My wife, Libra Hilde, and I are resident fellows in a freshman dorm at Stanford. The RF residences are, shall we say, not quite as grand as the masters' residences at Harvard (which have been know to get named in Top Five Lists of Apartments in Boston), but we fill a similar ceremonial role for our students that the masters at Harvard do. This means giving speeches to parents when students arrive and for important occasions like Parents' Weekend.
Every year, the house staff (RFs and student staff) pick a theme and then decorate the dorm in anticipation of freshman arrivals. The standard Stanford gag is to pick a theme that somehow plays off the name of the house. These themes can be hilariously tenuous -- that's actually part of the gag -- and some house names are easier to work with than others. I'm afraid we're saddled with a particularly difficult name to play off of. We are Arroyo House. Our themes over the past few years have been: "Where the Wild Things Arroyo" (as in the classic Maurice Sendak book), "ATROYO" (an ancient Greek theme), and "Arroyosemite" (as in the National Park). After a long debate at our staff retreat, we finally decided on this year's theme of "Dinosarroyo." Lots of great decorating opportunities, as you can see from this picture of our common room.
A little game I play with myself in my ceremonial role of Arroyo House Resident Fellow is to welcome the parents with a brief speech on how our house theme relates to their kids' careers at Stanford and beyond. Now bear in mind, we choose the theme on the basis of (1) how good a pun it makes with our house name (and we don’t have a lot to work with on that front!) and (2) the decoration possibilities it entails. How that theme fits into our larger vision is, frankly, pretty low on the list. This is what makes the game fun! After giving it a bit of thought, it occurred to me that Dinosarroyo actually has a lot to teach us. There are three big themes:
(1) College is about the spirit of discovery. Romantic tales of the expeditions of paleontologists such as Edward Drinker Cope or Roy Chapman Andrews of the American Museum of Natural History have inspired the early careers of countless scientists. Students’ experience at Stanford should inspire them to explore the boundaries of knowledge, whether they are future scientists, educators, lawyers, entrepreneurs, or whatever. Stanford students excel most when they eschew the easy path. This is a research university. Our students should take advantage of this and make new discoveries about the world. Embrace the spirt of discovery embodied by those romantic vertebrate paleontologists.
(2) The Dinosauria first appeared on Earth during the Triassic period and were the dominant form of animal life for over 135 million years. The age of the dinosaurs came to an abrupt end at the Cretaceous-Paleogene Boundary, about 65 million years ago. This 135 million years that dinosaurs dominated is approximately 100 times longer than anything recognizably human has been on the planet. In fact, what appears to us to be a geological ‘instant’ where the dinosaurs went extinct at the K-Pg boundary was, in fact, probably longer than humans have been in existence. That this mighty and diverse lineage of animals managed to die out in the blink of an evolutionary eye suggests to me that we should have some humility about our own dominion. Crucially, at this moment in human history we are faced with many enormous challenges, some of which are potentially existential. We should use the incredible opportunities that are afforded to us by our association with this incredible institution to address these challenges. Our society has given us so much to allow us to be here at this remarkable point in history. Let’s make the most of it!
(3) Those synapsid ancestors of mammals who managed to survive when all the (non-bird) dinosaurs went extinct give us a clue as to what our comparative advantage in this universe is. We are adaptable. We are opportunistic. Most remarkably of all, our particular lineage is blessed with the capacity for planning and foresight. We need to encourage our students to take advantage of the opportunities given them by this university to become adaptable lifelong learners. I can’t predict what the job market will look like in 10 years (and anyone who tells you they can is either fooling themselves or trying to sell you something). What I can say, is that it will be different than it is today. And the job market ten years beyond that will be even more different. This means that learning to be flexible, adaptable, and to never stop learning is probably the greatest ‘skill’ our students can learn.