The students were taking part in “enrichment clusters,” sessions in which they learn about one important public issue in depth. I was invited by 2nd-grade teacher Ms. Claborn to visit her cluster on water purification and to present a real-life example of a water filter.
I had recently worked to develop an affordable filter that removed not only bacteria and contaminants from water, but also arsenic, a poisonous substance that affects nearly 150 million people across the world today. I had the opportunity to present my water filter at the 2012 Intel International Science Fair, where I won 3rd place and EPA’s Patrick J. Hurd Sustainability Award. The Hurd Award included an invitation to present my project at the annual National Sustainable Design Expo, which showcases EPA’sPeople, Prosperity, and the Planet (P3) program.
I presented the filter to the class and answered questions, learning just as much from them as they did from me. I was invited to stay for the remainder of the cluster, where the students were putting final touches on their own water filters. Ms. Claborn gave each of the students some muddy water to run through the filters. It was exciting for me to see the children’s smiles as they looked at the clean water slowly trickling out of the open edge of the soda bottle after traveling through the sand and rocks. The filters were based on a water filtrationactivity that EPA designed specifically for students.
Afterwards, I was invited to attend the upcoming STEM (Science, Technology, Engineering, and Math) exhibit that the school was hosting. The students’ mini filters would be on display, and I was invited to display my filter alongside theirs. As the stream of curious parents and students came in, I gladly talked about both what the students did and my own filter, and what this means for the future of environmental sustainability issues like water.
This was my first opportunity to present my work outside of my school and science fairs. I felt very honored and happy to be able to give something back to the community. I hope to find ways to keep doing so!
Mort Zuckerman is the chairman and editor-in-chief of U.S. News & World Report and the chairman and publisher of the New York Daily News. He is also chief executive and chairman of Boston Properties Inc., a major real estate firm he cofounded after serving as senior vice president and chief financial officer at Cabot, Cabot & Forbes. Mr. Zuckerman is a regular commentator on The McLaughlin Group public affairs program. He serves on the board of directors for the Broad Center for the Management of School Systems and the International Peace Institute, where he is also treasurer, as a trustee of Memorial Sloan-Kettering, and as a co-chair of the Bipartisan Policy Center Cyber Security Task Force. He is also a member of the Council on Foreign Relations, the Washington Institute for Near East Policy, the International Institute for Strategic Studies, and the Bank of America Global Wealth & Investment Management Committee. Mr. Zuckerman is a former chairman of the Conference of Presidents of Major Jewish Organizations and a past president of the board of trustees of the Dana-Farber Cancer Institute in Boston. Mr. Zuckerman is a graduate of McGill University, McGill Law School, the Wharton School of Business at the University of Pennsylvania, and Harvard Law School. He is a former associate professor of city and regional planning at the Harvard Graduate School of Design and a former lecturer in city and regional planning at Yale University. Q&A Why do you believe that STEM education and workforce development are critical to our nation’s future? Our future depends on the strength of our scientific spine. The skills derived from a STEM education are the mission-critical elements of the jobs of tomorrow, for they are directly linked to economic productivity and competitive products. Moreover, education is more closely correlated with upward mobility than anything else. It’s the best way to reduce excessive inequality in incomes and opportunities, and the best way to avoid having our society degenerate into a class system. The men and women who will make up America’s tomorrow and the core of its economy are in its classrooms today, and there are way too few of them in the fields of science and technology that create the dynamic of our economy today, the future of our economy, and the best-paying jobs. read more...
December 5, 2013 — (Page 1 of 3) Google Glass is inching closer and closer to consumer release, and in the past few weeks, developers have seen new development tools for Glassware (Google’s term for applications that run on the device itself) and the greater availability of the Glass itself.
In November alone, Google gave a sneak peek of the Glass Development Kit (GDK), released a widely available Mirror API, and expanded the Glass Explorer program with more devices for developer purchase.
Change the Equation aligns corporate efforts in science, technology, engineering and mathematics (STEM) education to ensure that they add up to real, measurable growth in the achievement and STEM fluency of U.S.
As with all of the trends I’m covering in my year-end review, neither the “Learn to Code” nor the “Maker Movement” are new. I’ll say it again: read Seymour Papert’s Mindstorms, published in 1980.
Last year, I wrote about “Learning to Code” and “The Maker Movement” in two separate trends post. This year, I’m combining the two. This decision shouldn’t be seen as an indication that interest in either has diminished. To the contrary.
CS in Schools
Despite the proliferation of these learn-to-code efforts, computer science is still not taught in the vast majority of K–12 schools, making home, college, after-school programs, and/or librariesplaces where students are more likely to be first exposed to the field.
Additive manufacturing, the technological innovation behind 3-D printing, has revolutionized the way we conceive of and build everything from electronic devices to jewelry to artificial organs.
It is not surprising that this field has enjoyed enormous economic returns, which are projected to grow over the coming decade. According to a recentindustry report prepared by Wohlers Associates, 3-D printing contributed to more than $2.2 billion in global industry in 2012 and is poised to grow to more than $6 billion by 2017.
While both public and private investments contributed to the development of this technology, the National Science Foundation (NSF) provided early funding and continues to provide support for additive manufacturing, totaling approximately $200 million in 2005 adjusted dollars from more than 600 grants awarded from 1986-2012.
Although a wide range of programs across NSF have supported this endeavor, greater than two-thirds of the awards and more than half of the agency's total financial support for additive manufacturing was provided by NSF's Directorate for Engineering, which promotes fundamental and transformative engineering research and education through a broad range of programs and funding mechanisms.
"Additive manufacturing is a great example of how early NSF support for high-risk research can ultimately lead to large-scale changes in a major industry," says Steve McKnight, director of the Engineering Directorate's division of Civil, Mechanical, and Manufacturing Innovation (CMMI).
What is additive manufacturing?
Compared to traditional manufacturing techniques, in which objects are carved out of a larger block of material or cast in molds and dies, additive manufacturing builds objects, layer by layer, according to precise design specifications.
Proclamations like 'kids need to learn to code!' may be accurate but, without some context and conceptual unpacking, they can be rather unhelpful. Thankfully, fellow DMLcentral contributor Ben Williamson has done a great job of problematising the current preoccupation with coding by asking questions like: "What assumptions, practices and kinds of thinking are privileged by learning to code? Who gains from that? And who misses out?" In many ways what follows builds upon these ideas so it's worth reading Ben's article first if you haven't already.
Along with the landscape issues identified in Ben's article there's a couple of additional procedural issues that need addressing with kids learning to code. The first is what we actually mean by 'coding'. While I'm a big fan of productive ambiguity in providing a space for creativity to flourish I suspect that, collectively speaking, we've done a poor job of defining what 'learning to code' actually involves. Once we've gained some clarity on that, then (and only then) do we find ourselves in a position to outline reasons why learning to code might be important.
An introduction to the intellectual enterprises of computer science and the art of programming.
About this Course
Students who earn a passing grade on 8 problem sets (programming assignments - 15-20 hours each), 2 quizzes, and a final project will get a certificate from HarvardX. Students may take CS50x at their own pace.
Before your course starts, try the new edX Demo where you can explore the fun, interactive learning environment and virtual labs. Learn more.
Places & Spaces: Mapping Science is meant to inspire cross-disciplinary discussion on how to best track and communicate human activity and scientific progress on a global scale. It has two components: the physical part supports the close inspection of high quality reproductions of maps for display at conferences and education centers; the online counterpart provides links to a selected series of maps and their makers along with detailed explanations of how these maps work. The exhibit is a 10-year effort. Each year, 10 new maps are added resulting in 100 maps total in 2014.
Researchers at the San Diego Supercomputer Center (SDSC) at the University of California, San Diego, have built a Linux cluster using 16 Raspberry Picomputers as part of a program to teach children and adults the basics of parallel computing using a simple model that demonstrates how computers leverage their capacity when working together.
The system, named Meteor to complement Comet – a new supercomputer to be deployed in early 2015 as the result of a recent $12 million grant from the National Science Foundation (NSF) – will be demonstrated at SC13, the annual conference for high-performance computing to be held November 18-22 in Denver, Colorado. SDSC staff will hold a friendly gaming competition using Meteor, which will be connected to a large tiled display wall of LCD panels during the show’s exhibit hours in the SDSC display space (booth #3313).
“The goal of Meteor is to educate kids and adults about parallel computing by providing an easy-to understand, tangible model of how computers can work together,” said Rick Wagner, SDSC’s manager for high-performance computing (HPC). “One way we achieve this is by using Meteor as a presentation tool for demonstrations, with all of its components laid out in front of the audience. More importantly, we present Meteor in a fun, informal learning environment where students can try their hands at gaming competition while learning about the benefits of parallel programming.”
“Like Comet, Meteor is all about high-performance computing for the 99 percent,” said SDSC Director Michael Norman. “It’s about increasing computing access on a broad scale to support data-enabled science and engineering across education as well as research.”
The Best Resource for News and Emerging Ideas in STEM EducationWhat's Happening at CTEq
We’re gearing up for a December STEM Salon to release important new data on women and computer science. You’ll also be interested in our Regional Summit and our corporate strategy session on the reauthorization of the Carl D. Perkins Career and Technical Education Act, both of which drew strong corporate support and covered plenty of hot-button issues. Learn more about Career and Technical Education in a webinar. And we’re mulling the good news and bad news about student performance in STEM subjects.
STEM Salon on Dec. 12. You won’t want to miss the release of our new report, Half Empty: As Men Surge Back into Computing, Women Are Left Behind. The report examines trends in the number of computer degrees and certificates going to women, why women and men have responded differently to recent economic forces and, most important, what states can do to get more girls and women into computer science.
Join us for a lively panel discussion with Kimberly Bryant, founder of Black Girls Code; Allyson Knox, director of education policy and programs, Microsoft; Alison Derbenwick Miller, vice president, Oracle Academy; and CTEq CEO Linda Rosen. Please RSVP by Dec. 9 to attend in person for the 11:30 a.m. to 1 p.m., ET event at CTEq in Washington, D.C. Seating is first-come, first-served. Space is limited. The event will be live-streamed online and available on our website afterwards.