A new, high-pressure technique may allow the production of huge sheets of thin-film silicon semiconductors at low temperatures in simple reactors at a fraction of the size and cost of current technology. A paper describing the research by scientists at Penn State University appears May 13, 2016 in the journal Advanced Materials. "We have developed a new, high-pressure, plasma-free approach to creating large-area, thin-film semiconductors," said John Badding, professor of chemistry, physics, and materials science and engineering at Penn State and the leader of the research team. "By putting the process under high pressure, our new technique could make it less expensive and easier to create the large, flexible semiconductors that are used in flat-panel monitors and solar cells and are the second most commercially important semiconductors."
Thin-film silicon semiconductors typically are made by the process of chemical vapor deposition, in which silane -- a gas composed of silicon and hydrogen -- undergoes a chemical reaction to deposit the silicon and hydrogen atoms in a thin layer to coat a surface. To create a functioning semiconductor, the chemical reaction that deposits the silicon onto the surface must happen at a low enough temperature so that the hydrogen atoms are incorporated into the coating rather than being driven off like steam from boiling water. With current technology, this low temperature is achieved by creating plasma -- a state of matter similar to a gas made up of ions and free electrons -- in a large volume of gas at low pressure. Massive and expensive reactors so large that they are difficult to ship by air are needed to generate the plasma and to accommodate the large volume of gas required.
What kind of people can become scientists? When a group of researchers posed that question to ninth- and 10th-graders, almost every student gave empowering responses, such as “People who work hard” or “Anyone who seems interested in the field of science.”
But despite these generalized beliefs, many of these same students struggled to imagine themselves as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.”
It’s understandable that students might find imagining themselves as scientists a stretch — great achievements in science get far more attention than the failed experiments, so it’s easy to see a scientist’s work as stemming from an innate talent. Additionally, several science fields have a long way to go to be more inclusive of women and underrepresented minorities.
But for high school students, learning more about some of the personal and intellectual struggles of scientists can help students feel more motivated to learn science. Researchers at Teachers College, Columbia University and the University of Washington designed an intervention to “confront students’ beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific endeavors.”
During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday:
Intellectual struggle stories: stories about how scientists “struggled intellectually,” such as making mistakes while tackling a scientific problem and learning from these setbacks. Life struggle stories: stories about how scientists struggled in their personal lives, such as persevering in the face of poverty or lack of family support. Achievement stories: stories about how scientists made great discoveries, without any discussion of concurrent challenges. Researchers found that students who heard
"Can we just keep working on this through recess?" If you are a teacher who has integrated making into your instruction, hearing that phrase from students isn't rare at all. Making (also known as "tinkering" and "hacking") has been a movement for many years, but one only recently embraced by the education community. Makers build something new, often out of repurposed materials, with the intention of solving problems or expressing themselves in a creative way. In education, giving students the opportunity to design and build something as an alternative to completing a worksheet or book report lights a fire within them, no matter their age. Science Hacks Recently, after teaching a lesson on Newton's laws of motion and basic forces, I challenged my 5th grade students to create a marble run using materials from our school makerspace. To engage them even more, I timed the students' marble runs. This time, the slowest moving marble run won the design competition. This twist—incorporating friction to slow down the marble—added an extra layer of challenge and engagement. After all, how often do we value being the slowest? As students were planning their initial designs, most were counting on using cardboard tubes from paper towels and toilet paper rolls for the "track." Because our makerspace is mainly stocked by donations from students' families, we sometimes run short on materials. This was the case for the paper tubes—there were none in stock! My students had to come up with more creative ways to create a high friction track for their marbles. Many used bubble wrap, crumpled aluminum foil, or fabric. One group even used toothpicks as spikes to create friction. After the students finished building their tracks and timing the runs, I asked them to reflect on the evolution of their designs. In most cases, the finished products bore very little resemblance to the original designs. As the students built, they tested, which allowed them to evaluate and redesign as they went. What better way to integrate physics content, collaboration, conservation (through upcycling materials), and the engineering design process than to make something in school? Reading Hacks Making in schools is by no means limited to science content. In fact,
What makes a STEM school? That is the question that is most often asked. I have literally sat on so many panels (K12,Higher Ed, political, policy, and industry), participated in meetings from the White House to the schoolhouse, been active in research think tanks and included in numerous case studies to define what STEM is and what makes a STEM school and we are still asking this question. Although some are attempting to answer this question by justifying the literal acronym for the taxonomy of STEM, I believe this is too simplistic and takes away from the true mission and meaning of STEM.
Because this blog gives me the chance, I will use my 10 years as a highly successful, inclusive, whole STEM school practitioner to present my answer to this question. I have told the beginning of this story thousands of times, but it bares repeating now as another STEM story is filling the the ears of some and attempting a new, exclusive definition in an attempt to hoist selective STEM schools as the Gold Standard for STEM. As a passionate STEM proponent for ALL I take issue with this attempt to define STEM as good only for the affluent and already successful student. This post will explain why.
In 2006, the initial STEM campaign was launched in Texas as well as in a few other States to address the shortage of STEM workers entering into the workforce. The message delivered expressed a dire shortage of minority and underrepresented workers needed to close the STEM gap. Our charge as pioneer STEM leaders and educators was simple, yet daunting: to get underrepresented students to take more science, technology, engineering, and math courses in order to help expose them to STEM curriculum and develop an interest and desire to pursue STEM careers and STEM college pathways. In fact, in order to be a designated a State STEM school in the few States that had designations, one had to meet qualifying indicators to serve a majority of underrepresented students that qualified as low socioeconomic status and have an inclusive open enrollment school with no selective criteria to attend. We had our mission and for the most part implementation was left to individual schools how best to do this.
As the architect of this new inclusive whole Texas STEM (TSTEM) school design, I needed to attract underrepresented students who for the most part were not successful in math and science, had little interest in STEM to leave their current school. They had to join this new STEM school to take more math and science courses, close the achievement gap, have student success where there had been none before, and continue to meet the higher operating standards of success with good attendance, less discipline, high graduation rates, and increased high-stakes student test scores. As an experienced high school principal, I knew there was only way to make this happen and that was to redesign the entire STEM high school concept to meet all these needs and make it truly an inclusive whole STEM school.
With help, I designed, implemented and opened one of the first 31 STEM schools in Texas. Little did I know then that there were only a few hundred STEM schools across the country at that time and very few schools, if any to model STEM after. This STEM school redesigning phase shaped my whole definition of STEM and still drives my passion of STEM to this day.
INCLUDING UNDER-REPRESENTED STUDENTS
How was I going to find underrepresented students who had not been successful in math and science to s school that would ask them to take more math and science? This was the crux of the challenge. Being one of the first STEM schools in the country, I knew we had to have a story that would be a model for others. That part was easy. We were going to take all students without any selection criteria, give them more science, technology, engineering, math, and they were going to be successful.
More wasn’t enough. As part of my redesign efforts, I had to answer a nagging question. Why were these students for the most part unsuccessful in math and science, especially with the countless hours and attempts at interventions provided in their traditional schools? The traditional direct teach model of instruction was part of the culprit. Many of these students were either bored, lost, or disengaged from lecture “sit and get” and the worksheets that followed. Our answer was to change how we taught and helped these students learn not only more math and science, but math and science that was more rigorous. The answer came in a synthesis of practices which provide a new model of instruction and other ingredients that would change how the students learned.
Project-Based Learning. The first redesign STEM was in pedagogy from traditional direct teach to Project Based Learning. Curriculum would be delivered in teacher-made authentic projects designed with students’ interests at the core of their inquiry. These projects grouped students to work and learn collaboratively. Projects were active, hands-on learning experiences that not only provided the required knowledge, but also the opportunities for the application of that knowledge to solve authentic problems. This 100% PBL implementation would provide a different way of learning for each student in an average of 50 projects a year. 21st Century Essential Skills. After further questioning STEM industry executives asking “What makes a person successful in today’s organizations?”, I found that the 21st Century “ESSENTIAL” skills of written and oral communication, collaboration, critical thinking/problem solving, and creativity/self efficacy/agency were almost unanimous nominees as the most important qualities of a successful employee. I was told by industry leader after leader, “We will teach them what they need to know about our company and products. We cannot teach them these real essential skills when they come to us.” I concluded A STEM school must incorporate all of these 21st century essential skills to be designed, implemented, and assessed in units of learning. I ensured that we incorporated these essential 21st century skills in every project so as to prepare students for the real world by implementing these essential learning outcomes in every project. These outcomes were easily measured using a created rubric for each outcome as well as the observable student’s progress in public speaking skills, direct ownership of each project, and the cooperation within each group of students to ensure all group members were successful as well as each student’s voice in choice was heard in the end products.
A Learning First Schedule. A critical STEM redesign change was the easiest to communicate with the addition of rigorous science, technology, engineering, and math courses for all students. What was not easy was implementation of additional classes within the confines of a school day and the approved district school calendar while determining the PBL scheduling and how that would work in an all PBL environment.
A statewide grant program will give students the opportunity to learn about robotics both inside and outside the classroom.
Over the next two years, the Indiana Department of Workforce Development will put $300,000 in General Assembly career and technical education funds toward the endeavor in the heavy manufacturing state. And the department, along with a number of organizations — including the TechPoint Foundation for Youth, the Robotics Education and Competition Foundation (REC), VEX Robotics, Project Lead the Way and NASA — are starting more robotics competitions in Indiana, and exposing students to robotics in their classes.
The reason? Indiana needs more skilled workers in science, technology, engineering and math (STEM), and robotics' competitions provide a great opportunity for students to learn teamwork and collaboration skills that will be useful in their future careers, said Dennis Wimer, associate chief operating officer at the Indiana Department of Workforce Development.
For the 2016-17 school year, 400 elementary schools across the state will be able to apply for grants that will cover teacher training, robotics kits, team registration fees for competitions and educational materials for the classroom. The next year, 400 schools will be able to apply for grants as well, and organizers plan to expand their efforts to middle and high school in subsequent years.
Thingiverse is a universe of things. Download our files and build them with your lasercutter, 3D printer, or CNC.
What is Thingiverse? MakerBot's Thingiverse is a thriving design community for discovering, making, and sharing 3D printable things. As the world's largest 3D printing community, we believe that everyone should be encouraged to create and remix 3D things, no matter their technical expertise or previous experience. In the spirit of maintaining an open platform, all designs are encouraged to be licensed under a Creative Commons license, meaning that anyone can use or alter any design.
Gordon Dahlby's insight:
Sponsored 3D object idea spot, but grab and print isn't a great value-add for learning.
Women make up half the population, yet it's been well documented that they don't come close to parity in STEM fields. Could the rise of big data and data science offer women a clearer path to success in technology?
Eric Schmidt, executive chairman of Google’s parent, Alphabet, has spent his entire career predicting how technology can change the world. While traveling the globe as essentially the company’s global ambassador, meeting with world leaders and giving talks, he isn’t slowing down on espousing about what he says are the most important future technologies.
Schmidt laid out six game changing technologies, or moonshots, as he called them, that he says will improve important parts of society on Monday. Thousands of investors and business executives filled a ballroom in Los Angeles at the Milken Institute’s Global Conference to hear him speak.
Flinn’s List of the 40 Devils The Flinn "40 Devils" list includes those chemical that are routine sources of trouble on school premises. Examples are the bottle of bromine that is slowly destroying all the metal in its immediate vicinity, the broken bottle of butyric acid, the stench of which forces evacuation of the school building, or formaldehyde, the source of constant inquiries from biology teachers. The point of the "40 Devils" list is simple. If you are looking for a place to start getting chemical substances under control, use this list as your guide. The first step is to determine if you have any of these substances. The second step is to familiarize your self with their hazardous character by reviewing the detailed listing for each substance in the Flinn Scientific Catalog/Reference Manual. The third step is to contain and control these devil chemicals by using plastic bags and paint cans to properly store them.
We are all concerned about the growing gap in education equity. Sadly, students are experiencing a vast difference in education quality depending on where they live, with many urban core schools lacking the resources available to the wealthy suburbs. Although the root causes stem more from using a school funding model based on real estate taxes and on lack of socioeconomic mobility, the gap is apparent to all. The good news is that there are steps we can take to reduce it, even while working at the macro level to change policy for the long term.
Personalized learning that’s integrated in tightly to the local community is one way we can effect change, and give all kids the same opportunities.
Capstone projects, when required of all seniors to graduate, give all students access to the business and civic community. All kids get a chance to practice the same agency skills, and all kids gain access to engaged, professional adults. Capstones demystify the working world for students, and help them understand what’s possible. It can also open the eyes of the community itself, as professionals engage with real students from a variety of backgrounds, including some unlike their own.
Educators can tend to think about implementing community-education partnerships as their issues to lead and resolve, but looking at the problem from the other way around can help get a new program off the ground. Businesses and trade organizations want to help students, but are largely unaware of the need. Many companies have community engagement goals or even requirements for their employees, and welcome new options to provide for them.
Successful capstone programs ensure that the students are actually in the workplace, whether it’s a construction office, manufacturing site, health care facility or a business office. It’s important to teach agency skills before the project starts: how to network, participate in a meeting, set goals, and communicate through business email. To gain buy-in between business in your community and your school district, engage with the businesses at the top level, then have management communicate the opportunity down through their teams. Businesses can submit project ideas to engage the community even further. Team-based capstones are a good option if such projects are large, and are actually more reflective of a real-world experience.
Take care, though, to continually review the process with an eye towards equity. Schools and students with ready access to family professionals and resources will use them, and those without may have a harder time making the right connections. Actively pairing students with professionals and managing the matching process is one way to guard against this.
Capstone projects can serve to bring an entire community together. When implemented, such cross-pollination of real people across societal segments builds the fiber of a healthy, vibrant community for the long term.
Science and Technology Research News (STRN), a site posting news with discoveries from researchers around the world, has been created for STEM students and faculty.
Designed specifically for those students interested in pursuing science or technology careers, STRN’s objective is to help students stay on top of the latest developments in of their area of study.
“We gather news from the research community to help students stay up-to-date on the latest discoveries and developments going on all around the world,” said publisher, Ray Rasmussen. “We sort through hundreds of news items everyday from great research universities like: MIT, Caltech, Cal Berkeley, Stanford, UCL, Hokkaido, Twente, McGill, KAIST, along with hundreds more. In addition, we gather news from dozens of government research labs in the U.S., Europe and Asia along with items from innovative companies like IBM, Google and Siemens.
For students choosing a STEM curriculum, STRN provides a daily snapshot of the many discoveries and innovations from leading scientists and technologists. STRN was created to offer students a comprehensive view of their area of study and, perhaps, open them up to another area of interest. “Very few students entering university have a good grasp on what really interests them. Sure, they have an aptitude for science or technology but, for many, their exposure to all the different facets of what STEM offers, is limited. STRN gives them an opportunity to see what else is out there. It’s our hope that we can help them discover their passion,” said Rasmussen.
Amidst the discussions about content standards, curriculum and teaching strategies, it’s easy to lose sight of the big goals behind education, like giving students tools to deepen their quantitative and qualitative understanding of the world. Teaching for understanding has always been a challenge, which is why Harvard’s Project Zero has been trying to figure out how great teachers do it.
Some teachers discuss metacognition with students, but they often simplify the concept by describing only one of its parts — thinking about thinking. Teachers are trying to get students to slow down and take note of how and why they are thinking and to see thinking as an action they are taking. But two other core components of metacognition often get left out of these discussions — monitoring thinking and directing thinking. When a student is reading and stops to realize he’s not really understanding the meaning behind the words, that’s monitoring. And most powerfully, directing thinking happens when students can call upon specific thinking strategies to redirect or challenge their own thinking.
“When we have a rich meta-strategic base for our thinking, that helps us to be more independent learners,” said Project Zero senior research associate Ron Ritchhart at a Learning and the Brain conference. “If we don’t have those strategies, if we aren’t aware of them, then we’re waiting for someone else to direct our thinking.”
The U.S. Solar Market Insight 2015 Year in Review report was just released and is full of good news for the industry. Solar energy had another record-breaking year in 2015, installing nearly 7.3 gigawatts of new capacity. Meanwhile, pricing for U.S. solar systems decreased by 17 percent from 2014.
For the residential market, average prices were at $3.50 per watt for installed solar energy generation capacity in the fourth quarter of 2015. For those who aren’t familiar: Price per watt is a way to compare the capital costs of different forms of electricity generation. It refers to the ability to produce a watt of electricity compared to the investment dollars spent, and doesn’t refer to how much homeowners will pay for a watt of energy from their system once it’s installed.
“Material costs for panels and equipment have dropped, while energy production has increased due to greater solar panel efficiency,” said Nir Maimon, CEO of Sol Reliable, a solar installation and green-energy solutions company headquartered in Los Angeles that services residential and commercial customers throughout California.
The residential solar market had an amazing year in 2015, with 2,099 megawatts installed. This represents a 66 percent increase from 2014. Again in 2015, California led the market with nearly half of the residential solar PV installations. Relatively high electricity costs, a variety of financing options and utility-rebate programs make this an ideal market.
There are many different ways that you can get involved and participate in the run up to and during the Week of Making!
Tell your Story as a Maker, Maker Educator or Maker Advocate
Are you a Maker with an innovative project or an interesting story? Do you know someone who has been an amazing advocate for supporting the Maker community in your city or town? If so, we want to get to know him/her. In the run up to the Week of Making, we’ll be featuring profiles of incredible Makers, Maker Educators and Maker Advocates across the U.S. on the Week of Making site.
To tell your story, submit a profile here.
Host an Event
Whether you’re one person, a maker space, community center, university, company or other organization, you can organize an event during the week and invite others in your community to participate. The event can be big or small, for students or adults, or both. It doesn’t matter as long as you’re having fun and making something! Make sure submit your event to this site here, so others can learn about it.
If you need some ideas, below is a snapshot of amazing events that took place throughout the country in 2015:
East Central High School (San Antonio, TX) offered an electronics and hardware programming course. Muncie Public Library (Muncie IN) hosted a series of courses focused on designing, prototyping, and building things that fly. Hofstra University (Hempstead, NY) organized iDesign student conferences to engage 6th-9th graders in designing and creating digital games. The Alamance Makers Guild (Burlington, NC) hosted the Burlington Makeover Takeover, a free community celebration where Makers shared their projects, from wood turning to upcycled toys. To get your event noticed, submit it here.
Attend an Event
Find an event in your community that you’re interested in and participate! Extra brownie points if you bring friends or family members with you. To check out the events near you, visit here.
When I was a young musician learning to play the vibraphone, I remember listening to Milt Jackson and thinking I could never make an instrument sing like he did. While I never did reach his level of genius, I did become proficient enough to earn a master's degree in music performance and play a concerto as a soloist with the Indianapolis Symphony (ironically, the piece was originally written for Milt Jackson). Likewise, people who don't know how to code see a complicated process that must surely be beyond their abilities. They think, "I could never design and write the code for an iPhone app." True: there are some genius programmers. But you don't need to be a genius to program. So why should teachers take valuable time away from math and science instruction to involve their students in coding? Simply put, coding applies math and science to the creation of something tangible and useful. It empowers students to move from passive recipients and consumers of learning to true producers of content. Coding puts students in control of their devices. Hour of Code, Code Academy, Code.org—many resources to support more coding in the classroom exist. As teachers, where should you start? Here are some tips.
Gordon Dahlby's insight:
Simply put, coding applies math and science to the creation of something tangible and useful. It empowers students to move from passive recipients and consumers of learning to true producers of content. Coding puts students in control of their devices.
Career and Technical Education (CTE), competency-based learning, digital badging, credentialing, and coding bootcamps are becoming some of the fastest-growing, and oft-discussed, alternative pathways for learning in higher education—mainly due to the promise of entry in today’s increasingly selective job market. But do these non-traditional on-ramps to postsecondary ed always lead to successful implementations within institutions; and are students really getting their investments’ worth?
In our recent Symposium, two higher education experts—one specializing in education research and one in policy analysis—discuss the overarching benefits of alternative higher-ed pathways, as well as the roadblocks and pitfalls to their success.
Though both agree that non-traditional learning pathways are needed for today’s diverse student body seeking entry into the job market, Alana Dunagan, higher education researcher at the Clayton Christensen Institute discusses traditional programs’ problems in implementation and adaptation of multiple career-based pathways.
Zane Wubbena is a doctoral candidate in education at Texas State University. He studies cognition as it relates to early mathematics. As a former special education teacher, Wubbena wanted to know how brain development affected students' ability to comprehend the math curriculum for their grade level. The conversation below has been edited for length and clarity.
What led you to be interested in studying early-childhood math?
I was troubled by this problem that I found in almost every grade.
For example, in basic addition and subtraction problems, [teachers would ] maybe hand out a sheet and have children work through these addition and subtraction problems without really having a background into each child and whether or not they have developed the concrete skills to be able to do more abstract reasoning.
Do they have one-to-one correspondence where they understand that every time I say if I touch the number 1, this means 1? [Do they know] when I hold two marbles in my hand that means there are two marbles? From 1 to 9, are they able to understand that 1 comes before 2, and 3 comes after 2?
That led me to my research question for the study I conducted: How can we ensure that the expectations we place on children are appropriate for each child at that grade level?
Please explain how your experiment worked.
I wanted to look at 1st grade children. That's a very pivotal year when kids are really expected to become fluent in mathematics, specifically addition and subtraction. Fluency is really indicative of skill mastery, being able to master something or to suggest that I'm ready to move on to more complex mathematical operations.
Through a partnership with American College of Education, teachers earning the National Certificate for STEM Teaching with NISE gain access to an affordable, accelerated master’s degree in STEM Leadership As science, technology, engineering and mathematics (STEM) jobs continue to grow, the U.S. Department of Education has set a priority to increase the number of students and teachers who are proficient in these fields.
Yet, as school districts launch STEM schools and programs, there has been no easy way to certify that they are actually prepared to teach STEM — until now. Accelerate Learning has announced the formation of the National Institute for STEM Education (NISE).
Headquartered in Houston, NISE was conceived by practicing educators and is based on thousands of hours of research, professional development, curriculum design and educational leadership. Using an online learning platform and unique digital portfolio, NISE offers a STEM certification program for campuses and districts, as well as teachers. Through the self-paced, competency-based programs, participants can learn and apply their proficiency in the key domains of STEM teaching that are essential to creating effective classrooms that increase student achievement.
For campuses and districts, the program leading to the National Certificate for STEM Excellence helps participants develop an in-depth understanding of what it takes to transform into a STEM campus or district of excellence. The process includes building leadership capacity, certifying teachers, validating authenticity through observation and learning through data-driven professional development.
For teachers and educators, it certifies that individuals are incorporating the 15 key teacher actions necessary to create a STEM classroom of excellence. Participants are guided by academic coaches to ensure the proper support for successful completion of the program and their portfolio artifacts, which demonstrate proficiency in the 15 action areas.
2015 was the year that Big Data went from being something that a few bigger organizations were doing to being something that a majority of organizations were either doing or at the very least actively considering. The maturing of cloud-based Big Data services has made Big Data analytics a feasible reality for organizations of all sizes. The benefits of Big Data are more widely understood – driven by the increasing numbers of case studies available. Vendors of Big Data software and services have become better at explaining exactly how their solutions benefit businesses.
The Computing Big Data Review 2015 summarizes the results of a comprehensive research program undertaken by Computing during the first quarter of 2015.
Gordon Dahlby's insight:
Data analysis and representation as a STEM activity
By Jennifer Panther Bishoff When it’s time to dispose of chemicals in the laboratory, high school teachers have many sources for proper disposal guidelines… perhaps too many sources, if you ask me. While researching disposal issues for my own lab, I discovered that many colleges and universities have their own carefully designed protocols—and some even have people specifically tasked with overseeing the process and answering related questions.
Unfortunately, many high school teachers do not have such helpful guidance and resources. If your school’s or district’s Chemical Hygiene Plan (CHP) does not clearly outline disposal procedures (or if it doesn’t have a formal CHP to begin with), you may face a lengthy and frustrating process for finding the information you need to clean up your lab. This is especially true for teachers who don’t have a chemistry degree; vague recommendations to “weed out oxidizers” or “look up hazardous chemicals” don’t mean much if you can’t remember the necessary terminology or don’t have a strong chemistry background.
Some reasons to dispose of a chemical It is expired. Many companies now print expiration or purchase dates on their chemicals. Fischer Scientific recommends disposal after five years. Its condition has degraded. For example, if a hygroscopic chemical has taken on water, or a container was not sealed properly, disposal is recommended. You don’t use/need it. Keep track of the chemicals you use in demonstrations and labs, and dispose of those no longer required. It carries hazards to your laboratory instruction that outweigh the benefits.
Welcome to the Week of Making The White House will be celebrating the National Week of Making, June 17 -23. We invite libraries, museums, rec centers, schools, universities and community spaces to support and grow the number of our citizen-makers by hosting events, making commitments, and highlighting new innovations.
The week will coincide with the National Maker Faire here in D.C. at the University of D.C. campus on June 18 and 19, which will feature makers from around the country in addition to federal agencies or departments. Last year, exhibitions or presentations at the Faire included: the National Science Foundation, U.S. Agency for International Development, Institute for Museum and Library Services, the U.S. Navy, the U.S. Army, National Institute of Standards and Technology, Department of Energy, National Aeronautics and Space Administration, Department of Homeland Security, the Smithsonian National Air and Space Museum, Veterans Affairs, U.S. Department of Agriculture, National Institutes of Health, the Federal Laboratory Consortium, National Endowment for the Arts, General Services Administration and U.S. Patent and Trademark Office.
This year’s celebration continues the initiative originating in June 2014 when President Obama hosted the first-ever White House Maker Faire and issued a call to action that “every company, every college, every community, every citizen joins us as we lift up makers and builders and doers across the country.” Last year, President Obama built on the single event by proclaiming a National Week of Making and inviting people of all ages to hold events around the country celebrating ingenuity, inspiring creative problem-solving, and supporting opportunities for those from all backgrounds to tinker and make.
Stay Engaged Communities across America will be sharing and celebrating their involvement in the Maker Movement, using #NationOfMakers and #WeekofMakingon Twitter and Facebook to share their amazing work and connect with other Makers like you.
Want to join in the fun? Here are a few ideas to get you thinking:
Post photos of a current Maker project you are working on or choose a new project to work on, even asking a couple of friends or family members to build it with you, and tag it with #NationofMakers. You can find fun and creative projects ideas from a variety of websites for Makers. Organize an event and/or host an open house at your local school, library, rec center, makerspace or set up a hangout online to connect and share your inventions with Makers across the country. Be sure to share out the event on so others can find it. Volunteer to be a mentor for someone who is interested in learning a new skill or find a mentor who would be interested in teaching a new skill you’ve been wanting to learn for a while. Create a project of your own and then share the plans for your project online through Maker platforms so others can also make, modify, or remix your project. Organize a maker roundtable, maker town hall, or maker tour to convene thought leaders and decision makers in your community. If you’re an organization or company, encourage your employees to volunteer as an educator and/or mentor to host maker-oriented workshops or classes in your community. Your idea here! Stay updated here, and follow along at #NationOfMakers and #WeekofMaking.
Rooftop photovoltaic (PV) solar panels could generate 1,118 gigawatts (GW) of energy — more than a third of America’s current energy needs — if installed throughout the most solar-rich regions of the country. These latest figures from the U.S. Energy Department show the staggering potential of decentralized renewable energy.
Already, rooftop solar is booming in certain states like California, which have favorable policies such as net metering — a policy the Golden State preserved earlier this year. In fact, California accounts for the majority of U.S. solar installations and is on pace to meet its goal of 50 percent renewable energy by 2035.
Unfortunately, this isn’t the case in California’s sunny neighbors, Nevada and Arizona, which restricted net metering last year
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.