Introduction:
Michael Bernstein, the university provost, welcomed everyone to a special event featuring John Hennessy, the President Emeritus of Stanford University and a distinguished alumnus of Stony Brook’s College of Engineering and Applied Sciences.

John Hennessy’s Background:
Hennessy is a native of Huntington, Long Island, and earned his undergraduate degree at Villanova University. He returned to Long Island to pursue advanced studies at Stony Brook University, where he received his PhD in computer science in 1977. Hennessy is best known for his four decades of academic leadership at Stanford, serving as its 10th president from 2000 to 2016. He is a pioneer in the field of computer architecture and was instrumental in the development of the Reduced Instruction Set Computer (RISC) technology.

John Hennessy’s Contributions to Stanford University:
Hennessy cultivated interdisciplinary collaboration across all faculty ranks and expanded opportunities for multidisciplinary research and learning. He initiated special initiatives spanning human health, environmental sustainability, international affairs, and the fine arts. As a passionate advocate for financial aid, Hennessy strived to make Stanford accessible and affordable to the best students of their generations.

John Hennessy’s Recent Accomplishments:
In 2016, Hennessy co-founded the Knight-Hennessy Scholars Program, which offers full funding to 100 high-achieving students for graduate education at Stanford. He was named chair of the board of Alphabet, the parent company of Google, in 2021. Hennessy received the prestigious Alan Turing Award, the virtual Nobel Prize in the computer science field, for his pioneering approaches to computer architecture.

External Scholarships and Fellowships Advising at Stony Brook:
Stony Brook University provides a powerful support structure for students seeking external scholarships and fellowships. The university’s external fellowships office and fellowship advisors play a crucial role in supporting students and sustaining support for the most worthy and competitive candidates.

Conclusion:
Michael Bernstein invited John Hennessy to the podium to share his journey since arriving at Stony Brook in 1974 and the lessons he learned along the way.

Early Interest in Computing:
John Hennessy, now a well-known scholar in computer science, began his journey without a computer science major at any university in the US during his undergraduate years. He started as an Electrical Engineering (EE) student but developed an early interest in computing, building a tic-tac-toe machine out of surplus relays for his high school science fair project. This project earned him an honorable mention and impressed his girlfriend’s family.

Education at Stony Brook:
Hennessy pursued his undergraduate and graduate studies at Stony Brook University. He completed his undergraduate degree in three and a half years and was admitted to the graduate program mid-year with financial aid. His advisor, Dick Hebertz, played a crucial role in his education, teaching him technical writing and giving him opportunities to be a teaching assistant, shaping his skills as a teacher.

PhD Research and Collaboration:
During his PhD research, Hennessy encountered an interesting problem brought by an adjunct faculty member from Brookhaven. The problem involved controlling a bone density scanner using microprocessors, which were emerging at the time but had limited capabilities. Hennessy collaborated with co-advisors, Dave Smith and Dick Keebers, combining hardware and programming language expertise to develop an applications-oriented language for real-time applications using microprocessors.

Love for Graduate School and Frugal Lifestyle:
Hennessy fondly recalls his graduate school days as the happiest time of his life. He had a budget of $20 per week for groceries, making choices between generic beer and ice cream.

Exploring Career Options:
Hennessy initially aimed for an academic career, but he also considered other opportunities like research positions at Bell Labs or IBM Watson. He ultimately decided to focus on teaching and accepted every interview request he received, leading him to visit 14 institutions before landing at Stanford.

Stanford’s Burgeoning Computer Science Department:
John Hennessy considered a position at Wisconsin but was concerned about the cold climate. He interviewed at Stanford in March and was impressed by the weather and the growing computer science department. The department was housed in the School of Humanities and Sciences, but due to rapid growth, it was expanding into the Electrical Engineering department.

Joint Laboratory for Systems Research:
A joint laboratory was established for researchers in systems areas, including programming languages, compilers, computer architecture, and operating systems. Faculty members would be jointly appointed by Computer Science and Electrical Engineering.

Challenges for Experimental Computer Scientists:
Experimental computer scientists faced difficulties obtaining tenure at Stanford due to a strong focus on algorithms and AI research. The systems group struggled to find its place within the department.

Graduate’s Persuasion and Interview with Don Knuth:
A Cornell graduate who had recently joined Stanford’s Electrical Engineering department convinced Hennessy that the environment was suitable for his work. During his interviews, Hennessy sought advice from Don Knuth, a renowned computer scientist.

Early Influence and Inspiration from Don Knuth:
John Hennessy met Don Knuth, a pioneer in computer science and algorithm analysis. Knuth’s work ethic and dedication to computing inspired Hennessy. Knuth’s discovery of his passion for computing aligned with Hennessy’s own interests.

Finding Passion in Computer Science at Stony Brook:
Hennessy’s academic experience at Stony Brook shifted from being an average electrical engineering student to an outstanding computer science student. He developed a passion for various aspects of computer science, including theory, applied math, and systems courses. Hennessy realized his brain’s alignment with computing and programming.

Teaching and Research at Stanford:
Hennessy began teaching at Stanford, starting with a microprocessor lab course. He later taught compiler and programming language courses. During this time, the VLSI (Very-Large-Scale Integration) revolution emerged, enabling more people to design silicon chips.

Collaboration with Jim Clark on Computer Graphics:
Hennessy collaborated with Jim Clark, a Stanford faculty member and future successful entrepreneur. Clark envisioned improving the efficiency of computer graphics using VLSI technology. Hennessy developed a CAD tool for Clark’s geometry engine. This collaboration later proved significant in Hennessy’s career.

Initial Contemplations:
John Hennessy and his colleagues at Stanford recognized the need to rethink computer design due to the rapid miniaturization of computers. The shift from assembly language to high-level languages and the emergence of Unix as a standard open OS prompted them to explore new design approaches.

Brainstorming and Initial Findings:
A graduate course was set up to explore new computer design ideas, attracting students from various disciplines. The course highlighted the need for computers to be designed as targets for compilers and efficiently implemented in the new VLSI technology.

The RISC Concept:
The Reduced Instruction Set Computer (RISC) ideas emerged from the brainstorming sessions, focusing on designing computers with a small set of instructions that could be efficiently executed. The MIPS processor chip was developed by a team of four graduate students, demonstrating the feasibility of the RISC approach with limited resources compared to industry standards.

Obstacles and Skepticism:
Despite the publication of papers and presentations, the industry remained skeptical of the RISC concept. Attempts to transfer a similar project from a Western branch of Digital Equipment Corporation to its main product line failed due to resistance and skepticism.

Founding MIPS:
Encouraged by a computer pioneer, John Hennessy and two co-founders launched MIPS, a company dedicated to bringing RISC technology to market. Crafting a vision for the company proved challenging, as they had to invent not only new technology but also a new business model for the emerging semiconductor industry.

Lessons Learned:
Startups should focus on either creating a new business model or developing new technology, not both simultaneously. Perseverance is essential in overcoming industry skepticism and driving innovation.

Building a Startup:
Hiring talented and enthusiastic individuals was crucial to the startup’s success. The rapid pace of a startup environment requires quick decision-making.

Initial Product Delivery:
The company faced a critical deadline for delivering a prototype to a customer. Despite challenges, the prototype was completed and delivered just in time.

Financial Challenges and Layoffs:
The company experienced rapid growth, leading to over-hiring and a cash crunch. A difficult decision was made to lay off 40 employees to avoid missing payroll.

The Importance of Communication During Difficult Times:
The CEO requested John Hennessy to address employees after the layoffs, emphasizing the company’s potential for recovery. Open and honest communication helped maintain employee morale and prevent further departures.

Startup Success and Personal Fulfillment:
The startup eventually found partners for financing and became successful. John Hennessy realized his passion for academia and teaching, leading to his decision to return to the university.

Employee Stock Ownership:
The company provided stock options to all employees. The receptionist’s reaction upon the company going public highlighted the positive impact on employees’ lives.

Choosing Between Startup and Academia:
John Hennessy ultimately chose to return to academia due to his love for teaching and research.

Hennessy’s Shift from MIPS to Academia:
John Hennessy returned to academia after his involvement in the MIPS project, dedicating one day a week and some summer time to the company.

Inspiration for a New Textbook:
Hennessy and Dave Patterson lamented the quality of textbooks for computer architecture, which lacked a comparative approach.

Selling the RISC Idea:
The lack of a scientific explanation for the advantages of the RISC architecture made it difficult to promote.

Insight from Digital Equipment Corporation:
A paper from Digital Equipment Corporation helped Hennessy understand why the RISC ideas were superior: faster execution of more instructions.

Collaboration with Dave Patterson:
Hennessy and Patterson decided to write a better textbook during Patterson’s sabbatical, meeting regularly to exchange material.

Alpha and Beta Versions:
The authors created alpha and beta versions of the textbook, involving students to use and provide feedback.

Inspiration from Don Knuth:
The book’s structure and organization were inspired by Don Knuth’s famous series of books on algorithms.

Return to Stanford and Research:
Hennessy returned to Stanford, pursuing new research projects and reintegrating into academic life.

Avoiding Department Chair Roles:
Hennessy initially declined department chair positions in electrical engineering and computer science to focus on research.

Serving as Department Chair:
Eventually, Hennessy became the department chair as computer science moved into a new building, fostering collaboration and a healthy dynamic.

Leadership Lessons:
Hennessy learned that leadership is challenging, especially at higher levels like provost and dean, but it is ultimately about service.

Advice from Previous Dean:
The previous dean advised Hennessy that being a dean is about serving the faculty and making decisions with their best interests in mind.

Starting as Dean:
John Hennessy emphasized the importance of taking on the role of dean not for personal gains but for the purpose of serving colleagues and students, ultimately improving the university.

Building a Network:
During his 15-17 years at Stanford, John Hennessy actively engaged with faculty members, fostering a strong network and understanding of various disciplines, especially in engineering.

Interdisciplinary Center for Biomedical Research:
John Hennessy saw the potential for a new interdisciplinary center focused on the overlap of biomedical and bioengineering. The center aimed to promote interaction and collaboration across disciplines, leveraging Stanford’s advantage of having a medical school on campus.

Collaboration with Jim Clark:
John Hennessy approached his friend Jim Clark, who had previously shared an office with him and had successful ventures like Silicon Graphics and Netscape. Hennessy sought Clark’s support for the new interdisciplinary center, aiming to secure a gift of $100 million or more.

Clark’s Generous Gift:
Jim Clark generously made the $100 million gift, enabling the construction of the Clark Center, a building strategically located at the intersection of various disciplines. The center became a hub for interdisciplinary research and collaboration, housing 40 faculty members from 20 different departments.

How Hennessy Became Provost:
Hennessy was successful as Dean of Engineering, piloting interdisciplinary collaborations. Condoleezza Rice, then Provost, decided to step down to join George W. Bush’s presidential campaign. President Gerhard Casper offered Hennessy the Provost position.

Hesitation and Inspiration:
Hennessy initially hesitated due to the shift away from his academic roots. During a weekend of reflection, he heard Condoleezza Rice’s speech about her grandfather’s transformation through education. Inspired by the story, Hennessy decided to accept the Provost role.

Hennessy’s Approach as Provost:
He enjoyed the intellectual curiosity and interaction with faculty. He emphasized leadership by walking around and listening to faculty. He learned the importance of financial aid and supporting students overcoming disadvantages.

Becoming President:
After serving as Provost, Hennessy was asked to become President in 2000. He aimed to craft a proactive vision and do big things for the university.

Focus on Interdisciplinary Collaboration:
Hennessy prioritized moving the university forward in interdisciplinary, multidisciplinary, and collaborative research. The first building constructed under his leadership focused on environment and energy, bringing together faculty from various departments.

Emphasis on Access and Affordability:
He worked on improving access and affordability for students. Aiming to craft a clear-cut financial aid program to encourage students to apply to Stanford.

Financial Aid Revolution:
Stanford implemented a groundbreaking financial aid model, eliminating tuition for families earning less than $100,000 and room and board costs for those below $60,000, making higher education more accessible. This simplified financial aid process aimed to address the challenges faced by students from under-resourced high schools.

Universities’ Role in Solving Global Issues:
Hennessy believed that universities should take on the mantle of solving global problems, given the increasing complexity of the world and the challenges faced by governments. He recognized the need for universities to collaborate with governments to implement solutions.

Endowment Loss and Budget Shortfall:
The financial crisis resulted in a significant loss to Stanford’s endowment, creating a budget shortfall. The university faced the challenge of balancing its commitment to financial aid with the need for budget cuts.

Tough Decisions:
To address the financial crisis, Stanford made difficult choices, including laying off staff, freezing faculty hires, and implementing salary cuts. The goal was to protect the core value of financial aid to students while maintaining the university’s academic excellence.

Quick Recovery:
The decisive actions taken by Hennessy and his team led to a swift recovery, with the university emerging from the crisis within a year. This rapid turnaround demonstrated the effectiveness of the university’s leadership and its commitment to resilience.

Steve Jobs’ Commencement Speech:
Hennessy recounts Steve Jobs’ iconic commencement speech at Stanford, where he shared his journey, emphasized the importance of connecting the dots, and spoke about facing failure and cancer. Jobs’ speech is remembered as one of the greatest commencement speeches of all time.

Fundraising Campaigns and Transition:
Hennessy led two successful fundraising campaigns during his tenure, securing significant financial resources for the university. After 14 years as president, Hennessy began planning his transition and the appointment of a new leadership team to guide Stanford into the future.

Program Conception:
John Hennessy, former Stanford University president, sought to address the global leadership crisis and lack of quality leadership in various sectors. Inspired by selective scholarships like Rhodes and Gates Cambridge, Hennessy envisioned a program that would embrace the West Coast ethos and Stanford’s unique culture.

Program Structure:
Fully endowed program with an annual intake of 100 scholars. Covers course fees and includes a co-curricular leadership program to develop scholars’ leadership skills across different career paths. Designed to foster a sense of community among scholars and build a network beyond their time at Stanford.

Funding and Support:
Secured an initial $400 million donation from Phil Knight, founder of Nike, and raised an additional $400 million to fully endow the program. Denning House, overlooking a seasonal lake, serves as the program’s home for seminars, gatherings, and discussions.

Diverse Scholar Cohort:
The first cohort of scholars represents a global mix, with 53% born outside the US and 63% holding non-US passports. A diverse group with 45% pursuing PhDs, 37% in professional degrees, and the rest in MA or MS programs. Majority women and 50% more diversity than the graduate population at Stanford.

Application Process:
Concurrent applications to the Knight-Hennessy program and the relevant department are required. Admission to the department is a prerequisite for eligibility as a Knight-Hennessy scholar. Application deadline is September 12, with department application completion by November 12. Finalists are notified in January and invited for an Immersion Weekend in January to experience campus life and department visits. Finalists are notified in late February, and selected scholars begin the program in September.

Hennessy’s Involvement and Disappointment:
Hennessy agreed to lead the program during its startup period in exchange for the $400 million donation. He expressed disappointment in his efforts to promote immigration reform, particularly the DREAM Act and high skills visa reform, during President Obama’s administration.

Obstacles in Immigration Reform:
Steve Jobs emphasized the political complexities of immigration reform, highlighting the challenges posed by conflicting agendas within Congress. While there is general support for measures like the DREAM Act and high-skilled visa reform, attempts to attach additional provisions often result in gridlock. John Hennessy discussed the limited prospects for progress, given the demanding time commitment and uncertain chances of success.

Compromise in Leadership:
The word “compromise” has become negatively perceived, despite its crucial role in shaping the U.S. Constitution. Hennessy emphasized the need for effective compromises that prioritize the country’s well-being and the interests of its citizens.

Rising Costs of Higher Education:
Michael Bernstein raised concerns about the escalating costs of education, noting that bachelor’s degrees are no longer sufficient and master’s degrees are increasingly required. The financial burden of education is becoming more significant, especially for individuals without wealthy parents or scholarship opportunities.

Broader Issues in Higher Education:
Hennessy acknowledged that the challenges extend beyond private institutions, affecting public universities like Stony Brook and Berkeley. Public institutions have faced budget constraints, hindering their ability to keep pace with student demand and reasonable inflation.

Technology’s Role in Bending the Cost Curve:
John Hennessy believes that technology can play a role in bending the cost curve in higher education, but it is not a magic wand that will solve everything. He emphasizes the need to use technology better to achieve this goal.

The Importance of Articulating the Economic Value of Higher Education:
Hennessy stresses the importance of articulating the economic value of higher education to the public. He points to studies that demonstrate the clear economic benefits of a college education and encourages grandparents to invest in their grandchildren’s education as the best way to provide them with leverage over time.

The Need to Address Rising Debt Levels:
Hennessy emphasizes the need to address the rising debt levels among college students, which can cripple students and force them to make choices that are not necessarily in their best interests.

The Changing View of Higher Education as a Public Good:
Hennessy notes that higher education was once viewed as a public good, but has largely transitioned to being a private or semi-private good. He emphasizes the importance of maintaining public support for higher education, as it is in the best interest of the entire community.

The Role of Higher Education Institutions in Bending the Cost Curve:
Hennessy believes that higher education institutions have a responsibility to bend the cost curve and make education more affordable. He stresses that this must be done in conjunction with efforts to increase public support for higher education.

Reasons for Lack of Diversity in STEM:
Many students from under-resourced districts lack access to advanced courses like AP calculus and AP physics, making it challenging to pursue STEM majors in college.

Unequal Opportunities in K-12 Education:
The current education system fails to provide equal opportunities for all students, leading to a lack of diversity in STEM fields.

Inequities in Upward Mobility:
Studies show significant disparities in upward mobility based on geographic location. For example, the ability to move from the lowest income quartile to the highest is six times higher in San Jose, California, compared to Atlanta, Georgia.

Investment in Elderly Population vs. Young People:
The percentage of revenue allocated to people over 65 exceeds that allocated to people under 18, indicating a disinvestment in young people.

Need for Investment in Young People:
It is crucial to invest in young people and provide them with access to quality education, including math and science courses, to ensure equal opportunities and foster diversity in STEM fields.

Medical School Debt and Specialty Choices:
Medical school debt affects students’ specialty choices, leading to an oversupply of certain specialists like plastic surgeons and dermatologists. The long duration and high cost of medical degrees contribute to this problem.

Stanford’s Loan Relief Program for Teachers:
Stanford implemented a program that provides loan relief for teachers who commit to working in low-income districts for four years. This program aims to address the high dropout rate among teachers in underserved areas and promote teacher retention.

Salary Differentials and the Importance of Teaching:
Finland’s education system provides a more balanced salary structure, with smaller salary differentials between doctors and schoolteachers. This approach has resulted in Finland having some of the best schoolteachers in the world. In capitalist societies, salary disparities send a message about the value placed on different professions, with teaching often being undervalued.

Leadership Development:
Leadership development involves learning basic skills and abilities from other leaders or their biographies, as well as gaining experience. Mentors can provide guidance, but ultimately, experience is crucial for developing leadership qualities. Real-life experiences, such as having to deliver difficult news or respond to crises, shape leaders’ abilities.

Ethics Requirement at Stanford:
Stanford introduced an ethics requirement for all undergraduate students during the latter part of John Hennessy’s presidency. This requirement aims to equip students with ethical frameworks and decision-making skills to navigate various situations they may encounter in their personal and professional lives.

Ethical Decision-Making Course:
Stanford University requires students to take a course focused on ethical decision-making and reasoning. The goal is to help students navigate real-world ethical dilemmas before facing them in real-time.

Enron Story as a Cautionary Tale:
The Enron scandal serves as a prime example of how seemingly small unethical decisions can snowball into catastrophic consequences. Stanford aims to teach students to recognize ethical dilemmas early on and avoid compromising their integrity.

Performance of Low-Income Students:
Low-income students at Stanford perform just as well as their high-income peers. However, Stanford has a relatively small number of low-income students.

Stanford’s Lack of Socioeconomic Diversity:
Stanford struggles to attract low-income students despite increased financial aid. Only a 50% graduation rate for low-income students at local four-year colleges. Low-income students lack opportunities, support, and quality teachers at local colleges.

Undermatching Problem:
High-achieving low-income students often choose less prestigious schools due to proximity to home and family responsibilities. QuestBridge and other programs have made some progress in addressing this issue. Private institutions need to do more to attract low-income students.

Gender Imbalance in Computer Science:
Computer science initially attracted more women but later became male-dominated due to video games and stereotypes. Recent focus on social media and other topics has increased women’s participation in the field. Stanford’s efforts to increase female enrollment in computer science: Creating support groups to reduce isolation in the discipline. Breaking introductory courses into small sections led by trained undergraduate section leaders, with a focus on gender balance among leaders. These efforts have resulted in a significant increase in women pursuing computer science at Stanford, making it the largest major for women.

Defining School Quality:
Conventional school evaluation methods, such as test scores, may not provide an accurate assessment of a school’s effectiveness.

Socioeconomic Context:
Socioeconomic factors, such as parent education and income levels, significantly impact a school’s ability to improve student outcomes.

Measuring School Impact:
A more effective approach to school evaluation considers the socioeconomic status of students and assesses whether a school improves or worsens their outcomes compared to their peers.

Hillbilly Elegy:
The book “Hillbilly Elegy” explores the impact of job loss and economic disruption on communities in the Midwest.

Geographical Disparities:
The Midwest region faces challenges due to the elimination of low-skill jobs that provided substantial wages and benefits.

Addressing Regional Issues:
Investment, job creation, and attracting company headquarters to the Midwest are crucial for addressing economic disparities.

Affordable Housing:
The Midwest has an advantage in affordable housing compared to regions like California and New York.

Promoting Job Growth:
Encouraging job growth in the Midwest can provide opportunities for residents and revitalize communities.

Rolling Back Manufacturing:
Attempts to revive manufacturing jobs may not be effective in addressing the economic challenges faced by the Midwest.

Parents’ Universal Desire for Their Children’s Success:
John Hennessy shares his observations of families from impoverished regions around the world. Despite varying circumstances, one commonality among these parents is their unwavering priority of ensuring a better life for their children.

The Role of Education in Upward Mobility:
Hennessy emphasizes the significance of education in enabling children to break the cycle of poverty and achieve a brighter future.

The Need for Parental Focus and Information:
To effectively support their children’s education, parents need to focus on the importance of schooling and be equipped with the necessary information.

Conclusion:
Hennessy expresses his gratitude to John for the insightful discussion. The dialogue concludes with a round of applause and thanks from the audience.