Gaston Caperton on the Role of the College Board
Gaston Caperton, a former two-term governor of West Virginia, is the eighth president of the College Board, a not-for-profit membership association founded in 1900 that consists of 5,000 of the nation's leading schools, colleges, and universities. Among its best-known programs are the Advanced Placement Program® (AP®) and the SAT®.
Since his appointment in 1999, Caperton has transformed the College Board into a resolutely mission-driven, values-oriented organization that takes bold steps to connect greater numbers of students to college success and opportunity while raising educational standards. In his successful effort to expand equity within programs that foster academic excellence, he has more than doubled the size of the College Board's staff, modernized its management structure, and established collegeboard.com, the nation's predominant comprehensive Web site serving nearly 4 million students a year as they plan their paths to college.
Caperton: I think what we have done at the College Board, if I could explain just a minute about what the College Board is, because people are somewhat kind of confused about what we are. What we are is, first, is that we’re an organization that is preparing kids to go to college. We have this, we have standards of what you need to go to college and be successful. We have curriculum from the 6th grade to the 12th grade in Math and English. We have the AP program, which is 37 subjects, so we have a standard, you know, standards, and we have programs that allow, that we prepare kids to go to college. So, we used to be just individual programs. Now, we’re a system of programs that we can prove that we can really improve performance significantly in either a state or at the school district or in a school. So, that’s part of what we do. The second part is how do you affect the admissions process. So, not only do we provide the SAT to colleges and schools and students, but we also do a lot on financial aid, we do a lot of admissions. Part of that’s training, some of that’s programs to help administer it. And the third thing is we have a program of innovation and research. That’s the newest part of the College Board, begun about three years ago. We do studies on how you can improve community colleges, how you can improve writing, how you can improve the process of getting more students prepared and ready to go to college. So, those are the three parts of the College Board, and I think that Time Magazine says what they did, it shows that we’re trying to make an impact, a substantial impact from preparing kids to go to college to the process of entering college and then looking for ways that we can improve the whole system by innovation and research.
Question: What have you achieved with collegeboard.com?
Caperton: Collegeboard.com was really begun really at the sort of the hype of the internet, back about, almost… it has been almost 9 years ago. And I wanted to, when I came to the College Board, one of the first things I did was to create collegeboard.com because I wanted us to be on the cutting edge, and it’s been a really critical part of the growth and expansion of the College Board. When I went to the College Board, we had about 400 employees. We now have about 1200 employees. We’ve almost tripled what we do today from what we did, and part of that was because we had the ability to communicate to kids, the students, through the internet system. So, I think it’s been a very important part. It’s something that we continue to upgrade. It’s a good service for parents and students to better, to sign up, to get information. It will become a bigger and more important thing for teachers to get information and other educators to get information. So, I think it’s highly used. I think it’s probably, by far, the busiest education website in the country, and it’s given us a chance to speak to students, parents and teachers and educators in a much more effective way than we could have if we hadn’t had it.
Gaston Caperton explains the role of the nation’s entryway to college.
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"Nothing but naked people: fat ones, thin ones, old, young…"
"The Yellow Sands", 1888, John Reinhard Weguelin; source: Wikimedia Commons<h3>Naked revolution</h3><p>Yet long before anyone knew about beach fashion, naturism was trendy. Bathing naked in the sea was going on in England as early as 1840. However, during the reign of Queen Victoria, this pleasure was outlawed. But it popped up again among the conservative Germans. In 1898, the first Naturist Club was founded in Essen and in 1900 the Wandering Birds group (<em>Wandervögel</em>) was scouring the country for uninhabited places and naked sunbathing. In the same year, Heinrich Pudor wrote <em>The C</em><em>ult of </em><em>the </em><em>Nud</em><em>e</em>, winning the hearts of contemporary supporters of naturism.</p><p>In the 1920s, on the back of this, members of the Movement for Natural Healing (<em>Naturheilbewegung</em>) organized naked sunbathing for the improvement of health. Persuaded by Pudor's theory of the healing properties of the sun and wind, which could be absorbed through the skin, they launched the naked revolution.</p><p>Pudor's book became the naturists' manifesto and soon after, not far from Hamburg, the Free Body Culture (<em>Freikörperkultur</em>, or FKK) movement was founded. This spread through other German centres and brought together thousands of people. The FKK still operates under the same name today.</p><p>The cult of the naked body even wrote itself into the ideology of fascist Germany, which advocated a pure, Aryan race. But in 1933, Hermann Göring issued an order that defined nudity as "the greatest threat to the German soul" and, with that, criminalized naturist organizations. But this wasn't the end of the movement. The naturists went underground, continuing their activities under the guise of improving physical fitness.</p><p>In 1936, the idea was even floated of having a naturist display to open the Berlin Olympic Games. It was quickly dropped. Despite this, in 1939 the naturists managed to organize their own Games in the Swiss village of Thielle.</p>
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Crows have their own version of the human cerebral cortex.
Action-packed pallia<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNDQ0NzkyMS9vcmlnaW4ucG5nIiwiZXhwaXJlc19hdCI6MTYxNzk1NzM1OH0.Tjb3zulFW2gwhteR124F9HGbmdnCqNqQFOBQouieTJ8/img.png?width=980" id="2bbc9" class="rm-shortcode" data-rm-shortcode-id="2907e4035e553565f4446e968ee73d92" data-rm-shortcode-name="rebelmouse-image" />
Fun with Ozzie and Glenn<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNDQ0Njk2MS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTYxMzY4Njc2MX0.ZgpsPMCK6qOj2o0kErvVPjdua1EnMCIwCuHHGrb3LiY/img.jpg?width=980" id="acbeb" class="rm-shortcode" data-rm-shortcode-id="2e286fecbb228a5ca8aa26fcd19f95a2" data-rm-shortcode-name="rebelmouse-image" alt="two crows in a tree" />
Ozzie and Glenn not pictured
Credit: narubono/Unsplash<p>The kind of higher intelligence crows exhibited in the new research is similar to the way we solve problems. We catalog relevant knowledge and then explore different combinations of what we know to arrive at an action or solution.</p><p>The researchers, led by neurobiologist <a href="https://homepages.uni-tuebingen.de/andreas.nieder/" target="_blank">Andreas Nieder</a> of the University of Tübingen in Germany, trained two carrion crows (<em>Corvus corone</em>), Ozzie and Glenn.</p><p>The crows were trained to watch for a flash — which didn't always appear — and then peck at a red or blue target to register whether or not a flash of light was seen. Ozzie and Glenn were also taught to understand a changing "rule key" that specified whether red or blue signified the presence of a flash with the other color signifying that no flash occurred.</p><p>In each round of a test, after a flash did or didn't appear, the crows were presented a rule key describing the current meaning of the red and blue targets, after which they pecked their response.</p><p>This sequence prevented the crows from simply rehearsing their response on auto-pilot, so to speak. In each test, they had to take the entire process from the top, seeing a flash or no flash, and then figuring out which target to peck.</p><p>As all this occurred, the researchers monitored their neuronal activity. When Ozzie or Glenn saw a flash, sensory neurons fired and then stopped as the bird worked out which target to peck. When there was no flash, no firing of the sensory neurons was observed before the crow paused to figure out the correct target.</p><p>Nieder's interpretation of this sequence is that Ozzie or Glenn had to see or not see a flash, deliberately note that there had or hadn't been a flash — exhibiting self-awareness of what had just been experienced — and then, in a few moments, connect that recollection to their knowledge of the current rule key before pecking the correct target.</p><p>During those few moments after the sensory neuron activity had died down, Nieder reported activity among a large population of neurons as the crows put the pieces together preparing to report what they'd seen. Among the busy areas in the crows' brains during this phase of the sequence was, not surprisingly, the pallium.</p><p>Overall, the study may eliminate the layered cerebral cortex as a requirement for higher intelligence. As we learn more about the intelligence of crows, we can at least say with some certainty that it would be wise to avoid <a href="https://www.nytimes.com/2008/08/26/science/26crow.html" target="_blank" rel="noopener noreferrer">angering one</a>.</p>