grants that support basic physical science research, grants that were boosted substantially by the stimu- lus bill. How do HBCUs fare in that process? Brinkman: HBCUs benefited significantly from the stimu-
lus bill. To take just one example, using funds from the bill, the Office of Economic Impact and Diversity provided $250,000 to support the Atlanta University Cen- ter Sustainable Campus Community Initiative.
USBE: What advice would you offer parents with little science or technology back- ground who want to help their children build interest and knowledge in STEM? Brinkman: It’s important for parents to foster an interest in science and technology in their
nating. It’s tremendously exciting to be part of all the discoveries and innovations that are shaping our world.
It is also a misconception that scientists are less competitive
HBCUs play a special role in STEM education, and in DOE’s efforts to strengthen our nation in green technology and jobs.
children. But the first step is to foster an interest in education, whatever the subject. Neither of my parents had a background in science or technology, but they always emphasized educa- tion. They always pushed hard on the idea that we should go to college.
USBE: What is the biggest misconception students — and parents, for that matter — have about sci- ence and technology education? Brinkman: One of the biggest misconceptions about sci- ence education is that it’s uninteresting. Part of the reason I enjoy science so much is that it is so interesting. We’re constantly learning new things about the world, and we have incredible tools with which to understand it. Science is complex and fasci-
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than say, athletes. Researchers are intense competitors—they want their research to be the best, to be published before anyone else. I see the same thing each year at our National Science Bowl. The students who come are true competi- tors. They want to be the very best and they work as hard as they can to become the best.
USBE: What attract- ed you to science as a young person? Brinkman: Grow- ing up, I was pretty good at physics and math—
I always had fun with them. In grade school and high school, we had to do word problems, and I just loved to do them.
USBE: Why did you want to be director of the Office of Science? Brinkman: I’m grateful for the chance to be part of the Office of Science. Its impact has been disproportionate to its size and public visibility in our most fundamental understanding of the physical world, as well as our nation’s security, prosperity and quality of life. Perhaps never has our nation had more need for the solutions that science can supply. And never have the tools of scientific discovery been so powerful, and the possibili- ties of discovery so manifold. That’s why I’m so thankful to be leading this office.
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