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[silence]

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- Hi, everyone. Welcome to the first
Earthquake Science Center seminar

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of the new year.
We have a nice lineup of seminars

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for you coming up in the
upcoming few months.

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As a reminder, as we begin,
please turn off your cameras.

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Mute your microphones.
All the functions are available

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through the menu bar at the top
of your screen in the new Teams.

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Live captioning is also available.
Click the three-dot More button

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and choose
“turn on live captions.”

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Before we get to today’s seminar,
there are a few announcements.

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Next week’s seminar will be by
Francois Renard of the University

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of Oslo speaking on the anatomy
of earthquakes in the lower crust.

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As I said, we have a good lineup
of speakers into March.

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As always, if you have suggestions
of speakers that you’d like to share

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with the whole center, reach out
to myself or Tamara Jeppson

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with those recommendations,
and we’ll try to get them lined up.

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Other announcements
of upcoming events.

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The next all-hands meeting for
the Earthquake Science Center

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is in two days on Friday,
the 15th, at 11:00 a.m.

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Those of you involved will have
gotten a calendar invite for that.

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Upcoming soon is the annual
Northern California Earthquake

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Hazards Workshop, and
that’s hosted by the ESC.

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And, of course, this year, it will
be all virtual, and it’s taking place

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from February 2nd through 4th.
It takes the place of the

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Wednesday seminar that week.
Or it will …

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Yeah, so the registration for that
is still open, and I believe

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there’s a link in the chat.
Yep. If you scroll up in the chat,

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Susan Garcia has pasted a link to
register for that if you haven’t yet.

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I’ll remind everyone who’s doing a
lightning talk, you should have

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gotten an email from Sarah Minson
that the slides are due by the 19th.

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So, that’s the end of
those announcements.

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Today our speaker is
Eleanour Snow from the

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USGS director’s office Youth
and Education in Science.

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If you have questions – or, I’ll hand
it over in a minute to Steve DeLong,

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who will introduce Eleanour.
But, as a technical matter, if you

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have questions for Eleanour, please
feel free to enter them in the chat.

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Tamara and I will be
monitoring that and can

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insert them if they’re
appropriately urgent.

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So please feel free to
write them in as they come up.

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You can also raise your
hand, and we’ll call on you.

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And, of course, we all love to have
human contact these days, so if you

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want to turn on your camera and
microphone and ask the question

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yourself, that’s always very welcome.
So I will now hand it – and, as another

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point, as usual, we’ll be hanging out
a little bit after the – after the

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formal seminar recording ends.
So please feel free to stay on

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afterwards and do a little
meet-and-greet, chat with each other,

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chat with Eleanour, continue
the conversation then.

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So, with that, I will hand it over to
Steve DeLong to introduce Eleanour.

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- Thanks for joining, everyone.

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And really pleased that
Eleanour Snow can join us today.

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Eleanour’s first job as a geologist
was at USGS Menlo Park.

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She was an intern with
Allan Lindh’s Parkfield project.

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And so, for those with a long memory,
part of her summer job was preparing

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the punch cards for the computer
program that had to run overnight.

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She was an undergrad at
Pomona College at the time.

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And she went on to earn a master’s
studying the Bishop Tuff and a Ph.D.

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at Brown University in minerology
and microstructural geology.

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Eleanour spent most of her career
as a professor in the geosciences,

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first at the University of Arizona,
then University of South Florida.

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In 2006, she turned to outreach
and mentoring full-time at the

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University of Texas, first with
Earth science teacher professional

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development and then with
GeoFORCE Texas, a large outreach

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program targeting mostly
first-generation, mostly minority

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youth in south Texas.
Eleanour was in charge of

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developing a college and career
mentoring program for the students

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and supporting them through
college and into careers.

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Some of these students interned at
USGS Menlo Park in the early 2010s.

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Eleanour earned a Presidential
Award for Excellence in Science,

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Mathematics, and Engineering
Mentoring for that work in 2015.

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In 2016, she joined us at the U.S.
Geological Survey, where her position

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as manager of youth and education
programs allowed her to continue

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the focus on opportunities for diverse
and talented youth in STEM fields.

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In addition, Eleanour represents the
Department of Interior and the USGS

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on several federal committees
focusing on STEM education.

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She’s the lead of the DOI Interagency
Youth Team and the co-lead of the

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Federal Interagency Working
Group for Inclusion in STEM.

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The title of Eleanour’s talk today is
USGS Youth and Education Programs

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with an Eye Toward Justice,
Equity, Diversity, and Inclusion.

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I’ll turn it over to you,
Eleanour. Thanks.

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- Thank you, Steve.
And, hello, everybody.

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I’m really delighted to be here.
I was asked to talk about two things,

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really – the work that I do with
youth and education in our programs,

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but also how to really engage
diversity in the programs that you

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all are running in your centers.
So the talk is kind of divided

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into two parts.
I’m going to start talking about

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the JEDI work and best practices
and then go into the programs

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that we have that we’d like to
help science centers engage with.

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Just to start out,
my team is very small.

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I have two permanent employees –
Annie Scott and Laura Corey.

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And I have this year two fellows –
Sheree Watson from the AAAS

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Science and Technology Policy
Fellowship, and Kama Almasi, who is

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a teacher working with us in the
Einstein Educator Fellowship Program.

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We really work hard in all of our
programs to promote diversity in

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science and in education to provide
opportunities for internships to students

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and to help centers find good interns
and then to work with youth outreach

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so that we can really capture that next
generation of potential scientists.

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I wanted to give you a sense of what
we do within OSQI, and I’m not

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going to go over all of this,
but when I – when I came here,

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there were a few things going on
in the youth and education space.

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And, over the course of the last
four years, we’ve really expanded

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a great deal the kinds of
things that my office does.

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And most of it we do with –
through collaborations with other

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centers because we are a tiny team.
But this gives you a sense of,

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in our programs, and in the youth
and education and outreach space,

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what all we’re doing. And I’m going
to talk about a lot of these today.

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So let’s start with justice,
equity, diversity, and inclusion.

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And personally, I think JEDI
is one of the best acronyms

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anybody’s come up
with in a long time.

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Doing – working for good.
I like that a lot.

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My work here, as Steve mentioned,
started actually way back at

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University of South Florida
when I had an NSF grant to

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work with 7th- and
8th-grade girls in science.

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And I have moved more firmly
into that field over the years.

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I am currently the co-lead of the
Interagency Working Group for

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Inclusion in STEM, which is
a federal interagency working group

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that encompasses about a dozen
different federal agencies.

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It’s underneath the federal STEM
education plan, which is this

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book cover on the right here.
And, for those of you who are

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not aware of how these things get
going in D.C., this is all in the

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Office of Science and Technology
Policy, which is a White House office.

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The current lead of that
is Kevin Droegemeier.

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And Biden hasn’t named a lead yet.
Obama’s head of OSTP reported

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directly to him and
met with him every day.

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So I’m hoping that Biden has a similar
close relationship to his lead scientist.

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Underneath OSTP, there are
a bunch of committees that

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formed to work on various things.
And the Committee for STEM

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Education – CoSTEM – is headed by
the head of NSF and the head of NASA.

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And then, underneath that, the Federal
Coordination of STEM Education,

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which wrote this plan and manages
the – basically the work of CoSTEM –

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how do we – how do we work
on STEM education initiatives,

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that all falls under the sub-committees,
of which IWGIS is one, and the other

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four are one on strategic partnerships,
one on computational literacy,

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one on convergence, and one on
transparency and accountability.

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I’m the only DOI representative right
now on any of these committees.

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So, if anyone’s interested in joining
one of them, that would be great.

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So what do we do?
The Interagency Working Group on

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Inclusion in STEM is working on three
things that are wrapping up about now.

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And then, of course, we’ve got other
things coming up in the future.

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But I’m going to share with you today
some of the best practices and policies

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for things that really work to drive the
needle in diversity in federal agencies.

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We just – we are just in the final
editing stages of a report on that.

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And there’s some
really good ideas in there.

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So I’m going to share
some of those with you today.

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We also did a large data dive to figure
out where things stand across the

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federal STEM agencies, and I’m going
to share some of the federal data on

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the USGS workforce, but we did
this across all federal agencies,

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and that’s almost ready to –
that is actually being published.

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And then we also worked in a
scramble last summer. [chuckles]

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We got together across federal agencies
with what people were doing with

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virtual internships as we developed
them – you know, as you know,

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we were building that
plane while we flew it.

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So we are gathering now those
experiences and putting together

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a report about how virtual
internships work, what do you really

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need in place to make them work.
And that should be coming out soon.

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Because we think we’re going to
be needing those in the next year.

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So that’s where all that starts from.
So here are five best practices or

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policies identified through this work.
And the first one is to form

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strong partnerships.
USGS has partnerships with

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some minority-serving institutions,
and I know some of you are

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engaged in some of those and
are interested in forming others.

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It’s really important, when you do
that kind of work, that you’re

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bringing something to the table.
We’re not just dropping by at a HBCU

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to recruit, but we’re actually engaging
with the faculty and the students there,

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committing time. It’s important to
consider, when you are bringing,

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for example, a student in,
to think about a cohort model.

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If you’re bringing in – as our friends
at Woods Hole have found [chuckles],

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if you’re bringing in the one Black
student to a summer internship

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in Woods Hole, Massachusetts,
that can be a problem.

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And so think about, if you want to work
with a minority-serving institution,

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bring two or three students into
your center from the same –

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the same group at the same time.
Mentor throughout the year.

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And don’t forget to engage the faculty.
And this is a picture of a student at

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Tennessee State University doing
some water sampling without his –

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without his protective gear,
but the Water Science Center

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in Nashville has installed
USGS monitoring equipment

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on campus at
Tennessee State.

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So that’s a great model
for deep engagement.

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Align diversity inclusion goals
with the organization goals.

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And that’s just because
diversity makes better science,

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justice builds stronger communities,
inclusion is good for business –

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it makes better and happier employees,
and equity improves morale.

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So – and I know that the hazards
mission area has really been

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a leader in this across USGS,
which is terrific to see.

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Target your outreach. So my office
does engage with diversity seminars.

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And many of you all
have joined us on those.

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The SACNAS meeting – the Society
for the Advancement of Chicanos

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and Native Americans in Science,
the National Association of

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Black Geoscientists.
When you engage directly

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with organizations that are
targeting diversity, you can

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improve your own
diversity target efforts.

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Adopt inclusive hiring practices.
I think one of the most impactful

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things that I heard in the aftermath
of George Floyd’s murder this summer

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is résumés accumulate privilege.
And what that means – what I mean

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by that is that, when you’re looking
at a recent graduate, and you see

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straight A’s, you’re most likely
looking at somebody who came from

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an affluent community,
went to a really good high school,

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had opportunities as
a kid to go to science camp.

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Those privileges accumulate in résumés
and show up as really strong résumés.

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But students who didn’t have that
opportunity as a young kid are often

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just as talented and can bring things
to the table that you’re missing.

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But you might not see them if
you’re looking at GPAs first.

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So pay attention to
those kinds of things.

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Educate the hiring team about bias.
Consider redacting names.

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I’m sure you’ve seen there’s a lot of
data out that names – identical résumés

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with ethnic names or with
female names get lower graded.

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So you can consider redacting
names in the first evaluation.

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Recognize that some experiences might
not be possible for all candidates.

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Field camp is kind of a privilege to
be able to spend the whole summer

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spending a lot of money
instead of earning it.

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So think about those
kinds of things when you’re

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thinking about
inclusive hiring.

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These are the data that –
from FY19 from June of 2019

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for USGS STEM employees.
And you can see that under-represented

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minorities and women are very under-
represented [laughs] across USGS.

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And so, a best practice with policy
is to monitor and assess and hold

00:14:49.360 --> 00:14:52.080
accountable your leaders for the
goals that you’re making and

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the changes that
you want to make.

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We know where we’re starting, to let’s
see how we can end in a better place.

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And finally, be able to examine your
own culture and your own biases and

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have uncomfortable conversations.
And there’s a couple of really

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nice things going around.
One is a film series called

00:15:14.560 --> 00:15:21.360
Can We Talk? by Kendall Moore.
She’s a – she’s a documentary

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filmmaker at
University of Rhode Island.

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And some of you may have seen
some of her films or parts of some of

00:15:26.960 --> 00:15:30.720
her films at either the AGU or
the GSA meeting this last year.

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She is also available to bring those
films and those discussions to groups

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who want to have
those difficult discussions.

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This book that you see here –
What If I Say the Wrong Thing? –

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is my reading list for this spring.
I think we can always learn and

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continue to learn,
so book groups might be helpful.

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In your communities, in your office
places, build community and listen

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and learn from the people that
are trying to teach you about

00:16:07.040 --> 00:16:13.280
diversity, equity, and inclusion.
I think there’s always a first impulse

00:16:13.280 --> 00:16:17.440
when somebody says, you know,
it really offended me when you

00:16:17.440 --> 00:16:20.480
did X, to defend yourself.
Well, I didn’t mean to be –

00:16:20.480 --> 00:16:23.200
I’m sorry – you know,
I’m not – I’m not prejudiced.

00:16:23.200 --> 00:16:26.376
I didn’t mean that.
Don’t go there first.

00:16:26.400 --> 00:16:33.440
First, go to, tell me more.
I would like to understand more.

00:16:33.440 --> 00:16:36.240
I’d like to learn from you
about why that was offensive.

00:16:36.240 --> 00:16:38.560
Because we don’t always
recognize our own biases.

00:16:38.560 --> 00:16:46.160
We use things – words, phrases –
that we picked up when we were kids.

00:16:46.160 --> 00:16:50.560
And they’re still part of our ethos,
and they might be highly offensive

00:16:50.560 --> 00:16:53.040
to some people, but we don’t
recognize it because it hasn’t

00:16:53.040 --> 00:16:56.056
been brought to our attention.
So pay attention and listen.

00:16:56.080 --> 00:17:02.456
So those are the best practices for
diversity, equity, and inclusion.

00:17:02.480 --> 00:17:05.520
And, if you’d like to have a discussion
about any of those now, before we

00:17:05.520 --> 00:17:10.792
move on to some of my – the YES
programs, I’d be happy to do that.

00:17:13.628 --> 00:17:17.040
[silence]

00:17:17.040 --> 00:17:20.128
I’m not seeing
anything in the chat.

00:17:23.289 --> 00:17:27.542
So let’s look at
some programs.

00:17:28.960 --> 00:17:34.320
So the Youth and Education in Science
office manages internship programs,

00:17:34.320 --> 00:17:38.080
and we also helps centers
manage other internship programs.

00:17:38.080 --> 00:17:41.840
The ones you’re probably familiar
with are the Cooperative Summer

00:17:41.840 --> 00:17:46.320
Fellowship Program – and this has
been called the NAGT program.

00:17:46.320 --> 00:17:49.760
So you might be thinking about it as
the NAGT, or the NAGT program.

00:17:49.760 --> 00:17:53.440
This is the longest-standing geoscience
internship program in the country.

00:17:53.440 --> 00:17:57.680
It goes back to the mid-’60s.
And, through that program,

00:17:57.680 --> 00:18:01.200
we accept nominations of excellent
students from the National

00:18:01.200 --> 00:18:06.480
Association of Geoscience Teaachers.
And then, at my end, in my office,

00:18:06.480 --> 00:18:10.400
we invite proposals from scientists
who would like to hire these students

00:18:10.400 --> 00:18:15.280
in the summer. We match the
student applications to proposals

00:18:15.280 --> 00:18:20.136
for interviews, and then the
scientists make the hiring decisions.

00:18:20.160 --> 00:18:27.760
We expanded that program to include
students from the Ecological Society

00:18:27.760 --> 00:18:32.880
of America who have good ecosystems
field training and also with a

00:18:32.880 --> 00:18:37.600
partnership with the Geographic
Information Systems – GIS –

00:18:37.600 --> 00:18:42.720
Certification Institute for
students with GIS certification.

00:18:42.720 --> 00:18:46.640
And that came out of the Western
Geographic Group there in

00:18:46.640 --> 00:18:50.000
Menlo Park asking us to bring in
some GIS-certified science students.

00:18:50.000 --> 00:18:53.896
So we changed the name because
it’s broader now than just NAGT.

00:18:53.920 --> 00:18:57.760
And that program is ongoing.
We’re just about to have our panel

00:18:57.760 --> 00:19:02.000
meeting and make the matches
between students and projects

00:19:02.000 --> 00:19:07.840
for interviews next week.
There’s also a program for graduate

00:19:07.840 --> 00:19:11.120
students that is cooperative with
the National Science Foundation.

00:19:11.120 --> 00:19:15.200
And, in that program, NSF actually
funds the student to come and work

00:19:15.200 --> 00:19:20.400
at USGS for up to six months.
My office facilitates the partnership

00:19:20.400 --> 00:19:24.560
with NSF and tries to help scientists
and students meet each other

00:19:24.560 --> 00:19:28.800
in a couple of ways.
On our website, which is GRO

00:19:28.800 --> 00:19:33.040
at USGS – graduate research
opportunities. We post opportunities.

00:19:33.040 --> 00:19:36.080
If you’re trying to attract a student,
you can send us a proposal,

00:19:36.080 --> 00:19:39.200
and we’ll get it posted there.
Students hopefully come there and

00:19:39.200 --> 00:19:46.240
look and find scientists that way.
We also hold a webinar that is

00:19:46.240 --> 00:19:50.320
advertised by NSF to graduate
students twice a year to introduce

00:19:50.320 --> 00:19:53.440
them to what we’re doing.
And we go around to meetings and

00:19:53.440 --> 00:19:56.640
try to share that whenever we’re
on college campuses as well.

00:19:56.640 --> 00:20:03.200
So far, since 2016, we’ve had about
106 students come to USGS through

00:20:03.200 --> 00:20:09.691
that program, representing 60 years
of work [laughs] at the USGS.

00:20:09.731 --> 00:20:12.880
Sixty years.
And all for free for USGS.

00:20:12.880 --> 00:20:16.696
So a great way to get
great internships done.

00:20:16.720 --> 00:20:19.760
We are also piloting – we were
intending to pilot [chuckles]

00:20:19.760 --> 00:20:23.176
in the spring, before COVID
shut everything down,

00:20:23.200 --> 00:20:26.240
a program for college students
on the autism spectrum.

00:20:26.240 --> 00:20:30.936
And this came to our attention through
the work we do with STEP-UP.

00:20:30.960 --> 00:20:34.000
And we’ll talk about that one a
little bit later, but we learned that

00:20:34.000 --> 00:20:38.560
college students with autism are
employed at a very, very low rate.

00:20:38.560 --> 00:20:42.560
Only 15% of college graduates
on the spectrum get jobs in their

00:20:42.560 --> 00:20:45.120
field after graduation.
And that’s just dismal because

00:20:45.120 --> 00:20:51.520
these are often brilliant students,
but they have difficulty with social

00:20:51.520 --> 00:20:54.560
interactions, and they don’t interview
well, and it’s very difficult for them

00:20:54.560 --> 00:20:59.760
to get jobs. So we’re working with
Colorado School of Mines and their

00:20:59.760 --> 00:21:03.496
disability services offices,
and the earthquake office right there,

00:21:03.520 --> 00:21:06.400
to pilot this program.
And hopefully we’ll be able to

00:21:06.400 --> 00:21:11.360
bring some people in.
It’s not really doable as a virtual

00:21:11.360 --> 00:21:20.216
internship because the whole point
is to get the students in office settings

00:21:20.240 --> 00:21:24.320
and get used to that setting.
So what we’re – we hope to

00:21:24.320 --> 00:21:26.000
be able to do that soon.
We’re also doing it with

00:21:26.000 --> 00:21:29.920
George Mason University in the
D.C. area. And we’d be happy

00:21:29.920 --> 00:21:34.300
to expand it once we know what
we’re doing across other places.

00:21:35.785 --> 00:21:38.667
- Eleanour, may I interrupt about
that with a quick question?

00:21:38.667 --> 00:21:40.011
- Absolutely.

00:21:40.011 --> 00:21:46.776
- Is the – is the idea of that program –
well, will it be sort of accompanied by

00:21:46.800 --> 00:21:52.000
the attendant framing and necessarily,
I think, for mentors to be given the

00:21:52.000 --> 00:21:56.160
resources to handle this kind of
diversity of people on staff that

00:21:56.160 --> 00:21:59.600
they may be having under them?
Because it seems that maybe a

00:21:59.600 --> 00:22:05.360
big component of why – what that
barrier is, right, is people’s discomfort

00:22:05.360 --> 00:22:09.016
or unfamiliarity with dealing with
certain populations of people.

00:22:09.040 --> 00:22:14.560
Are there resources being devoted
to the mentor side of that as well?

00:22:14.560 --> 00:22:16.880
- Yes. Yeah. I think that’s
a great question, Austin.

00:22:16.880 --> 00:22:19.280
And that is the plan.
It’s one of the reasons why we’re

00:22:19.280 --> 00:22:23.440
piloting this with two universities
that have really strong disability

00:22:23.440 --> 00:22:29.816
services offices and specific services
for students on the spectrum, so that

00:22:29.840 --> 00:22:35.896
part of the initial pilot will be working
with that office to train the mentors

00:22:35.920 --> 00:22:41.520
and provide the right environment.
We did one tiny, little pilot –

00:22:41.520 --> 00:22:44.480
one student, one lab [laughs]
here in D.C.

00:22:44.480 --> 00:22:48.240
And it was really interesting for the –
for the advocate from the university

00:22:48.240 --> 00:22:51.920
to come by and say, you know,
okay, for this student, this particular

00:22:51.920 --> 00:22:54.320
desk setting wouldn’t
work because it’s too noisy.

00:22:54.320 --> 00:22:58.880
It’s too – somewhere quieter, and a
corner would be better for this kid.

00:22:58.880 --> 00:23:01.280
So those kinds of things are
really important, and that’s why

00:23:01.280 --> 00:23:05.363
we’re starting this
with those offices.

00:23:07.360 --> 00:23:09.576
Thanks for the question.
That’s a good one.

00:23:09.600 --> 00:23:15.200
We also are – help other people
facilitate internship programs.

00:23:15.200 --> 00:23:20.880
USGS has had three fairly longstanding
partnership pipeline programs

00:23:20.880 --> 00:23:24.720
with minority-serving institutions.
One with University of Puerto Rico

00:23:24.720 --> 00:23:28.136
at Mayagüez. That’s been
going on for more than 30 years.

00:23:28.160 --> 00:23:33.200
One at City College of
New York for about 15 years.

00:23:33.200 --> 00:23:36.160
And then Tennessee State
University that’s been going on

00:23:36.160 --> 00:23:40.320
for 10 years or more.
So we keep advocating for

00:23:40.320 --> 00:23:45.336
more funding for those and try to
help push the MOUs for those.

00:23:45.360 --> 00:23:49.360
These are generally started by scientists
who want to do something with this

00:23:49.360 --> 00:23:54.880
local school and with this – with this –
with this population of faculty

00:23:54.880 --> 00:23:59.040
and students. And so one thing my office
can do is take the paperwork burden

00:23:59.040 --> 00:24:05.840
off of you and make sure that
the legal team looks at the agreements,

00:24:05.840 --> 00:24:12.136
and you don’t have to manage all that
back-and-forth. We’ll do that for you.

00:24:12.160 --> 00:24:15.680
We also help people set up
community college partnerships.

00:24:15.680 --> 00:24:19.440
And, if you haven’t used it yet,
you really should get on the

00:24:19.440 --> 00:24:23.976
Virtual Student Federal Service.
That’s a State Department program

00:24:24.000 --> 00:24:30.000
that we’ll help you find and use,
but that asks college students

00:24:30.000 --> 00:24:34.320
or graduate students to volunteer
to work on federal projects.

00:24:34.320 --> 00:24:38.720
They have to be doable outside of the
firewall, but, boy, we’ve gotten some

00:24:38.720 --> 00:24:42.320
great work from VSFS, and we’re
happy to share that information

00:24:42.320 --> 00:24:46.720
on how to do that. So one of the
ways we do this – and I think Austin’s

00:24:46.720 --> 00:24:50.560
going to put this link into the chat
for you, and then I’ll walk you through

00:24:50.560 --> 00:24:55.576
a few things on our internship
resources SharePoint site.

00:24:55.600 --> 00:25:01.040
We’re using SharePoint more and
more now to start to share things

00:25:01.040 --> 00:25:09.058
across USGS and get resources into
people’s hands. So this site …

00:25:09.718 --> 00:25:10.838
Do do do do.

00:25:12.800 --> 00:25:17.416
We have resources for interns.
This is really great.

00:25:17.440 --> 00:25:23.280
We have in here some bios
of interns from last summer.

00:25:23.280 --> 00:25:27.336
So, if you have an intern you
want to feature here, let us know.

00:25:27.360 --> 00:25:31.736
Some things for them – how to get
the most out of your internship.

00:25:31.760 --> 00:25:34.536
Some – how to
be a good advisee.

00:25:34.560 --> 00:25:40.376
But what I really want you to see
down here is this learning series

00:25:40.400 --> 00:25:43.120
for young scientists.
And I think you might be able to

00:25:43.120 --> 00:25:48.000
use this with any mentees that you
have in the early stages of their career.

00:25:48.000 --> 00:25:54.376
This was created by a geoscientist,
Anne Egger, who’s actually now

00:25:54.400 --> 00:25:58.480
the head of the National Association
of Geoscience Teachers.

00:25:58.480 --> 00:26:01.760
And it’s a whole series about
research. What is research?

00:26:01.760 --> 00:26:03.656
How do you think
like a scientist?

00:26:03.680 --> 00:26:08.960
This past summer, we used the
episode on responsible conduct

00:26:08.960 --> 00:26:13.840
of research for a webinar that
we did for interns this summer.

00:26:13.840 --> 00:26:17.920
Each of these units has a little
movie and then additional reading

00:26:17.920 --> 00:26:22.320
things that you might choose.
So I think it’s a great resource.

00:26:22.320 --> 00:26:24.560
And if you have young
scientists who are interns

00:26:24.560 --> 00:26:27.096
you’re mentoring,
send them there.

00:26:27.120 --> 00:26:32.320
We also have resources for mentors,
and we have some information

00:26:32.320 --> 00:26:37.040
about how to be a good mentor
and other things there.

00:26:37.040 --> 00:26:40.400
And then, down here,
each of our different programs.

00:26:40.400 --> 00:26:43.680
So the graduate student program,
the undergraduate program,

00:26:43.680 --> 00:26:47.120
how to participate with Virtual
Student Federal Service, and then

00:26:47.120 --> 00:26:50.240
how to build partnerships
with colleges and universities.

00:26:50.240 --> 00:26:55.280
And so what do these partnerships
look like? How do they work?

00:26:55.280 --> 00:27:00.560
And then MOUs that are templates
you can – you can build on if you

00:27:00.560 --> 00:27:06.000
want to build something. So that’s
built for people across USGS to use

00:27:06.000 --> 00:27:10.894
as they develop these kinds of
programs. And feel free to dig in there.

00:27:13.040 --> 00:27:15.621
Let’s see.
Back here.

00:27:17.120 --> 00:27:22.080
We also – my office also manages
the USGS participation at diversity

00:27:22.080 --> 00:27:24.800
conferences. The SACNAS
conference and the – and the

00:27:24.800 --> 00:27:28.616
NABG conference – the National
Association of Black Geoscientists.

00:27:28.640 --> 00:27:33.680
So you’ll see from us coming up
in the early summer – late spring,

00:27:33.680 --> 00:27:38.240
early summer – information about
inviting scientists to participate in

00:27:38.240 --> 00:27:41.680
those conferences and
to mentor students at them.

00:27:41.680 --> 00:27:44.560
Both of these organizations –
well, I shouldn’t say that.

00:27:46.400 --> 00:27:52.720
SACNAS has campus
groups all across the U.S.

00:27:52.720 --> 00:27:56.080
And so, when you’re visiting a
college campus, you might look for

00:27:56.080 --> 00:27:59.040
an organization like SACNAS
on campus, and, in addition to

00:27:59.040 --> 00:28:02.240
engaging with the geology department
or the department you’ve come to visit,

00:28:02.240 --> 00:28:04.800
see if you can visit with
some of the diversity organizations

00:28:04.800 --> 00:28:08.144
that there might be
on campus as well.

00:28:09.785 --> 00:28:14.080
We also produce educational
resources for teachers and for learners.

00:28:14.080 --> 00:28:17.976
And one of the things that we’re really
interested – we’re actually doing

00:28:18.000 --> 00:28:22.200
three new things this year that
I wanted to alert you to and let you –

00:28:22.200 --> 00:28:25.840
invite you to participate in.
One is, we really want to get more data

00:28:25.840 --> 00:28:30.080
into the hands of teachers and learners.
And teachers are really asking for this.

00:28:30.080 --> 00:28:35.280
So, if there are data sets that you’re
producing that you think would be

00:28:35.280 --> 00:28:38.616
great for teachers to get their
hands on, please let me know.

00:28:38.640 --> 00:28:42.080
We’ll try to put it into a format –
help you get it into a format,

00:28:42.080 --> 00:28:48.000
or at least write a filter that pulls out
[chuckles] the right data that a teacher

00:28:48.000 --> 00:28:52.616
could handle on various subjects.
Teachers are clamoring for that.

00:28:52.640 --> 00:28:54.800
We’re also working on
education rapid response.

00:28:54.800 --> 00:28:57.040
And actually, this came out of
a conversation that I had when

00:28:57.040 --> 00:29:01.336
I was down in Pasadena visiting
the earthquake folks down there.

00:29:01.360 --> 00:29:04.800
They mentioned that one of the biggest
challenges that you have is when there’s

00:29:04.800 --> 00:29:08.080
a big earthquake, you get a lot of calls
saying, can you come talk to my class.

00:29:08.080 --> 00:29:10.800
And you’re all too busy handling
the earthquake to do that.

00:29:10.800 --> 00:29:14.560
So we’re actually working with partners
in D.C. on something we’re calling

00:29:14.560 --> 00:29:18.880
Education Rapid Response that,
in the immediate aftermath of

00:29:18.880 --> 00:29:26.960
a natural disaster, that USGS and
NOAA and AGI and IRIS would

00:29:26.960 --> 00:29:30.960
immediately post information
for teachers about that disaster.

00:29:30.960 --> 00:29:39.600
And then also, we would have a slew
of experts who are willing to talk to

00:29:39.600 --> 00:29:44.320
classrooms, and we would have
a bunch of time slots pretty quickly –

00:29:44.320 --> 00:29:48.376
within 48 hours is our goal –
that teachers could sign up for

00:29:48.400 --> 00:29:53.920
to have a scientist talk to their
classroom. So that was a great idea.

00:29:53.920 --> 00:29:59.200
We actually have a virtual student –
federal service guy working on the

00:29:59.200 --> 00:30:03.760
interface now to pull information
and create the interface that the

00:30:03.760 --> 00:30:08.640
teachers might use to find scientists.
So you’re going to probably see,

00:30:08.640 --> 00:30:12.240
by the end of the spring, me reaching
out and saying, hey, you want to be

00:30:12.240 --> 00:30:16.616
on our list, in case there’s a
big earthquake, to talk to people.

00:30:16.640 --> 00:30:19.920
And the other thing we’re
doing that’s new is a series that

00:30:19.920 --> 00:30:24.120
we’re calling What On Earth.
That’s that picture in the lower right.

00:30:24.120 --> 00:30:28.000
What on Earth is geologic time?
The goal of this series is to be a very

00:30:28.000 --> 00:30:32.696
visual educational series, just one page,
front and back, one topic.

00:30:32.720 --> 00:30:38.400
And the geologic time one is actually
going to have five in a series.

00:30:38.400 --> 00:30:42.560
So we’re open to series.
The first one is just basic.

00:30:42.560 --> 00:30:46.080
What is geologic time? The second
one is, what is absolute time?

00:30:46.080 --> 00:30:51.496
The third one is, what is relative time?
And the fourth and fifth are both

00:30:51.520 --> 00:30:57.760
geologic sections of the Grand
Canyon – one for younger learners

00:30:57.760 --> 00:31:01.280
and one for older learners, so they
can color it in and – so the goal of

00:31:01.280 --> 00:31:06.880
these is to, in the long run, have
a whole series of these very quick

00:31:06.880 --> 00:31:11.120
learning exercises that teachers might
pull and give it as a background.

00:31:11.120 --> 00:31:13.600
We’re studying this tomorrow.
Read this and be prepared

00:31:13.600 --> 00:31:17.280
with questions. Or the
general public might grab.

00:31:17.280 --> 00:31:22.560
You know, I really want to know
what is a surface earthquake wave?

00:31:22.560 --> 00:31:27.416
And there’s a one-page thing they
can pull and look at that and

00:31:27.440 --> 00:31:31.760
think about that hazard.
So we’re also very interested in people

00:31:31.760 --> 00:31:35.840
who might want to participate in
creating those, giving us a list of, what

00:31:35.840 --> 00:31:40.097
are the most important things, but also
creating some of the content for those.

00:31:40.960 --> 00:31:43.040
We’ve also working on
some educational campaigns.

00:31:43.040 --> 00:31:48.080
You may have seen the Powell150
project campaign last year.

00:31:48.080 --> 00:31:52.720
Some of you guys participated in that.
We’re rolling that into a

00:31:52.720 --> 00:31:58.400
Be an Explorer, where we’re tying
the 1869 Powell to 1969 lunar landing

00:31:58.400 --> 00:32:03.200
to 2069, perhaps a Mars landing.
And another Grand Canyon.

00:32:03.200 --> 00:32:09.520
So we think that educational campaigns
are a great way to pull the public

00:32:09.520 --> 00:32:14.972
into our science by getting
a hook that’s kind of exciting.

00:32:16.720 --> 00:32:21.760
This – last year, one of my fellows,
Sheree Watson, who’s the

00:32:21.760 --> 00:32:26.000
AAAS fellow, worked on
citizen science projects.

00:32:26.000 --> 00:32:31.680
And she built a SharePoint site that is
a resource for crowdfunding and

00:32:31.680 --> 00:32:36.216
citizen science projects that can
help people who want to build them

00:32:36.240 --> 00:32:40.560
figure out best practices for that.
She also created citizen science

00:32:40.560 --> 00:32:44.720
projects for Native youth.
There were three of them that she

00:32:44.720 --> 00:32:48.080
worked on with partners in Hawaii.
One was using these little

00:32:48.080 --> 00:32:54.056
Raspberry Shakes. Then she’s
working with Jefferson Chang at HVO,

00:32:54.080 --> 00:32:57.600
and he’s got a group of kids who have
these little miniature seismographs,

00:32:57.600 --> 00:33:02.800
and they’re putting them out all over
town to register the small earthquakes

00:33:02.800 --> 00:33:05.440
that are happening in
the magma chamber.

00:33:05.440 --> 00:33:08.400
And so that’s one of the
citizen science projects.

00:33:08.400 --> 00:33:10.480
And he’s got Native
kids involved in that.

00:33:10.480 --> 00:33:17.496
Another one is with the ecosystems
people out there looking at a native

00:33:17.520 --> 00:33:22.720
plant that is under attack of a parasite.
And so they’re having kids gather data

00:33:22.720 --> 00:33:26.720
on those plants as they see them.
And then the third one is with

00:33:26.720 --> 00:33:32.296
the Pacific Islands Climate
Adaptation Science Center.

00:33:32.320 --> 00:33:37.040
And it is a mobile app that allows
people to report changes that they’ve

00:33:37.040 --> 00:33:40.480
seen in their landscape that
might be climate-related.

00:33:40.480 --> 00:33:47.120
So there’s a lot of opportunity
in citizen science to really develop

00:33:47.120 --> 00:33:50.720
some deep engagement.
Obviously, you guys know about

00:33:50.720 --> 00:33:55.040
that because Did You Feel It? is the
biggest citizen science project

00:33:55.040 --> 00:33:57.976
[chuckles] in the –
in the USGS.

00:33:58.000 --> 00:34:00.536
But there’s a lot of other
ways to do that too.

00:34:00.560 --> 00:34:06.800
The citizen science and crowdsourcing
SharePoint site is here, and I think

00:34:06.800 --> 00:34:09.736
Elliott’s going to put
that link into the chat.

00:34:09.760 --> 00:34:14.160
You’ll find there data on the projects
that we have, a toolbox for how to

00:34:14.160 --> 00:34:17.920
build a project, and then resources
that really talk about, what is citizen

00:34:17.920 --> 00:34:21.680
science, and how can it be used.
So please, if you’re interested

00:34:21.680 --> 00:34:25.707
in building something
in that realm, dig in there.

00:34:26.880 --> 00:34:29.920
My office also works on outreach
and education activities.

00:34:29.920 --> 00:34:34.960
And we have a outreach working group.
It’s a community of practice across

00:34:34.960 --> 00:34:39.440
USGS that meets every other
Tuesday at 11:30 Pacific time.

00:34:39.440 --> 00:34:42.376
It met yesterday,
so there’s the schedule for you.

00:34:42.400 --> 00:34:48.160
That group shares resources on
what they do in a classroom.

00:34:48.160 --> 00:34:51.680
So, you know, if somebody comes to
you and says, hey, I need – I would like

00:34:51.680 --> 00:34:54.560
you to come talk to 3rd-graders about
dinosaurs, and you don’t know how to

00:34:54.560 --> 00:34:58.720
do that, hopefully somebody’s
shared something in this shared space

00:34:58.720 --> 00:35:02.160
that allows you to just
pull that and take it and go.

00:35:02.160 --> 00:35:06.080
We’re hoping to, through that site,
have common messaging when

00:35:06.080 --> 00:35:10.720
we reach out to classrooms.
And a really easy way for you to

00:35:10.720 --> 00:35:17.496
implement either classroom visits
or on-site science festivals.

00:35:17.520 --> 00:35:21.040
So we’re sharing an idea bank there.
The other thing we’re doing this year

00:35:21.040 --> 00:35:26.000
that we’re about to pilot, actually,
with some scientists and teachers

00:35:26.000 --> 00:35:29.576
in our Midwest region are
virtual classroom visits.

00:35:29.600 --> 00:35:32.320
This pandemic has created
a lot of challenges, but it’s also

00:35:32.320 --> 00:35:35.760
created opportunity. And one of them
is to get to more classrooms.

00:35:35.760 --> 00:35:40.960
So you could get a great earthquake
scientist in Louisiana.

00:35:40.960 --> 00:35:43.520
There might not be any living there,
but you guys are – you guys can

00:35:43.520 --> 00:35:46.160
get there virtually.
So we’re going to pilot virtual

00:35:46.160 --> 00:35:51.120
classroom visits this spring.
And, again, have resources in there

00:35:51.120 --> 00:35:55.416
for scientists who want to
participate to make it easy for them.

00:35:55.440 --> 00:35:59.535
And then a mechanism
for teachers to find them.

00:36:00.720 --> 00:36:06.320
And our outreach page
SharePoint site is here.

00:36:06.320 --> 00:36:10.776
And I want to show you a couple
of things on that site, and I think that

00:36:10.800 --> 00:36:14.167
Austin’s putting the
link into the chat.

00:36:16.720 --> 00:36:21.777
But, on that site, we have …

00:36:22.941 --> 00:36:28.800
The resources for K-12 audiences
has things that other people have used

00:36:28.800 --> 00:36:34.080
in a classroom on these various topics.
So you can dig in there if you have been

00:36:34.080 --> 00:36:37.040
asked to do something that, you know,
you studied in college, but you haven’t

00:36:37.040 --> 00:36:39.760
thought about deeply since then,
and you need to present it.

00:36:39.760 --> 00:36:42.776
There’s hopefully some
things in there to use.

00:36:42.800 --> 00:36:45.040
I also have resources
there for college visits.

00:36:45.040 --> 00:36:49.440
I visit college campuses a lot,
and I give a talk about the things

00:36:49.440 --> 00:36:52.800
across – mostly USGS,
but also across government.

00:36:52.800 --> 00:36:54.960
And there’s – the PowerPoint
that I use is in there.

00:36:54.960 --> 00:36:57.040
You’re welcome to grab it if
you’ve been asked to speak

00:36:57.040 --> 00:37:00.456
to a college campus,
and use it as you will.

00:37:00.480 --> 00:37:03.440
Outreach events is not built up
very well yet, but we’re hoping

00:37:03.440 --> 00:37:07.760
people share what they do in outreach.
And the virtual classroom visits

00:37:07.760 --> 00:37:12.536
is where we’re trying to build the
community of practice for doing this.

00:37:12.560 --> 00:37:17.280
And so we’ll share resources
about how to do that as we start to

00:37:17.280 --> 00:37:23.360
build that initiative up.
If we ever get to touch anything again,

00:37:23.360 --> 00:37:27.520
we built two augmented
reality sandboxes.

00:37:27.520 --> 00:37:29.656
And they’re the
greatest things ever.

00:37:29.680 --> 00:37:33.750
But they’re both on
hiatus right now. [laughs]

00:37:36.402 --> 00:37:42.000
[silence]

00:37:42.000 --> 00:37:46.720
So OSQI – the Office of Science
Quality and Integrity also has other

00:37:46.720 --> 00:37:50.300
things in the youth and education
space that aren’t directly under me,

00:37:50.324 --> 00:37:54.216
but I can still connect you to them
if you’d like to be connected.

00:37:54.240 --> 00:37:56.880
STEP-UP, as you know –
you guys have that out there.

00:37:56.880 --> 00:38:02.000
You were the second group to
ask for that, and I came out to

00:38:02.000 --> 00:38:07.840
Menlo Park to meet with you all
and talk about setting that up –

00:38:07.840 --> 00:38:12.696
I guess it must have been –
I’m thinking it was fall of 2018.

00:38:12.720 --> 00:38:15.120
And then we hired a new person,
and he’s kind of taken over

00:38:15.120 --> 00:38:17.840
the STEP-UP program. Chris
Hammond is now in charge of that.

00:38:17.840 --> 00:38:21.680
It’s in, I think, nine different sites.
I don’t think I have even all the sites

00:38:21.680 --> 00:38:26.320
down here. But STEP-UP, for those
of you who have not been involved

00:38:26.320 --> 00:38:30.480
with that or don’t have it at your center
yet, this is the Secondary Transition

00:38:30.480 --> 00:38:34.560
to Employment Program for
young adults with disabilities.

00:38:34.560 --> 00:38:39.176
And these are – these are
18- to 22-year-olds who are

00:38:39.200 --> 00:38:42.000
still in the school system.
They don’t have a high school diploma

00:38:42.000 --> 00:38:44.080
because that’s
not their skill set.

00:38:44.080 --> 00:38:47.360
What they – most of the ones who
work at USGS and have been

00:38:47.360 --> 00:38:50.960
successful are on the autism spectrum –
on the sort of – what they would

00:38:50.960 --> 00:38:54.536
call the moderate to
lower-functioning end of that.

00:38:54.560 --> 00:38:58.320
The real talent that these
young people have is

00:38:58.320 --> 00:39:00.880
attention to detail
in a variety of ways.

00:39:00.880 --> 00:39:04.936
And, of course, they’re individuals.
They have individual talents.

00:39:04.960 --> 00:39:09.200
We’ve had students picking forams.
We’ve had them picking earthquakes

00:39:09.200 --> 00:39:17.016
at Menlo Park. We’ve had then
scanning and uploading reams of data.

00:39:17.040 --> 00:39:24.456
And we’ve had them doing –
building web pages.

00:39:24.480 --> 00:39:29.840
The kinds of things that might be
tedious and require a lot of the same

00:39:29.840 --> 00:39:35.600
task again and again and again
is the sweet spot for a lot of these

00:39:35.600 --> 00:39:41.520
young people. And so they come to us
through the STEP-UP program while

00:39:41.520 --> 00:39:44.720
they’re still in school, and so they’re
volunteering, and they’re learning

00:39:44.720 --> 00:39:50.720
job skills. And they can be hired
as Schedule A employees.

00:39:50.720 --> 00:39:55.336
In fact, I think three of – three of these
four have been hired at USGS Reston.

00:39:55.360 --> 00:39:58.080
The young woman in the wheelchair
and both of these young men are

00:39:58.080 --> 00:40:02.936
now USGS employees, and really
valuable employees at that.

00:40:02.960 --> 00:40:06.080
So, if you don’t have STEP-UP
in your region, or if you’re in

00:40:06.080 --> 00:40:12.080
Menlo Park or Denver or Reston or
Woods Hole, and you want to engage

00:40:12.080 --> 00:40:17.096
these students in the work that you’re
doing, look into that. It’s terrific.

00:40:17.120 --> 00:40:21.600
Of course, the Mendenhall postdoc
program is also in our office,

00:40:21.600 --> 00:40:26.136
and you all are using
that really effectively.

00:40:26.160 --> 00:40:31.360
And then finally, the Office of Tribal
Relations is also part of OSQI.

00:40:31.360 --> 00:40:35.200
And they’ve got a couple of things
that they’ve done that are really terrific

00:40:35.200 --> 00:40:39.416
with Native youth. One of them is
this program in Woods Hole

00:40:39.440 --> 00:40:43.440
called Preserving our Homeland.
And it works with the Mashpee

00:40:43.440 --> 00:40:49.760
Wampanoag Tribe hand-in-hand with
USGS scientists and tribal elders.

00:40:49.760 --> 00:40:55.040
Kids come for a week onto the USGS
campus, and they learn traditional

00:40:55.040 --> 00:40:58.376
ecological knowledge about
their homeland, but also the

00:40:58.400 --> 00:41:04.776
geology and the science of the area.
And it’s a really nice melding of

00:41:04.800 --> 00:41:09.896
those two kinds of –
kinds of looking at the world.

00:41:09.920 --> 00:41:15.680
It’s the kind of thing that USGS –
that OSQI would really love to

00:41:15.680 --> 00:41:19.440
replicate in other places. So if you
are working – if you’re nearby

00:41:19.440 --> 00:41:24.616
with a local tribe, and you’re interested
in working with their kids, this model

00:41:24.640 --> 00:41:31.113
has been very, very successful as
a way to work with Native youth.

00:41:33.280 --> 00:41:41.440
So, in summary, I guess my office,
the YES office, is – we are here to

00:41:41.440 --> 00:41:49.360
work with you. We’re tiny, but what we
can do with you is share best practices,

00:41:49.360 --> 00:41:56.720
offer programs, advise, and consult
with you on a regular basis,

00:41:56.720 --> 00:42:00.400
on a ad hoc basis, for things
you’re trying to put into place.

00:42:00.400 --> 00:42:06.240
We can act as a resource, as a partner.
You can be a customer to us [chuckles]

00:42:06.240 --> 00:42:09.976
for some of our programs,
like the internship programs as well.

00:42:10.000 --> 00:42:15.520
But the main goal is, as a entity
in science support at USGS,

00:42:15.520 --> 00:42:18.080
what we really want to do
is help you achieve your goals.

00:42:18.080 --> 00:42:23.840
And so, if there are ways that
we can do that, that is our goal,

00:42:23.840 --> 00:42:26.800
and that’s what we’d
love to be able to do.

00:42:27.520 --> 00:42:31.456
And that’s the end of my slides.
Thank you.

00:42:32.496 --> 00:42:36.160
- Thank you so much, Eleanour,
for a really fabulous walk-through

00:42:36.160 --> 00:42:40.000
of the vast resources that you and
your group have developed there.

00:42:40.000 --> 00:42:46.080
And I think you’ve probably spawned
a great deal of inspiration and

00:42:46.080 --> 00:42:50.800
ideas among the group here.
So I had some questions for you,

00:42:50.800 --> 00:42:55.680
but I will probably first open it up
for anyone else who has things

00:42:55.680 --> 00:42:57.920
they’d like to ask of Eleanour.
Either enter them in the chat

00:42:57.920 --> 00:43:00.000
or raise your hand,
and we’ll call on.

00:43:00.000 --> 00:43:04.056
Feel free to ask a question yourself,
maybe as I call on you.

00:43:04.080 --> 00:43:07.360
I’ll start with a couple that
came up in the chat, just in the

00:43:07.360 --> 00:43:12.560
order that they appeared.
First, Alan Yong says, regarding

00:43:12.560 --> 00:43:16.560
the community college program,
hi, Eleanour, I didn’t catch the name

00:43:16.560 --> 00:43:19.520
of the other university, but you may
want to consider two other academic

00:43:19.520 --> 00:43:23.520
institutions in southern California –
Cal State Northridge and Pasadena

00:43:23.520 --> 00:43:27.120
City College, where there’s strong
disabled student services and

00:43:27.120 --> 00:43:30.160
physical science departments.
So that’s just sort of a …

00:43:30.160 --> 00:43:34.496
- Oh, terrific.
Thank you, Alan. I see that.

00:43:35.105 --> 00:43:39.840
- And then Kate has a question about
the intern SharePoint site that a lot

00:43:39.840 --> 00:43:43.440
of the interns are not necessarily
on DOI computers and outside

00:43:43.440 --> 00:43:47.120
of those resources. So are there
sort of public-facing and accessible

00:43:47.120 --> 00:43:52.160
versions of those really great resources?
Or would they need to be channeled

00:43:52.160 --> 00:43:57.280
through DOI and SharePoint?
- Yeah. So that’s a really good question.

00:43:57.280 --> 00:44:03.120
The DOI SharePoint does allow us
to build a SharePoint site for

00:44:03.120 --> 00:44:08.640
external collaborations. And we do
use that with our VSFS students.

00:44:08.640 --> 00:44:15.656
So I do have a SharePoint site that
is accessible to outside partners.

00:44:15.680 --> 00:44:19.440
They do have to be named
and invited by name.

00:44:19.440 --> 00:44:21.680
So you can’t just make it
open to the world.

00:44:21.680 --> 00:44:25.440
But I actually hadn’t thought about
putting our intern resources there.

00:44:25.440 --> 00:44:27.576
That’s a really good idea.

00:44:27.600 --> 00:44:30.496
And a relatively
straightforward thing to do.

00:44:31.542 --> 00:44:36.856
- Great to hear that that is
somewhat trivial. [laughs]

00:44:36.880 --> 00:44:39.520
All right. So, let’s see.
Steve Hickman has his hand up.

00:44:39.520 --> 00:44:44.000
Let’s go to that.
- Hi. In the interest of seeing faces,

00:44:44.000 --> 00:44:47.016
as you said, Austin,
I’m going to do this live.

00:44:47.040 --> 00:44:49.360
First of all, Eleanour, I really
appreciate everything you’ve done.

00:44:49.360 --> 00:44:52.880
This is a very inspiring program
and an inspiring presentation.

00:44:52.880 --> 00:44:54.972
Given us a lot of ideas.
Thank you.

00:44:54.972 --> 00:44:58.560
- Thank you, Steve.
- I had two specific questions.

00:44:58.560 --> 00:45:01.200
One is, of course, with the COVID
pandemic upon us, you mentioned

00:45:01.200 --> 00:45:04.696
a couple things we can do
virtually just to get started.

00:45:04.720 --> 00:45:06.960
You went through a lot of materials.
Are there other things we could

00:45:06.960 --> 00:45:10.400
do virtually to get started engaging
with students, you know,

00:45:10.400 --> 00:45:12.960
and with their professors?
You mentioned some of the

00:45:12.960 --> 00:45:16.320
secondary school activities.
So if there’s some way to sort of

00:45:16.320 --> 00:45:20.080
distill down things we can do now
to get started and not wait until we

00:45:20.080 --> 00:45:22.880
can actually physically be present,
that would be helpful.

00:45:22.880 --> 00:45:25.920
Maybe just an email – here are some
of the ways we can get started.

00:45:25.920 --> 00:45:30.296
Rather than just sitting around waiting
for COVID to get under control.

00:45:30.320 --> 00:45:32.000
The other question I had –
that was one thing.

00:45:32.000 --> 00:45:34.560
And the other question I had
was about international students.

00:45:34.560 --> 00:45:37.520
You mentioned Mendenhalls.
Of course, it’s very difficult to hire –

00:45:37.520 --> 00:45:41.040
almost impossible to hire international
students on Mendenhalls, but often

00:45:41.040 --> 00:45:45.332
those are the best applicants – most
highly trained for particular things.

00:45:45.367 --> 00:45:49.600
Are there other programs that you
manage that are open to – or know

00:45:49.600 --> 00:45:52.960
about – that are open to international
students so we can bring international

00:45:52.960 --> 00:45:57.347
students into the activities of
the Earthquake Science Center?

00:45:57.347 --> 00:46:00.240
- So I don’t know of any way
to bring international students

00:46:00.240 --> 00:46:05.896
into a federal position.
Unfortunately.

00:46:05.920 --> 00:46:08.080
I don’t know if anybody
on here knows if you can

00:46:08.080 --> 00:46:11.336
do it through
a student contract?

00:46:11.360 --> 00:46:15.256
Directly to the student?
You can’t do it through

00:46:15.280 --> 00:46:20.720
a contract agency, like a
Public Land Corps agency.

00:46:20.720 --> 00:46:23.040
You can’t have them hire
international students for you.

00:46:23.040 --> 00:46:26.296
We can’t hire international
students in any way.

00:46:26.320 --> 00:46:29.200
I don’t know if anybody knows
if you can give a contract to

00:46:29.200 --> 00:46:32.480
an international student.
That is a challenge.

00:46:32.480 --> 00:46:36.000
- You know, there are other ways,
you know, speaking from the center

00:46:36.000 --> 00:46:39.200
perspective, of engaging international
students through external co-ops,

00:46:39.200 --> 00:46:41.840
but I was kind of wondering about
the YES program in particular.

00:46:41.840 --> 00:46:43.840
Things that you manage.
- Yeah. No, we don’t – we don’t –

00:46:43.840 --> 00:46:45.680
we have not …
- Okay.

00:46:45.680 --> 00:46:48.160
- … cracked that nut. [chuckles]
- Okay. Well, thanks.

00:46:48.160 --> 00:46:49.520
- [laughs]
- And, again, anything we can

00:46:49.520 --> 00:46:52.640
do virtually. Great presentation.
And thank you for all your activities.

00:46:52.640 --> 00:46:54.720
- Thank you. I like that
suggestion of sending out

00:46:54.720 --> 00:46:58.176
a tip list about virtual things.
- Yeah.

00:46:59.269 --> 00:47:03.280
- That’s great. And, speaking of
tip lists, you’ve shared your

00:47:03.280 --> 00:47:05.520
PowerPoint with me.
Would you be okay with me

00:47:05.520 --> 00:47:07.840
sharing this with the –
the PowerPoint with the center?

00:47:07.840 --> 00:47:10.320
I think there are a lot of great resources
that you summarized in there.

00:47:10.320 --> 00:47:14.296
- Absolutely.
- That would – okay, that’d be great.

00:47:14.320 --> 00:47:17.680
So, let’s see. There’s a quick question
from Andy Michael, which – oops.

00:47:17.680 --> 00:47:20.480
Just scrolled past.
Which is, what programs are good

00:47:20.480 --> 00:47:24.480
for interns that work year-round for
a few to several hours per week

00:47:24.480 --> 00:47:27.832
as opposed to full-time
during the summer?

00:47:27.832 --> 00:47:32.640
- So, two things are good for that.
The Virtual Student Federal Service

00:47:32.640 --> 00:47:37.120
is expected to be about 10 hours
a week year-round – or, not year-round,

00:47:37.120 --> 00:47:40.720
but during the school year.
It is a volunteer internship,

00:47:40.720 --> 00:47:49.040
and the way that it works is,
you build a project description

00:47:49.040 --> 00:47:53.040
in the State Department website
in about May or June –

00:47:53.040 --> 00:47:56.400
May-to-June timeframe.
The students apply in July.

00:47:56.400 --> 00:48:00.160
You interview and choose students
and agree for them to work for you.

00:48:00.160 --> 00:48:04.560
So that’s really great. It is not
convertible in any way to a hire.

00:48:04.560 --> 00:48:09.976
You can also use the Pathways
Internship Program to hire students.

00:48:10.000 --> 00:48:13.600
And those students are convertible
at the end of their internship,

00:48:13.600 --> 00:48:17.440
and so you can certainly work with
them a few hours a week through the

00:48:17.440 --> 00:48:21.680
school year and then keep the same
ones on longer in the summer.

00:48:21.680 --> 00:48:25.816
Those are, of course, paid internships,
and they have to be advertised

00:48:25.840 --> 00:48:28.605
and hired through the
Pathways Program.

00:48:30.000 --> 00:48:36.960
One of the challenges that Pathways
has had always is the nationalization

00:48:36.960 --> 00:48:40.480
of that program and the fact that you
can advertise something and say

00:48:40.480 --> 00:48:43.840
you want a student to come –
in Pasadena to come and work for you,

00:48:43.840 --> 00:48:46.640
and you’re going to get applications
from all over the country from people

00:48:46.640 --> 00:48:49.722
who aren’t going to come
to school in Pasadena.

00:48:49.754 --> 00:48:55.096
One of the things we’re working on
in that Federal Coordination of STEM

00:48:55.120 --> 00:48:59.440
programs is to get the Office of
Personnel Management to change

00:48:59.440 --> 00:49:06.640
the guidance on student internships
and allow us to advertise locally

00:49:06.640 --> 00:49:10.800
and choose on a much –
from a much smaller pool.

00:49:10.800 --> 00:49:15.040
So we haven’t gotten them
to make a change yet.

00:49:15.040 --> 00:49:18.160
We were sort of hoping, at the end
of the Trump administration,

00:49:18.160 --> 00:49:21.040
when he was trying to impress
people that he was good with jobs,

00:49:21.040 --> 00:49:25.040
that they would make that change.
But they turned is down. [laughs]

00:49:25.040 --> 00:49:29.040
So maybe in the new administration,
as we try to create more jobs

00:49:29.040 --> 00:49:33.416
for students, we’ll be able to
get a little more hiring flexibility

00:49:33.440 --> 00:49:35.714
because that would
be very helpful.

00:49:37.621 --> 00:49:43.200
- Thanks. That’s a nice answer.
The – let’s see. There’s a question from

00:49:43.200 --> 00:49:46.800
Clara Yoon, and then we’ll go to
Steve DeLong, who has his hand up.

00:49:46.800 --> 00:49:49.200
Clara, would you like to
ask this question yourself?

00:49:49.200 --> 00:49:51.316
Or I can do it.

00:49:53.972 --> 00:49:55.792
- Yeah, go ahead, Austin.
I’ll …

00:49:55.792 --> 00:49:57.680
- Okay. I’ll do it since
you wrote it out already.

00:49:57.680 --> 00:50:00.800
So, thanks for the great talk, Eleanour.
What are your thoughts on expanding

00:50:00.800 --> 00:50:03.760
the USGS internship pool to
older adults who have not

00:50:03.760 --> 00:50:06.480
been in school for years?
For example, people who learned

00:50:06.480 --> 00:50:09.280
about and developed an interest
in geosciences later in life,

00:50:09.280 --> 00:50:13.336
career changers, people who were
laid off from other industries?

00:50:13.360 --> 00:50:16.720
Would that help improve diversity
efforts, or is the best thing to focus

00:50:16.720 --> 00:50:21.683
on students enrolled in school?
- Well, that’s such a good question.

00:50:23.760 --> 00:50:29.280
The challenge is the ways
that we’re allowed to hire.

00:50:29.280 --> 00:50:34.400
So one of the things that really works
for the NAGT – the cooperative summer

00:50:34.400 --> 00:50:38.000
field training program is that we have
a partner who nominates qualified

00:50:38.000 --> 00:50:43.656
students, and that allows us to then
individually hire this particular student.

00:50:43.680 --> 00:50:47.200
It’s more complicated when
you’re talking about people

00:50:47.200 --> 00:50:50.880
who aren’t in school.
We’d have to – the easiest way

00:50:50.880 --> 00:50:55.256
to do it, in terms of the hiring action,
would be to find another partner

00:50:55.280 --> 00:50:58.400
who could be a nominator.
Some group that we’re working with.

00:50:58.400 --> 00:51:07.520
So, for example, if there is a program
at AGU or GSA or one of – another

00:51:07.520 --> 00:51:12.400
professional society that works with
students – or, older people coming back

00:51:12.400 --> 00:51:16.640
into this profession at a different time
in their career, that group could

00:51:16.640 --> 00:51:19.200
become a nominating group.
That’s the easiest way,

00:51:19.200 --> 00:51:23.096
from a hiring action point of view,
to get something like that set up.

00:51:23.120 --> 00:51:28.400
I’m also really hopeful that there might
be a stimulus package coming out of

00:51:28.400 --> 00:51:32.080
the pandemic as part of economic
recovery that will allow us to

00:51:32.080 --> 00:51:36.800
do a lot more hiring of interns.
I’m really worried about losing

00:51:36.800 --> 00:51:41.200
this generation of young scientists
to this economic disaster.

00:51:41.200 --> 00:51:45.920
And so that’s a really good thing to
bear in mind if we do get the

00:51:45.920 --> 00:51:49.600
opportunity to build new programs
as part of economic recovery.

00:51:49.600 --> 00:51:52.097
I love that suggestion.

00:51:53.679 --> 00:51:56.560
- Thanks for the answer, Eleanour.
You’re clearly the right resource

00:51:56.560 --> 00:51:58.560
to go to with these questions.
[laughter]

00:51:58.560 --> 00:52:02.240
Full of ideas about this.
So let’s let Steve chime in

00:52:02.240 --> 00:52:04.550
with his question.
Steve DeLong.

00:52:04.590 --> 00:52:08.400
- Sure, thanks. First, I wanted
to say thanks to Eleanour.

00:52:08.400 --> 00:52:13.336
She was – she’s been really helpful
in our center’s efforts to stand up

00:52:13.360 --> 00:52:16.640
programs that are responsive
to the JEDI objectives.

00:52:16.640 --> 00:52:19.120
And she was the first person that
I called when we started doing that.

00:52:19.120 --> 00:52:23.440
So she’s really helped us a lot.
So I really appreciate that level

00:52:23.440 --> 00:52:25.760
of connection that we
already have with the center.

00:52:25.760 --> 00:52:28.400
I have a couple questions.
The first one is maybe kind of vague,

00:52:28.400 --> 00:52:32.480
and I just wonder if you could talk
a little bit more about how we

00:52:32.480 --> 00:52:36.560
bring in interns that are not always –
have the longest résumé or the

00:52:36.560 --> 00:52:41.280
most accomplished students in the –
in the pile of applications.

00:52:41.280 --> 00:52:46.160
You know, you’ve talked about how
we need to think about – you know,

00:52:46.160 --> 00:52:49.760
what’s the sort of – the mutual benefit,
or the benefit, to the applicants and

00:52:49.760 --> 00:52:53.416
the USGS in how we choose.
But do you have sort of practical

00:52:53.440 --> 00:52:57.040
suggestions for how, when we have
a pile of résumés or resources,

00:52:57.040 --> 00:53:03.600
we make decisions that are beneficial
to the USGS and really help us achieve

00:53:03.600 --> 00:53:08.190
some of these objectives of
diversifying the geosciences?

00:53:08.214 --> 00:53:10.696
- Yeah, I’ve got a couple
of suggestions about that.

00:53:10.720 --> 00:53:16.105
It depends a little bit on the scope
of the hire that you’re doing.

00:53:16.441 --> 00:53:22.080
And who’s making the decision.
So it’s sometimes common to have a

00:53:22.080 --> 00:53:26.000
committee that looks over applications.
And, you know, as scientists, we love –

00:53:26.000 --> 00:53:29.920
we love numbers, so people will
make a rubric and get the scores.

00:53:29.920 --> 00:53:33.040
And, of course, the highest scores
are going to be those résumés that

00:53:33.040 --> 00:53:37.960
[chuckles] accumulate a lot of privilege.
So throw the rubric out is a good start.

00:53:37.996 --> 00:53:42.480
Another thing that works really well, if
you’ve got a hiring committee and then

00:53:42.480 --> 00:53:46.000
a – you know, a decision-maker, is to
ask the committee for an unranked list.

00:53:46.000 --> 00:53:51.440
You want to know who’s qualified.
And, you know, you might have

00:53:51.440 --> 00:53:54.800
people who try to slip you a –
you know, a line – we really like

00:53:54.800 --> 00:53:59.200
this person best, but – you asked for
unranked, but we really like this person.

00:53:59.200 --> 00:54:05.040
If you pay attention, you’ll see that
person is almost always the guy that’s

00:54:05.040 --> 00:54:07.200
most like everybody else who’s
already there. [chuckles]

00:54:07.200 --> 00:54:12.400
And so, if you – a bold hiring manager
can just say, thank you for your input

00:54:12.400 --> 00:54:16.456
and go to the number two or three
person who’s also highly qualified.

00:54:16.480 --> 00:54:20.000
And another thing that you could do,
if you’re hiring a bunch of people,

00:54:20.000 --> 00:54:24.960
is to do sort of a combination of things.
I kind of call it a draft pick. [chuckles]

00:54:24.960 --> 00:54:31.040
So, if you – if you’re hiring six or
eight or 10 interns in a summer, then,

00:54:31.040 --> 00:54:34.320
you know, go ahead and rank them
and pick all the highly qualified ones,

00:54:34.320 --> 00:54:41.256
but leave at least two or three slots open
for individuals on the committee to say,

00:54:41.280 --> 00:54:44.480
I want to pick this person. They don’t
have the highest grade point average.

00:54:44.480 --> 00:54:48.640
They don’t have the highest this or that.
But what I see in there that I’m really

00:54:48.640 --> 00:54:53.120
attracted to is – you know, is this
statement here or this experience there.

00:54:53.120 --> 00:54:56.880
And so let’s give that person a shot.
And so that – you know, giving

00:54:56.880 --> 00:55:00.960
everybody on the committee a draft pick
to choose somebody who might not

00:55:00.960 --> 00:55:04.427
be ranked quite so high but might
have other things to bring to the table

00:55:04.427 --> 00:55:09.534
is another really useful
way to pull in more diversity.

00:55:09.558 --> 00:55:13.496
- Thanks. And then, if I could just
have one more quick question.

00:55:13.520 --> 00:55:16.480
One of the things we’re trying to do
in the center is expand these efforts

00:55:16.480 --> 00:55:20.400
to our – in our admin and
our IT and our operational folks.

00:55:20.400 --> 00:55:24.400
We have lots of people in our center
who – you know, they drive trucks to

00:55:24.400 --> 00:55:26.160
the top of mountains
and install radio equipment.

00:55:26.160 --> 00:55:27.120
- Mm-hmm.
- And that doesn’t necessarily –

00:55:27.120 --> 00:55:29.440
you know, you don’t see that
on someone’s college résumé,

00:55:29.440 --> 00:55:32.696
whether they’re good
at that sort of thing.

00:55:32.720 --> 00:55:35.760
But we know there’s
a lot of talent out there.

00:55:35.760 --> 00:55:38.960
Do you have any suggestions for how
we meet these objectives while bringing

00:55:38.960 --> 00:55:44.792
in people for those other roles that aren’t
so research-oriented in our center?

00:55:46.480 --> 00:55:49.761
- I don’t know if it would
be that different, honestly.

00:55:50.880 --> 00:55:54.560
The other thing you can do is really
think about where you’re recruiting,

00:55:54.560 --> 00:55:58.456
where you’re advertising this thing,
so you get a really diverse pool.

00:55:58.480 --> 00:56:04.720
And that’s a important first step,
that you’re not just throwing it out

00:56:04.720 --> 00:56:10.400
on USAJobs, but you’re also going
to a job fair or showing up at the

00:56:10.400 --> 00:56:15.680
community college, reaching out to the
classroom or the teacher that you know

00:56:15.680 --> 00:56:20.296
is teaching the kind of thing you want
your next – your next hires to know.

00:56:20.320 --> 00:56:23.280
Those kinds of outreaches can
help you find really good people,

00:56:23.280 --> 00:56:27.056
too, that might not
necessarily stumble upon you.

00:56:28.066 --> 00:56:29.840
- Thanks.

00:56:33.347 --> 00:56:35.920
- Thanks, Eleanour.
This is just really excellent information,

00:56:35.920 --> 00:56:38.720
and the resources you’re laying out
and the recommendations you’re

00:56:38.720 --> 00:56:42.136
giving are extremely valuable for us.
And I’m really excited about that.

00:56:42.136 --> 00:56:45.120
- Great.
- There’s one more question

00:56:45.120 --> 00:56:48.080
remaining in the chat.
If anyone else has last things –

00:56:48.080 --> 00:56:50.216
we got a second one.

00:56:50.240 --> 00:56:53.680
So the – let’s see, Devin McPhillips
asks, can you offer some examples

00:56:53.680 --> 00:56:57.760
of how institutional partnerships
are used – so the – are used with,

00:56:57.760 --> 00:57:01.440
like, minority-serving institutions,
for example, where is the tipping point

00:57:01.440 --> 00:57:06.621
for a formal partnership versus just
interactions and one-off internships.

00:57:06.621 --> 00:57:08.941
- Oh, that’s a really
great question.

00:57:10.160 --> 00:57:17.016
So the partnerships
are a two-way street.

00:57:17.040 --> 00:57:24.856
And it’s really important, actually,
to have that because I think that

00:57:24.880 --> 00:57:30.160
minority institutions are really
used to people kind of coming in

00:57:30.160 --> 00:57:37.840
and using them [laughs], I’ll just say,
without really offering much in return.

00:57:37.840 --> 00:57:42.400
So, you know, somebody is writing
a grant proposal, and they need to

00:57:42.400 --> 00:57:49.040
say something about their
broadening participation goals.

00:57:49.040 --> 00:57:52.320
And so they come to a – they come
to a diverse organization and say,

00:57:52.320 --> 00:57:54.320
hey, we want to use you.
But they don’t actually provide

00:57:54.320 --> 00:57:57.200
anything for that organization.
So that’s the first step.

00:57:57.200 --> 00:58:01.040
Think about what you can give to them.
And one thing that’s been really

00:58:01.040 --> 00:58:06.240
successful in – that CCNY does
is they have a monthly speaker series

00:58:06.240 --> 00:58:08.960
of USGS scientists.
The first Friday of every month,

00:58:08.960 --> 00:58:14.480
a USGS scientist shows up on campus,
before pandemic, and gives a talk

00:58:14.480 --> 00:58:18.400
about their science and meets with
the students, has lunch with the

00:58:18.400 --> 00:58:24.375
students and the faculty, spends
a few hours there engaging with

00:58:24.400 --> 00:58:30.720
the faculty and the student body.
And then builds those relationships

00:58:30.720 --> 00:58:34.720
and understanding with the faculty
and the student body, so when it

00:58:34.720 --> 00:58:38.776
comes time to say, you know,
we’d really like to hire some interns,

00:58:38.800 --> 00:58:41.920
you have a relationship with them.
The faculty know the kinds of

00:58:41.920 --> 00:58:47.440
things USGS is looking for.
You know – you trust them to point

00:58:47.440 --> 00:58:50.880
you towards really good students.
So that kind of interaction can

00:58:50.880 --> 00:58:56.080
be really healthy. And I think,
if you are – if your center is looking to

00:58:56.080 --> 00:59:01.440
build a relationship, you know,
find some with a really good,

00:59:01.440 --> 00:59:05.200
diverse student body that also
is teaching the skills that you

00:59:05.200 --> 00:59:07.920
want those students to have.
And then there’s all kinds of things

00:59:07.920 --> 00:59:12.480
you could do – not just a lecture series,
but maybe you teach a couple

00:59:12.480 --> 00:59:18.880
of sessions in a course.
They’re having a course in, you know,

00:59:18.880 --> 00:59:23.016
earthquake science, and you go in,
and you teach about the newest

00:59:23.040 --> 00:59:26.640
software that does analysis
of earthquake waves or

00:59:26.640 --> 00:59:29.280
something like that.
So there’s ways to be really

00:59:29.280 --> 00:59:33.760
deeply engaged and get to know
the students and the faculty well.

00:59:33.760 --> 00:59:38.000
And I think that’s a really good best
practice for building those institutional

00:59:38.000 --> 00:59:42.160
relationships that can lead to,
you know, a longstanding stream

00:59:42.160 --> 00:59:45.840
of good talent
coming towards you.

00:59:46.792 --> 00:59:49.600
- Thanks. Those are really excellent
recommendations to sort of expand

00:59:49.600 --> 00:59:53.200
the scope of what you do beyond
just stepping in and lecturing in a

00:59:53.200 --> 00:59:56.320
classroom and really start to engage.
And I think, in much the same way

00:59:56.320 --> 00:59:59.520
that you are conveying to us what
many of these resources are in the

00:59:59.520 --> 01:00:03.440
scope of bringing people onto
the USGS, we can go on and,

01:00:03.440 --> 01:00:06.000
armed with those resources,
sort of propagate that information

01:00:06.000 --> 01:00:09.920
to other institutional
would-be partners and such.

01:00:09.920 --> 01:00:11.840
- Mm-hmm.
- There are just a couple

01:00:11.840 --> 01:00:14.720
final comments.
One from Mike Blanpied.

01:00:14.720 --> 01:00:19.440
Great answer. It reminds me of a college
admissions official who said that they

01:00:19.440 --> 01:00:22.960
have a group read a dozen applications,
then they turn them over and have

01:00:22.960 --> 01:00:25.736
group conversations about
which ones they remember.

01:00:25.760 --> 01:00:31.096
And those that – the ones they
remember are ones that stood out,

01:00:31.120 --> 01:00:33.816
often in ways other
than the high scores.

01:00:33.840 --> 01:00:40.160
And so a sort of follow-up comment,
or related, is this – Mark Waldrop says,

01:00:40.160 --> 01:00:42.160
I love the résumés are
accumulators of privilege.

01:00:42.160 --> 01:00:45.840
And I think that is, indeed,
a pretty important takeaway point

01:00:45.840 --> 01:00:50.800
that is a sort of undeniable point
that you make that is worth everyone

01:00:50.800 --> 01:00:54.776
keeping in mind all the time.
Because we do find ourselves

01:00:54.800 --> 01:00:58.080
stuck to following sort of rubrics
and numerical measures of things.

01:00:58.080 --> 01:01:01.680
- Mm-hmm.
- So thank you for arming us

01:01:01.680 --> 01:01:06.136
with that perspective about
how to go into these issues.

01:01:06.160 --> 01:01:08.120
So I think, with that, there are
no more questions in the chat

01:01:08.120 --> 01:01:12.160
and no more hands up.
This has been a completely fabulous

01:01:12.160 --> 01:01:14.160
and excellent presentation
and discussion.

01:01:14.160 --> 01:01:17.760
So I think everyone should
sort of unmute and maybe

01:01:17.760 --> 01:01:20.240
turn your cameras on.
We can thank Eleanour with a round

01:01:20.240 --> 01:01:25.277
of applause for talking to us.
Thanks very much.

01:01:25.277 --> 01:01:26.308
- You’re welcome.
Glad to be here.

01:01:26.308 --> 01:01:27.651
[applause]

01:01:27.651 --> 01:01:31.120
- And, with that, this will
conclude the formal seminar.

01:01:31.120 --> 01:01:35.280
So we can stop the recording.
But, as I said earlier, anyone who is –

01:01:35.280 --> 01:01:39.280
who would like can stay on,
continue the discussion,

01:01:39.280 --> 01:01:41.760
and do a little meet-and-greet here.
So thanks.