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Tag: STEM Education

  • Ex-Enzo Biochem CEO Kara Cannon leads Tesla Science Center | Long Island Business News

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    Tesla Science Center at Wardenclyffe (TSCW) in Shoreham has appointed Kara Cannon, former CEO of Enzo Biochem, as executive director, effective immediately.

    A Long Island native, Cannon brings more than three decades of global leadership experience. Her responsibilities include overseeing the continued restoration of Nikola Tesla’s Wardenclyffe laboratory, which had suffered damage from a 2023 fire. Additional responsibilities include expanding educational and and leading the launch of the Eugene Sayan Visitor Center, the first structure on the site intended to welcome the public and support learning in science, technology, engineering and math.

    Cannon succeeds former New York State Assemblyman Marc Alessi, who led the organization for nine years. She was selected through a national search and has served on the TSCW Board of Directors beginning in 2024.

    “Kara Cannon emerged from a highly competitive national candidate pool as the clear choice to lead Tesla Science Center into its next chapter,” Richard Gearns, president of the TSCW Board of Directors, said in a news release about Cannon’s appointment.

    “She brings the rare combination of scientific credibility, executive leadership, and personal passion for education that this moment demands,” Gearns said. “Most importantly, she shares Nikola Tesla’s belief that bold ideas and applied science can, and should, shape a better future.”

    Throughout her career, Cannon has held leadership roles in science-focused organizations, helped bring advanced technologies to global markets and supported interdisciplinary collaboration. She has also contributed to Long Island’s innovation economy through job creation, scientific research, and programs aimed at developing future science and technology leaders.

    “I am honored to lead Tesla Science Center at Wardenclyffe at such an exciting and meaningful moment,” Cannon said in the news release.

    “Nikola Tesla changed the world with his imagination and scientific courage,” she added. “This site has the potential to inspire that same spirit in generations to come. Together with our team and partners, we will establish Wardenclyffe as a global center for imaginative thinking—one that preserves, restores and advances Tesla’s legacy through education and innovation.”

    Cannon currently serves on the boards of New York Bio and Farmingdale State College, advises academic programs in science and and mentors emerging entrepreneurs in the life sciences.

    “Kara is uniquely prepared to lead a site of such historic and scientific importance,” Brent Glass, director emeritus of the Smithsonian National Museum of American History, who oversaw the national recruitment search, said in the news release. “Her strategic mindset and passion for mission-driven work align perfectly with the center’s future.”

    Founded on the site of Nikola Tesla’s only remaining laboratory, TSCW aims to advance a mission rooted in Long Island’s legacy of science, technology and innovation at the center, and also at such neighboring institutions as Brookhaven National Laboratory and Cold Spring Harbor Laboratory.

    Construction of the original Wardenclyffe facility began in 1901 and included one of Tesla’s early concepts: a global, wireless system for communication and power transmission. The site featured a brick laboratory building and a 187-foot wooden tower. More than a century later, TSCW is preserving the site and its history while supporting programs in innovation, science and technology for people of all ages.


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    Adina Genn

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  • Effective tools to foster student engagement

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    Key points:

    In my classroom, students increasingly ask for relevant content. Students want to know how what they are learning in school relates to the world beyond the classroom. They want to be engaged in their learning.

    In fact, the 2025-2026 Education Insights Report vividly proves that students need and want engaging learning experiences. And it’s not just students who see engagement as important. Engagement is broadly recognized as a key driver of learning and success, with 93 percent of educators agreeing that student engagement is a critical metric for understanding overall achievement. What is more, 99 percent of superintendents believe student engagement is one of the top predictors of success at school.

    Creating highly engaging lesson plans that will immerse today’s tech-savvy students in learning can be a challenge, but here are two easy-to-find resources that I can turn to turbo-charge the engagement quotient of my lessons:

    Virtual field trips
    Virtual field trips empower educators to introduce students to amazing places, new people and ideas, and remarkable experiences–without ever leaving the classroom. There are so many virtual field trips out there, but I always love the ones that Discovery Education creates with partners.

    This fall, I plan to take my K-5 students to see the world’s largest solar telescope, located in Hawaii, for a behind-the-scenes tour with the National Science Foundation and Sesame. For those with older grades, I recommend diving into engineering and architecture with the new Forging Innovation: A Mission Possible Virtual Field Trip.

    I also love the virtual tours of the Smithsonian National Museum of Natural History. Together as a class or individually, students can dive into self-guided, room-by-room tours of several exhibits and areas within the museum from a desktop or smart device. This virtual field trip does include special collections and research areas, like ancient Egypt or the deep ocean. This makes it fun and easy for teachers like me to pick and choose which tour is most relevant to a lesson.

    Immersive learning resources
    Immersive learning content offers another way to take students to new places and connect the wider world, and universe, to the classroom. Immersive learning can be easily woven into the curriculum to enhance and provide context.

    One immersive learning solution I really like is TimePod Adventures from Verizon. It features free time-traveling episodes designed to engage students in places like Mars and prehistoric Earth. Now accessible directly through a web browser on a laptop, Chromebook, or mobile device, students need only internet access and audio output to begin the journey. Guided by an AI-powered assistant and featuring grade-band specific lesson plans, these missions across time and space encourage students to take control, explore incredible environments, and solve complex challenges.

    Immersive learning content can be overwhelming at first, but professional development resources are available to help educators build confidence while earning microcredentials. These resources let educators quickly dive into new and innovative techniques and teaching strategies that help increase student engagement.

    Taken together, engaging learning opportunities are ones that show students how classrooms learnings directly connect to their real lives. With resources like virtual field trips and immersive learning content, students can dive into school topics in ways that are fun, fresh, and sometimes otherworldly.

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    Leia J. DePalo, Northport-East Northport Union Free School District

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  • Philadelphia’s La Salle Academy Celebrates Successful After-School STEM Program With Local Manufacturer, Airline Hydraulics

    Philadelphia’s La Salle Academy Celebrates Successful After-School STEM Program With Local Manufacturer, Airline Hydraulics

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    La Salle Academy and Airline Hydraulics Celebrate the Success of Their PLC Programming Course, Igniting 7th Graders’ Interest in Engineering


    PHILADELPHIA, June 4, 2024 (Newswire.com)
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    La Salle Academy, a private, independent catholic grade school in North Philadelphia, celebrates its successful partnership with Airline Hydraulics, a local manufacturing company founded 75 years ago in Philadelphia, for an educational after-school STEM program designed for 7th graders. The program, led by an Application Technology Specialist at Airline Hydraulics, gave students hands-on experience in the basics of programming industrial computer systems called Programmable Logic Controllers (PLCs).

    Program Highlights

    The STEM program introduced students to the basic concepts of PLC programming. It began with the fundamentals of wiring and assembling electronic components and explaining the difference between DC electronics and AC power. Throughout the course, students learned how to program a traffic light intersection simulator.

    Ed Brogan, the program leader, shared his excitement: “The students are wonderful. It was an enjoyable experience, especially after a long school day; we would get up and move to the application room for hands-on activities. That was the key to the class—it had to be hands-on.”

    The program’s practical applications made complex concepts relatable to the students. In addition to the traffic light demo, they learned how to write programs to stimulate a mixer, like those used in making slushies at convenience stores. This method ensures students are learning and thoroughly engaging with the material.

    Student Experiences

    Students loved the program. Sherrell, a participant, said, “For me, it was really about the building. Once I figured out how to program it, it was less confusing. Mr. Brogan explained it well, and I got the hang of it.”

    Angel, another student, shared, “It was really great. We did programs to make a traffic light, and it was actually kind of fun. It took a lot of work, but it was worth it.”

    Community Impact

    Michael ShackelfordPeña-Taylor II, a 7th-grade teacher at La Salle Academy, emphasized the program’s importance: “This was a great experience for the class. It was a blessing that Airline Hydraulics could come in and do this for us. It helped kickstart our engineering curriculum and opened up new possibilities for our students, especially those from underrepresented backgrounds in STEM fields.”

    The program ended with a pizza-party celebration featuring professionals from Airline Hydraulics, who shared inspiring stories about their career paths and demonstrated the use of a 3D printer, which left the students intrigued and excited about engineering. 

    Looking Forward

    Due to its impact on the students, Airline Hydraulics will return to La Salle Academy for the next school year, teaching a different 15-week course to 15-30 7th-grade students. For more information about La Salle Academy and Airline Hydraulics’ future programs, please visit airlinehyd.com/celebrating-75 or contact Olivia Lynch, Marketing Associate at Airline Hydraulics.

    About La Salle Academy

    Opened in 2003, La Salle Academy exclusively serves children from low-income families in West Kensington and Philadelphia, from grades three through eight, focusing on small class sizes and an extended school calendar. Entirely supported by donations, the school charges a nominal tuition fee and emphasizes values like Peacefulness, Responsibility, Consistency, Motivation, and Respect. 

    About Airline Hydraulics

    Airline Hydraulics is a leading provider of hydraulic, pneumatic, automation, and control products. With 75 years of industry expertise, they are committed to delivering innovative solutions and exceptional service to their clients.

    Source: Airline Hydraulics Corporation

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  • Think Academy Redefines Online STEM Education: Introducing Advanced Features & Strengthened Curriculum for K-12

    Think Academy Redefines Online STEM Education: Introducing Advanced Features & Strengthened Curriculum for K-12

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    From an Upgraded Learning App to Enhanced Course Products: Think Academy Pushes Boundaries to Cultivate the Next Generation of American STEM Young Talents


    CUPERTINO, Calif., October 23, 2023 (Newswire.com)
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    Think Academy, a trailblazer in online STEM education, is transforming the learning landscape for K-12 students across 51 U.S. states. With courses from Pre-K to high school, the academy’s mission is to spark interest in STEM and cultivate America’s future talents（visit thethinkacademy.com for more details).

    In October, Think Academy unveiled its latest online course product, aiming to enhance every stage of the learning journey. Key upgrades, as shared by higher elementary grade head Rongsheng Wang and middle school curriculum head Jiani Hou, include:

    1. Parental App: This new feature facilitates real-time communication with teachers and customer service. Parents can now monitor academic progress, including class reports, homework submissions, and course details.

    2. Mistake Tracker and Collection: The new product boasts an automatic mistakes collection feature, which gathers questions and knowledge points students might have missed during their Think Academy journey. This encompasses pre-class preparations, in-class learning, post-class assignments, and periodic evaluations, making revisions more streamlined and efficient.

    3. Video Tutorials for Homework: Post-class assignments now come with detailed video explanations. Upon submission, students can instantly access these tutorials, allowing for immediate corrections, real-time feedback, and a complete learning loop.

    On the content front, Haoyuan Li and Yujun Wang, responsible for the elementary curriculum, highlighted the renewed focus on fostering an interest in mathematics and solidifying foundational concepts. Meanwhile, Jiani Hou and Yunhui Wang, overseeing the middle and high school curriculum, emphasized the dual-teacher model. This approach ensures students benefit from the expertise of a content teacher while also receiving personalized attention from a local teacher. Notably, the Honors system has produced 47 AIME Qualifiers and over a hundred AMC 8 Winners. The Advanced system has facilitated students from 27 states to join advanced classes in their local middle schools.

    Looking ahead, Think Academy’s upcoming high school STEM courses aim to fortify students’ scientific foundations before entering college, empowering them with the confidence to pursue STEM majors.

    In essence, Think Academy’s relentless pursuit of excellence in online STEM education is setting new benchmarks and shaping the future of education in the U.S.

    Source: Think Academy U.S.

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  • Argonne’s STEM mapping project highlights opportunities on Chicago’s south side

    Argonne’s STEM mapping project highlights opportunities on Chicago’s south side

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    Newswise — To become the diverse and talented workforce of today and tomorrow, learners of all ages and from every community need access to educational and training resources in science, technology, engineering and mathematics (STEM). There are many schools and organizations working to inspire, motivate and train learners of all ages in historically underserved neighborhoods of Chicago. To better understand these current resources and to grow and sustain a robust STEM ecosystem, the U.S. Department of Energy’s Argonne National Laboratory has undertaken a STEM mapping project, called the STEM Opportunity Landscape Project, in nine south side Chicago neighborhoods.

    STEM asset mapping consists of an information gathering process that involves identifying all STEM programming, community learning spaces, workforce development programs and STEM employment opportunities in a neighborhood. The collected data is then depicted in the form of maps and other visualizations, creating a comprehensive and interactive STEM opportunity landscape.

    STEM mapping provides communities a holistic view of their community assets and collective strengths, enabling them to leverage these resources effectively. The maps and visualizations reflect STEM assets and opportunities that serve students from kindergarten to their careers, and they have just been made fully accessible to the public.

    “Argonne’s STEM Opportunity Landscape Project provides a free website that elevates the STEM learning, workforce and employment opportunities within these nine communities for learners of all ages. This tool provides valuable insight into crafting deliberate STEM learning pathways K-Career, addressing and closing existing gaps, fostering strategic partnerships, and optimizing available resources to enrich STEM opportunities,” said Meridith Bruozas, the institutional partnership director at Argonne.

    As part of the Argonne in Chicago initiative that includes an office space in Hyde Park, the STEM mapping project focuses on the following nine communities: Douglas, Grand Boulevard, Greater Grand Crossing, Hyde Park, Kenwood, Oakland, South Shore, Washington Park and Woodlawn.  The mapping project collected survey data from learning spaces, including schools, within these communities to identify potential linkages between them. “There are places that already exist in these communities, like makerspaces, computer labs and instructional kitchens, that a lot of people are generally not aware of,” said Argonne STEM Education Partnerships and Outreach Manager Jessica Burgess.

    According to Burgess, the STEM inventory being performed as part of the mapping project helps fulfill a need for a unified approach. “There’s been a call for a STEM ecosystem in which we can bring people together,” she said. “Through the Argonne in Chicago office, the laboratory has the ability to be a convener, building bridges within and between communities to maximize the connections that learners can make as they embark on their educational and career pathways.”

    Various organizations have historically offered valuable programming in these communities. However, these programs do not always connect into a larger STEM ecosystem. “The STEM mapping project offers us a really good view of the current state of the landscape, so that the schools, organizations and employers that work in these communities can identify strengths and weaknesses and ultimately drive connected learner pathways that provide skill development for learners that will eventually lead to STEM careers,” Burgess said.

    In addition to STEM education in schools, Burgess also described ways in which the STEM mapping initiative would be helpful for workforce development. “By including employers, particularly those that demand math- or engineering-related skills, we can help develop various routes by which members of these communities can achieve new STEM-related possibilities,” she said.

    “We are excited to introduce this comprehensive STEM resource to the participating communities,” Bruozas said. “With the tool launched, we are excited about the next phase of the project — diving into the data with the community — this will include hosting data-driven community conversations and co-creating a plan for what STEM learning looks like on the south side.

    By highlighting existing resources, facilitating collaboration, and engaging communities in decision-making, the STEM mapping initiative seeks to create a more equitable and inclusive STEM ecosystem. The project’s impact extends beyond the immediate communities on Chicago’s south side, serving as a model for other regions striving to provide equal access to STEM opportunities.

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    Argonne National Laboratory

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  • Tips for future Argonne interns, from past Argonne interns

    Tips for future Argonne interns, from past Argonne interns

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    Newswise — Student STEM Ambassadors draw upon their experiences as interns to offer advice on how to make the most out of an internship at Argonne National Laboratory.

    Starting your first science, technology, engineering or mathematics (STEM) internship can feel like a daunting task for college students, especially for those interning at national labs such as the U.S. Department of Energy’s Argonne National Laboratory.

    For students embarking on an internship at Argonne, here are some tips from Argonne’s Student STEM Ambassadors (SSA), who themselves completed internships at the lab.

    The first step toward success starts before the internship even begins. During the period between being accepted into a program and starting work at the lab, future interns should take the initiative to reach out to their mentors and brush up on the current state of the science they will study.

    “It can feel intimidating to reach out to your mentor, especially if you don’t know what you’re doing. But the whole point of this internship is to learn, and the first step is realizing that you won’t be penalized for not knowing something; I wish I had known that before I started the internship.” — David Lopez, CCI intern and Student STEM Ambassador

    “If you’re sitting at home and have nothing to do, just send your mentor an email,” said Alice Gao, who participated in the 2022 Science Undergraduate Laboratory Internships (SULI) program.

    “It can feel intimidating to reach out to your mentor, especially if you don’t know what you’re doing,” said David Lopez. He first interned at Argonne for the Community College Internships (CCI) in 2022, and he is returning for a second CCI program this year. ​“But the whole point of this internship is to learn, and the first step is realizing that you won’t be penalized for not knowing something; I wish I had known that before I started the internship.”

    The learning process continues when students begin their internships. SSAs encourage interns to take things nice and slow for their first week at the lab.

    “Be patient, and don’t try to rush into the research,” said Justin Griffith, a 2022 SULI intern. ​“Building a solid, theoretical foundation for your work is what the first couple of weeks are about — developing your understanding of the material, training, and plenty of reading.”

    “For any questions you have about your research project’s goals, it’s best to ask your mentor about them early, because the longer you wait, the harder it becomes to fix the trajectory you’ve already set,” said Gao.

    Though research remains a strong priority for internships, the SSAs emphasized the importance of social interactions throughout the experience. Students should try to attend as many events as they can and talk with others, even if it takes them out of their comfort zone.

    “Go to as many events as you can, and talk to people about the cool science they’re working on,” said Griffith. ​“I got to know quite a few other interns that I still talk with now, a year later. It can be really easy to be caught up in your research, but being able to take an hour or half-hour of your day to attend a seminar, be part of a social event, or just grab lunch with an intern can be really helpful.”

    Interns’ projects culminate in their greatest challenge: giving professional STEM presentations on their research at the lab-wide Learning on the Lawn.

    “The best way to prepare is to practice casually; the more you talk about your research with others, the better you’ll be able to present your poster,” said Griffith. ​“It’s a great way to develop your communication skills while also showing off what you’ve learned. There is a satisfaction of being able to describe what you have done in that last 10 weeks. It feels very official, like you’ve done meaningful work.”

    Finally, the biggest tip that the SSAs could give students is to apply for more internships. An internship can make a positive difference in students’ futures, as it has for these past interns.

    “Argonne has helped me in my school life; I’ve actually used what I’ve learned from Argonne in my courses,” said Lopez. ​“Interning at Argonne is a rare chance at something new, and if you don’t take advantage of the opportunity, you may regret missing out.”

    This work was supported in part by the U.S. Department of Energy, Office of Science, Office of Workforce Development for Teachers and Scientists (WDTS).

    Argonne National Laboratory seeks solutions to pressing national problems in science and technology. The nation’s first national laboratory, Argonne conducts leading-edge basic and applied scientific research in virtually every scientific discipline. Argonne researchers work closely with researchers from hundreds of companies, universities, and federal, state and municipal agencies to help them solve their specific problems, advance America’s scientific leadership and prepare the nation for a better future. With employees from more than 60 nations, Argonne is managed by UChicago Argonne, LLC for the U.S. Department of Energy’s Office of Science.

    The U.S. Department of Energy’s Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of the most pressing challenges of our time. For more information, visit https://​ener​gy​.gov/​s​c​ience.

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    Argonne National Laboratory

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  • Ramón Barthelemy wins 2023 LGBTQ+ Educator of the Year

    Ramón Barthelemy wins 2023 LGBTQ+ Educator of the Year

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    Newswise — The LGBTQ+ Educator of the Year award recognizes an educator who has significantly impacted STEM students through teaching, counseling, advocacy, and role modeling. Dr. Barthelemy is an assistant professor in the Department of Physics & Astronomy at the University of Utah. Before joining the faculty at the U, Dr. Barthelemy was a Fulbright Fellow at the University of Jyväskylä, Finland, and an AAAS Science Policy Fellow. As a Fulbright Fellow, Dr. Barthelemy researched university physics education in Finland. As an AAAS Fellow, he focused on STEM education policies and helped support equity in STEM education. His current position focuses on physics education research, with a broad range of interests from student learning in the classroom to policies that govern the physics community and impact physics careers. Last year, Barthelemy and collaborators published  a pioneering study that revealed the barriers that LGBTQ+ physicists face in the field. His current research focuses on understanding the social network development of Ph.D. physicists who identify as women and/or as part of the LGBTQ+ community. This unique project focuses on Ph.D. scientists beyond academia and includes the government and private sectors. This work aims to better understand how these groups build their professional networks and navigate them to find their definition of career-related success.

    When asked how his life experiences have shaped his perspective as an educator, Dr. Barthelemy said, “…being queer has impacted how I think about binaries. I do not see the world as a place where there is one incorrect and one correct answer. Rather I see a very complex world in which multiple kinds of explanations and models can be used to understand our lives and the world around us. As a scientist, this dips into ideas of philosophy of science and how we are not necessarily claiming to have a T truth, but instead are working to develop and refine models that help us explain and predict the natural world.”

    His nominators noted, “…he combines stellar graduate work in physics education research with some of the deepest and most significant work on gender and LGBTQ+ issues in Physics that has so far been written.” When asked what advice he would give his younger self and scientists just beginning their adventures in physics, Barthelemy “…would tell a younger version of me to trust myself and to build a community of people who support one another and want to see each other succeed.”

    Out to Innovate awarded LGBTQ+ Engineer of the Year to Dr. David Jansing, Ph.D., a remote sensing scientist at Johns Hopkins University, and LGBTQ+ Scientist of the year to Dr. Victoria Orphan, Ph.D., the James Irvine Professor of Environmental Science and Geobiology at Caltech.

    Adapted from a release by Out to Innovate.

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    University of Utah

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  • High School Students Learn the Basics of Base Editing to Cure “GFP-itis”

    High School Students Learn the Basics of Base Editing to Cure “GFP-itis”

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    Newswise — Genome editing is used to modify the genes of living organisms to elicit certain traits, such as climate-resilient crops or treating human disease at the genetic level. It has become increasingly popular in agriculture, medicine and basic science research over the past decade, and will continue to be relevant and utilized well into the future. Given this prevalence, researchers at the University of California San Diego have started an outreach program that introduces genome-editing technologies to high school students.

    Assistant Professor of Chemistry and Biochemistry Alexis Komor, and Ph.D. candidates Mallory Evanoff and Carlos Vasquez, designed the Genome Editing Technologies Program as a way to educate students on base-editing technologies, expose them to scientists from diverse backgrounds and invite questions about college, professional development, and the everyday life of a graduate student or faculty member within academia. The program is detailed in April 20 issue of The CRISPR Journal.

    Base editors enable scientists to introduce point mutations at targeted sites in the genome of living cells with high efficiency and precision and, thus, have the therapeutic potential to treat thousands of human genetic disorders. Proof-of-concept studies have already demonstrated this technology’s potential in cell therapies and in treating progeria, sickle cell disease and liver diseases.

    “As we were testing out some of these tools, we asked ourselves, how do we make base editors accessible to high schoolers? How do we make this process really visible?” said Evanoff.

    Komor’s team generated a base-editing reporter system using E. coli bacteria. In this system, base-editing activity results in the expression of green fluorescent protein (GFP). The team installed a mutation in the bacterium’s GFP gene to remove its fluorescence. To emphasize the connection to genetic diseases, this phenotype is called “GFP-itis,” and students are tasked with “curing” the bacteria. Using base-editing technology, students correct the mutation back to wild-type, resulting in bacterial cells that fluoresce green.

    The program happens over three days, creating a more meaningful partnership with the school and building a better foundation of trust with the students. “We wanted the students to get to know us better and feel comfortable asking questions about a career in STEM,” said Komor. “A popular question is simply, ‘How do I get into undergraduate research?’ One of the students in the first school we visited, Sage Creek High School, is actually an undergraduate researcher in our lab now.”

    That student is Preety Iyer, a first-year human biology major, who recalled Komor’s visit to her high school as “an amazing opportunity to get hands-on experience with gene-editing technology. It seemed like an intangible concept to me when I was learning about it in my biology classes. Being walked through the entire process and being able to do it myself strengthened my understanding of DNA and gene editing.” 

    Iyer plans to become a doctor working with patients who have rare genetic disorders, and she’s excited to gain more valuable hands-on experience in Komor’s lab: “I’ve been able to use equipment and practice techniques, like flow cytometry and plasmid preparation, that other students don’t get to use until later in their academic careers.” 

    So far, the Genome Editing Technologies Program has visited three local high schools. The schools have had well-developed science classes and much of the equipment needed to run the experiment. The majority of students had also heard of or learned about genome engineering before. Now that Komor’s team has run the program a few times and solicited feedback from students, they hope to expand to schools without such robust science programming. 

    “My high school background in science wasn’t strong in large part because of the lack of mentorship,” said Vasquez. “It’s important to us to reach students who may not have even considered a career in STEM or medicine. To look in their eyes and instill confidence, to show we believe in them — having someone like that when I was in high school would have made a world of difference.”

    The make the experiment as accessible as possible, the team has simplified the base-editing experiment and provides all the necessary equipment. Accessibility also means making the program available to other institutions that may want to implement something similar. Interested scientists or instructors can order plasmid materials from AddGene, a worldwide nonprofit plasmid repository. These plasmids are the DNA needed to make the GFP-itis cells, as well the plasmids needed to as “cure” GFP-itis.

    The goal of the program is not only to make base editing accessible to high school students, but also to encourage critical thinking and reflect on base editing in social and cultural contexts. Komor’s team asked students to think about the difference between a disease and a trait and to consider the implications of germline genome editing, in which edits are inherited by all future descendants of the edited individual, regardless of whether those descendants consent to the procedure.

    “The ethical discussion is what hits a home run with the students,” said Vasquez. “They’ll be responsible for future gene-editing policies. It’s interesting to see them thinking about the ethical side of science.”

    “We’ve had some really good discussions about what is a disease and what is a trait,” stated Evanoff. “If we have the ability to make genetic-disease corrections, who will be able to afford those treatments? Where does the equitability lie in this technology? We don’t have the answers to that. I say to students, ‘That’s going to be your job to figure out!’”

    This research was supported by the National Science Foundation (MCB-2048207), the National Institute of General Medical Sciences (T32 GM007240-41), the National Institute of Health (T32 GM112584), the Howard Hughes Medical Institute (GT13672 and the Gilliam Fellowship Program) and the National Academies of Sciences, Engineering, and Medicine Ford Foundation Predoctoral Fellowship Program.

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    University of California San Diego

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  • Labs Director to make historic visit to Navajo Nation Building research, recruitment partnership with Navajo Technical University

    Labs Director to make historic visit to Navajo Nation Building research, recruitment partnership with Navajo Technical University

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    Newswise — ALBUQUERQUE, N.M. — On March 17, Sandia National Laboratories Director Dr. James Peery will make an historic visit to Navajo Technical University in Crownpoint, New Mexico, marking the first time a sitting national lab director has visited a tribal college or university. The event is designed to build on the growing partnership Sandia has started with NTU.

    What: Labs Director visits Navajo Technical University
    When:     Friday, March 17, 8:45 a.m. – 1:30 p.m.; visual highlights 10:30 a.m. – noon
    Where:     Navajo Technical University, Lowerpoint Rd. State Hwy 371, Crownpoint, NM, 87313
    RSVP:     Contact  to confirm attendance.
    NTU media contact: 

    The partnership is part of the National Nuclear Security Administration’s Minority Serving Institution Partnership Plan, which helps national labs partner with tribal colleges and universities that prepare students for technical careers in NNSA’s laboratories and production plants.

    Navajo Technical University is a tribally controlled postsecondary career and technical institution with a main campus in Crownpoint and two smaller campuses in Chinle and Teec Nos Pos, Arizona. NTU offers programs focusing on advanced manufactured metal parts, certification of 3D-printed metal parts, inspection methodologies and techniques, including equipment operation, and optical metrology, including testing and characterization of materials; all skills that can be beneficial to Sandia’s mission.

    In August 2018, with the help of Sandia, NTU obtained accreditation from the Accreditation Board of Engineering and Technology for its industrial engineering and electrical engineering programs. Having an ABET accreditation allows Sandia to hire NTU graduates. Prior to this, area students who wanted to pursue a career at the national labs would have to attend another ABET accredited university, such as the University of New Mexico, first.

    Over the next five years, Sandia will be working with NTU on an initiative to dramatically increase the number of Native American researchers in advanced manufacturing, power and energy engineering and other technology disciplines. The partnership will work to build the first electrical engineering masters and doctoral program at NTU. Sandia will provide internship opportunities to Native American engineering students at NTU, subject matter experts in electrical engineering disciplines in power and energy and technical assistance in power system dynamics and optimization.

    Sandia is also working with NTU to expand programs in other disciplines, including chemical and mechanical engineering.

    During the visit, Peery will meet with NTU leadership and get a firsthand look at its programs and how the partnership has helped NTU grow. He will also tour the advanced manufacturing and energy systems labs.

    Media is invited to attend the visit, see NTU facilities and speak with NTU and Sandia leadership.

      • 9:00 a.m.: Welcome, by NTU President Dr. Elmer Guy
      • 9:15 a.m.: Welcome by NTU provost Dr. Colleen Bowman
      • 9:45 a.m.: Sandia National Laboratories Director address – Dr. James Peery
      • 10:50 a.m.: Advanced Manufacturing tour
      • 11:30 a.m.: Energy Systems Lab tour
      • 12:00 p.m.: Tour ends/Lunch
      • 1:30 p.m.: Visit ends

    The tour of the facilities will be the most visual portion of the visit.

    Sandia National Laboratories is a multimission laboratory operated by National Technology and Engineering Solutions of Sandia LLC, a wholly owned subsidiary of Honeywell International Inc., for the U.S. Department of Energy’s National Nuclear Security Administration. Sandia Labs has major research and development responsibilities in nuclear deterrence, global security, defense, energy technologies and economic competitiveness, with main facilities in Albuquerque, New Mexico, and Livermore, California.

    Sandia news media contact: 

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  • Newswise Live Event for March 15: What can we expect from AI and Chatbots in the next few years?

    Newswise Live Event for March 15: What can we expect from AI and Chatbots in the next few years?

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    What: What can we expect from AI and Chatbots in the next few years? A Newswise Live Event

    When: Wednesday, March 15, 2023, 1 PM to 2 PM EST

    Who: Expert Panelists include:

    • Sercan Ozcan, Reader (Associate Professor) in Innovation & Technology Management at the University of Portsmouth
    • Jim Samuel, Associate Professor of Practice and Executive Director, Master of Public Informatics at the Bloustein School, Rutgers-New Brunswick
    • Alan Dennis, Professor of Information Systems and the John T. Chambers Chair of Internet Systems in the Kelley School of Business at IU Bloomington

    Details: Artificial intelligence news has escalated considerably in the last few months with the roll-out of Microsoft’s Bing Chatbot and the popularity of large language models (LLMs) such as ChatGPT. Popular social media app Snapchat has launched its chatbot called “My AI,” using the latest version of ChatGPT. Newswise Live is hosting a live expert panel on what to expect from AI in the near future, its impact on journalism, and the corporate race for AI dominance (Google vs. Microsoft, etc.). Panelists will discuss what we can expect from AI and Chatbots in the next three years.

    MEDIA REGISTER HERE

    Attention Journalists and Editors:

    A video and transcript of the event will be sent to those who register shortly after the event. Even if you can’t make this live virtual event, we encourage you to register to get a copy of these materials.

     

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  • Aerospace engineering student Amber Porteous named Brooke Owens Fellow

    Aerospace engineering student Amber Porteous named Brooke Owens Fellow

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    BYLINE: Russ Nelson

    Newswise — Amber Porteous, an aerospace engineering senior from Mobile, Ala., slated to graduate in May, has been selected to receive the Brooke Owens Fellowship. The student is the second Brooke Owens Fellow from The University of Alabama in Huntsville (UAH), a part of the University of Alabama System, in the past two years, joining 2022 Fellow Megan Jordan.

    “Amber is a great example of what I believe a student should be,” says Dr. Richard Tantaris, a clinical assistant professor in the MAE department and faculty advisor for the Space Hardware Club (SHC). “She is very smart, hardworking and able to handle huge responsibilities such as Space Hardware Club president. She has a great personality and has demonstrated her desire and ability to help people, bring new ideas forward and learn about the aerospace industry.”

    The fellowship class of 2023 includes 47 Fellows selected from nearly 1,000 applicants worldwide. Each Fellow is matched with an aerospace internship, as well as an executive-level mentor who will support and work with them to help launch their careers.

    The Brooke Owens Fellowship was founded in 2016 to honor the memory of industry pioneer and pilot D. Brooke Owens, who passed away in 2016. The program celebrates its ongoing mission and legacy of disrupting the historical gender imbalance in the aerospace industry by continuing its mission to provide opportunities and access to talented young professionals from women and gender minorities from all backgrounds.

    Porteous will be interning with Lonestar Lunar, a startup company in St. Petersburg, Fla., that plans to send data centers to the Moon. “They are looking to send up a payload later on this year,” she notes. “That’s what I will be working on this summer.”

    The UAH senior is the current president of the SHC and has been active with the Two-Month Glider Challenge, both the CanSat and Tartarus projects, and acted as the Outreach Manager for the club to share aerospace engineering knowledge with K-12 students. As the Project Lead, she also helped to establish an amateur ham radio contact with the International Space Station.

    “CanSat is an international mock satellite competition,” Porteous notes. “I worked on the mechanical subteam to make parachutes, early payload prototypes and fiberglass shell manufacturing, and my team placed 5th in the competition. Tartarus is the SHC liquid bi-propellant rocketry team, and I learned the basics of LabVIEW through the project.”

    The senior is currently on the CROSSGUARD team as well, which focuses on composite manufacturing and documentation for the SHC. She presides over a group of 260 student members across all projects, helping them to gain hands-on experience designing and building aerospace hardware.

    “I wanted to take on this role, because I have a lot of passion for aerospace and mentoring,” she explains. “SHC has been a big part of my college experience in becoming more confident in myself as a leader and engineer.”

    As to her future, Porteous says she would like to work with composite structures or satellite systems. “I would also like to become a STEM teacher after having a career in engineering,” she says. “Or start up a non-profit that focuses on bringing STEM education to communities where K-12 students may not have as many opportunities in the field.”

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    University of Alabama Huntsville

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  • Brookhaven HSRP and SPARK Program Alumni Selected in 2023 Regeneron Science Talent Search

    Brookhaven HSRP and SPARK Program Alumni Selected in 2023 Regeneron Science Talent Search

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    Newswise — Last month, Society for Science (the Society) announced the 300 scholars in the Regeneron Science Talent Search 2023. The scholars were each awarded $2,000 and also awarded $2,000 for their school. Scholars were chosen based on their research, leadership skills, community involvement, commitment to academics, creativity in asking scientific questions, and promise as STEM leaders, demonstrated through the submission of their original, independent research projects, essays and recommendations (See the full list of this year’s scholars).

    Two of this year’s scholars were not only students from high schools on Long Island, but also young researchers who participated in two of the intensive educational programs offered at the U.S. Department of Energy’s (DOE) Brookhaven National Laboratory. Having the hands-on experience of working in a busy laboratory environment, seeing their research being carried out, and collaborating with experts in their fields of interest was a big asset in applying to a competition of this caliber.

    “These programs provide students with an authentic research experience,” said Aleida Perez, Interim Manager of University Relations and Workforce Development for Teachers and Scientists (WDTS) and DOE Programs at Brookhaven Lab. “They are able to develop their scientific skills and build a collaborative network for their future educational, and perhaps professional, paths.”

    Jack Shultz, a student at Westhampton Beach high school, was part of the Student Partnerships for Advanced Research and Knowledge (SPARK) Program at Brookhaven Lab last year. In this program, high school students and their science educators become visiting researchers with access to Brookhaven National Laboratory’s scientific facilities. Shultz has a core interest in biology and chemistry, which has led to several research projects and more specific areas of interest.

    “Living on Long Island, it’s easy to take for granted what a unique and incredible environment we have,” said Shultz. “In a short amount of time, you can actually see climate change effects firsthand in things like marine ecosystems or the change in local weather patterns.”

    Shultz has been researching kelp ecosystems on Long Island using the SRX and XPD beamlines at the Lab’s National Synchrotron Light Source II—a U.S. Department of Energy (DOE) Office of Science user facility—under the mentorship of Juergen Thieme, science coordinator for the imaging & microscopy program at NSLS-II and Eric Dooryhee, program manager for the Hard X-ray Scattering and Spectroscopy (HXSS) program at NSLS-II.

    “The scientists at the beamlines were so helpful and inclusive,” recalled Schultz. “Their willingness and enthusiasm really pushed the boundaries of my work. Eric and Juergen were so encouraging and informative. There are people here with two doctorates, but they treat high school students like peers. It’s amazing that we have a resource like this locally, and many people may have research ideas that could benefit from it but have no idea it exists or that there are pathways to access it.”

    His experience applying and being selected as a Regeneron scholar and being able to experience what it’s like to do research in a national laboratory setting as part of a team of professional scientists has only reaffirmed Shultz’s enthusiasm for science. He plans to continue his current research and pursue a degree in molecular biology.

    Marc Nichitiu is a high school senior at the Stony Brook School that participated in the lab’s 2022 High School Research Program (HSRP). This competitive six-week program allows high school juniors and seniors to collaborate on a research project with Brookhaven Laboratory staff. Nichitiu was mentored by Igor Zaliznyak, a scientist specializing in Neutron Scattering in Brookhaven Lab’s Condensed Matter Physics and Materials Science Department. Zaliznyak was not only an encouraging mentor, but his advice was also one of the reasons Nichitiu entered the Regeneron competition.

    “At first, I thought that I didn’t really have the time to apply for the scholarship and I simply wanted to focus on my research,” recalled Nichitiu, “but Dr. Zaliznyak really liked the research I was doing and encouraged me to write it up. It’s good practice, in general, to be able to describe what you’ve been doing and explain it to others. Indeed, just the experience of applying was helpful.”

    Nichitiu collaborated with Zaliznyak to characterize the scattering signature of superfluid helium using thermal neutrons. From making balloons float to creating the computer chips in your smartphone, helium is in high demand on earth, but it is not an infinite resource. The need for this element continues to grow, but it is non-renewable noble gas, and the global supply is limited. Nichitiu started his research thinking of how describing neutron scattering signatures could help future space probes seek resources like helium from places beyond the constraints of our own planet. Nichitiu was also fascinated with helium’s behavior at very low temperatures.

    “If you take helium gas and you cool it down below 2.2 Kelvin, you get a special kind of liquid called a super fluid, which has zero viscosity” explained Nichitiu. “Since it has zero friction, it can just creep up the walls or through the tiniest crevices, which makes it really good for leak detection and for powering thermo-mechanical pumps in space. The discovery of the frictionless behavior of superfluid helium marked a cornerstone in modern physics with implications for the study of superconductivity and the universe’s phase transitions following the Big Bang.”

    Both scholars encourage students with a passion for STEM to ignore their doubts and apply. Applications for the 2024 search will be accepted from June of this year into November, leaving plenty of time to start planning out a research project to submit.

    “There’s no harm in applying,” said Nichitiu. “If you’re doing any sort of scientific research that you know you believe has some merit to the scientific community, you should definitely try. Even if it gets rejected, even if it’s not on par with the journals you would want to submit it to, it’s really important to get those basic scientific skills.”

    Brookhaven National Laboratory is supported by the Office of Science of the U.S. Department of Energy. The Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of the most pressing challenges of our time. For more information, please visit science.energy.gov.

    Follow @BrookhavenLab on Twitter or find us on Facebook.

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  • New Report Exposes Steep Declines in Data Science Skills Among Fourth- and Eighth-Graders Nationwide

    New Report Exposes Steep Declines in Data Science Skills Among Fourth- and Eighth-Graders Nationwide

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    Newswise — CHICAGO – A new report from the Data Science 4 Everyone coalition reveals that data literacy skills among fourth and eighth-grade students have declined significantly over the last decade even as these skills have become increasingly essential in our modern, data-driven society.

    Based on data from the latest National Assessment of Educational Progress results, the report uncovered several trends that raise concerns about whether the nation’s educational system is sufficiently preparing young people for a world reshaped by the rise of big data and artificial intelligence.

    Key findings include:

    • The pandemic decline is part of a much longer-term trend. Between 2019 and 2022, scores in the data analysis, statistics, and probability section of the NAEP math exam fell by 10 points for eighth-graders and by four points for fourth-graders. Declining scores are part of a longer-term trend, with scores down 17 points for eighth-graders and down 10 points for fourth-graders over the last decade. That means today’s eighth-graders have the data literacy of sixth-graders from a decade ago, and today’s fourth-graders have the data literacy of third-graders from a decade ago. 
    • There are large racial gaps in scores. These gaps exist across all grade levels but are at times most dramatic in the middle and high school levels. For instance, fourth-grade Black students scored 28 points lower – the equivalent of nearly three grade levels – than their white peers in data analysis, statistics, and probability. 
    • Data-related instruction is in decline. Every state except Alabama reported a decline or stagnant trend in data-related instruction, with some states – like Maryland and Iowa – seeing double-digit drops. The national share of fourth-grade math teachers reporting “moderate” or “heavy” emphasis on data analysis dropped five percentage points between 2019 and 2022. 

    “The ability to interpret, understand, and work with data is central to so many aspects of our lives and careers today. Data literacy is a must-have for every employee, every business owner, and every participant in our democracy,” said Zarek Drozda, the director of Data Science 4 Everyone, and author of the report. “Schools that prioritize teaching these skills are setting their students up for success in the modern economy, opening doors to a wider variety of options post-graduation, and building confidence for students to pursue these disciplines in higher education, including in STEM.”

    Beyond STEM, the report recommends that schools build data literacy connections within subjects across the curriculum, such as social studies or English. “Digital Humanities” is an emerging field that uses data to reveal new insights into literature and history, for example. Data Science 4 Everyone is similarly encouraging cross-disciplinary collaboration via their lesson plan challenge, which provides cash prizes to teachers working together to teach data science principles.

    To download a copy of the full report, visit Data Science 4 Everyone’s website, or https://tinyurl.com/3ud9mfay.

    About Data Science 4 Everyone

    Data Science 4 Everyone (DS4E) is a coalition and national initiative advancing data science education so that every K-12 student is equipped with the data literacy skills needed to succeed in our modern world. Equitable access to data science education is an opportunity to open doors to higher education, high-paying careers, and an engaged community. DS4E is based at the University of Chicago.

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    University of Chicago

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  • 42 Finalists Named for the 2023 Hertz Fellowships

    42 Finalists Named for the 2023 Hertz Fellowships

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    Newswise — The Fannie and John Hertz Foundation today announced 42 finalists for the 2023 Hertz Fellowships in applied science, mathematics and engineering.

    Selected from more than 750 applicants and representing 17 universities, the finalists advance to a culminating round of interviews for one of the most competitive and coveted Ph.D. fellowships in the nation. The 2023 class of Hertz Fellows will be announced in May.

    Since 1963, the Hertz Foundation has granted fellowships empowering the nation’s most promising young minds in science and technology. Hertz Fellows receive five years of funding valued at up to $250,000, which offers flexibility from the traditional constraints of graduate training and the independence needed to pursue research that best advances our security and economic vitality.

    The Hertz Fellowship experience continues beyond the initial award to include permanent membership in a multigenerational, intellectual community of peers that includes some of the nation’s most noted science and technology leaders, offering a unique engine for professional development and collaboration. Hertz Fellows have access to lifelong programming, such as mentoring, events and networking, which has led them to form research collaborations, commercialize technology and create and invest in early-stage companies together, among other opportunities.

    “This is a talented group with tremendous potential,” said Derek Haseltine, director of the Hertz Fellowship Program. “Individually, they have demonstrated technical prowess and creativity in solving complex problems and collectively, they are poised to advance our nation’s scientific enterprise.”

    The Hertz Foundation is dedicated to expanding and accelerating the U.S. pipeline of scientific and technical leadership. Through its rigorous selection process, led by Hertz Fellow Philip Welkhoff, director of the malaria program at the Bill & Melinda Gates Foundation, the Hertz Fellowship selection committee seeks out extraordinary candidates who are best positioned to become leaders in their fields and address the most pressing challenges facing society.

    Over the foundation’s 60-year history of awarding fellowships, more than 1200 Hertz Fellows have established a remarkable track record of accomplishments. Their ranks include two Nobel laureates; recipients of 10 Breakthrough Prizes and three MacArthur Foundation “genius awards”; and winners of the Turing Award, the Fields Medal, the National Medal of Technology, and the National Medal of Science. In addition, 50 are members of the National Academies of Sciences, Engineering and Medicine, and 34 are fellows of the American Association for the Advancement of Science. Hertz Fellows hold over 3,000 patents, have founded more than 375 companies and have created hundreds of thousands of science and technology jobs.

    2023 Hertz Fellowship Finalists

    Finalists are listed with their field of study and most recent university affiliation.

    Ahmed Abdalla
    Electrical Engineering
    Stanford University
    Undergrad: Stanford University

    Shion Andrew
    Astrophysics
    Massachusetts Institute of Technology
    Undergrad: Harvey Mudd College

    Garyk Brixi
    Mathematics
    Harvard University

    Jeffrey Brown II
    Electrical Engineering and Computer Science
    Massachusetts Institute of Technology
    Undergrad: Stanford University

    Suraj Chandran
    Chemistry and Mathematics
    University of Pennsylvania

    Liyam Chitayat
    Biomedical Engineering
    Tel Aviv University

    Azim Dharani
    Chemistry
    Cambridge University
    Undergrad: Duke University

    Freja Ekman
    Genetics
    Stanford University
    Undergrad: University of California, Berkeley

    Kevin Frans
    Computer Science
    Massachusetts Institute of Technology
    Undergrad: Massachusetts Institute of Technology

    Isabel Gallegos
    Computer Science
    Stanford University
    Undergrad: Stanford University

    Swapnil Garg
    Mathematics
    University of California, Berkeley
    Undergrad: Massachusetts Institute of Technology

    Louis Golowich
    Computer Science
    University of California, Berkeley
    Undergrad: Harvard University

    Anjali Gurajapu
    Chemistry and Data Science
    University of California, Berkeley

    Helena Hu
    Biological Engineering
    Massachusetts Institute of Technology
    Undergrad: Wellesley College

    Philip Kocheril
    Chemistry
    California Institute of Technology
    Undergrad: University of Illinois-Urbana Champaign

    Andrew Laeuger
    Physics
    Northwestern University

    Pranav Lalgudi
    Molecular Genetics and Physiology
    Stanford University
    Undergrad: Massachusetts Institute of Technology

    Jonathan Lu
    Physics and Mathematics
    Harvard University

    Srinivas Mandyam
    Physics
    Harvard University
    Undergrad: University of Pennsylvania

    Ajay Manicka
    Computer Science
    University of Minnesota, Minneapolis St. Paul
    Undergrad: University of Minnesota, Minneapolis St. Paul

    Nikhil Milind
    Genetics
    Stanford University
    Undergrad: North Carolina State University

    Vaibhav Mohanty
    Biophysics
    Harvard University
    Undergrad: Harvard University

    Ayush Pandit
    Computer Science
    Stanford University
    Undergrad: Stanford University

    Savan Patel
    Bioengineering
    University of Pennsylvania

    Adele Payman
    Aerospace Engineering
    Georgia Institute of Technology

    Sahil Pontula
    Physics
    Massachusetts Institute of Technology

    Naomi Sagan
    Electrical Engineering and Computer Science
    University of California, Berkeley
    Undergrad: University of California, Berkeley

    Rohith Sajith
    Physics
    University of California, Berkeley

    Aniket Sanghi
    Astronomy and Physics
    University of Texas at Austin

    Anna Soper
    Physics
    Stanford University
    Undergrad: Harvey Mudd College

    Benjamin Spector
    Computer Science
    Stanford University
    Undergrad: Massachusetts Institute of Technology

    Jacob Springer
    Computer Science
    Carnegie Mellon University
    Undergrad: Swarthmore College

    Carmen Strassle
    Computer Science
    Stanford University
    Undergrad: Stanford University

    Dion Sukhram
    Chemistry and Physics
    Massachusetts Institute of Technology

    James Sunseri
    Physics and Astronomy
    University of California, Berkeley

    Edward Tang
    Computer Science
    United States Military Academy

    Nathan Tang
    Chemistry
    Northeastern University

    Aster Taylor
    Astrophysics
    University of Chicago

    Abby Thurm
    Biophysics
    Stanford University
    Undergrad: University of California, Los Angeles

    Madeleine Urbanek
    Biomedical Sciences
    University of California, San Francisco
    Undergrad: Creighton University

    Madison Wagner
    Chemistry
    Scripps Research Institute
    Undergrad: California State University, San Marcos

    Beatriz Yankelevich
    Electrical Engineering and Computer Science
    Massachusetts Institute of Technology
    Undergrad: Stanford University

    About the Fannie and John Hertz Foundation

    The Fannie and John Hertz Foundation identifies the nation’s most promising innovators in science and technology and empowers them to pursue solutions to our toughest challenges. Launched in 1963, the Hertz Fellowship is the most exclusive fellowship program in the United States, fueling more than 1,200 leaders, disruptors and creators who apply their remarkable talents where they’re needed most — from the future of health care to the future health of our environment. Hertz Fellows hold 3,000+ patents, have founded 375+ companies, and have received 200+ major national and international awards, including two Nobel Prizes, ten Breakthrough Prizes, the National Medal of Technology, the Fields Medal and the Turing Award. Learn more at HertzFoundation.org.

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  • ChatGPT: the AI tech that’s revolutionising teaching

    ChatGPT: the AI tech that’s revolutionising teaching

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    Newswise — As Artificial Intelligence-powered chatbots edge into the education sector, UniSA experts are encouraging teachers to take an active role in testing and using these cutting-edge tools to maintain a competitive edge in their profession.

    The call follows a strict banning of ChatGPT in WA, NSW, Queensland, and Tasmania. Internationally, ChatGPT is banned in school districts across the US, France, and India.

    ChatGPT (and similar technology) is part of a new wave of AI that can generate highly cohesive, human-like responses to questions and prompts. ChatGPT continues to be criticised because of concerns about student learning and the potential for plagiarism.

    International expert in Artificial Intelligence (AI) and education, UniSA’s Professor George Siemens, says generative AI will create opportunities for teachers.

    “Chatbots, such as ChatGPT, are innovations that are here to stay. But rather than avoiding or banning them, it’s far more beneficial for teachers to explore and experiment with them to get a better sense of what is possible,” Prof George Siemens says.

    “For example, if you ask ChatGPT to produce a sample lesson plan for grade 5 algebra, the platform creates a set of objectives, any materials you’ll need, plus a range of suitable activities for students at that maths level. Or if you’re teaching programming, ChatGPT can create and debug code.

    “If you’re a teacher, you can see how this tool could help you plan, generate ideas, and organise your weekly lessons. Importantly it frees time for you to connect and engage with your students so that you can create more personal and meaningful learning opportunities.

    “Teaching is rapidly changing. By embracing new technologies, and learning how AI can complement teaching, we can prepare students for a future where they will be able to compete with the best and brightest.”

    As teaching innovations grow in sophistication and complexity, Prof Siemens says it will be vital for assessment and teaching models to keep up.

    “Existing assessment models that only test the product, but not the process of learning, will not fare well under an AI-shaped future,” Prof Siemens says.

    “We already know that managing AI for out-of-class assignments could be challenging, but perhaps it’s indicative of the need to change traditional assessment models so that they better match modern learning needs?”

    Prof Siemens says that AI can help reduce teacher administration, boost personalised learning experiences for students, and encourage real-world knowledge application. But to do so, the education sector must be open to change.

    “We are on the cusp of a massive explosion of innovation and creativity in the education sector and AI is at the very centre of it,” Prof Siemens says.

    “Teachers must start connecting with their peers around the impact of AI on their teaching; schools will need to advise parents about how they’re using AI in the classroom; school leadership teams must consider future options for professional development for their staff; and State and national education departments should be actively evaluating how AI will affect policy, technology needs, and teachers supports.

    “AI presents a tremendous new technology that opens a whole new opportunity for knowledge generation and idea creation to improve teaching practices.

    “This convergence of humans and AI working together is the future. Getting started now will ensure teachers and students build the familiarity they need to excel in this new space.”

    …………………………………………………………………………………………………………………………

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    University of South Australia

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  • Study uncovers widespread unethical practice for assigning authorships

    Study uncovers widespread unethical practice for assigning authorships

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    Newswise — A recently published survey study of PhD students reveals that an ethically questionable culture for assigning authorships to research papers is widespread within the medical and natural sciences across Europe.

    Under the hashtag #pleasedontstealmywork, dozens of Danish PhD students shared their experiences last spring concerning powerful researchers who use their position to gain co-authorships on papers to which they have not made a significant contribution.

    Under the hashtag #pleasedontstealmywork, dozens of Danish PhD students shared their experiences last spring concerning powerful researchers who use their position to gain co-authorships on papers to which they have not made a significant contribution.

    A new international study led by researchers from the Department of Food and Resource Economics (IFRO) and the Department of Science Education (IND) at the University of Copenhagen now shows that these stories were only the tip of the iceberg.

    ”There are major differences across faculties, but our study shows that around a third of all PhD students working in five different European countries have granted a co-authorship to a more powerful researcher, even though the person had not made a significant contribution to the study” says Mads Paludan Goddiksen, postdoc at IFRO, and first author of the study.

    The Danish minister of higher education and research, Christine Egelund (M), tells Videnskab.dk that she finds the results worrying, and that the ministry will initiate further investigations.

    The study, published in PloS One, was conducted by an international team of researchers led from the University of Copenhagen. In the survey, 1336 PhD students from a wide range of research fields in five European countries were asked if they had granted at least one co-authorship to a person in power even though the person had not made a significant contribution to the study. 34% said yes.

    “Guest authorships like these make it difficult to see who has actually contributed to the study and skews the competition among researchers for positions and funding,” says Mads Goddiksen.

    Guest authorships are a means to maintain good relations

    The problem with guest authorships is biggest within the medical sciences, where 49% of the Ph.D. students had granted a guest authorship to a person in power. In the natural and technical sciences (STEM) it was 42%. In the other faculties, it was much less.

    Goddiksen and colleagues also asked the PhD students who had granted a guest authorship to a person in power, why they had done it. To this, 49% responded that at least a partial reason was that they had been told to do so by the person in power – 14% gave this as the only reason.

    ”In addition, it seems that some PhD students accept that more powerful researchers become guest authors on their papers to avoid conflicts,” says Mads Goddiksen. “We see that half of those who have granted guest authorship to a person in power indicate that they did it, at least partly, to maintain a good relationship to the person in power”. 

    The results are backed by another recent study  where 287 recently graduated PhD candidates from medical faculties in Scandinavia were asked if they had granted a guest authorship. Around a third said yes.

    Both studies give only the perspective of the PhD students, while the perspective of supervisors and other powerful researchers has not been included, Mads Goddiksen emphasises. Nor do the studies take into account that researchers from the natural and medical sciences generally publish a lot more papers than researchers from the humanities and social sciences, which could which could increase the likelihood of being asked to grant a guest authorship.

    A change in culture is required

    One of the researchers behind the study, Peter Sandøe, who is Head of Section at IFRO, as well as professor at the Faculty of Health and Medical Sciences and vice chair of the University’s practice committee, says that the results show an ethically questionable culture that goes against good scientific practice.

    ”It is the result of a problematic culture of authorship attribution that is deeply engrained. This may also mean that the problem is hard to get rid of. When I have raised this with influential researchers, the responses are either that the PhD students don’t know how much the senior researchers are contributing, or that our courses in responsible conduct of research for PhD students, postdocs and supervisors will solve the problem over time. Some even argue that it will affect their ability to compete with peers if they grant fewer guest authorships than is done at other universities,” says Peter Sandøe.

    Peter Sandøe therefore believes that a culture change is required. One way of doing this is by changing the how researchers are assessed. He has, for instance, been involved in assessing applications to the Swedish foundation Riksbankens Jubilæumsfond. This foundation has introduced the rule that applicants are not allowed to give their H-index, full publication lists or other quantitative measures of their research in the application. They may only provide their project application, and their five most relevant publications. Peter Sandøe hopes that such incentives to focus on quality rather than quantity will become more widespread,

    ”In this way, we focus on assessing researchers on their best publications, not the number of publications. This can hopefully create a culture without the incentives that push researchers into always needing more citations and publications. As it is now, these incentives create imbalances and undesirable side effects in the system. Researchers who have many guest authorships will appear to have produced more than they really have. This also means that in the current system, people who behave in an ethically problematic way get a head start in the competition. This needs to change,” says Peter Sandøe.

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    University of Copenhagen, Faculty of Science

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  • The Marvel-ous world of science

    The Marvel-ous world of science

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    Newswise — Kyra Ricci, a doctoral candidate at the University of Wisconsin Madison and her team of undergraduate collaborators from Binghamton University, set out to test ways to make science more engaging. These undergraduates were the architects behind a graphic novel, managed and graphically designed by Apurva Singh, written by Nora Hines and Christina Jacob, and illustrated by Kathleen Lu and Emma Glemboki. In the spirit of the Pixar blockbusters, this graphic novel tells a story about life from the perspective of a frog in a marsh, to highlight wetland biodiversity.

    In the meantime,  Ricci worked with local school teachers to examine how teaching science as a story affects engagement, knowledge, and trust for science. They developed two different lesson plans containing the same academic material: an “Art” lesson plan that incorporates the undergraduates’ graphic novel highlighting wetland biodiversity, and a ”Traditional” powerpoint lecture. Teachers were then randomly assigned the Art or Traditional lesson plan and taught their third grade students the lesson plan and followed it with a short quiz and survey of their experience.

    It turns out that the use of art in the form of graphic novels led to a more positive perception of science and helped students feel more engaged than they did with a traditional lecture. On the other hand, students taught using the lecture method reported more trust in science and performed better than “Art” students on the quiz. 

    What this tells us is that a holistic approach implementing a mix of art and lecture-based instruction may be the most effective to both educate and engage students in science. And, Ricci reminds us that at this young age, one of the main goals for education is simply getting students engaged. “You can only do so much with one-way communication teaching: actually engaging students is the next step.”

    Ricci is presenting these findings at the Society for Integrative and Comparative Biology in Austin, TX, in January 2023. And keep an eye out for part two, where they take science outside the classroom and into the scenes featured in the graphic novel.  

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  • Preventing Collisions of Small Satellites

    Preventing Collisions of Small Satellites

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    Newswise — Small satellites with a mass of up to 20 kilograms are increasingly being used for commercial purposes, for example for telecommunications services, Earth observation missions or for testing new technologies in space. This entails risks: With the increasing number of small satellites, the probability of collisions in orbit increases.

    Students at Julius-Maximilians-Universität Würzburg (JMU) in Bavaria, Germany, want to prevent this danger. In the newly launched KI-SENS project, they are developing intelligent sensors and algorithms for small satellites so that they can detect dangerous approaches to other objects in good time and prevent collisions by changing course.

    Students get to know the entire process

    Usually, such technological development work at universities is carried out by scientific staff. Students often play only a secondary role: they support the work as research assistants or in the context of final theses.

    This is completely different at KI-SENS. Here, around 20 students from the WüSpace association act largely independently. They take on the work in project management, development, construction and testing. In this way, they get to know the entire process of a development project in space travel. For their participation in the project, they can also receive ECTS credits as part of internship modules and final theses.

    The students are supported by space technology professor Hakan Kayal and his research assistant Tobias Herbst. The German Space Agency at the German Aerospace Centre (DLR) is funding the project with funds from the Federal Ministry of Economics and Climate Protection (BMWK; funding code 50RU2227).

    Drones piggyback on small satellites

    The two-year project is based on the technology of the SONATE-2 satellite, which is currently being prepared for Earth observation purposes by Professor Kayal’s team at JMU.

    “We will develop intelligent, optical sensors, build a prototype and test it on the ground under realistic conditions,” says Tobias Herbst. Drones carrying satellite dummies as payloads are to be used for this. The first tests are expected to take place as early as 2023.

    High-quality education in aerospace

    Hakan Kayal explains why it is students who are working on this project independently: “We can only achieve sustainable progress in the field of intelligent sensor technology for small satellites with qualified young people.” Student projects of this kind would contribute significantly to high-quality education and attract further motivated students.

    Many other activities are possible in the student association WüSpace, which currently has 73 members. “With us, students can exchange ideas in the field of aerospace and take part in projects, such as experiments with high-flying balloon platforms, sounding rockets or satellite missions,” says doctoral student Clemens Riegler, who co-founded the association. Appropriate supervision, sufficient equipment and the availability of rooms are guaranteed through the cooperation with the university.

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  • Setting a New Course for All About Energy, a Data-Driven Program for Chicago High School Students

    Setting a New Course for All About Energy, a Data-Driven Program for Chicago High School Students

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    Newswise — Argonne National Laboratory updates All About Energy program to focus on data-driven research into environmental justice issues in local Chicago communities.

    Pollution, food accessibility, transportation and lead exposure are just some of the sustainability concerns found throughout various Chicago communities.

    Students from those communities participated in a data-focused program examining those issues as they prepared for careers as future leaders in science, technology, engineering and mathematics (STEM).

    In the annual All About Energy (AAE) program, students embark on a six-week apprenticeship that the U.S. Department of Energy’s Argonne National Laboratory hosts in collaboration with the University of Chicago’s Office of Civic Engagement and After School Matters.

    “To address sustainability issues, you need to consider not only environmental concerns, but also social and economic factors. The new curriculum for AAE prepares students to strengthen their data analysis skills in order to draw conclusions and develop evidence-based arguments. Furthermore, it empowers them to advocate for communities as STEM leaders, no matter what pathway they choose for their studies and careers.” — Jacqueline Otmanski, Learning Center instructor

    This year marked a new beginning for AAE in more ways than one. Not only did AAE feature in-person activities for the first time since the start of the pandemic in 2020, but the program also had a much different theme than even just a year ago. Instead of centering the activities on sustainability plans like in the past, the staff running the program took AAE in a different direction: analyzing data and preparing data-driven advocacy.

    AAE challenges high school students from across Chicago to research data and raise awareness of environmental justice issues that affect local communities. Students analyzed data via mapping tools and other public data sets to identify local communities’ specific concerns and determine how different factors overlap.

    “To address sustainability issues, you need to consider not only environmental concerns, but also social and economic factors,” said Argonne’s Learning Center instructor, Jacqueline Otmanski. ​“The new curriculum for AAE prepares students to strengthen their data analysis skills in order to draw conclusions and develop evidence-based arguments. Furthermore, it empowers them to advocate for communities as STEM leaders, no matter what pathway they choose for their studies and careers.”

    Inspired by Argonne’s ongoing research into electrical vehicle accessibility as part of the federal Justice40 initiative to support environmental justice, the AAE program kicked off with a camp-wide data investigation on electric vehicle accessibility. Through this process, students learned data analysis skills. The remaining weeks, students worked on group projects on different environmental justice topics in Chicago, ranging from water runoff, to food accessibility, to health.

    In addition, AAE students had the opportunity to visit Argonne and attend its annual Learning on the Lawn poster symposium for research interns — held in person for the first time since 2020. While there, AAE participants also toured several facilities at the lab, including the Smart Energy Plaza and the Center for Transportation Research.

    “AAE definitely opened my eyes to the reality of environmental injustice in Chicago and the severity of the problem,” said high school student Meghan Cuddy. She studied air pollution in Chicago for her project and saw how poor air quality harms communities on the south side of the city. ​“I hope to continue to work in environmental science and to one day help solve the problems that we learned about in the program.”

    This year’s focus on building important skills like data analysis and networking left a positive impact on students and staff alike.

    “The great thing about AAE is that this is truly a community effort,” said Argonne’s Learning Center program coordinator, Azucena Rodriguez. ​“Not only do we collaborate with the UChicago for the program, but we design AAE to be accessible for Chicago students. The environmental challenges that students research and find solutions to have direct impact on their communities. These new changes to the curriculum will build ties between Argonne and Chicago communities, and they will empower the next generation of local STEM leaders.”

    To learn more about how students discover new possibilities in STEM with Argonne through AAE and other programs at the lab, check out the Argonne Education Instagram page.

    Argonne National Laboratory seeks solutions to pressing national problems in science and technology. The nation’s first national laboratory, Argonne conducts leading-edge basic and applied scientific research in virtually every scientific discipline. Argonne researchers work closely with researchers from hundreds of companies, universities, and federal, state and municipal agencies to help them solve their specific problems, advance America’s scientific leadership and prepare the nation for a better future. With employees from more than 60 nations, Argonne is managed by UChicago Argonne, LLC for the U.S. Department of Energy’s Office of Science.

    The U.S. Department of Energy’s Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of the most pressing challenges of our time. For more information, visit https://​ener​gy​.gov/​s​c​ience.

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  • TYE Boston’s Final Pitch Competition Showcases Next Generation of Change-Makers

    TYE Boston’s Final Pitch Competition Showcases Next Generation of Change-Makers

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    Teen Entrepreneurs pitch 12 startup solutions for the chance to go to the TYE Global Competition

    Press Release
    –


    updated: Jun 3, 2021


    BOSTON, June 3, 2021 (Newswire.com)
    –
    TiE-Boston Foundation, Inc. hosted the 2021 TYE (TiE Young Entrepreneurs) Boston’s Final Pitch Competition. Twelve startups created by 61 high school students representing three countries, six states, and 54 high schools participated in the day-long virtual pitch competition. Teams competed for $9,000 in cash prizes and the chance to represent Boston at the TYE Global Competition on June 18th and 19th.

    Top honors went to Scollab, an online platform designed to improve collaboration between students, as they secured first place, followed by Viva, a hardware solution to help plant owners keep their plants thriving, and Spare!, a digital solution to help keep track of coupons to help shoppers save money. Pryntic, a marketplace that provides people with an easy way to sell and buy creations made by people with 3D printers, won Best Prototype and Curls 4 Gurls, a digital solution that recommends products to help women with type 3 (curly) and type 4 (coily) hair achieve their goals, won Best Lean Canvas. The event saw a turnout of over 250 attendees and was judged by venture capitalists and entrepreneurs.

    Melanie Habwe Dickson, one of the guest judges for the event, closed the proceedings with a message to the TYE students. She said, “Congratulations on the artwork, the craft, and the technical expertise that all of you clearly invested in. I think that is especially important and especially noteworthy … The fact that so many of you poured your heart and soul into thinking about how you could create impact is really commendable.”

    Sprinkled throughout the event were videos from TYE Alumni sharing their experiences in the program. Daniel V., a rising sophomore at Dickinson College and TYE alumnus ’19-’20, shared that “one of my favorite memories would have to be meeting my mentor … He brought a lot of enthusiasm and energy to the table that we needed, and I feel that is why we were so successful.”

    TYE Boston’s Entrepreneurship Academy is dedicated to fostering the next generation of leaders through the transformative experience of building a startup. Over the course of six months, exceptional high school students are taught a rigorous curriculum by startup founders and industry experts and collaborate with their peers to create a solution to a pressing problem they identify. This year’s cohort created solutions for issues ranging from the democratization of 3D printing, combating student stress during COVID-19, providing unbiased news, and mobilizing Gen Z to support local businesses.

    Generous sponsorship for the event was provided by DS SolidWorks Corporation, Innovate@BU, Santander, CIMCON Software LLC, New England Innovation Academy, and Bleumi.

    The competition concluded with all participants as winners as all the teams took back with them plenty of experience, important feedback, and long-lasting connections.

    Applications for the 2021-2022 TYE Entrepreneurship Academy are now open. Learn more today.

    For more information, contact: Katie Quigley Mellor, TYE Program Director, katie@boston.tie.org

    Source: TiE-Boston Foundation, Inc.

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