>>> THE NEW ECONOMY IS BASED ON
KNOWLEDGE AND TALENT.

KNOWLEDGE AND TALENT.
IS OUR HIGHER EDUCATION SYSTEM

IS OUR HIGHER EDUCATION SYSTEM
UP TO THE TASK OF PROVIDING THE

UP TO THE TASK OF PROVIDING THE
KNOWLEDGE AND FILLING THE TALENT

KNOWLEDGE AND FILLING THE TALENT
NEEDS?

NEEDS?
U OF A IS PREPARING THEIR

U OF A IS PREPARING THEIR
ENGINEERING STUDENTS VERY WELL.

ENGINEERING STUDENTS VERY WELL.
THEY COME TO US AND WE CAN PUT

THEY COME TO US AND WE CAN PUT
THEM TO WORK RIGHT AWAY.

THEM TO WORK RIGHT AWAY.
BUT WE NEED MORE.

BUT WE NEED MORE.
>> JUST BECAUSE THEY ENTER

>> JUST BECAUSE THEY ENTER
COLLEGE DOES NOT MEAN THAT THEY

COLLEGE DOES NOT MEAN THAT THEY
FINISH COLLEGE.

FINISH COLLEGE.
THEY FINISH COLLEGE AT A LESSER

THEY FINISH COLLEGE AT A LESSER
RATE THAN THEIR COUNTERPARTS.

RATE THAN THEIR COUNTERPARTS.
>> MAKING ARIZONA AND ITS

>> MAKING ARIZONA AND ITS
WORKFORCE COMPETITIVE IN THE

WORKFORCE COMPETITIVE IN THE
21st CENTURY ECONOMY.

21st CENTURY ECONOMY.
THIS "ARIZONA WEEK."

THIS "ARIZONA WEEK."
>> PRODUCTION OF "ARIZONA WEEK"

>> PRODUCTION OF "ARIZONA WEEK"
IS MADE POSSIBLE IN PART BY A

IS MADE POSSIBLE IN PART BY A
GRANT FROM THE STONEWALL

GRANT FROM THE STONEWALL
FOUNDATION AND BY THE MEMBERS OF

FOUNDATION AND BY THE MEMBERS OF
ARIZONA PUBLIC MEDIA.

ARIZONA PUBLIC MEDIA.
THANK YOU FOR YOUR CONTINUED

THANK YOU FOR YOUR CONTINUED
SUPPORT.

>>> ONCE AGAIN, YOUR MODERATOR,
MICHAEL CHIHAK.

MICHAEL CHIHAK.
>> HIGH-QUALITY JOBS WILL BE KEY

>> HIGH-QUALITY JOBS WILL BE KEY
TO ARIZONA'S FUTURE.

TO ARIZONA'S FUTURE.
THE MAIN TALENT TO FILL THOSE

THE MAIN TALENT TO FILL THOSE
JOBS IS OUR HIGHER EDUCATION

JOBS IS OUR HIGHER EDUCATION
SYSTEM.

SYSTEM.
WE'LL LOOK AT HOW THE SYSTEM

WE'LL LOOK AT HOW THE SYSTEM
WILL PROVIDE TALENT, WHAT ONE

WILL PROVIDE TALENT, WHAT ONE
BIG EMPLOYER THINKS ABOUT IT,

BIG EMPLOYER THINKS ABOUT IT,
AND A POTENTIAL SHORTCOMING.

AND A POTENTIAL SHORTCOMING.
WE'LL START TONIGHT WITH

WE'LL START TONIGHT WITH
EXCERPTS OF A FORUM FEATURING

EXCERPTS OF A FORUM FEATURING
THE PRESIDENTS OF ARIZONA'S TWO

THE PRESIDENTS OF ARIZONA'S TWO
BIGGEST UNIVERSITIES THIS WEEK.

BIGGEST UNIVERSITIES THIS WEEK.
THAT'S THE TUCSON REGIONAL

THAT'S THE TUCSON REGIONAL
ECONOMIC OPPORTUNITIES ANNUAL

ECONOMIC OPPORTUNITIES ANNUAL
LUNCHEON.

LUNCHEON.
>> MANY OF YOU KNOW AND HAVE

>> MANY OF YOU KNOW AND HAVE
READ FOR YEARS THAT THE

READ FOR YEARS THAT THE
KNOWLEDGE ECONOMY THAT THE WORLD

KNOWLEDGE ECONOMY THAT THE WORLD
IS FACING NOW IS COMPLETELY

IS FACING NOW IS COMPLETELY
DIFFERENT THAN AN ECONOMY BASED

DIFFERENT THAN AN ECONOMY BASED
ON LIMITED SKILLS THAT COULD BE

ON LIMITED SKILLS THAT COULD BE
QUICKLY ACQUIRED, AND THEN

QUICKLY ACQUIRED, AND THEN
PRACTICED IN A PROFESSIONAL OR

PRACTICED IN A PROFESSIONAL OR
TRADE FOR THE REST OF YOUR LIFE.

TRADE FOR THE REST OF YOUR LIFE.
AND WE KNOW THAT MANY AMERICANS

AND WE KNOW THAT MANY AMERICANS
WILL SWITCH CAREERS, I'M NOT

WILL SWITCH CAREERS, I'M NOT
TALKING JOBS, BUT CAREERS, FIVE

TALKING JOBS, BUT CAREERS, FIVE
TIMES IN THEIR LIFETIME.

TIMES IN THEIR LIFETIME.
AND SO, THE WHOLE NOTION OF

AND SO, THE WHOLE NOTION OF
TALENT HAS TAKEN ON A MUCH MORE

TALENT HAS TAKEN ON A MUCH MORE
DYNAMIC, AND I THINK FLEXIBLE

DYNAMIC, AND I THINK FLEXIBLE
MEANING FOR ALL OF US AND IT

MEANING FOR ALL OF US AND IT
MAKES WORLD-CLASS EDUCATION, AND

MAKES WORLD-CLASS EDUCATION, AND
WAYS OF KNOWING AND DOING THAT

WAYS OF KNOWING AND DOING THAT
ARE OPEN TO THAT NEED TO BE, TO

ARE OPEN TO THAT NEED TO BE, TO
ADJUST AND TO LEARN.

ADJUST AND TO LEARN.
I'VE HEARD MANY PEOPLE IN THE

I'VE HEARD MANY PEOPLE IN THE
EMPLOYMENT COMMUNITY TALK ABOUT

EMPLOYMENT COMMUNITY TALK ABOUT
HOW CRITICAL IT IS FOR ALL --

HOW CRITICAL IT IS FOR ALL --
FOR THAT TALENT TO BE PEOPLE WHO

FOR THAT TALENT TO BE PEOPLE WHO
ARE ARTICULATE AND CAN USE THE

ARE ARTICULATE AND CAN USE THE
LANGUAGE WELL, WHO HAVE NUMEROUS

LANGUAGE WELL, WHO HAVE NUMEROUS
SKILLS, WHO WORK IN TEAMS, AND

SKILLS, WHO WORK IN TEAMS, AND
MORE IMPORTANTLY, WHO VIEW

MORE IMPORTANTLY, WHO VIEW
TAKING ON NEW SKILLS AND

TAKING ON NEW SKILLS AND
LEARNING AS AS IMPORTANT AS THE

LEARNING AS AS IMPORTANT AS THE
BASE DISCIPLINARY KNOWLEDGE

BASE DISCIPLINARY KNOWLEDGE
ITSELF.

ITSELF.
AND SO FOR US, WHAT IT MEANS, I

AND SO FOR US, WHAT IT MEANS, I
BELIEVE, IS THAT NOT ONLY DO WE

BELIEVE, IS THAT NOT ONLY DO WE
HAVE THE OBLIGATION TO CREATE

HAVE THE OBLIGATION TO CREATE
THAT KNOWLEDGE BASE, AND TO

THAT KNOWLEDGE BASE, AND TO
CONVEY IT TO OUR VERY, VERY OPEN

CONVEY IT TO OUR VERY, VERY OPEN
AND ENGAGING LEARNING

AND ENGAGING LEARNING
EXPERIENCES, BUT ALSO TO TAKE

EXPERIENCES, BUT ALSO TO TAKE
RESPONSIBILITY FOR CREATING WAYS

RESPONSIBILITY FOR CREATING WAYS
OF THINKING ABOUT LEARNING, AND

OF THINKING ABOUT LEARNING, AND
THINKING ABOUT GROWING AND

THINKING ABOUT GROWING AND
DEVELOPING.

DEVELOPING.
SO THAT TALENT IS SOMETHING WE

SO THAT TALENT IS SOMETHING WE
HAVE, BUT WE DON'T HAVE IT AND

HAVE, BUT WE DON'T HAVE IT AND
THEN WE'RE FINISHED.

THEN WE'RE FINISHED.
IT'S SOMETHING THAT WE DEVELOP

IT'S SOMETHING THAT WE DEVELOP
ACROSS A LIFETIME.

ACROSS A LIFETIME.
BUT THAT'S THE KIND OF WORKFORCE

BUT THAT'S THE KIND OF WORKFORCE
THAT WE'RE PREPARING YOUNG MEN

THAT WE'RE PREPARING YOUNG MEN
AND WOMEN FOR, AND KEEPING

AND WOMEN FOR, AND KEEPING
THAT -- THAT DYNAMIC APPROACH TO

THAT -- THAT DYNAMIC APPROACH TO
THEIR OWN TALENT IS CRITICAL.

THEIR OWN TALENT IS CRITICAL.
>> THANK YOU.

>> THANK YOU.
>> I THINK THE IDEA THAT I'D

>> I THINK THE IDEA THAT I'D
LIKE TO GET OUT IS THIS NOTION

LIKE TO GET OUT IS THIS NOTION
OF WHAT IS TALENT ABOUT.

OF WHAT IS TALENT ABOUT.
SO, THE SIMPLEST MODEL FOR ME TO

SO, THE SIMPLEST MODEL FOR ME TO
PROJECT WHAT TALENT IS ABOUT IS

PROJECT WHAT TALENT IS ABOUT IS
TO USE A SPORTS ANALOGY.

TO USE A SPORTS ANALOGY.
IF YOU'RE BUILDING A BASKETBALL

IF YOU'RE BUILDING A BASKETBALL
TEAM YOU NEED A FANTASTIC COACH

TEAM YOU NEED A FANTASTIC COACH
AND YOU NEED FANTASTIC PLAYERS,

AND YOU NEED FANTASTIC PLAYERS,
AND YOU WILL DO ANYTHING WITHIN

AND YOU WILL DO ANYTHING WITHIN
THE RULES TO GET THAT TALENT AND

THE RULES TO GET THAT TALENT AND
TO GET THOSE PLAYERS SO THAT YOU

TO GET THOSE PLAYERS SO THAT YOU
CAN WIN THAT GAME.

CAN WIN THAT GAME.
SO JUST KEEP THAT IN YOUR MIND

SO JUST KEEP THAT IN YOUR MIND
AS YOU THINK ABOUT WHAT I'M

AS YOU THINK ABOUT WHAT I'M
ABOUT TO SAY RELATIVE TO TALENT.

ABOUT TO SAY RELATIVE TO TALENT.
SO THE ONE THING THAT WE HAVEN'T

SO THE ONE THING THAT WE HAVEN'T
THOUGHT ENOUGH ABOUT RELATIVE TO

THOUGHT ENOUGH ABOUT RELATIVE TO
TALENT IN ECONOMIC

TALENT IN ECONOMIC
COMPETITIVENESS, IS THAT WE'RE

COMPETITIVENESS, IS THAT WE'RE
NOT EVEN AWARE OF WHERE THE GAME

NOT EVEN AWARE OF WHERE THE GAME
IS.

IS.
SO 60% OF THE GLOBAL ECONOMY IS

SO 60% OF THE GLOBAL ECONOMY IS
BEING DRIVEN RIGHT NOW BY 600

BEING DRIVEN RIGHT NOW BY 600
CITIES AROUND THE PLANET.

CITIES AROUND THE PLANET.
AND IF YOU TAKE THOSE 600

AND IF YOU TAKE THOSE 600
CITIES, AND YOU THINK OF US AS

CITIES, AND YOU THINK OF US AS
BEING A CLUSTER OF A FEW OF

BEING A CLUSTER OF A FEW OF
THOSE CITIES, AND YOU THINK OF

THOSE CITIES, AND YOU THINK OF
US WITH THE SUN CORRIDOR BEING

US WITH THE SUN CORRIDOR BEING
ONE OF THE MEGA CLUSTERS OF

ONE OF THE MEGA CLUSTERS OF
THESE CITIES, IT TURNS OUT THAT

THESE CITIES, IT TURNS OUT THAT
YOU COULD PROBABLY REDUCE THE

YOU COULD PROBABLY REDUCE THE
COMPETITION FOR THE SUN CORRIDOR

COMPETITION FOR THE SUN CORRIDOR
DOWN TO LESS THAN 75 OTHER

DOWN TO LESS THAN 75 OTHER
PLACES ON THE PLANET.

PLACES ON THE PLANET.
YOU COULD LOOK AT THESE PLACES.

YOU COULD LOOK AT THESE PLACES.
AND WE DON'T THINK THIS WAY.

AND WE DON'T THINK THIS WAY.
WE DON'T THINK THAT ONE OF THE

WE DON'T THINK THAT ONE OF THE
PLACES THAT WE'RE COMPETING

PLACES THAT WE'RE COMPETING
AGAINST IS METRO LONDON.

AGAINST IS METRO LONDON.
AND ONE OF THE PLACES THAT WE'RE

AND ONE OF THE PLACES THAT WE'RE
COMPETING AGAINST IS METRO

COMPETING AGAINST IS METRO
SHANGHAI.

SHANGHAI.
OR METRO HOUSTON.

OR METRO HOUSTON.
OR THE MEGAPLEX DALLAS.

OR THE MEGAPLEX DALLAS.
WE JUST DON'T THINK THAT WAY.

WE JUST DON'T THINK THAT WAY.
SO NOW, IF YOU THINK ABOUT

SO NOW, IF YOU THINK ABOUT
TALENT, AND YOU USE THIS SPORTS

TALENT, AND YOU USE THIS SPORTS
IMAGE IN YOUR MIND, WHERE IT

IMAGE IN YOUR MIND, WHERE IT
SEEMS THAT WE TAKE SMART PILLS,

SEEMS THAT WE TAKE SMART PILLS,
AND WE FIGURE OUT WHAT TO DO SO

AND WE FIGURE OUT WHAT TO DO SO
THAT WE CAN WIN IN SPORTS, ON

THAT WE CAN WIN IN SPORTS, ON
THE OTHER SIDE WE JUST TAKE DUMB

THE OTHER SIDE WE JUST TAKE DUMB
PILLS.

PILLS.
AND SO -- AND THE DUMB PILLS

AND SO -- AND THE DUMB PILLS
THAT WE TAKE DON'T ALLOW US TO

THAT WE TAKE DON'T ALLOW US TO
EVEN KNOW THE FIELD OF PLAY.

EVEN KNOW THE FIELD OF PLAY.
SO IF NOW TAKE THESE 75 OTHER

SO IF NOW TAKE THESE 75 OTHER
PLACES AROUND THE PLANET, AND

PLACES AROUND THE PLANET, AND
YOU LOOK AT WHAT ARE THE FACTORS

YOU LOOK AT WHAT ARE THE FACTORS
THAT ARE LEADING TO THEIR

THAT ARE LEADING TO THEIR
UNBELIEVABLE SUCCESS, TWO THINGS

UNBELIEVABLE SUCCESS, TWO THINGS
EMERGE AS MOST CRITICAL.

EMERGE AS MOST CRITICAL.
ONE IS EDUCATIONAL ATTAINMENT.

ONE IS EDUCATIONAL ATTAINMENT.
AND I DON'T MEAN COLLEGE

AND I DON'T MEAN COLLEGE
ATTAINMENT.

ATTAINMENT.
EDUCATIONAL ATTAINMENT PAST HIGH

EDUCATIONAL ATTAINMENT PAST HIGH
SCHOOL.

SCHOOL.
THAT MEANS TECHNICAL TRAINING.

THAT MEANS TECHNICAL TRAINING.
JOB SPECIFIC TRAINING.

JOB SPECIFIC TRAINING.
COLLEGE ATTAINMENT.

COLLEGE ATTAINMENT.
MASTERS DEGREES.

MASTERS DEGREES.
Ph.D.s.

Ph.D.s.
IT'S EVERYTHING, NOT SOMETHING.

IT'S EVERYTHING, NOT SOMETHING.
EDUCATIONAL ATTAINMENT PAST HIGH

EDUCATIONAL ATTAINMENT PAST HIGH
SCHOOL.

SCHOOL.
AND SECONDLY, IS SOME

AND SECONDLY, IS SOME
COMBINATION OF ENTREPRENEURSHIP

COMBINATION OF ENTREPRENEURSHIP
AND INNOVATION.

AND INNOVATION.
>> YOU KNOW, YOU BROUGHT UP AN

>> YOU KNOW, YOU BROUGHT UP AN
INTERESTING NOTION AROUND THE

INTERESTING NOTION AROUND THE
SUN CORRIDOR.

SUN CORRIDOR.
DR. HART ANY ADDITIONAL INSIGHT

DR. HART ANY ADDITIONAL INSIGHT
ON THE SUN CORRIDOR?

ON THE SUN CORRIDOR?
THAT'S GOING TO BE A BIG DRIVER,

THAT'S GOING TO BE A BIG DRIVER,
CERTAINLY HERE IN THIS REGION

CERTAINLY HERE IN THIS REGION
GOING FORWARD THE NEXT FEW

GOING FORWARD THE NEXT FEW
YEARS.

YEARS.
>> WELL, I THINK YOUR POINT

>> WELL, I THINK YOUR POINT
EARLIER, THAT WE ARE -- WE ARE

EARLIER, THAT WE ARE -- WE ARE
AN ECONOMIC REGION, WE'RE NOT

AN ECONOMIC REGION, WE'RE NOT
CITY, AND THE WHOLE NOTION OF A

CITY, AND THE WHOLE NOTION OF A
CORRIDOR THAT IS WELCOMING TO

CORRIDOR THAT IS WELCOMING TO
BUSINESS OPPORTUNITIES THAT TAKE

BUSINESS OPPORTUNITIES THAT TAKE
ADVANTAGE OF THE TWO GREAT

ADVANTAGE OF THE TWO GREAT
RESEARCH UNIVERSITIES THAT

RESEARCH UNIVERSITIES THAT
ANCHOR THAT CORRIDOR REPRESENT,

ANCHOR THAT CORRIDOR REPRESENT,
THAT SEES US AS A TEAM OF

THAT SEES US AS A TEAM OF
BUSINESS LEADERS, POLITICAL

BUSINESS LEADERS, POLITICAL
LEADERS, EDUCATION LEADERS, AND

LEADERS, EDUCATION LEADERS, AND
INCUBATORS FOR RESEARCH AND

INCUBATORS FOR RESEARCH AND
DEVELOPMENT, CREATES AN

DEVELOPMENT, CREATES AN
ENVIRONMENT WHERE PEOPLE WANT TO

ENVIRONMENT WHERE PEOPLE WANT TO
COME AND WORK.

COME AND WORK.
THE CLICHE THAT YOU BUILD A GAS

THE CLICHE THAT YOU BUILD A GAS
STATION ON EVERY CORNER, IT'S

STATION ON EVERY CORNER, IT'S
NOT A PROBLEM TO HAVE A GAS

NOT A PROBLEM TO HAVE A GAS
STATION ON ALL FOUR CORNERS OF A

STATION ON ALL FOUR CORNERS OF A
MAJOR INTERSECTION.

MAJOR INTERSECTION.
BECAUSE YOU, IN FACT, DO DRAW

BECAUSE YOU, IN FACT, DO DRAW
BUSINESS FROM ONE ANOTHER.

BUSINESS FROM ONE ANOTHER.
AND IF -- WE HAVE GOT TO GET

AND IF -- WE HAVE GOT TO GET
OVER A SENSE THAT SOMEHOW THIS

OVER A SENSE THAT SOMEHOW THIS
IS A ZERO SUM GAME.

IS A ZERO SUM GAME.
WHERE ONE OF OUR COMMUNITIES,

WHERE ONE OF OUR COMMUNITIES,
ONE OF OUR CITIES, ONE OF OUR

ONE OF OUR CITIES, ONE OF OUR
COUNTIES, PROSPERS AT THE

COUNTIES, PROSPERS AT THE
EXPENSE OF OTHERS.

EXPENSE OF OTHERS.
WE ARE -- WE ARE THE FUTURE OF

WE ARE -- WE ARE THE FUTURE OF
ARIZONA.

ARIZONA.
ARIZONA NEEDS BOTH OF OUR

ARIZONA NEEDS BOTH OF OUR
RESEARCH UNIVERSITIES TO

RESEARCH UNIVERSITIES TO
SUCCEED, TO SUCCEED TOGETHER,

SUCCEED, TO SUCCEED TOGETHER,
AND TO BE GOOD PARTNERS IN

AND TO BE GOOD PARTNERS IN
CREATING A STRONG ECONOMIC

CREATING A STRONG ECONOMIC
ENVIRONMENT WHERE PEOPLE WANT TO

ENVIRONMENT WHERE PEOPLE WANT TO
BE.

BE.
>> YOU KNOW, IT'S A GREAT SEGUE

>> YOU KNOW, IT'S A GREAT SEGUE
INTO THE NEXT THEME AND THAT IS

INTO THE NEXT THEME AND THAT IS
THE ROLE OF THE UNIVERSITIES.

THE ROLE OF THE UNIVERSITIES.
AND BOTH OF YOU, IN RECENT

AND BOTH OF YOU, IN RECENT
ADDRESSES, HAVE MENTIONED THIS

ADDRESSES, HAVE MENTIONED THIS
NOTION THAT YOU'RE ADOPTING

NOTION THAT YOU'RE ADOPTING
MORE -- OR ADOPTING OR

MORE -- OR ADOPTING OR
INCORPORATING MORE COMPLEX

INCORPORATING MORE COMPLEX
OPERATING MODELS.

OPERATING MODELS.
YOU'VE ALSO BOTH USED THE

YOU'VE ALSO BOTH USED THE
LANGUAGE OF DISRUPTIVE POLICIES,

LANGUAGE OF DISRUPTIVE POLICIES,
OR PERHAPS DISRUPTIVE SOLUTIONS

OR PERHAPS DISRUPTIVE SOLUTIONS
THAT WILL HELP US GET THERE.

THAT WILL HELP US GET THERE.
COULD YOU TALK ABOUT A LITTLE

COULD YOU TALK ABOUT A LITTLE
BIT MORE SPECIFICS AROUND WHAT

BIT MORE SPECIFICS AROUND WHAT
THAT MEANS?

THAT MEANS?
AND THE ROLE THAT THE

AND THE ROLE THAT THE
UNIVERSITIES ARE PLAYING, NOT

UNIVERSITIES ARE PLAYING, NOT
JUST WHAT YOU'RE TALKING ABOUT

JUST WHAT YOU'RE TALKING ABOUT
DR. HART IN LINKING TO THE, BUT

DR. HART IN LINKING TO THE, BUT
SOME OF THOSE SPECIFIC

SOME OF THOSE SPECIFIC
INITIATIVES THAT YOU GOT UNDER

INITIATIVES THAT YOU GOT UNDER
WAY THAT MIGHT HELP WITH THIS

WAY THAT MIGHT HELP WITH THIS
TALENT ISSUE, AND DR. KOCH COULD

TALENT ISSUE, AND DR. KOCH COULD
WE START WITH YOU THIS TIME?

WE START WITH YOU THIS TIME?
>> HOW DO YOU DRIVE DISRUPTIVE

>> HOW DO YOU DRIVE DISRUPTIVE
ECONOMIC TRANSFORMATION?

ECONOMIC TRANSFORMATION?
YOU'VE GOT TO CREATE MORE

YOU'VE GOT TO CREATE MORE
DISRUPTERS.

DISRUPTERS.
SO THAT MEANS YOU'VE GOT TO GO

SO THAT MEANS YOU'VE GOT TO GO
INTO THE UNIVERSITIES.

INTO THE UNIVERSITIES.
YOU'VE GOT TO FIND A WAY NOT AS

YOU'VE GOT TO FIND A WAY NOT AS
THE ONLY PLACE BUT AS ONE OF THE

THE ONLY PLACE BUT AS ONE OF THE
PLACES AND FIND WAYS TO CREATE

PLACES AND FIND WAYS TO CREATE
PEOPLE WHO ARE NOT HIDE-BOUND TO

PEOPLE WHO ARE NOT HIDE-BOUND TO
A SINGLE DISCIPLINE.

A SINGLE DISCIPLINE.
WHO DO NOT THINK ABOUT AN ONLY

WHO DO NOT THINK ABOUT AN ONLY
TASK.

TASK.
WHO DO NOT KNOW HOW TO ONLY

WHO DO NOT KNOW HOW TO ONLY
DESIGN A NEW LANDING GEAR AND

DESIGN A NEW LANDING GEAR AND
THAT'S ALL THEY KNOW HOW TO DO.

THAT'S ALL THEY KNOW HOW TO DO.
OR ONLY KNOW HOW TO PROGRAM A

OR ONLY KNOW HOW TO PROGRAM A
SOFTWARE PACKAGE, AND THAT'S ALL

SOFTWARE PACKAGE, AND THAT'S ALL
THEY NEED TO KNOW HOW TO DO.

THEY NEED TO KNOW HOW TO DO.
THEY NEED TO BE BROADLY

THEY NEED TO BE BROADLY
ADAPTIVE, BROADLY EDUCATED,

ADAPTIVE, BROADLY EDUCATED,
TECHNICALLY COMPETENT,

TECHNICALLY COMPETENT,
TECHNICALLY ADAPTIVE, AND SO

TECHNICALLY ADAPTIVE, AND SO
THAT MEANS WE'VE GOT TO GO BACK

THAT MEANS WE'VE GOT TO GO BACK
INTO OUR OWN INSTITUTIONS AND

INTO OUR OWN INSTITUTIONS AND
RECONCEPTUALIZE HOW THEY WORK SO

RECONCEPTUALIZE HOW THEY WORK SO
THAT WE CAN PRODUCE THESE MORE

THAT WE CAN PRODUCE THESE MORE
DISRUPTIVE INDIVIDUALS.

DISRUPTIVE INDIVIDUALS.
>> DR. HART?

>> DR. HART?
>> ABSOLUTELY.

>> ABSOLUTELY.
AND YOU HEARD IN THE

AND YOU HEARD IN THE
INTRODUCTION, WE WERE TALKING

INTRODUCTION, WE WERE TALKING
ABOUT TRANSDISCIPLINARY AND

ABOUT TRANSDISCIPLINARY AND
TRANSFORMATIONAL.

TRANSFORMATIONAL.
WE'RE NOT TALKING ABOUT

WE'RE NOT TALKING ABOUT
INTERDISCIPLINARY.

INTERDISCIPLINARY.
WHERE TWO DIFFERENT KINDS OF

WHERE TWO DIFFERENT KINDS OF
SILOS THAT WE BUILT AND LABELED

SILOS THAT WE BUILT AND LABELED
AS PSYCHOLOGY AND SOCIOLOGY OR

AS PSYCHOLOGY AND SOCIOLOGY OR
CHEMISTRY AND PHYSICS.

CHEMISTRY AND PHYSICS.
WE'RE TALKING ABOUT UNIVERSITIES

WE'RE TALKING ABOUT UNIVERSITIES
THAT NEED TO BREAK DOWN OLD

THAT NEED TO BREAK DOWN OLD
BARRIERS IN ORDER TO PUSH THE

BARRIERS IN ORDER TO PUSH THE
FRONTIERS OF KNOWLEDGE AND

FRONTIERS OF KNOWLEDGE AND
LEARNING.

LEARNING.
AND IF WE DON'T BREAK THEM DOWN,

AND IF WE DON'T BREAK THEM DOWN,
THEN WE WILL BE -- WE WILL HAVE

THEN WE WILL BE -- WE WILL HAVE
LO

LO
LOCKED OURSELVES INTO THOSE OLD

LOCKED OURSELVES INTO THOSE OLD
WAYS OF DOING THE THINGS WE DO.

WAYS OF DOING THE THINGS WE DO.
AND SO AS I SAID EARLIER, YOU

AND SO AS I SAID EARLIER, YOU
HAVE TO DISRUPT THOSE

HAVE TO DISRUPT THOSE
CONVENTIONAL PATTERNS IN ORDER

CONVENTIONAL PATTERNS IN ORDER
TO MAKE PEOPLE FEEL OPEN AND

TO MAKE PEOPLE FEEL OPEN AND
FREE TO DO WHAT NEEDS TO BE DONE

FREE TO DO WHAT NEEDS TO BE DONE
IN THE NEW ECONOMY.

IN THE NEW ECONOMY.
>> THE FULL FORUM FEATURING THE

>> THE FULL FORUM FEATURING THE
U OF A JAN WEAVER HEART AND

U OF A JAN WEAVER HEART AND
MICHAEL CROW IS ON OUR WEBSITE.

MICHAEL CROW IS ON OUR WEBSITE.
BUSINESSES AT THE U OF A THIS

BUSINESSES AT THE U OF A THIS
WEEK TEACHING TALENT.

WEEK TEACHING TALENT.
EILEEN McGARY IS HERE TO TELL US

EILEEN McGARY IS HERE TO TELL US
HOW IT WENT.

HOW IT WENT.
WELCOME.

WELCOME.
>> THANK YOU FOR HAVING ME HERE.

>> THANK YOU FOR HAVING ME HERE.
>> HOW WAS IT THIS WEEK?

>> HOW WAS IT THIS WEEK?
HOW MANY BUSINESSES, HOW MANY

HOW MANY BUSINESSES, HOW MANY
STUDENTS INVOLVED?

STUDENTS INVOLVED?
>> IT WAS GREAT.

>> IT WAS GREAT.
WE WERE REALLY BUSY.

WE WERE REALLY BUSY.
WE'VE BEEN BUSY THROUGHOUT THE

WE'VE BEEN BUSY THROUGHOUT THE
WEEK WITH A LOT OF ACTIVITY.

WEEK WITH A LOT OF ACTIVITY.
THE CAREER FAIR SAW 254 TABLES

THE CAREER FAIR SAW 254 TABLES
OF EMPLOYERS THROUGHOUT THE TWO

OF EMPLOYERS THROUGHOUT THE TWO
DAYS, ABOUT 180 EMPLOYERS.

DAYS, ABOUT 180 EMPLOYERS.
WE PROBABLY HAVE SEEN CLOSE TO

WE PROBABLY HAVE SEEN CLOSE TO
3500 STUDENTS FLOWING THROUGH

3500 STUDENTS FLOWING THROUGH
THE FAIR WITH GREAT FEEDBACK

THE FAIR WITH GREAT FEEDBACK
FROM EMPLOYERS.

FROM EMPLOYERS.
>> DO THESE NUMBERS SERVE AS AN

>> DO THESE NUMBERS SERVE AS AN
ECONOMIC INDICATOR?

ECONOMIC INDICATOR?
ARE YOU SEEING THEM GO UP?

ARE YOU SEEING THEM GO UP?
IS THE ECONOMY IMPROVING?

IS THE ECONOMY IMPROVING?
AND IS THAT WHAT WE'RE SEEING AS

AND IS THAT WHAT WE'RE SEEING AS
A RESULT OF THIS?

A RESULT OF THIS?
>> WELL, THE NUMBER OF COMPANIES

>> WELL, THE NUMBER OF COMPANIES
IS SOMEWHAT ON PAR WITH LAST

IS SOMEWHAT ON PAR WITH LAST
YEAR.

YEAR.
WHAT WE ARE HEARING ABOUT IS

WHAT WE ARE HEARING ABOUT IS
IMPROVED OPPORTUNITIES.

IMPROVED OPPORTUNITIES.
MORE OPPORTUNITIES FOR THINGS IN

MORE OPPORTUNITIES FOR THINGS IN
THE WAY OF INTERNSHIPS, AND FULL

THE WAY OF INTERNSHIPS, AND FULL
TIME POSITIONS.

TIME POSITIONS.
ABOUT 26% OF OUR COMPANIES WERE

ABOUT 26% OF OUR COMPANIES WERE
LOOKING FOR TAX MAJORS ONLY,

LOOKING FOR TAX MAJORS ONLY,
ABOUT 46%, BOTH.

ABOUT 46%, BOTH.
AND REMAINDER FOR MORE NONTAX.

AND REMAINDER FOR MORE NONTAX.
SO WE HAVE A PRETTY GOOD MIX OF

SO WE HAVE A PRETTY GOOD MIX OF
EMPLOYER SEGMENTS, AS WELL.

EMPLOYER SEGMENTS, AS WELL.
>> AND WHERE ARE THEY COMING

>> AND WHERE ARE THEY COMING
FROM?

FROM?
ARIZONA BUSINESSES?

ARIZONA BUSINESSES?
CALIFORNIA?

CALIFORNIA?
NATIONALLY?

NATIONALLY?
>> CLOSE TO 40% WERE COMING FROM

>> CLOSE TO 40% WERE COMING FROM
ARIZONA.

ARIZONA.
AND THEN THE REST OF THE LARGEST

AND THEN THE REST OF THE LARGEST
STATE IS CALIFORNIA, FOLLOWED BY

STATE IS CALIFORNIA, FOLLOWED BY
TEXAS, NEW YORK CITY, COLORADO.

TEXAS, NEW YORK CITY, COLORADO.
SOME OF THE OTHER STATES.

SOME OF THE OTHER STATES.
AND MANY OF THEM ARE RECRUITING

AND MANY OF THEM ARE RECRUITING
FOR MULTIPLE LOCATIONS.

FOR MULTIPLE LOCATIONS.
NOT JUST ONE.

NOT JUST ONE.
>> AND YOU MENTIONED TAX BEING

>> AND YOU MENTIONED TAX BEING
UNEMPHASIS AREA.

UNEMPHASIS AREA.
WHAT ARE SOME OF THE OTHER

WHAT ARE SOME OF THE OTHER
FIELDS THAT RECRUITING IS

FIELDS THAT RECRUITING IS
OCCURRING IN?

OCCURRING IN?
>> MANY ASPECTS OF BUSINESSES.

>> MANY ASPECTS OF BUSINESSES.
BUT I WOULD ALSO TELL YOU WE SAW

BUT I WOULD ALSO TELL YOU WE SAW
SOME COMPANIES LOOKING FOR

SOME COMPANIES LOOKING FOR
AGRICULTURE AND LIFE SCIENCE

AGRICULTURE AND LIFE SCIENCE
STUDENTS.

STUDENTS.
OUR BIOTECH INDUSTRY IS WELL

OUR BIOTECH INDUSTRY IS WELL
REPRESENTED.

REPRESENTED.
NONPROFITS.

NONPROFITS.
EVEN SCHOOL DISTRICTS COMING

EVEN SCHOOL DISTRICTS COMING
FROM EDUCATION.

FROM EDUCATION.
QUITE A VARIETY FOR STUDENTS.

QUITE A VARIETY FOR STUDENTS.
>> ARE YOU GETTING A SENSE THAT

>> ARE YOU GETTING A SENSE THAT
THESE BUSINESSES ARE FINDING

THESE BUSINESSES ARE FINDING
WHAT THEY'RE LOOKING FOR AT THE

WHAT THEY'RE LOOKING FOR AT THE
U OF A?

U OF A?
>> I HAVE HEARD REPEATEDLY FROM

>> I HAVE HEARD REPEATEDLY FROM
MANY COMPANIES THAT WHEN THEY

MANY COMPANIES THAT WHEN THEY
COME TO THE U OF A THEY FIND

COME TO THE U OF A THEY FIND
MORE, GREATER QUANTITIES OF

MORE, GREATER QUANTITIES OF
QUALITY STUDENTS AND GRADUATES

QUALITY STUDENTS AND GRADUATES
THAN WHEN THEY'RE RECRUITING AT

THAN WHEN THEY'RE RECRUITING AT
OTHER UNIVERSITIES.

OTHER UNIVERSITIES.
I WOULD SAY AS FAR AS FIELDS, WE

I WOULD SAY AS FAR AS FIELDS, WE
ARE CONSTANTLY HEARING THAT THEY

ARE CONSTANTLY HEARING THAT THEY
WANT MORE OF OUR TECHNICAL

WANT MORE OF OUR TECHNICAL
TALENT.

TALENT.
AND THAT'S COMMON THROUGHOUT THE

AND THAT'S COMMON THROUGHOUT THE
NATION.

NATION.
AND CERTAINLY THERE ARE FIELDS

AND CERTAINLY THERE ARE FIELDS
THAT ARE MORE COMPETITIVE FOR

THAT ARE MORE COMPETITIVE FOR
STUDENTS TO BREAK INTO.

STUDENTS TO BREAK INTO.
>> WE'RE TALKING ABOUT THE U OF

>> WE'RE TALKING ABOUT THE U OF
A NOW, BUT WE HEARD THE

A NOW, BUT WE HEARD THE
PRESIDENT OF THE TWO

PRESIDENT OF THE TWO
UNIVERSITIES, U OF A AND ASU

UNIVERSITIES, U OF A AND ASU
THIS WEEK TALK ABOUT THE FACT

THIS WEEK TALK ABOUT THE FACT
THAT THEY DON'T CONSIDER

THAT THEY DON'T CONSIDER
THEMSELVES TO BE COMPETITIVE,

THEMSELVES TO BE COMPETITIVE,
BUT COLLABORATORS IN PROVIDING

BUT COLLABORATORS IN PROVIDING
TALENT FOR BUSINESSES.

TALENT FOR BUSINESSES.
HOW DOES THAT WORK FROM THE

HOW DOES THAT WORK FROM THE
CAREER SERVICES POINT OF VIEW?

CAREER SERVICES POINT OF VIEW?
>> WELL, FIRST OF ALL, WE WORKED

>> WELL, FIRST OF ALL, WE WORKED
VERY CLOSELY WITH OUR COLLEAGUES

VERY CLOSELY WITH OUR COLLEAGUES
THROUGHOUT THE OTHER STATE

THROUGHOUT THE OTHER STATE
UNIVERSITIES.

UNIVERSITIES.
IN THE PAST TWO YEARS, WE HAVE

IN THE PAST TWO YEARS, WE HAVE
JOINTLY HOSTED A ARIZONA CAREER

JOINTLY HOSTED A ARIZONA CAREER
MIXER AT THE END OF MAY.

MIXER AT THE END OF MAY.
AND THE PURPOSE OF THAT IS

AND THE PURPOSE OF THAT IS
KEEPING TALENT IN ARIZONA.

KEEPING TALENT IN ARIZONA.
WE INVITE ALL OF OUR ALUMNI AND

WE INVITE ALL OF OUR ALUMNI AND
OUR STUDENTS TO MEET WITH

OUR STUDENTS TO MEET WITH
EMPLOYERS FOR THEIR JUST IN TIME

EMPLOYERS FOR THEIR JUST IN TIME
HIRES WITHIN THE STATE.

HIRES WITHIN THE STATE.
WE'RE ALSO DOING A VIRTUAL

WE'RE ALSO DOING A VIRTUAL
CAREER FAIR FOR THE FIRST TIME

CAREER FAIR FOR THE FIRST TIME
FOCUSED ON TEXT TALENT BECAUSE

FOCUSED ON TEXT TALENT BECAUSE
WE RECOGNIZE WHAT'S IN DEMAND.

WE RECOGNIZE WHAT'S IN DEMAND.
HOW IN DEMAND I.T. TALENT IS,

HOW IN DEMAND I.T. TALENT IS,
AND IT'S AN ATTEMPT TO USE ALL

AND IT'S AN ATTEMPT TO USE ALL
OF OUR STATE UNIVERSITIES AND

OF OUR STATE UNIVERSITIES AND
ALL THE TALENT TO HELP EMPLOYERS

ALL THE TALENT TO HELP EMPLOYERS
IN ARIZONA FIND THAT TALENT.

IN ARIZONA FIND THAT TALENT.
>> NOW, VIRTUAL.

>> NOW, VIRTUAL.
BY VIRTUAL YOU MEAN IT'S DONE

BY VIRTUAL YOU MEAN IT'S DONE
ONLINE?

ONLINE?
>> YES, IT'S DONE ONLINE.

>> YES, IT'S DONE ONLINE.
AND IT'S GOING TO BE HELD

AND IT'S GOING TO BE HELD
OCTOBER 24th AND 25th.

OCTOBER 24th AND 25th.
>> AND HOW DO STUDENTS ENGAGE IN

>> AND HOW DO STUDENTS ENGAGE IN
THAT?

THAT?
THEY HAVE A PASS WORD THEY GET

THEY HAVE A PASS WORD THEY GET
IN AND THEY MEET WITH COMPANIES

IN AND THEY MEET WITH COMPANIES
THAT WAY?

THAT WAY?
>> CORRECT.

>> CORRECT.
>> HAVE A CHAT?

>> HAVE A CHAT?
>> HAVE A PASSWORD.

>> HAVE A PASSWORD.
THEY CAN USE LIVE CHAT ROOMS,

THEY CAN USE LIVE CHAT ROOMS,
AND EXCHANGE RESUMES, AND

AND EXCHANGE RESUMES, AND
COMMUNICATE WITH COMPANIES

COMMUNICATE WITH COMPANIES
THROUGH -- WITHOUT HAVING TO

THROUGH -- WITHOUT HAVING TO
TRAVEL.

TRAVEL.
AND THE COMPANIES DON'T HAVE TO,

AND THE COMPANIES DON'T HAVE TO,
EITHER.

EITHER.
>> YOU'VE DESCRIBED SOME OF THE

>> YOU'VE DESCRIBED SOME OF THE
CHANGES THAT ARE OCCURRING IN

CHANGES THAT ARE OCCURRING IN
THE ECONOMY AND IN BUSINESS AS A

THE ECONOMY AND IN BUSINESS AS A
RESULT OF HOW THE RECRUITING

RESULT OF HOW THE RECRUITING
MANIFESTS ITSELF.

MANIFESTS ITSELF.
BUT WHAT ELSE ARE YOU SEEING IN

BUT WHAT ELSE ARE YOU SEEING IN
ECONOMIC CHANGES THAT MAY BE

ECONOMIC CHANGES THAT MAY BE
INFLUENCING HOW BUSINESSES ARE

INFLUENCING HOW BUSINESSES ARE
COMING AFTER STUDENT TALENT?

COMING AFTER STUDENT TALENT?
>> SOME OF THE CHANGES HAVE TO

>> SOME OF THE CHANGES HAVE TO
DO WITH DEMOGRAPHICS.

DO WITH DEMOGRAPHICS.
IN THAT EVEN A COMPANY THAT MAY

IN THAT EVEN A COMPANY THAT MAY
NOT BE SEEING EXTREME GROWTH IS

NOT BE SEEING EXTREME GROWTH IS
ALSO WATCHING PEOPLE RETIRE IN

ALSO WATCHING PEOPLE RETIRE IN
THEIR WORKFORCE, AND THEREFORE,

THEIR WORKFORCE, AND THEREFORE,
CREATING A NEW DEMAND FOR FRESH

CREATING A NEW DEMAND FOR FRESH
TALENT TO COME IN.

TALENT TO COME IN.
THAT'S ONE OF THE TRENDS WE'RE

THAT'S ONE OF THE TRENDS WE'RE
SEEING.

SEEING.
WE HAVE AS MANY COMPANIES

WE HAVE AS MANY COMPANIES
LOOKING FOR DIVERSE TALENT

LOOKING FOR DIVERSE TALENT
ACROSS DISCIPLINES AS WE MAY

ACROSS DISCIPLINES AS WE MAY
HAVE LOOKING AT VERY SPECIFIC

HAVE LOOKING AT VERY SPECIFIC
SPECIALIZED AND FOCUSED TALENT.

SPECIALIZED AND FOCUSED TALENT.
AS AN EXAMPLE, ONE OF OUR TOP

AS AN EXAMPLE, ONE OF OUR TOP
FINANCE COMPANIES, ONE THAT HAS

FINANCE COMPANIES, ONE THAT HAS
ACTUALLY BEEN LOOKING TO RECRUIT

ACTUALLY BEEN LOOKING TO RECRUIT
AT OUR CAMPUS, CAME TO ME AND

AT OUR CAMPUS, CAME TO ME AND
SAID THEY REALLY SELECTED US,

SAID THEY REALLY SELECTED US,
BECAUSE WE REPRESENT DIVERSE

BECAUSE WE REPRESENT DIVERSE
THINKERS, AND THAT'S ONE OF THE

THINKERS, AND THAT'S ONE OF THE
THINGS THAT THEY'RE LOOKING FOR

THINGS THAT THEY'RE LOOKING FOR
IN THEIR COMPANY AND THEIR

IN THEIR COMPANY AND THEIR
OPERATIONS.

OPERATIONS.
SO IT'S NOT ONE VERY SPECIALIZED

SO IT'S NOT ONE VERY SPECIALIZED
AREA, BUT THE FACT THAT THEY CAN

AREA, BUT THE FACT THAT THEY CAN
RECRUIT STUDENTS WHO ARE VERY

RECRUIT STUDENTS WHO ARE VERY
CULTURALLY AWARE AND CULTURALLY

CULTURALLY AWARE AND CULTURALLY
DIVERSE AND ALSO REPRESENT MANY

DIVERSE AND ALSO REPRESENT MANY
DISCIPLINES AND CAN BRING THOSE

DISCIPLINES AND CAN BRING THOSE
TOGETHER TO LEAD A COMPANY

TOGETHER TO LEAD A COMPANY
>> DO YOU SEE A DIFFERENCE IN

>> DO YOU SEE A DIFFERENCE IN
THE DYNAMIC IN HOW BUSINESSES

THE DYNAMIC IN HOW BUSINESSES
AND STUDENTS ARE MATCHING UP IN

AND STUDENTS ARE MATCHING UP IN
RELATION TO THE NEW ECONOMY,

RELATION TO THE NEW ECONOMY,
KNOWLEDGE BASE, LOOKING FOR

KNOWLEDGE BASE, LOOKING FOR
TALENT?

TALENT?
>> MM-HMM.

>> MM-HMM.
WELL, IN TERMS OF THE TYPE OF

WELL, IN TERMS OF THE TYPE OF
EVENTS THAT WE DO, AND HOW WE'RE

EVENTS THAT WE DO, AND HOW WE'RE
TRYING TO MEET THOSE MARKET

TRYING TO MEET THOSE MARKET
NEEDS, ONE OF THE THINGS IS WE

NEEDS, ONE OF THE THINGS IS WE
HAVE AN ASSISTANT DIRECTOR WHO

HAVE AN ASSISTANT DIRECTOR WHO
IS IN PHOENIX, WORKS THAT MARKET

IS IN PHOENIX, WORKS THAT MARKET
TO MAKE SURE EMPLOYERS ARE

TO MAKE SURE EMPLOYERS ARE
GETTING THE BEST SERVICE FOR

GETTING THE BEST SERVICE FOR
THEIR NEEDS.

THEIR NEEDS.
WE HAVE AN EQUAL PERSONNEL IN

WE HAVE AN EQUAL PERSONNEL IN
TUCSON.

TUCSON.
THROUGH OUTREACHING COMPANIES,

THROUGH OUTREACHING COMPANIES,
WE'RE NOT WAITING FOR THEM TO

WE'RE NOT WAITING FOR THEM TO
COME TO US, WE ALSO HAVE A

COME TO US, WE ALSO HAVE A
MULTIFACETED APPROACH TO OUR

MULTIFACETED APPROACH TO OUR
EMPLOYER EVENTS AND CAREER

EMPLOYER EVENTS AND CAREER
FAIRS.

FAIRS.
SO WHILE WE MAY HAVE A

SO WHILE WE MAY HAVE A
WELL-ORCHESTRATED FALL LARGE

WELL-ORCHESTRATED FALL LARGE
CAREER FAIR, WE'RE ALSO GETTING

CAREER FAIR, WE'RE ALSO GETTING
PANELS AND MIXERS, TRYING TO

PANELS AND MIXERS, TRYING TO
DEAL WITH EMERGING MARKETS,

DEAL WITH EMERGING MARKETS,
MARKETS THAT MIGHT BE HARDER FOR

MARKETS THAT MIGHT BE HARDER FOR
STUDENTS TO REACH THROUGH A

STUDENTS TO REACH THROUGH A
CAREER FAIR.

CAREER FAIR.
FOR EXAMPLE CAREERS IN SPORTS.

FOR EXAMPLE CAREERS IN SPORTS.
SUSTAINABILITY IN GREEN CAREERS.

SUSTAINABILITY IN GREEN CAREERS.
AT LEAST A COUPLE OF EXAMPLES.

AT LEAST A COUPLE OF EXAMPLES.
>> EILEEN McGARY, DIRECTOR OF

>> EILEEN McGARY, DIRECTOR OF
CAREER SERVICES AT THE

CAREER SERVICES AT THE
UNIVERSITY OF ARIZONA.

UNIVERSITY OF ARIZONA.
THANKS FOR SPEAKING WITH ME.

THANKS FOR SPEAKING WITH ME.
>> THANK YOU.

>> THANK YOU.
>> TUCSON'S BIGGEST EMPLOYER IS

>> TUCSON'S BIGGEST EMPLOYER IS
HAPPY WITH THE U OF A TALENT

HAPPY WITH THE U OF A TALENT
POOL.

POOL.
BUT SPOKESMAN JOHN PATTERSON

BUT SPOKESMAN JOHN PATTERSON
SAYS RAYTHEON MISSILE SYSTEMS

SAYS RAYTHEON MISSILE SYSTEMS
NEEDS MORE FROM THE EDUCATIONAL

NEEDS MORE FROM THE EDUCATIONAL
SYSTEM.

SYSTEM.
>> RAYTHEON NEEDS ENGINEERS.

>> RAYTHEON NEEDS ENGINEERS.
WHERE DOES IT GET THEM?

WHERE DOES IT GET THEM?
>> YOU PROBABLY DON'T REALIZE

>> YOU PROBABLY DON'T REALIZE
THIS, BUT RAYTHEON IS A

THIS, BUT RAYTHEON IS A
CORPORATION.

CORPORATION.
I'M TALKING ABOUT THE ENTIRE

I'M TALKING ABOUT THE ENTIRE
CORPORATION.

CORPORATION.
NOT JUST RAYTHEON MISSILE

NOT JUST RAYTHEON MISSILE
SYSTEMS IN TUCSON, RECRUITS THE

SYSTEMS IN TUCSON, RECRUITS THE
BULK OF ITS ENGINEERS FROM THE

BULK OF ITS ENGINEERS FROM THE
UNIVERSITY OF ARIZONA.

UNIVERSITY OF ARIZONA.
THE U OF A PREPARES ITS

THE U OF A PREPARES ITS
ENGINEERS VERY WELL.

ENGINEERS VERY WELL.
THEY PROVIDE THEM WITH THE

THEY PROVIDE THEM WITH THE
SKILLS THEY NEED TO BE ABLE TO

SKILLS THEY NEED TO BE ABLE TO
COME TO WORK FOR US.

COME TO WORK FOR US.
BUT YOU KNOW, THERE'S A SHORTAGE

BUT YOU KNOW, THERE'S A SHORTAGE
OF ENGINEERING TALENT.

OF ENGINEERING TALENT.
WE'RE IN A TALENT WAR.

WE'RE IN A TALENT WAR.
WE COMPETE AGAINST OUR PEER

WE COMPETE AGAINST OUR PEER
GROUP TO ATTRACT THE BEST AND

GROUP TO ATTRACT THE BEST AND
BRIGHTEST ENGINEERS.

BRIGHTEST ENGINEERS.
AND SO WE'RE ALWAYS ON THE

AND SO WE'RE ALWAYS ON THE
LOOKOUT.

LOOKOUT.
AND WE SOMETIMES HAVE HUNDREDS

AND WE SOMETIMES HAVE HUNDREDS
OF JOBS AT RAYTHEON MISSILE

OF JOBS AT RAYTHEON MISSILE
SYSTEMS THAT GO UNFILLED BECAUSE

SYSTEMS THAT GO UNFILLED BECAUSE
WE CAN'T FIND THE TALENT.

WE CAN'T FIND THE TALENT.
>> NOW, ONE OF THE THINGS THAT

>> NOW, ONE OF THE THINGS THAT
YOU TOLD ME BEFORE WE CAME ON

YOU TOLD ME BEFORE WE CAME ON
CAMERA, WAS THAT YOU DON'T JUST

CAMERA, WAS THAT YOU DON'T JUST
RECRUIT FROM THE U OF A BUT YOU

RECRUIT FROM THE U OF A BUT YOU
HAVE A PARTNERSHIP WITH THE U OF

HAVE A PARTNERSHIP WITH THE U OF
A.

A.
WILL YOU DESCRIBE THAT A LITTLE

WILL YOU DESCRIBE THAT A LITTLE
BIT?

BIT?
>> IT'S EXCELLENT.

>> IT'S EXCELLENT.
THAT PARTNERSHIP WITH THE

THAT PARTNERSHIP WITH THE
UNIVERSITY OF ARIZONA IS SUPERB.

UNIVERSITY OF ARIZONA IS SUPERB.
WHETHER IT'S OUR ENGINEERS GOING

WHETHER IT'S OUR ENGINEERS GOING
TO THE UNIVERSITY, TO ACT AS

TO THE UNIVERSITY, TO ACT AS
MENTORS, OR TO BE GUEST

MENTORS, OR TO BE GUEST
LECTURERS, OR TO WORK WITH THOSE

LECTURERS, OR TO WORK WITH THOSE
ENGINEERING STUDENTS ON

ENGINEERING STUDENTS ON
PROJECTS, AND WE HAVE OFTEN,

PROJECTS, AND WE HAVE OFTEN,
ENGINEERING STUDENTS THAT COME

ENGINEERING STUDENTS THAT COME
ON TO OUR FACILITY IN AN INTERN

ON TO OUR FACILITY IN AN INTERN
ROLE, OR IN A TEMPORARY ROLE.

ROLE, OR IN A TEMPORARY ROLE.
SO IT'S A GREAT PARTNERSHIP.

SO IT'S A GREAT PARTNERSHIP.
THE U OF A IS A TREASURE.

THE U OF A IS A TREASURE.
IT'S A RESEARCH UNIVERSITY THAT

IT'S A RESEARCH UNIVERSITY THAT
ABSOLUTELY HAS TO BE FUNDED

ABSOLUTELY HAS TO BE FUNDED
APPROPRIATELY IN ORDER TO

APPROPRIATELY IN ORDER TO
CONTINUE TO PROVIDE THAT TALENT

CONTINUE TO PROVIDE THAT TALENT
PIPELINE FOR US.

PIPELINE FOR US.
>> AND, IN FACT, YOU'VE SAID

>> AND, IN FACT, YOU'VE SAID
YOU'VE GONE TO THE LEGISLATURE,

YOU'VE GONE TO THE LEGISLATURE,
AND TO STATE OFFICIALS, TO TRY

AND TO STATE OFFICIALS, TO TRY
TO SECURE MORE FUNDING FOR THE

TO SECURE MORE FUNDING FOR THE
UNIVERSITY EDUCATION IN THE

UNIVERSITY EDUCATION IN THE
STATE, CORRECT?

STATE, CORRECT?
>> WE'VE BEEN A STRONG ADVOCATE.

>> WE'VE BEEN A STRONG ADVOCATE.
WE'VE BEEN IN FRONT OF THE BOARD

WE'VE BEEN IN FRONT OF THE BOARD
OF REGENTS MANY TIMES, URGING

OF REGENTS MANY TIMES, URGING
THEM TO CONTINUE TO FUND THE

THEM TO CONTINUE TO FUND THE
UNIVERSITY ADEQUATELY.

UNIVERSITY ADEQUATELY.
AND NOT JUST THE UNIVERSITY.

AND NOT JUST THE UNIVERSITY.
WE'RE ALSO CONCERNED ABOUT

WE'RE ALSO CONCERNED ABOUT
EDUCATION OVERALL IN THE STATE.

EDUCATION OVERALL IN THE STATE.
IT'S VERY IMPORTANT THAT OUR

IT'S VERY IMPORTANT THAT OUR
HIGH SCHOOLS AND OUR MIDDLE

HIGH SCHOOLS AND OUR MIDDLE
SCHOOLS ARE WORLD CLASS SO THAT

SCHOOLS ARE WORLD CLASS SO THAT
OUR STUDENTS CAN GO ON TO

OUR STUDENTS CAN GO ON TO
UNIVERSITY, THEY CAN GET THESE

UNIVERSITY, THEY CAN GET THESE
DEGREES, AND THEY CAN COME TO

DEGREES, AND THEY CAN COME TO
WORK FOR COMPANIES LIKE

WORK FOR COMPANIES LIKE
RAYTHEON.

RAYTHEON.
>> IN FACT, LET ME TELL YOU A

>> IN FACT, LET ME TELL YOU A
LITTLE BIT ABOUT RAYTHEON'S

LITTLE BIT ABOUT RAYTHEON'S
COMMITMENT TO EDUCATION.

COMMITMENT TO EDUCATION.
WE HAVE SEVERAL PROGRAMS THAT

WE HAVE SEVERAL PROGRAMS THAT
ARE UNDER WAY.

ARE UNDER WAY.
OUR MATH MOVES YOU PROGRAM.

OUR MATH MOVES YOU PROGRAM.
THAT'S MATH MAVS U, WITH A "U."

THAT'S MATH MAVS U, WITH A "U."
WE'VE GIVEN AWAY MILLIONS OF

WE'VE GIVEN AWAY MILLIONS OF
DOLLARS TO HELP INSPIRE THE NEXT

DOLLARS TO HELP INSPIRE THE NEXT
GENERATION OF SCIENTISTS,

GENERATION OF SCIENTISTS,
TECHNOLOGISTS, ENGINEERS AND

TECHNOLOGISTS, ENGINEERS AND
MATHEMATICIANS.

MATHEMATICIANS.
S.T.E.M. EDUCATION IS VITAL TO

S.T.E.M. EDUCATION IS VITAL TO
US.

US.
>> IS RAYTHEON GETTING THE

>> IS RAYTHEON GETTING THE
TALENT IT NEEDS FROM ARIZONA'S

TALENT IT NEEDS FROM ARIZONA'S
UNIVERSITIES?

UNIVERSITIES?
>> SO FAR SO GOOD.

>> SO FAR SO GOOD.
THE U OF A IS PREPARING THEIR

THE U OF A IS PREPARING THEIR
ENGINEERING STUDENTS VERY WELL.

ENGINEERING STUDENTS VERY WELL.
THEY COME TO US, AND WE CAN PUT

THEY COME TO US, AND WE CAN PUT
THEM TO WORK RIGHT AWAY.

THEM TO WORK RIGHT AWAY.
BUT WE NEED MORE.

BUT WE NEED MORE.
WE NEED MORE STUDENTS TO GO IN

WE NEED MORE STUDENTS TO GO IN
TO THESE S.T.E.M. FIELDS.

TO THESE S.T.E.M. FIELDS.
WE NEED MORE ENGINEERS TO COME

WE NEED MORE ENGINEERS TO COME
TO RAYTHEON, AND THE COUNTRY IS

TO RAYTHEON, AND THE COUNTRY IS
IN DESPERATE NEED OF THIS.

IN DESPERATE NEED OF THIS.
MICHAEL, IT'S A REAL PROBLEM IF

MICHAEL, IT'S A REAL PROBLEM IF
CHINA AND INDIA ARE GRADUATING

CHINA AND INDIA ARE GRADUATING
MORE ENGINEERS THAN THE UNITED

MORE ENGINEERS THAN THE UNITED
STATES.

STATES.
THAT'S A DANGER TO OUR NATION,

THAT'S A DANGER TO OUR NATION,
OUR TECHNOLOGICAL EDGE IN THE

OUR TECHNOLOGICAL EDGE IN THE
WORLD IS AT RISK.

WORLD IS AT RISK.
AND SO THAT'S WHY WE'RE SUCH

AND SO THAT'S WHY WE'RE SUCH
PROPONENTS OF THIS.

PROPONENTS OF THIS.
AND THAT'S WHY WE'RE REACHING

AND THAT'S WHY WE'RE REACHING
NOT ONLY THE MIDDLE SCHOOL, BUT

NOT ONLY THE MIDDLE SCHOOL, BUT
TO ELEMENTARY SCHOOLS, TO

TO ELEMENTARY SCHOOLS, TO
ENCOURAGE THE STUDENTS THAT HAVE

ENCOURAGE THE STUDENTS THAT HAVE
APTITUDE IN MATH AND SCIENCE, TO

APTITUDE IN MATH AND SCIENCE, TO
STAY WITH IT.

STAY WITH IT.
AND THE REWARD IS A VERY

AND THE REWARD IS A VERY
EXCITING CAREER IN AERO SPACE

EXCITING CAREER IN AERO SPACE
AND DEFENSE, EITHER WITH US OR

AND DEFENSE, EITHER WITH US OR
SOMEBODY ELSE.

SOMEBODY ELSE.
>> AND THAT'S BACK TO THAT K-12

>> AND THAT'S BACK TO THAT K-12
ISSUE, WHAT KINDS OF THINGS DO

ISSUE, WHAT KINDS OF THINGS DO
YOU SEE HAPPENING AT THE K-12

YOU SEE HAPPENING AT THE K-12
LEVEL IN TUCSON AND THE STATES

LEVEL IN TUCSON AND THE STATES
THAT MAY BE GOOD SIGNS OR MAY

THAT MAY BE GOOD SIGNS OR MAY
NOT BE SUCH GOOD SIGNS FOR

NOT BE SUCH GOOD SIGNS FOR
FUTURE EMPLOYMENT OPPORTUNITIES?

FUTURE EMPLOYMENT OPPORTUNITIES?
>> WELL, I DO THINK THAT THE

>> WELL, I DO THINK THAT THE
SCHOOL DISTRICTS RECOGNIZE THAT

SCHOOL DISTRICTS RECOGNIZE THAT
S.T.E.M. IS CRITICAL, THAT THEY

S.T.E.M. IS CRITICAL, THAT THEY
MUST EMPHASIZE -- SCIENCE,

MUST EMPHASIZE -- SCIENCE,
TECHNOLOGY, ENGINEERING AND

TECHNOLOGY, ENGINEERING AND
MATH, THAT THEY MUST BE ABLE TO

MATH, THAT THEY MUST BE ABLE TO
PROVIDE THOSE STUDENTS WITH

PROVIDE THOSE STUDENTS WITH
APTITUDES IN THOSE AREAS WITH

APTITUDES IN THOSE AREAS WITH
CHALLENGING CURRICULUM SO

CHALLENGING CURRICULUM SO
THEY'LL GO ON AND SUPPORT THAT.

THEY'LL GO ON AND SUPPORT THAT.
AND NOT ALLOW THEM TO BE

AND NOT ALLOW THEM TO BE
DERAILED.

DERAILED.
YOU KNOW RAYTHEON DID A STUDY

YOU KNOW RAYTHEON DID A STUDY
SOME YEARS AGO AND FOUND THAT

SOME YEARS AGO AND FOUND THAT
MIDDLE SCHOOL IS THE CRITICAL

MIDDLE SCHOOL IS THE CRITICAL
TIME OF YEAR -- OR CRITICAL TIME

TIME OF YEAR -- OR CRITICAL TIME
IN A STUDENT'S LIFE WHERE THEY

IN A STUDENT'S LIFE WHERE THEY
MAKE A DECISION ABOUT WHAT

MAKE A DECISION ABOUT WHAT
THEY'RE GOING TO DO FOR THE REST

THEY'RE GOING TO DO FOR THE REST
OF THEIR LIVES.

OF THEIR LIVES.
AND IF SOMEBODY WHISPERS IN

AND IF SOMEBODY WHISPERS IN
THEIR EAR THAT, WELL, YOU KNOW,

THEIR EAR THAT, WELL, YOU KNOW,
MATH ISN'T COOL.

MATH ISN'T COOL.
YOU DON'T WANT TO DO THAT.

YOU DON'T WANT TO DO THAT.
WE LOST THEM.

WE LOST THEM.
SO WE'VE PUT A LOT OF EFFORT

SO WE'VE PUT A LOT OF EFFORT
INTO EMPHASIZING THAT MIDDLE

INTO EMPHASIZING THAT MIDDLE
SCHOOL GRADE UNIT SPECIFICALLY,

SCHOOL GRADE UNIT SPECIFICALLY,
THAT NO, NO, IF YOU'RE GOOD AT

THAT NO, NO, IF YOU'RE GOOD AT
THIS, THE APPLICATION OF MATH

THIS, THE APPLICATION OF MATH
AND SCIENCE IS VERY REWARDING.

AND SCIENCE IS VERY REWARDING.
YOU GET TO WORK ON CHALLENGING

YOU GET TO WORK ON CHALLENGING
THINGS AND HAVE A WONDERFUL

THINGS AND HAVE A WONDERFUL
CAREER.

CAREER.
AND IT'S MAKING A DIFFERENCE SO

AND IT'S MAKING A DIFFERENCE SO
FAR.

FAR.
>> ENGINEERING IS THE BIG VALUE

>> ENGINEERING IS THE BIG VALUE
AREA AT RAYTHEON.

AREA AT RAYTHEON.
BUT WHAT OTHER SKILL AREAS ARE

BUT WHAT OTHER SKILL AREAS ARE
THERE THAT YOU LOOK FOR TRAINED

THERE THAT YOU LOOK FOR TRAINED
EMPLOYEES IN?

EMPLOYEES IN?
>> IT'S, I SAY IT'S LIKE A

>> IT'S, I SAY IT'S LIKE A
LITTLE CITY, RAYTHEON MISSILE

LITTLE CITY, RAYTHEON MISSILE
SYSTEMS.

SYSTEMS.
YOU KNOW, WE NOT ONLY DO WE HAVE

YOU KNOW, WE NOT ONLY DO WE HAVE
OUR ENGINEERING TALENT.

OUR ENGINEERING TALENT.
THEY ARE REALLY THE STARS.

THEY ARE REALLY THE STARS.
YOU KNOW, OF THE 11,000, 12,000

YOU KNOW, OF THE 11,000, 12,000
FOLKS WE HAVE OUT THERE, ABOUT

FOLKS WE HAVE OUT THERE, ABOUT
6,000 OF THEM ARE ENGINEERS.

6,000 OF THEM ARE ENGINEERS.
SO THAT'S THE EMPHASIS

SO THAT'S THE EMPHASIS
REPLACEMENT, ENGINEERING.

REPLACEMENT, ENGINEERING.
WE HAVE FINANCE PEOPLE.

WE HAVE FINANCE PEOPLE.
WE HAVE SUPPLY CHAIN PEOPLE.

WE HAVE SUPPLY CHAIN PEOPLE.
HUMAN RESOURCES FOLKS.

HUMAN RESOURCES FOLKS.
COMMUNICATORS.

COMMUNICATORS.
I MEAN, YOU NAME IT, THEY ARE

I MEAN, YOU NAME IT, THEY ARE
OUT THERE.

OUT THERE.
BECAUSE IT TAKES THAT KIND OF

BECAUSE IT TAKES THAT KIND OF
TALENT TO RUN A GLOBAL COMPANY

TALENT TO RUN A GLOBAL COMPANY
LIKE RAYTHEON.

LIKE RAYTHEON.
>> AND THEY NEED THE EDUCATION

>> AND THEY NEED THE EDUCATION
FOR THAT?

FOR THAT?
>> THEY MUST HAVE THE EDUCATION

>> THEY MUST HAVE THE EDUCATION
FOR THAT.

FOR THAT.
SO, AS A COMMUNITY, WE NEED TO

SO, AS A COMMUNITY, WE NEED TO
RALLY TOGETHER AND MAKE SURE

RALLY TOGETHER AND MAKE SURE
THAT OUR CHILDREN ARE GETTING

THAT OUR CHILDREN ARE GETTING
THE RIGHT KINDS OF CLASSES,

THE RIGHT KINDS OF CLASSES,
GETTING THE RIGHT KIND OF

GETTING THE RIGHT KIND OF
EDUCATION.

EDUCATION.
THAT'S THE INVESTMENT IN ALL OF

THAT'S THE INVESTMENT IN ALL OF
OUR FUTURE, NOT JUST RAYTHEON.

OUR FUTURE, NOT JUST RAYTHEON.
>> AS THE CLICHE GOES, YOUNG

>> AS THE CLICHE GOES, YOUNG
PEOPLE ARE THE FUTURE.

PEOPLE ARE THE FUTURE.
IN ARIZONA, YOUNG MEANS LATINOS,

IN ARIZONA, YOUNG MEANS LATINOS,
WHO ALREADY ARE A MAJORITY IN

WHO ALREADY ARE A MAJORITY IN
THE STATE'S PUBLIC SCHOOL

THE STATE'S PUBLIC SCHOOL
SYSTEM.

SYSTEM.
HOW IS THE HIGHER EDUCATION

HOW IS THE HIGHER EDUCATION
SYSTEM SERVING THEM TO DEVELOP

SYSTEM SERVING THEM TO DEVELOP
TALENT?

TALENT?
JOSEPH GARCIA, DIRECTOR OF THE

JOSEPH GARCIA, DIRECTOR OF THE
LATINO PUBLIC POLICY CENTER AT

LATINO PUBLIC POLICY CENTER AT
ARIZONA STATE UNIVERSITY IS HERE

ARIZONA STATE UNIVERSITY IS HERE
FOR AN ASSESSMENT.

FOR AN ASSESSMENT.
WELCOME, MR. GARCIA.

WELCOME, MR. GARCIA.
>> THANK YOU.

>> THANK YOU.
>> FIRST OF ALL SOME NUMBERS.

>> FIRST OF ALL SOME NUMBERS.
WHAT ARE THE DEMOGRAPHICS OF THE

WHAT ARE THE DEMOGRAPHICS OF THE
LATINO POPULATION IN ARIZONA?

LATINO POPULATION IN ARIZONA?
IS IT THE WORK FORCE OF THE

IS IT THE WORK FORCE OF THE
FUTURE?

FUTURE?
>> WELL, AT MORRISON INT

>> WELL, AT MORRISON INT
ABSOLUTE WE'VE DONE QUITE A BIT

ABSOLUTE WE'VE DONE QUITE A BIT
OF STUDY ON LATINO PUBLIC POLICY

OF STUDY ON LATINO PUBLIC POLICY
AND ABSOLUTELY THE WAY LATINOS

AND ABSOLUTELY THE WAY LATINOS
GO, SO WILL GO ARIZONA.

GO, SO WILL GO ARIZONA.
THE REASON IS SIMPLE,

THE REASON IS SIMPLE,
DEMOGRAPHICS.

DEMOGRAPHICS.
IT'S LATINOS MAKE UP ABOUT 30%

IT'S LATINOS MAKE UP ABOUT 30%
OF ARIZONA'S POPULATION

OF ARIZONA'S POPULATION
PRESENTLY.

PRESENTLY.
ABOUT 2 MILLION PEOPLE ARE

ABOUT 2 MILLION PEOPLE ARE
LATINOS.

LATINOS.
AND WE ARE A GROWING POPULATION.

AND WE ARE A GROWING POPULATION.
WHEN I SAY THAT IT'S PRETTY

WHEN I SAY THAT IT'S PRETTY
OBVIOUS.

OBVIOUS.
WHEN YOU LOOK AT THE MEDIAN AGE

WHEN YOU LOOK AT THE MEDIAN AGE
FOR NON-HISPANIC WHITES, IT'S

FOR NON-HISPANIC WHITES, IT'S
44.

44.
AND WHEN YOU LOOK AT THE MEDIAN

AND WHEN YOU LOOK AT THE MEDIAN
AGE FOR LATINOS, IT'S 25.

AGE FOR LATINOS, IT'S 25.
SO WE'RE TALKING ABOUT A GROWING

SO WE'RE TALKING ABOUT A GROWING
POPULATION THAT'S ONLY GOING TO

POPULATION THAT'S ONLY GOING TO
BE INCREASING.

BE INCREASING.
>> SO IS THE STATE'S

>> SO IS THE STATE'S
POSTSECONDARY EDUCATION SYSTEM

POSTSECONDARY EDUCATION SYSTEM
KEEPING UP WITH THAT?

KEEPING UP WITH THAT?
ARE LATINOS GETTING INTO AND

ARE LATINOS GETTING INTO AND
GETTING OUT OF COLLEGE

GETTING OUT OF COLLEGE
SUCCESSFULLY THESE DAYS?

SUCCESSFULLY THESE DAYS?
>> WELL, YOU KNOW, IT'S LIKE

>> WELL, YOU KNOW, IT'S LIKE
MANY QUESTIONS.

MANY QUESTIONS.
THE ANSWER IS YES AND NO.

THE ANSWER IS YES AND NO.
THE ANSWER IS YES, I MEAN

THE ANSWER IS YES, I MEAN
THERE'S GOOD NEWS.

THERE'S GOOD NEWS.
WE NEED TO UNDERSTAND THE

WE NEED TO UNDERSTAND THE
CHANGING DEMOGRAPHICS FOR THE

CHANGING DEMOGRAPHICS FOR THE
FIRST TIME THIS YEAR, THERE WERE

FIRST TIME THIS YEAR, THERE WERE
MORE LATINO KIDS IN ARIZONA'S K

MORE LATINO KIDS IN ARIZONA'S K
THROUGH 12 PUBLIC EDUCATION

THROUGH 12 PUBLIC EDUCATION
SYSTEM THAN WHITE KIDS.

SYSTEM THAN WHITE KIDS.
SO YOU CAN SEE THE POPULATION

SO YOU CAN SEE THE POPULATION
COMING UP THROUGH THE PIPELINE.

COMING UP THROUGH THE PIPELINE.
LARGELY LATINO.

LARGELY LATINO.
FOR THE FIRST TIME THERE ARE

FOR THE FIRST TIME THERE ARE
MORE LATINO HIGH SCHOOL

MORE LATINO HIGH SCHOOL
GRADUATES WHO ARE -- WHO ARE

GRADUATES WHO ARE -- WHO ARE
APPLYING AND ENTERING COLLEGE,

APPLYING AND ENTERING COLLEGE,
THAN WHITE KIDS.

THAN WHITE KIDS.
THE PROBLEM IS, LATINOS ARE LESS

THE PROBLEM IS, LATINOS ARE LESS
LIKELY TO GRADUATE FROM HIGH

LIKELY TO GRADUATE FROM HIGH
SCHOOL.

SCHOOL.
SO YOU SEE THE GAP THERE.

SO YOU SEE THE GAP THERE.
YOU KNOW, YES THERE ARE MORE

YOU KNOW, YES THERE ARE MORE
THAT ARE APPLYING PERCENTAGEWISE

THAT ARE APPLYING PERCENTAGEWISE
BUT THE NUMBERS ARE LOWER.

BUT THE NUMBERS ARE LOWER.
SO ONE QUARTER OF LATINOS ARE

SO ONE QUARTER OF LATINOS ARE
DROPPING OUT BEFORE THEY FINISH

DROPPING OUT BEFORE THEY FINISH
HIGH SCHOOL.

HIGH SCHOOL.
>> BUT WHO'S GETTING IN TO

>> BUT WHO'S GETTING IN TO
COLLEGE AMONG LATINOS?

COLLEGE AMONG LATINOS?
ARE WE SEEING THE NUMBERS

ARE WE SEEING THE NUMBERS
GROWING THERE AT THE U OF A,

GROWING THERE AT THE U OF A,
ASU, NORTHERN ARIZONA

ASU, NORTHERN ARIZONA
UNIVERSITY?

UNIVERSITY?
>> YEAH, I THINK ALL THE STATE

>> YEAH, I THINK ALL THE STATE
UNIVERSITIES ARE ON BOARD FOR TO

UNIVERSITIES ARE ON BOARD FOR TO
TRY TO REPRESENT THE POPULATION.

TRY TO REPRESENT THE POPULATION.
OBVIOUSLY WE'RE NOT THERE YET.

OBVIOUSLY WE'RE NOT THERE YET.
BUT ASU IS DOING A GOOD JOB.

BUT ASU IS DOING A GOOD JOB.
U OF A IS PUSHING THIS, AS WELL.

U OF A IS PUSHING THIS, AS WELL.
THE PROBLEM IS, IF YOU LOOK AT

THE PROBLEM IS, IF YOU LOOK AT
LATINOS AS A WHOLE, LATINOS JUST

LATINOS AS A WHOLE, LATINOS JUST
BECAUSE THEY ENTER COLLEGE DOES

BECAUSE THEY ENTER COLLEGE DOES
NOT MEAN THAT THEY FINISH

NOT MEAN THAT THEY FINISH
COLLEGE.

COLLEGE.
THEY FINISH COLLEGE AT A LESSER

THEY FINISH COLLEGE AT A LESSER
RATE THAN THEIR COUNTERPARTS.

RATE THAN THEIR COUNTERPARTS.
SO IF YOU LOOK AT THE GENDER

SO IF YOU LOOK AT THE GENDER
POPULATION RIGHT NOW, ONLY ABOUT

POPULATION RIGHT NOW, ONLY ABOUT
9% OF LATINOS OBTAIN A

9% OF LATINOS OBTAIN A
BACHELOR'S DEGREE, IN THAT AGE

BACHELOR'S DEGREE, IN THAT AGE
POPULATION OF 24 TO 34.

POPULATION OF 24 TO 34.
AND THEN IT JUST GOES UP A

AND THEN IT JUST GOES UP A
COUPLE OF PERCENTAGE POINTS AS

COUPLE OF PERCENTAGE POINTS AS
YOU GET INTO THE 35 TO 44 AGE

YOU GET INTO THE 35 TO 44 AGE
GROUP.

GROUP.
ONLY 10%.

ONLY 10%.
11% FOR THE 45 TO 54.

11% FOR THE 45 TO 54.
SO YOU CAN SEE LATINOS ARE

SO YOU CAN SEE LATINOS ARE
GRADUATING AND HAVE A FOUR-YEAR

GRADUATING AND HAVE A FOUR-YEAR
OR BETTER DEGREE AT A LOWER

OR BETTER DEGREE AT A LOWER
RATE.

RATE.
AND THAT'S GOING TO AFFECT OUR

AND THAT'S GOING TO AFFECT OUR
ABILITY TO COMPETE ECONOMICALLY

ABILITY TO COMPETE ECONOMICALLY
AS A STATE, BECAUSE AS LATINOS

AS A STATE, BECAUSE AS LATINOS
MOVE MORE AND MORE INTO THE

MOVE MORE AND MORE INTO THE
WORKFORCE, LATINOS ARE NOT

WORKFORCE, LATINOS ARE NOT
REPRESENTATIVE AS THE HIGH

REPRESENTATIVE AS THE HIGH
SKILLED, HIGH COMPENSATED

SKILLED, HIGH COMPENSATED
WORKFORCE THAT YOU'RE LOOKING

WORKFORCE THAT YOU'RE LOOKING
FOR AND ABLE TO COMPETE.

FOR AND ABLE TO COMPETE.
AND THAT'S THE DANGER IS THAT

AND THAT'S THE DANGER IS THAT
ARIZONA COULD DROP DOWN TO A

ARIZONA COULD DROP DOWN TO A
SECOND OR THIRD STATE.

SECOND OR THIRD STATE.
SO THAT'S WHY ALL THE ATTENTION

SO THAT'S WHY ALL THE ATTENTION
IS BEING PAID NOW.

IS BEING PAID NOW.
IT'S NOT JUST WE NEED TO TAKE

IT'S NOT JUST WE NEED TO TAKE
CARE OF LATINOS.

CARE OF LATINOS.
IT'S WE NEED TO TAKE CARE OF THE

IT'S WE NEED TO TAKE CARE OF THE
STATE, RECOGNIZE THE CHANGE OF

STATE, RECOGNIZE THE CHANGE OF
DEMOGRAPHICS, AND THE CHANGING

DEMOGRAPHICS, AND THE CHANGING
FACE OF ARIZONA, SO EVERYONE CAN

FACE OF ARIZONA, SO EVERYONE CAN
SUCCEED IN ARIZONA.

SUCCEED IN ARIZONA.
OR WE FAIL COLLECTIVELY.

OR WE FAIL COLLECTIVELY.
>> ARE THE ISSUES AT THE

>> ARE THE ISSUES AT THE
POSTSECONDARY EDUCATION LEVEL

POSTSECONDARY EDUCATION LEVEL
FOR LATINO ACHIEVEMENT OR LACK

FOR LATINO ACHIEVEMENT OR LACK
THEREOF THE SAME AS THEY ARE FOR

THEREOF THE SAME AS THEY ARE FOR
SAY 12, LANGUAGE ISSUES,

SAY 12, LANGUAGE ISSUES,
SOCIOECONOMIC ISSUES, ARE THERE

SOCIOECONOMIC ISSUES, ARE THERE
OTHER THINGS?

OTHER THINGS?
>> THERE ARE OTHER THINGS TO

>> THERE ARE OTHER THINGS TO
LOOK AT.

LOOK AT.
LANGUAGE IS NOT THE BIGGEST

LANGUAGE IS NOT THE BIGGEST
PROBLEM ALTHOUGH OBVIOUSLY

PROBLEM ALTHOUGH OBVIOUSLY
THERE'S A BARRIER THERE.

THERE'S A BARRIER THERE.
BUT THE THING TO UNDERSTAND IS

BUT THE THING TO UNDERSTAND IS
MOST OF THE KIDS COMING UP

MOST OF THE KIDS COMING UP
THROUGH K THROUGH 12, ESPECIALLY

THROUGH K THROUGH 12, ESPECIALLY
THE YOUNGER KIDS, THEY'RE ALL

THE YOUNGER KIDS, THEY'RE ALL
U.S. CITIZENS.

U.S. CITIZENS.
SO YOU KNOW, THIS IS -- THIS IS

SO YOU KNOW, THIS IS -- THIS IS
THE FIRST TO DEBUNK THAT MYTH

THE FIRST TO DEBUNK THAT MYTH
THAT WE'RE EDUCATING ILLEGALS,

THAT WE'RE EDUCATING ILLEGALS,
IF YOU WILL.

IF YOU WILL.
WE'RE NOT.

WE'RE NOT.
BUT THE IMPORTANT THING TO KNOW

BUT THE IMPORTANT THING TO KNOW
IS THAT WE'RE TALKING ABOUT

IS THAT WE'RE TALKING ABOUT
POVERTY BEING THE COMMON

POVERTY BEING THE COMMON
DENOMINATOR WHEN WE LOOK AT WHAT

DENOMINATOR WHEN WE LOOK AT WHAT
IS THE PROBLEM WITH EDUCATION.

IS THE PROBLEM WITH EDUCATION.
AND IF YOU'RE A POOR KID, IF

AND IF YOU'RE A POOR KID, IF
YOU'RE A POOR LATINO KID, AND

YOU'RE A POOR LATINO KID, AND
YOUR PARENTS OR PARENT DID NOT

YOUR PARENTS OR PARENT DID NOT
GO TO COLLEGE, THE CHANCES ARE,

GO TO COLLEGE, THE CHANCES ARE,
YOU ARE NOT GOING TO GO TO

YOU ARE NOT GOING TO GO TO
COLLEGE.

COLLEGE.
YOU ARE JUST NOT BROUGHT UP IN

YOU ARE JUST NOT BROUGHT UP IN
THAT ENVIRONMENT.

THAT ENVIRONMENT.
YOU DON'T KNOW ABOUT DEADLINES.

YOU DON'T KNOW ABOUT DEADLINES.
YOU DON'T KNOW ABOUT HOW TO YOU

YOU DON'T KNOW ABOUT HOW TO YOU
APPLY.

APPLY.
YOU MIGHT NOT HAVE STEPPED FOOT

YOU MIGHT NOT HAVE STEPPED FOOT
ON A COLLEGE CAMPUS.

ON A COLLEGE CAMPUS.
IF YOU'RE A WHITE KID, A POOR

IF YOU'RE A WHITE KID, A POOR
WHITE KID, IT'S THE SAME THING.

WHITE KID, IT'S THE SAME THING.
POVERTY IS, LIKE I SAID, THE

POVERTY IS, LIKE I SAID, THE
COMMON DENOMINATOR.

COMMON DENOMINATOR.
WHAT NEEDS TO CHANGE, FIRST OF

WHAT NEEDS TO CHANGE, FIRST OF
ALL THE GAME CHANGE IS

ALL THE GAME CHANGE IS
EXPECTATIONS, SELF-EXPECTATIONS

EXPECTATIONS, SELF-EXPECTATIONS
OF YOUR KID IS GOING TO GO TO

OF YOUR KID IS GOING TO GO TO
COLLEGE.

COLLEGE.
YOU NEED TO TALK ABOUT THAT AT A

YOU NEED TO TALK ABOUT THAT AT A
VERY YOUNG AGE AND THE

VERY YOUNG AGE AND THE
EXPECTATION NEEDS TO BE FROM A

EXPECTATION NEEDS TO BE FROM A
SYSTEM FROM TEACHERS TO

SYSTEM FROM TEACHERS TO
COUNSELORS TO THE INSTITUTIONS

COUNSELORS TO THE INSTITUTIONS
THAT WE NEED TO PREPARE KIDS FOR

THAT WE NEED TO PREPARE KIDS FOR
COLLEGE.

COLLEGE.
THAT DOESN'T MEAN EVERYONE GETS

THAT DOESN'T MEAN EVERYONE GETS
A COLLEGE EDUCATION.

A COLLEGE EDUCATION.
THAT'S NOT WHAT I'M SAYING.

THAT'S NOT WHAT I'M SAYING.
EVERYONE DOES, HOWEVER, NEED TO

EVERYONE DOES, HOWEVER, NEED TO
GET AN EDUCATION OR GET A DEGREE

GET AN EDUCATION OR GET A DEGREE
OR GO TO COMMUNITY COLLEGE OR

OR GO TO COMMUNITY COLLEGE OR
BETTER YOURSELF TO GET A

BETTER YOURSELF TO GET A
CERTIFICATE OF SOME SORT.

CERTIFICATE OF SOME SORT.
WE NEED TO IMPROVE ARIZONA'S

WE NEED TO IMPROVE ARIZONA'S
WORKFORCE SKILL LEVEL

WORKFORCE SKILL LEVEL
COMPLETELY.

COMPLETELY.
FROM WHATEVER IT MAY BE.

FROM WHATEVER IT MAY BE.
SO THIS ISN'T JUST ABOUT

SO THIS ISN'T JUST ABOUT
COLLEGE, IT'S ABOUT EDUCATING

COLLEGE, IT'S ABOUT EDUCATING
THE WORKFORCE.

THE WORKFORCE.
>> JOSEPH GARCIA, DIRECTOR OF

>> JOSEPH GARCIA, DIRECTOR OF
THE LATINO PUBLIC POLICY CENTER

THE LATINO PUBLIC POLICY CENTER
AT THE MORRISON INSTITUTE FOR

AT THE MORRISON INSTITUTE FOR
PUBLIC POLICY AT ASU.

PUBLIC POLICY AT ASU.
THANKS SO MUCH FOR SPEAKING WITH

THANKS SO MUCH FOR SPEAKING WITH
ME.

ME.
>> THANK YOU, MICHAEL.

>> THANK YOU, MICHAEL.
>> THAT'S OUR PROGRAM FOR

>> THAT'S OUR PROGRAM FOR
FRIDAY, SEPTEMBER 27th, 2013.

FRIDAY, SEPTEMBER 27th, 2013.
NEXT FRIDAY, A LOOK AT LEGAL AND

NEXT FRIDAY, A LOOK AT LEGAL AND
EDUCATIONAL INITIATIVES, AIMED

EDUCATIONAL INITIATIVES, AIMED
AT CURBING BULLYING IN SCHOOLS,

AT CURBING BULLYING IN SCHOOLS,
AND CYBERSPACE.

AND CYBERSPACE.
FOR "ARIZONA WEEK" I'M MICHAEL

FOR "ARIZONA WEEK" I'M MICHAEL
CHIHAK.

CHIHAK.
>> PRODUCTION OF "ARIZONA WEEK"

>> PRODUCTION OF "ARIZONA WEEK"
IS MADE POSSIBLE IN PART BY A

IS MADE POSSIBLE IN PART BY A
GRANT FROM THE STONEWALL

GRANT FROM THE STONEWALL
FOUNDATION.

FOUNDATION.
AND BY THE MEMBERS OF ARIZONA'S

AND BY THE MEMBERS OF ARIZONA'S
PUBLIC MEDIA.

PUBLIC MEDIA.
THANK YOU FOR YOUR CONTINUED

THANK YOU FOR YOUR CONTINUED
SUPPORT.