes? Most careers today are what you call alternative careers because traditional ones don’t exist anymore. So Maria and I work for the board of higher education and workforce of the National Academies and
we know that, you know an academic career is a very fulfilling one.
We know statistically speaking there are fewer jobs in academia than there used
to be and there are many more PhD students so it’s just impossible to fill
all those jobs, so many people are pursuing other careers so that’s sort of
a backdrop for this. Other takeaways from the skit? Yes? it’s insufficient to be technically excellent you need to have those interpersonal
skills and creativity and flexibility to be able to be successful in a very
dynamic environment now Yes that was one of the most striking messages from the report was that when we looked at it was really fascinating when we looked at on
survey after survey of employers, we saw the same message which is that “sure if
you’re gonna be an engineer you need the you know some of the technical skills”
but that’s not what’s really missing that’s what employers are telling us are
missing when they have graduates coming into the workforce what’s really missing
is this ability to have these cross-cutting skills like
communication skills and teamwork and ethical reasoning and critical thinking
and those were the same kinds of outcomes that we found associated with
these sort of more integrative courses and programs Other takeaways? yes? I just want to make sure that the direction of (inaudible) I come from the arts, So don’t imagine that the arts
people go out there and do all these alternative things easily so I mean I
think a problem for example we know from alumni in the arts we’ll say we had a
very great experience in our courses but how are we going to connect
with whether they work with business work with engineering with with power
so I mean the direction doesn’t come from one side only so I mean we I think
that’s important to start with otherwise we get this notion that the arts are
somehow this miracle cure or great instrument to achieve things which I
have problems with Agreed, and I apologize but and glad you raised that
we, the report does take a very balanced view of this so the scope of the study
was not just to think about science education but it was to think about how
integrating the arts, humanities, sciences, engineering, medicine are mutually
reinforcing…it’s easier for us to present this up on the science I
just because we are scientists but you’re so we should get our arts
colleagues to do a different version or another one to illustrate that you’re
absolutely right you’re absolutely right One of the top things I think, is I come from research in undergrad and as a grad student scientists often need only to be good
communicators to other scientists so it’s kind of difficult to incentivize, like or going
to a great point thank you other comment yes the research component so for those who
choose not to remain in academia they were perceived as less scientific so
that you know you need to change the Academy itself absolutely absolutely
and we I will say we have a number of reports coming out of our group at the
National Academies to all get at this same point because it is that’s a very
important considerations the culture and how we what we value and how we
communicate about that but it’s a very good mother right so this is like sort
of an institutional barrier that we could try to adjust and it reminds me to
make one point and that is that you know we then the National Academies all of
our reports are evidenced based reports so we take off we take our look at what
is the state of knowledge on a particular topic and one thing that we
learned and this probably was press or no one here but there are actually a lot
of things we do in higher education that we assume we do because there’s some
evidence base to suggest they benefit students and in fact there is none we’ve
just been doing it I mean a really interesting example is the I think it’s
like the Med the pre-med exams you think like Oh questions asked on those exams
they must be based and you know what doctors need to know there must be some
sort of evidence based but actually if you look historically
like some person just decided like this is what we should ask students and that
doesn’t mean it’s wrong but I think we also have to think about you know if the
students in the graduate school are being required to take you know these
five courses and so there’s no room in their schedule for them to take another
course are those five course and actually the courses they should be
taking it with any reason to believe that they are and maybe we do but it’s
still worth having a conversation because it’s not always the case that we
know for sure that that’s those courses our programs are benefiting the students
other comments questions right yeah and I will say in the report we see medicine
is actually one of the leader leaders in in this we looked across medical schools
and I think the majority medical schools actually have humanities and medicine
programs not they’re not all required some of them are offered as electives
but they’re very they’re very common so that’s so interesting to see medicine
kind of taking the lead we see medicine and engineering and kind of leading and
visa these kinds of approaches and we’ve speculated we don’t know for sure we’ve
speculated perhaps because both medicine and engineering are professional degrees
and there’s this you know don’t really direct connection to people and serving
people and so maybe that’s why during these conversations
in those fields yes so one thing I noticed is that there’s a person working
in you know leading a company who comes in to say to a faculty member you know
really we need more students who can do XY and Z and something I think we often
hear at least an r1 university like ours is well we are not a vocational school
we do not develop curricula that’s just because the you know the career people
tell us that this is what students need to have in order to be successful or
that this is what the employers are looking for we’re not a trade school
right and I really as a person who often finds myself in those conversations I
really struggle to find the right words to combat that perception that I’m so
glad you raised that point I think for me anyway I think one of the most
interesting takeaways also in our exploration of the sort of the backdrop
of this report sort of like what do we what is the situation in higher
education today with we I believe heard the same thing like what’s the purpose
of higher education is it to prepare students for employment you know you
hear these surveys these Gallup produce surveys students are saying we see
higher education as a path to a good job is that really the purpose of higher
education others to say no no higher education is not about getting a good
job it’s about preparing people to live their lives and they engage citizens in
a democracy and what we found interesting ly enough is that actually I
don’t think what employers are asking for is all that inconsistent with what
higher ed is also saying they want students to leave having you know
mastered so but I no no sorry I sometimes think that
a lot of the pushback that you model are excuses I think it comes down to not an
excuse like I don’t really want to do this so I’m just gonna throw an excuse
at you but maybe and I don’t know how right or you know kind of getting back
to her to-do list I just have so much there’s so many institutional barriers
that push back against this happening and the barriers exist for just sort of
path dependency reasons they just someone created them and that’s just how
it’s been done right it hasn’t been examined but the the prospect for
someone who’s an extremely busy professional in her own right trying to
take the time somehow and find the right people and assemble the evidence to
combat those it’s just overwhelming absol it’s easier to throw an excuse of
well we’re not a vegetable or well I don’t know anyone on the other part of
campus right absolutely no and the barriers are real I mean we tried to
make a point that Maria’s character said like these are legitimate concerns and
obviously a lot of a staff faculty but yeah I was just struck that if you
there’s a survey done by the American Association of colleges and universities
looking across their member institutions like a lot of schools and there’s this
incredible convergence of across these schools in terms of what they say are
the learning outcomes they want all students to leave pirate and having and
they are the same critical thinking teamwork empathy a global understanding
this sort of cross-cutting skills that are exactly what the employers are
saying so maybe we just have to think about how to change the conversation
while also acknowledging that there’s a lot of faculty in higher ed and there
are structures in place and it’s not at all
trivial to to rethink our how we’re approaching
other comments a lot of students and a lot of them encourage them to do things
other to do things like sort of outside their I want to say their career path in
terms of arts humanities community service community engagement those sorts
of things and some of the the reasons that they don’t want to get involved in
that is because they sort of see it as like soft science see stuff that isn’t
really going to get them anywhere but the but the the overlying trend from
them is also that people don’t seem to have a lot of people don’t have seen
they have a lot of interests in funding things that don’t have like solid
objective concrete outcomes there’s the idea that you know while arts are you
know well I come from sociology and there’s the the idea that you know while
sociology is very interesting and you could spend your whole life doing it
what are you gonna do with it what are you gonna do with it how are you going
to make any money with it how are you going to do this with it do that with it
so I think the goal or goal oriented Ness often gets in the way like what the
bigger mission is like educating people who can think and then also who have
that worldview of saying how other people live right and that’s where I get
that to the extent that we do need to do more research on
I think we do we have to be thinking about start with the outcomes that we’re
going for and work back from there and build our evaluation systems around that
because you know I think if you potentially if you can show that student
what students are getting are these really if they’re mastering these sorts
of cross-cutting skills that are really pertinent then it sees your case to be
made other comments questions all right I’ll show you how all right so I’ll show
you all right so as we try to illustrate in our little skit we we tried to choose
a title for the report that you know god it’s something that was more poetic than
just you know an entire paragraph title which is what we usually do and so one
thing that you may not know is that I want Albert Einstein there’s this
beautiful statue of Albert Einstein in front of the National Academies building
it’s a life-sized statue and it’s a draw because you can come and you can sit on
my lap and take pictures and an Einstein in some ways I think of him kind of as
like the patron saint of the National Academies and I assigned himself with a
real believer in the value he’s his famously
his statement to all religions Arts and Sciences are branches from the same tree
and so that so we built on this metaphor in the report to give the report the
title branches from the same tree I also I
have to acknowledge that out yet the sponsorship of this study of all
National Academy studies are made possible by by sponsorship from other
organizations this list of sponsors the mellon Foundation and the National Art
for Humanity’s and actually natural economy Sciences itself kicked in some
support for this board these are not you know it’s the National Academies of
Sciences engineering medicine this is an unusual unusual study medicine we found so the other thing is
trying to highlight is that study so we there are the relaxers they said
two years 20 way of looking at the research evidence if you know the
meaning of evidence one of the interesting discussion that we had is
what is the appropriate evidence to question quantitative evidence how do
you how do you think about evaluating this she performed a piece you know questions I just want a few
that wasn’t the big ones so this is one that we tried to illustrate it that we
just that the kinds of outcomes we found the ones that we were able to examine
include these outcomes like oral communication skills, teamwork skills,
ethical decision-making, critical thinking, and the ability to apply
knowledge in real-world settings also These are many of the things employers are asking for today. Also, thinking about medicine, as I mentioned before a there are a lot of example of internal practices in medicine. A lot of different institutions and some
of the positive outcomes associated with the integration of the humanities, arts and medical training are things like increased empathy, resilience, teamwork, or improved visual diagnostic skills, increased tolerance for ambiguity and increased interest in
communication so an understanding of the importance of communication skills. So
there’s one big recommendation which was that the committee urges the support
and evaluation of these courses and programs. So there was this question moving into
the study and is in a committee going to recommend that higher ed continued to explore and adopt these kinds of practices. And the answer is yes the committee does believe that
this is worthwhile and while more research is needed
the hope is that we can continue to explore these approaches and evaluate them as we do so. Also the committee saw general education as the place where we can target some of these approaches. Basically every type of institution has a general education
requirement so the students are exposed to knowledge in the context of these
general education requirements. So this is certainly an opportunity to
rethink general education, perhaps to take a different approach as opposed to “take this chem class here” and “take that math course over there” and “take that philosophy course here” But rather how can we bridge across these courses. So this key recommendation, again relates to general education but thinking about how the
(inaudible) different levels of intensity so an
interdisciplinary multidisciplinary (inaudible) approaches to different
levels integrated across different subjects and the hope is that if you integrate into a
general curriculum, but the hope would be for that carry on throughout specialized programming and not just in the major. Before I wrap up, are there any final questions, comments? Yes in the back? Everything said, or at least the way it came across, is
everything is centered on integrating arts and humanities and engineering and
science. But I never heard you actually say is that you need to integrate the opposite way around and so if you go So as an example I spent time in Washington and dealt with many interns who are not
engineers but coming in and telling me “why would we ever support engineering?”
and you ask them “where do you get your cell phone from?” And the answer is
it comes from a store and that’s the level of knowledge people have so I
think what you think of how do you change the educational system to make
it more integrating, you also need to think “how do you actually get more from
other parts of campus?” to understand the real aspects of science and engineering
I mean and that doesn’t come across in your report at all You’re right, so let me speak to that. So we did emphasize the mutual… There’s much less research on the integration of engineering, science and medicine under arts and humanities. But we can address broad conclusions. One is that there’s value in integrating these sciences into arts and humanities Because it’s important to have the knowledge and literacy in those fields. Another is that science and these medical technologies create tools to support arts and humanities. Digital humanities is one example. How we can harness technology to gain new insights on our history using science as a tool. Third is that things we learn through science and engineering frames the human condition. And that influences our art and how we think about history. So, those are broad takeaways that we were able to make, but we were limited in that the courses that integrate these things haven’t been evaluated yet. So yeah it’s a good point. Do you want to respond? Let me give another example. An art and design student designs a beautiful new chair very comfortable to sit if you could ever sit in it and not break the chair. Because the materials they’ve chosen to make the chair with could not stand the load. Now if someone actively took a course in
engineering and they actually understood what materials should be used. So it actually could have helped them in their design project but if you
mistake it… one approach that you talked about changing general education
requirements – it’s more that you should be thinking also along the lines of saying
“Students from the social sciences, the arts and humanities, should be actually coming over taking real science and real engineering courses. And yes we on the
engineering and science side should develop them so that are appropriate for
their knowledge base. Maybe they’re not math intensive or whatever the limitations are we can do that. But I think your report if it goes
one way, which it seems to be, it’s not going to gain much traction between the
engineering and the science community That’s helpful feedback, and I should mention the presentation skews more than the report But you’re presenting this in multiple
places That’s good feedback, we’ll have to modify the presentation. Yes, in the back? (inaudible) Great. It will be great to hear about how you overcome some of the barriers. Yes, in the back? I think an interdisciplinary approach is interesting. I come from a math background. I wasn’t a good student but I was a great mathematician and gradually picked up
all the other things because, because in math or engineering you triangulate.
If you get three different points you know you can pick out a star or a point
and everything you need multiple points of view and the same thing in the social
sciences. You need you need political science and history and you know,
sociology and all these different approaches. Or as Einstein mentioned, religions too. All these different religions, they may all come to
the Golden Rule, but they come in at so many different ways that if you follow
all those different approaches you get a fuller view of what reality really is. And if you adopt all those different approaches in all those different ways of looking at things then you don’t get caught up in the details
that are wrong or silo narrow about any particular discipline. You can kind of
see past that to the greater accuracy than when you look at it from multiple
points of view. thank you yes like one I’m wondering if you’re going to be getting into some of the practical aspects of all this? People in the humanities get paid a
lot less than people in the Computer Sciences and engineering and all of that. And the animosity there is visible. It’s reapplied, it’s whatever you know, it’s
there. And until some of those notions are worked out, how equitable is it for
someone to be working up them alongside someone else, again, you know take the
partners, take the scenario and and find out that you’re getting paid
less? Now I’m on the the happy side of the equation so I’m not complaining, but I I do do commiserate with people who feel that
they’re not being paid equitably for their work. their work research universities and
wee-wee I’ll talk about this more later but we do tackle this idea of what
councilors research and the equity issue and the reason we’re Alliance 45
research universities is it’s easier to step outside of one university to
advocating the case make for this type of things where we’re discussing today
so I just wanted to let you know that you know that’s why we’re working with
the National Academies to bring these questions out and also come up with the
examples too but to integrate the Arts and Sciences but also have the artists
have exposure to the sciences and the engineering education that they need I
also think that universities in order to continue to be relevant to at least to
helping people thrive in their in their careers in their lives has to think
about the what I’ve heard called like a 60 year curriculum so not just thing
we’ve been talking a lot about undergraduates or graduate students
people in enrolled in sort of standard programs that we might offer but I think
we also have a chance maybe this is a place where we could start experimenting
more and even finding more of this evidence how the two-way integration
could work in sort of more continuing education
for example where people are going to need to come back to universities it’s
not it is no longer enough to just get your four-year degree and be on your way
and that’s it is there one like in a library here that
we can go read or check out or a way to get one like sent to us or we know
everything is digital now but yeah especially for people with she already company board theater which
on the workers so our today’s presentation hi I’m Claire gate and I’m a faculty
associate over in the School of Nursing but I’m also a professional actor voice
and suite coach and teaching artists turns out I got my MFA here
actually in the drama department and acting and voice and speech and so now I
get to use those skills and many many different capacities that go over night
work so you would the school food ecology I work with Sam shock assure you
I’m Department with the science of spotting class and now I get to work
over the School of Nursing doing what I do I love what I do as far as I’m
concerned I have the best job in the world
I tell stories I get in front of people and I tell really affected stories I’m
getting to collaborate with really really amazing times the artists to
bring everybody many different disciplines in the same conversation
which is just absolutely fantastic and this is key for people in the medical
world in order for patients seeking care because no matter what your job is no
matter what you do we all can agree that effective communication is key to
connection and if we can make those connections our community better in our
jobs whatever capacity that is and this is
really really true for nursing students so nursing students obviously they help
to make really fast rate first impressions with our patients family
members a very very fluid medical team that is coming in and out and they have
to do this effectively and even under really challenging situations and they
have to be able to step into those conversations make a strong first
impression and keep that conversation moving forward it’s essential for
patient safety and outcomes and is at the core of the professional practice so
how do we teach this a lot of nursing students in here
inherent quality the good listeners they’re very empathetic or able to meet
and and have those conversations but it’s a skill that it’s a still it can be
honed and if you’re it’s not an inherent part of who you are it’s a skill that
can be learned and how do we do this and most people hear that word this is what
you want to do well thank you I’m gonna go find something else to do I’m gonna
go hi myself included I’m a professional actor and somebody’s
like let’s lane probably no thank you because it’s scary yeah I think we
associated a lot of times with having to be clever and funny and witty because
that’s what we see you see whose line is it anyway and all of these talented
people on Saturday Night Live’s came up with new techniques in Chicago
and so we think that’s what we promise all about comedy sports but actually
improv at its core is really about just being authentically present and being
able to be spontaneous in the moment and stay in a conversation other people that
you’re having a conversation look good so sometimes yes there is a crossover
but that is not the goal when I come in and I Drive over to the School of
Nursing or dr. Zelinsky with other scientists the focus isn’t about being
clever already it really is about us being present so viola Spolin
was the mother of improv she came up with these with things basic set of
rules because she worked a lot with kids and she noticed that children wasn’t
even a really basic set of rules for a game where completely uninhibited and
able to run around and play and be present with each other and as adults we
tend to lose this skill and so she came up with a bunch of rules for adults to
play theater games to help adults be more authentically present so I’m gonna
go through them really quickly I pulled these from TM Facebook but the very first rule don’t have the
most important rule is to say yes so somebody throws out an ITN if you say
yep great we’re going to take that we’re gonna run with it but it’s not enough to
just say yes you have to say yes and contribute something yourself to the
conversation this thing that keeps the conversation moving forward especially
when you’re collaborating helps to energy the room just keep building so
you say yes and and you can get a Guinness you take the spotlight off of
yourself actually and it’s all about really actively listening together
people interviewing something on your own making a clear statement and making
them look really really good and how can I help my partner
anyone collaborating with SHINee so again is taking the spotlight off of you
action and with all of these rules in place so you’re free to take risks
you’re free to just try to do places you know everyone’s gonna go along with you
and build on those ideas you have everything you know everything those are
the same so I teach these skills to the students the faculty members over at
School of Nursing with some reluctance at first but then we get up we play
games we have conversations and it’s amazing how quickly we’re able to build
and collaborate ideas I also use GoPro technology and I hire other professional
actors to come in and give real-time feedback to nursing students so that
they are aware of how their body and their voice is directly affecting the
people that are talking to patients family members another member will see
when they’re handing off that information because a big part of
communicating is yourself and the more self-aware you can be about how your
body and your voice is communicating those ideas and clear your communication
is going to be so Albert Mehrabian is social psychologist and wrote a book
called silent messages and you might have heard this
3855 rule which is 7% of what you’re communicating is the actual content 38%
is the tone of voice quality voice and 55% of your body language and so we’re
really trying to hone and get get those nurses very very aware of what their
bodies their voices are doing when we make that strong first impression with
their patients I again I love collaborating and it’s work without your
easel and TV comb taught a class called improper scientists what JD is still
teaching now we’ve tied together for three years and Yves and teaching on
their own now what we talk about things like what to do the moment before you
walk into a high-stress situation getting present your feet on the floor
check your posture get your breath underneath you focusing on a core value
in yours we also talked about when you’re communicating your science and
what you do get into why the passion of what it is that you’re doing
first because again my story connects us and who says early and if you can do
that then you can get into detail into my initial because you’ve got an active
listener and of course we go back to the rules of improv say yes and any
challenging conversation you have to go into if you have that guest hand in the
back of your mind you’re going to be able to move that conversation forward
and even when it gets a little sticky so again I love doing my what I do is not
the best job in the world my son is to see me do it getting a room people in
collaborate and make those connections because at the end of the day it’s all
about communication making connections is a two-way street even though I’m
talking with you but we’re in a conversation together yeah so I thank
you so much for your time and I would like to turn it over now to my friend
and colleague dr. Amy’s anybody and I’m going to talk to you today about
empathy and improv these are not the first time you’ve heard these words this
morning so that’s very hopeful to me I think we’re gonna add a lot of
connections between when you learning heard I am a passion for empathy I have
been fascinated by this concept ever since I started acting when I was 12
years old I realized later on in life that acting was fun and I loved it but
what I loved most about it was getting to know a character getting to know
somebody else completely different from myself in such a way that I could
honestly portrayed a person to an audience and that is all about this
connection between being you this space in between that’s really in my opinion
very manageable I want to just briefly talk about that movie on its own we
often use sympathy and compassion in concordance with annecy sympathy because
when you see somebody who is having a hard time and you feel sorry for that
and you want them to get over it you know you want them to feel better so
sympathy is definitely not a bad thing but it’s more focused on your needs to
make sure that occurs compassion is here for trying to
alleviate suffering so when we feel compassion we want to help people who
are in a hard position where their homes are burned by the fires in California we
have this desire to do whatever we can to help them and it would be however
stand on its own and when I talk about empathy I need about it in this way
there are two components to it first of all there’s this imaginative
reconstruction of another’s perspective I can’t pretend to know exactly how
you’re looking at a situation but any kind of I can imagine you in the
situation I ain’t trying to make that leap when I do that or me even before I
into that I’m gonna resonate with some of your emotion around this whatever
your emotions and ceiling and mention that compassion sympathy is usually
given for suffering and then you can feel – even joy or ah or confusion for
any emotion that we happen to use Marc Davis and the ease realize that like you
said today if you want to try and study something you have to measure it we
created four domains of empathy and this is a measurement tool that people have
to use in science they use to measure B it has those first two components and
just talked about the same perspective te and half of concern
person it was absolutely interested in how much personal distress meeting on
from the other person if you’re anxious and afraid
how much to my teeth and I myself as well and the idea of fantasy how able
are we to jump into even a fictitious situation and really feel the emotions
of the characters so we all when you think about American society and this
idea of perspective taking do you think we’re getting better works like this so
population these are American college students but we need not even worse at
this over time same thing with an empathic concern that capability that
dogs and shown in research we needed comfort human ease you and what I
excreted work in medicine I saw this twice profoundly on an individual level
in medicine we were through people who are actually highly empathic we want to
use their knowledge skills and abilities to help people is clearly talking about
nursing students believe do something to them throughout training that
deteriorates this ability that they come in with so I wanted you to figure out
how we could immediately can’t see this rocket to the sky and how their
abilities really improve but can be at least level it off so that you don’t see
this strengthen medicine and I went back to some students :
so when she was looking at how to enhance people’s abilities to connect
with one each one another she used these in prostatectomy and she found that with
naming people to be more present and really interact with people as they were
not our idea of what blankie to be you know these rules well
by now and read saying yes and getting it so I thought maybe if I got a group
of health profession students together nursing students medical students
occupational therapy students engineering medicine students if I got
them together and you learned improv together could I help them increase
their ability to empathize not only with their patients so in each other so you
got a small grant from the National Endowment for the Arts and set a record so my improv group you’ll know you’ll
notice we different but the trend is really go down steadily and components
of empathy but my class gave in their ability to perspective pain they also a
little bit in this idea of empathic concern as their own personal distress
went down when I compare these two II control group of their peers you’ll
notice that their peers actually lost in their ability to engage an empathic
concern well they did see it also a slight increase in perspective team
this is Jensen six-week class we met six weeks once a week for two and a half
hours so the fact that I thought even these modest differences it’s really
encouraging not only the nation differences
but they were more able to show care and compassion for the team members to
encourage their team members to voice their own perspective on patient care
and it’s avoids their perspective on patient care based on their own
profession on a personal note they found that these skills and the empathy
empathy an improv skills actually help them reconcile with family members have
different conversations with their statuses and when I started to think
about why one is actually the mechanism of action here I think part of it is
this idea of yes I am this idea that for a moment I’m going to
suspend my own judgment my own opinion and I’m going to listen to you and
validate what you have to say before I then incorporate my own guilt and one of the tips one of the tips is
to run on to a big story right and I think that one of the stories that we
all right now that might be symbolized by this big red arrow going downwards and if you want to note too that Leyland
is actually biology majors however I also wanted to pay attention to what it
was rented by this imminent swarm to the story of integration there are more
students taking double major suite elevators to gain success rate on campus
but anytime previously and I think from the administrative perspective and from
a student perspective there’s a real tryout for integration and as an
historian of science I wanted to zoom out for a moment and know that this
story of integration is actually not a new one but this is science Hall in 1880
and they’ve incorporated most an art gallery and museum and disciplinary
boundaries and clarification is really a 20th century munna clicking for moving
back into the 21st century put see more iteration and we have to address by
frying up the kiln standpoint so one of the ways that we’re trying to do that is
with the constellations program on campus the constellations program is a
new initiative in humanities specially geared at helping students make
connections across courses across fields and through houses big picture questions ok so again our in creating this program
the idea was not to reinvent the wheel that help students see connections
across different disciplines for spring 2018 we are offering for course
consolation which I’ll describe in a second one on
animal studies one embodies in society one of planetary and one on health and
inequality and just to be clear when constellation is is remodeled to debris
off of the thanks program which then helps mentioned earlier an insulation is
a cluster of three classes that is rounded in this case amenities class so
for the animal studies constellation its run in a literature and animal studies
constellation connected with biology twenty fifty two and a half a biological
sciences class for an explainer I’m offering a number of classes which I
won’t go into detail or constellations course clusters one of them the
planetarium surrounded in comparative literature one on house minute quality
that’s grounded in Communication Arts and one amongst in society that’s rated
in across course and again we even see here the famous but we’re pairing these
manatees classes with social science classes and science classes
another element of our program is that we offer
pathways into different establish certificate programs okay we’re not
reinventing the wheel here were guiding students to opportunities that are
available on campus like a new company research another elements from program
leads were offering co-curricular activities like field trips and make
worship we have four rotating professorships that are part of our
program the English and their husbands thoughts
in the past two decades there are really two main rules of communication one is
exposition which is favored by scientists that’s very precise that’s
how they talk about their concepts and data and math and then the other one is
narrative which is story and we every single time manzano stories were
engaging and it also results in more understanding and so Bailey and I and my
colleagues here you have asked the question can we use stories to help
scientists be better and more effective communicators and in the next four
minutes we will tell you our investigations and answers five
different projects go fusion Science Theater is a project that have started
at Madison College and then look to the uw-madison the idea was to have it’s
across this entire program it involves theater artists involve scientists and
educators rewrite shows that communicate and teach science concepts to kids in
the public and using using principles and elements of soaring and it works we
were funded by the National Science Foundation and these shows have now
begun across the country in museums and universities
number two Wisconsin story works is a project out of the division of
continuous space here at the UW we teach scientists how to use story and
principles of story to be more effective communicators in our workshops which are
here at the UW and across the state we actually have scientists come up
create their own presentation number three illuminating the sovereign of
course that spot year at the discovery building it teaches
postdocs and graduate students at the UW housing sorry I’ll use visuals in
Interactive’s to be better communicators everything looks everything is product
ribbon so the students use these skills and then make posters many presentations
job talks for the public and for their peers and last year this group
two-thirds of them said that this was our one and each of these are free
downloadable websites and so we’re colleagues coming together is sir parts where we want to add a art
component into stem and this project yet miss and I hope brings out these
barriers between researchers on campus and the community to help facilitate
communication and this project the facts have been done without funding through
the arts and business competition that really invokes facilitate this
collaboration of this project and so how are we a team and so what we’re doing is
we’ve selected eight scientists across campus from multiple disciplines such as
psychology to astrobiology and at multiples career stages as well and what
we’ve done is we’ve paired these scientists up with a local UW Madison
artists as well as in cakes coming artists which work together to make a
comic book about that science is sustained research projects different
units and so they put together a team a workshop where we teach the principles
storytelling as well as how many comics and together where this ends up worry is is where scientists and artists are
working together again to apply these principles are ready to come back into a
research so this nine-year-old project I love seeing
what we have published as well Francis and their research which is very amusing
great we’ll have talking sciences principles
of storytelling and communication so that you can speaks about public-private
research and then I’m having a global artists as well as our harmonies crew we
can take their food few science put it into an illustration format and what
this will ultimately make is a compilation of comic book anthology of
these scientists research and format that’s aimed really at middle school
students and then we’ll be carving these comics as all those posters and the
science is available to talk to our public and exhibition next year and so
together through holiday circuit science usually either illuminating discovery
and sounds rivers and the everybody cakes coming and then funding that was
all possible what we can do is he needs seen and add a target rate on these
barriers and help facilitate if you have all that passion anybody
understand came to the pink tank they were interested in how they could help
fund this works so everyone from the National endowments of Arts and
Humanities the National Science Foundation the National Institutes of
Health on etc a lot of federal agencies and then also local organizations the
arts business competition is a shirt venture between the division of the arts
and wool center for arts administration through the solar business so there are
this resources out there the second thing I just wanted to point
out before we move into our small working groups is that just a number of
people in the room in the number of disciplines are represented you’ve heard
from our presenters of Aaron who they represent but I’m looking around the
room I’ve seen Jason Museum of Art time scene pharmacy and I’ve seen my division
I’m sorry the design studies folks I don’t know so the purpose is X set of
working sessions and for you to choose a table I continue a conversation and so I
take an animal to a lot of people but one of the classes I teach is to that
students in their fourth year so they’re about to go into the world and treat
patients and try to further project is to explain something at the level of really resistance and then they just
they don’t do a very good job so I’m here to see if and so you just make a
lot of assumptions that of course we all know this information so I can use
certain jargon that we’re all on the same page yeah we a me and I have a
there’s there’s a specific game that we use actually for just this thing called
time traveler time trope is just basically in a nutshell is time travel
under sign your audience you partner up and one person is from now and somebody
else has time traveled so like you say okay you’re gonna be from now and you’re
gonna be from a cave woman who’s like a medicine woman who’s very very smart
high up in Europe in your in your in your tribe but you are gonna be zapped
to the future and you’ve got a broken arm and you have to try and convince
this person to get them to a doctor to get an x-ray and they have no idea what
you’re talking about and so you have to figure out there in
just two minutes how to very quickly convince them and explain to them what
an x-ray is what it does and convince them to come with you to a doctor and so
it forces you to again have to use language and find commonality with this
person that doesn’t have any of the information that you have and you can
set up any different scenarios you want we’ve done you know people from the
1600s and you have to explain to them what a cell phone is and you know what I
mean and whatever it is something that we all have common knowledge about and
figure out a way to talk about it in a way that’s very very basic the one that
you’ve talked about as well as said that they’re very resistant do you have an
idea of where that resistance because two things it’s uncomfortable for them
to revert to that language because they’re so like you said there he goes
down yes it does from first afford here because they’re
so drilled to talk a language not know no jargon don’t can make a name for the
bonds that you know from Anatomy you know talk about parts people know and I
think it’s that pressure that they’ve dealt for the past four years and then
it’s really hard I think one one thing that I do with my classes is to say that
this is the skill that you’ve used and that you’ve learned really well now you
need to learn this other skill of translating it into this other like back
to and we do we have this other exercise where it’s called half life where you
try to explain something with decreasing amounts of time and one thing that
people understand or get from that exercise is that when you are speaking
with a colleague and yes you need which I could use that jargon it is nice to
communicate big concepts really quickly however when you’re talking with your
grandmother or with somebody who has a 8th grade level education you also need
to be able to say and we do this in groups of like two or three so that they
can give each other feedback so that no no teacher is listening to them but they
can assign their audience I can say I would like you to be somebody I’d like
you to be my uncle so I’m gonna have a conversation at the
Thanksgiving and then the the partner really tries to take on that perspective
and give them feedback like you know when you said femur you know I don’t
know what that is but if you could have said like the bone in your leg or
whatever and it’s really interesting to hear them give each other that feedback exactly and that’s I think a stumbling
blocks he’s really trying to think about it from their science from an adult
learning perspective to and I don’t know if there’s an improv game that speaks to
this but you know the first concern is always what’s in it for me right so like
telling them well these days patience I just I have one in my bag from my dog we
get surveys about our providers you know you’re only as good as your I’ll find
out later yeah so like what you know is there an improv game that’s like about
what’s in it for me comes out when you’re playing always after we play a
game we do a deeper you can talk about okay what’s how will this help you in
your jobs and sometimes it comes out it’s also important to make sure that
people are people aren’t choosing their pairs because if they’re choosing their
they’re going to choose someone that they already know and that almost makes
it eats harder because they’re trying to maintain a standard with that person as
well they’ve already established and the language as well as think about nothing but in almost every with the
three years that we did it we always had people where English was their second
language to participate in our improv or scientist class and it was a struggle
with certain games that were very language based for them to keep up but
what was great about it is exactly what we’re talking about now is people very
quickly had to figure out okay what is our commonality what do you know and I
know what what we both know together and then they were able to build games that
way and again have to do exactly just find out slowly what do we both know and
how can I make you look good and make sure that I’m you I’m not leaving you
behind because of the language of the jibberish game is really really good for
that because we didn’t actually have to whose language we just use gibberish
sounds yeah and so it was all about body language communicating story somebody
would act something out and then you had an interpreter it was like this is what
I’m saying and then the other person had to act it and they can I’ve been thinking about a lot on how to
make this environment state for people because you have to do this extra level so one thing I’ve encouraged when people
on students have talked to me individually about it it actually
encourage them to just say whatever word comes to their mind even if it’s in
their native language because then you introduce something into the scene and
your partner is there to pick it as a relation to ya and whatever this means
to them it’s gonna take on a different meaning than it probably means actually
me but it’s a way they just work on that ability to really think on your feet
quickly but it’s a challenge as a teacher of this that I’m still starts
off with one of the things that both of your kind of questions going back to the
data to the extent that those data are accurate five percent of what is said is
what’s relevant and so if it’s indeed how it said in the body language then
language shouldn’t necessarily be the main impediment and the ability to
articulate well to an eighth grader isn’t really as important perhaps with
some of these other things so just kind of using that as a starting point to
think about well maybe it’s not so much about what we say as all these other
factors which maybe they could be more and I think think 810 you want to do
this and it’s sort of scaffolding it so that they can see that I’m not very good
at this and that there’s a real-world application and you know and then you’re
going to teach me some things that can make you better at it that you know that
sort of just heard here it is yeah yeah it’s very it’s kind of
reassuring I mean what we say that suppose that you have a research paper
for a student on a Spanish Civil War took place somewhere else
a long time ago before I was born what’s it got to do with me and you relate that
to the concepts of how how that affected the spain we know today in terms of its
development again those are a lot of like if he concept d types of things but
if you can help them make that Leafly sometimes you have to do it in steps
they will better understand the whole picture of gee a lot of Spain’s problems
today went back to the Spanish Civil War because they were getting to the whys
why should I care right really early because if you give that if you give
this information first and they’re not listening or they’re invested then
what’s the point so again it’s like we’ll walk why should I care about the
Spanish Civil War what does it have to do with and that if you can get that
early and hook them then you can get into the details so where do you think
that improv might be helpful based on your presentation I wondered if
improv might be useful for our executive team there’s a lot that imp has been
used a lot in business for communication for innovations in simple games like yes
a line that really got me was making your partner look good oh we need that for some students I’ve seen that that
that’s the first thing that’s the hardest thing for them to do is just to
say yes because they have this really good idea that they want to come to life so I would say that you know it takes a
little bit of time so that you do understand oh I’m not good at this or
all right my tendency is to say yes but and I think so much of what our students
take away we never know because it’s just these little things that happen to
no bring the follower I like being the leader so I think that you can
incorporate even like small activities into meetings like you know get people
that work together in this way and then it helps them to think about how can I
be more of a contributor instead of maybe I just want my idea to be heard
and that’s it service group or some entity on campus
that could help us with this or is there a curriculum that we could do ourselves on Fridays and anybody’s that’s right as
a team-building exercise new senior staffs coming together actually helps
you understand each other’s strengths better come back into talking
specifically about your discipline you actually respect each other more
I like the ground rules I mean those are really great starting point for any
dynamic between human beings so that to me is really a feeling I know one of I
work with a lot of different faculty in different settings on one common
denominator is the amount of really fragile kind of psychology is that being
brought in by students and how quickly it’s breaking down the dynamics of the
class and really senior people who’ve been doing this food actually teach
around issues of diversity are struggling with diversity in the
classroom right now in a way they never have in the whole career and I’m during
lots of this and what happens is quickly somebody says something that the whole
thing spirals out of control and factions are formed and there’s this
bitterness within McLendon happens without their knowledge of how it
happened even it’s like now my class is all divided and
and so you know it’s a real issue that a lot of people are grappling with and
this is the kind of thing that can provide some ground rules some
facilitated interactions that will maybe mend or prevent ideally some of those
dynamics I’m pretty nervous too with the nursing students so we brought some of
this work in and we put them I’ve hired other professional actors and
we’ve put them in clinical simulations with a professional actor as opposed to
a dummy or another one of their peers and we’ve kind of thrown curveballs at
them and made the situation a little more stressful than it needs to be by
throwing curveballs at them and how they react in the moment to that and we’re
able to give them again real-time feedback on like as soon as you started
crossing your arms as soon as I started getting defensive and I could see it
yeah exactly and that’s how it made me react by like oh you’re getting
defensive and so again a lot of these concepts you it’s forced you to kind of
stay on the conversation and actually lean in and listen when those things
happen which keeps it moving forward and can help control but it was great to see
them recover in ways of like oh no I need I need to be rare which is doing in
this situation and so I’m going to stay president I’m gonna look him in the eyes
and lean in and listen and and there’s and then yeah all of a sudden instead of
being derailed they were able to stay in it and actually navigate through it in a
way which is critical for what medical students and there’s
students have to do yeah yeah so it can be really helpful but it does things in
traumatic interventionists too that you need to think on care I’ve ever heard of
that on the ideas that you sort of bridge that where they are now and where
to go so what would you recommend sort of very personal benefits that I’ve seen
a lot of students gain from improv in particular is confidence so you are
gonna need to go out and interview for graduate school or
interview for a job whatever it is and so using the improv skills can easily
help you this isn’t yourself the way you are to so that you’re not that’s the
biggest personal view that I see people get from it there was a game where and I
forget what it’s called cuz me terrible canoes but it’s the game where
somebody’s doing something and you have to take on the action so that calls out
something but you’d have to do a different action that you actually split
what are you doing damn what are you doing I’m rocking a hula hooping
competition so you’re constantly so you end up having to do what the person says
but then take on a completely different action yourself and again it splits the
brain gets you out perceived need to know yeah we’ve done this with voluntary groups
and the voluntary groups are much more fun
the involuntary groups have to kind of it works up for the whole department cardiologist really and they all at the
end to show the change in the impact of the work that you’re doing and I mean
cuz I imagine you’re having to use that to continue to make the case to continue
doing this kind of work so I use the interpersonal reactivity index which is
and then there’s also the care measure which is empathy from a receiver and
when we did the study in the Department of Medicine we looked at a comparison
group of surveys a lot of things happen in that UW Health
System medicine to the department of pediatrics was we did this workshop and
we did find that in the Department of Medicine that measures of did your own
site or show care and compassion credit are the types of because I’m we’re not
yet alright so far we just have personal surveys from like did you notice a
difference so so we we do things where I’m trying to do exactly what with the
Albert Mehrabian thing of getting people much more aware of what their body and
how their voice is communicating thinking about that and so I’ve been
trying to measure things like concrete things like eye contact gesture vocal
fry’ things that and then both from vocal fry’ that’s when that’s when you
you lower in both energy and pitch while you’re talking so that it kind of comes
back on yourself a little bit yeah Kardashian top well what what it
what it communicates is it is it is it is bringing bringing what you’re trying
to say back on yourself so it’s making your it’s not necessarily communicating
your message directly to the person you’re kind of coming back on yourselves
and then it makes it hard to hear it makes it hard to understand and it’s
also forcing the listener to have five Olympic gaps so it’s it’s the same thing
that happens when with people up talking so like my name is Claire I’m gonna be
your doctor like really are you your name um so yeah it’s just kind of it’s
just kind of it’s taking back its losing impact of the statements that you’re
making in clear communication its money in the waters so I’m trying to teach
some of these concepts and say making nursing students aware of the fact like
do you realize when you walk into the room it took you you know a good minute
to have to actually make eye contact with the patient or did you notice when
you came in you turned your back to them right away or your proxemics was not
great and just trying to get up get concrete methods for some of these
concepts so that after we do cement problem we do some work on it and we go
back and do the simulation again there’s a measurable difference so he had we had
another nursing student lovely student very very warm yeah but I was the
patient in the bed and she came in and again she didn’t if I was laying there
she didn’t get any closer than this while we were talking as opposed to
having another new student come in and get down on my level and like talk to me
right here which makes a really big difference in how the patient feels like
they’re receiving care so far the quality and it’s critical to their
future so I feel like this is looking at students so one thing we know is that often these
these things happen my students work and yeah sample our so what disciplines are
involved own but around the same time that request that serve the whole center
was happening the last time three classifiers were made or folks who over
the ordination of ulcer but who then had really one flight in their own
disciplinary home so two of those officers on campus still permit notice
our steering committees so get into teaching old center courses and we’re
actually carrying around science technology been around for a while no
one is in unfortunately there’s not a workbook or
guidebook but we talked about different ways to teach medical students I’m going
to talk about anatomy to people they spent four years we also talked
about that there’s a leadership improv group on campus they don’t do it
December 14th you through do it December 14th at Union south they’re having a
session and there it’s all comers so if you’re interested in playing some improv
games see how this might affect 13 12 o’clock 12:01 15 yes we talked about the
challenges of using these techniques and people who aren’t native English
speakers and I know as a teacher I’m still working on who used to make sure
that everybody has access to this we also talked about how powerful you can
be to use these techniques and skills not only to empathize and communicate
with others but also to gain some agency of your own and some confidence and the
knowledge that you are building as a student I don’t see her here right he may so she talked about dr. Riya
Quinn who brings her presence over to the shades museum of art specifically to
think about questions of empathy and how to help them they buy the patient’s so I
think again lots of examples of things we can start to think about how those
resources are available to all of us it’s not just anybody can access the
cheese into anybody perhaps reach out to a clarity so I think any other questions thank you again all for taking time
today and I think what you can expect from this meeting is that a follow-up
email will send out the notes from the meeting as well as materials from
Sciences will also send Ashley’s how great how to reference that in the
future we’ll check with the presenters or the preservers if they’re willing to
share their presentations will be that as well but I think we’ve started a
conversation we might see this conversation going into uni one of these pulse was to get everyone
in the same room and you Candide I think you should have to say to all C vs
Wisconsin we’re all the same a conference in 2020 and so we will
continue the conversation and we’ll see well then – meaning – it will be
University Canada’s finally I wanted to talk about our research agenda I wanted
to invite you all to participate survey we’re doing with all these town hall
meetings and it’s a series of questions which will continue our work which was
we were funded by the mellon Foundation in 900 interviews about effective
integration and we got that data we started using people with data we have
research to see on the tables please take them please visit our website with
the information use it when you’re talking about this use this use the
noggin report as well research to Maggie’s conversations and until the
knowledge base service work and to acknowledge additional ways of knowing
as a research university one of the first reasons whatever kind of reacting whatever

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