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STEM Forum XI Master Slidedeck

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This is the full set of slides from the 11th annual Collaboration for STEM Education, Research and Commercialization Forum held on Feb 24, 2018 at the University of Notre Dame's Jordan Hall of Science.

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STEM Forum XI Master Slidedeck

  1. 1. Welcome to Forum XI! Collaborating for STEM Education, Research, and Commercialization Forum XI
  2. 2. Decade II, Forum I! Collaborating for STEM Education, Research, and Commercialization Forum XI
  3. 3. 78 “institutions”
  4. 4. Notre Dame Sponsors ● College of Science ● College of Engineering ● Department of Physics ● Center for STEM Education ● Office of Public Affairs ● Notre Dame Research **
  5. 5. Flow of the day ● Great examples ● Great help ● Break ● Why collaborate now? ● Lunch - “collaboration bazaar” ● Broader picture ● Listening to one another ● (visualizing science)
  6. 6. Graham Peaslee - ND Lead Innovation Team
  7. 7. Collaborating for STEM Education, Research and Commercialization: Forum XI Feb 24, 2018 Community Partnerships: Reversing the Paradigm to Reduce Lead Poisoning in South Bend Graham Peaslee & Marya Lieberman For the ND Lead Information Team
  8. 8. Outline • Introduction: Why is lead an issue in South Bend? • The science of lead detection • Reversing the Paradigm • Citizen Science idea • First effort: John Adams HS project • Expanding efforts – help wanted • Questions?
  9. 9. The Poisoning of Children: Lead First scientific publication of lead paint poisoning death of child in US: Lead paint banned in US: 1978 1914 Legacy Lead: http://urbanleadpoisoning.com/
  10. 10. The Poisoning of Children: Lead http://urbanleadpoisoning.com/
  11. 11. Children’s blood lead levels have improved significantly in general…
  12. 12. Current Method for Finding Sources of Environmental Lead • Screen infants with blood tests at 12 months and 24 months of age (St. Joseph County = 8%) • For children with Blood Lead Levels above 10 μg/dL, intervene and send team to home to find source(s) (note CDC recommended limit since 2012 is 5 μg/dL) • Latest research suggests no safe limit above 1 or 2…
  13. 13. ND LIT began last summer…
  14. 14. Preliminary observations: Summer 2017 • Lead is everywhere in South Bend…especially in older homes and soils surrounding them. • Latest XRF technology is robust, and for soils matched traditional chemical techniques. • Indicators of environmental lead in South Bend include: house dust, soils, paint chips… (not water) • With 110,000 residences in South Bend, not going to be able to measure them all by visiting…
  15. 15. Age of the house matters… Still 66,000 residence units built 1979
  16. 16. First Effort: John Adams High School Daniel Walsh Mark Wilson https://science.nd.edu/outreach/getting-the-lead- out/lead-testing-in-the-community-adams-hs/
  17. 17. Reversing the Paradigm • Need to focus on select samples, and to be able to collect and analyze lots of samples quickly and to return results directly to residents! • Rather than waiting for elevated blood levels in children to find lead… • Find lead in paint, soils, house dust first, then check if children live there ➔ Citizen Scientist Model
  18. 18. Currently Analyzing… • ~30% returned with samples in a week • Some improvements in kit design noted ☺ • It is possible analyze quickly and create reports for residents that are customized for their results…we can scale up to do more • Student interest high…where do we go next?
  19. 19. The Future • Improve the analysis process… get funding✓ • Expand scale next Fall…more SBSC locales • Citizen Science Workshop: Lead in the Community How do we better engage the K-12 students and their teachers ? What can they do for their part of the project ? How can we match curricular goals ? lead@nd.edu
  20. 20. ND LIT (lead@nd.edu) • Marya Lieberman mlieberm@nd.edu • Heidi Beidinger hbeiding@nd.edu • Graham Peaslee gpeaslee@nd.edu • Christopher Knaub cknaub@nd.edu • Matthew Sisk Matthew.Sisk@nd.edu • Meghanne Tighe mtighe@nd.edu • Lacey Ahern lhaussam@nd.edu • Michelle Ngai Michelle.Ngai.2@nd.edu • Maria Krug Maria.A.Krug.8@nd.edu
  21. 21. James Thompson - Idea Center at Innovation Park
  22. 22. Building a Startup Community
  23. 23. Elements of a successful startup ecosystem:
  24. 24. IDEAS
  25. 25. IDEAS
  26. 26. IDEAS FOCUS ON THE NEEDS… • •
  27. 27. … IDEAS
  28. 28. TALENT
  29. 29. TALENT • • • • •
  30. 30. TALENT • • • • • • •
  31. 31. TALENT
  32. 32. CUSTOMERS
  33. 33. CAPITAL
  34. 34. CAPITAL
  35. 35. Standing for Innovation, De-Risking and Enterprise Acceleration, the IDEA Center is the fundamental resource for all commercialization and entrepreneurial activities at the University of Notre Dame. The IDEA Center – Business Accelerator
  36. 36. Student Entrepreneurship Network Engagement FOUR PISTONS OF THE IDEA CENTER
  37. 37. OPEN DOORS
  38. 38. EVALUATE 2-STROKE
  39. 39. Value Proposition Market Intellectual Property
  40. 40. DE-RISK 4-CYLINDER
  41. 41. Technology Development Problem – Solution Fit Market Development
  42. 42. COMMERCIALIZE V8
  43. 43. IDEA Center Mission: Vision: Values
  44. 44. IDEA Center cont. Strategy: Big Goals: Execution Plan:
  45. 45. Ronald Metoyer - Smart & Connected Food Access
  46. 46. 11 census tracts considered food deserts 35.6 % Average Poverty Rate 45% at or below ALICE threshold Poverty Food Insecurity+ extremely poor health
  47. 47. Recommendation
  48. 48. The Sharing Economy is a socio-economic ecosystem built around the sharing of human, physical and intellectual resources. It includes the shared creation, production, distribution, trade and consumption of goods and services by different people and organisations
  49. 49. Can we leverage social research and technological innovation in recommendation systems, network science, and sharing economy approaches to recommend meals that optimize preference, price, location, transportation and other contextual factors and bridge the information and access gap.
  50. 50. Social Science Computer Science Community Partners Alisa Zornig Gura COE Coordinator for Academic Community Engagement Ann-Marie Conrado Assistant Professor, Industrial Design Danielle Wood Assistant Directory of Community- Based Research and Impact, CSC Ron Metoyer Associate Prof. Assistant Dean of Diversity / Special Initiatives Jay Brockman Professional Faculty Associate Dean of Community Engagement and Experiential Learning Nitesh Chawla Professor Director, iCeNSA St. Joseph County Public Health Purdue Extension Beacon Health Systems enFocus LangLab
  51. 51. Lessons Learned... Meetings, meetings, meetings Language Mapping Matching academic research problems to REAL problems
  52. 52. Thank You
  53. 53. Seth Ponder, Matt Modlin, Eric Johnson, Nichole Ross - EdTech in the Bend
  54. 54. Friday, August 3 Riley High School
  55. 55. Place your screenshot here www.EdTechinthebend.com
  56. 56. Mission Our mission is to support educators in their work as they prepare our students for the world beyond the classroom walls.
  57. 57. Team
  58. 58. Statistics
  59. 59. Prior Keynotes Scott Smith Superintendent Mooresville Graded School District Matt Miller Author, Podcaster, and Educator
  60. 60. EdTech In The Bend Keynote Speaker #XPlap
  61. 61. Place your screenshot here www.EdTechinthebend.com
  62. 62. Andrew Wiand - enFocus
  63. 63. Talent Attraction - Civic Innovation Presented by Andrew Wiand, Executive Director
  64. 64. History and Program Concept • In 2012, the University of Notre Dame, community leaders and ESTEEM graduates sought to find a way to tackle issues of brain drain, entrepreneurship and economic development • We created an innovative 501(c)(3) platform that enables recent STEM graduates to work as sponsored problem solvers for entities in the South Bend area and to work to start their own businesses • The goal was to attract talent and create new ideas ranging from new products and services to adjustments in business practices and operations
  65. 65. Our Model Key Activities 1.) Recruit Fellows and interns into full time and part time positions 2.) Solve problems for regional sponsors through Fellowship consulting (70%) 3.) Incubate new businesses and create innovation projects (30%) Business Strategy • 501 c 3 non profit with charitable mission as driving purpose • Target key economic institutions as sponsors and areas for innovation • Fees generated from projects responsible for majority of earned income • Philanthropic funds and grants provide opportunistic growth • Endowment funds for administrative support and leadership
  66. 66. Our Vision: We wish to become an international leader in talent attraction and civic innovation.
  67. 67. Our Mission: We empower talent to transform communities.
  68. 68. Innovation and Digital Disruption
  69. 69. Healthcare: Predicting patient outcomes
  70. 70. Government: Assessing taxes fairly
  71. 71. Education: Increasing technology in the classroom
  72. 72. Operations Innovations: Implementing technology systems, applications and platforms
  73. 73. Non-profit: Developing an understanding of the needs of early childhood health
  74. 74. Civic Innovation: New sensing systems for pavement temperature
  75. 75. Innovation Flywheel Opportunity Research, Prestige Sponsorship, Investment Solutions, New Ideas Graduates Universities Students Businesses Investors Foundations
  76. 76. Means to Achieve Change Talent Efficiency Effectiveness Organizational Strength Cost Savings Revenue Productivity Turnover Strategic Investments
  77. 77. Six Years of Regional Success •Hired 51 Fellows to full time positions and created 500 internships •Completed 120 innovation projects across for profit, municipal, healthcare, education and non profit sponsors •Created over $49M in impact for the community •Generated nearly $6M in cumulative revenue •Secured $3 million from the Lilly Endowment through Notre Dame •Incubated over twenty business ideas and accelerated the start up of ten companies •Engaged with over 25 colleges and Universities •Projects and Fellows in two Counties (St. Joseph and Elkhart County)
  78. 78. We believe that we can continue on a path of growth and innovation to achieve: Create nearly $100 million in impact Double the size of a regional enFocus 2018-2023 Strategic Growth Goals Create $100 million in impact
  79. 79. Sponsors: South Bend Community School Corporation School City of Mishawaka Penn Harris Madison Schools Baugo Community Schools City of South Bend St. Joseph County City of Mishawaka City of Elkhart City of Goshen Elkhart County Beacon Health System Saint Joseph Health System South Bend Clinic University of Notre Dame Ivy Tech Community College Community Foundation of St. Joseph County Community Foundation of Elkhart County Tire Rack Union Station Technology Center CupPrint Create nearly $100 million in impact Partial List of Partners Create $100 million in impact Ongoing programs: Bowman Creek Educational Ecosystem Summer Social Engagement Program Downtown Wireless Project SBCSC Technology Committee CPR Mass Training Regional Economic Development Committees: -Entrepreneurship Downtown South Bend Community Health Needs Assessment Dancing with our Stars High Potential Start Up Grant Program McCloskey Business Plan Competition
  80. 80. Contact Information: Website: sbenfocus.org Company Email: admin@sbenfocus.org Individual Email: awiand@sbenfocus.org Phone: 574-968-5378 How to Engage with enFocus! Create $100 million in impact Get Engaged: Pitch an idea Start a company Build a program Sponsor a Fellow project Give to the program
  81. 81. Where we are and where we’re going: The digital ocean and 5 shifts in e-learning. John.Behrens@Pearson.com @eddatadude Vice President, Advanced Computing & Data Science Lab Pearson & Adjunct Assistant Research Professor, Department of Psychology, University of Notre Dame. jbehrens@nd.edu
  82. 82. Thanks! ● Day so far ● A few words on what I do
  83. 83. A play in two acts ● Digital Ocean: ○ What is the nature of learning activity in the digital world? ● 5 Shifts For E-Learning ○ What are the affordances & challenges of data driven software?
  84. 84. Let’s take a test
  85. 85. Let’s take a test I will show you a picture. As soon as you know what it is, I want you to raise your hand. But do not say anything (no cheating!!!)
  86. 86. What is it? •Is it a duck? •Is it a rabbit? •Is it a......?
  87. 87. Test 2: For each of the activities listed below, categorize them exclusively as either a test or a game: “Who wants to be a Millionaire?” “So you think you can dance?” The SAT or GRE? Your life? This question? Test Game
  88. 88. Meaning Matters “A test is a system in which examinees engage in an artificial task, defined by rules, that results in a quantifiable outcome” (Behrens, Frezzo & Mislevy, Kroopnick & Wise, 2007) “A game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome. (Salen & Zimmerman, 2005; p 80).”
  89. 89. Educational Assessment is The process of characterizing learner attributes (not KSAs)
  90. 90. Digital Ocean for Tech Warriors Tests are Circumstances designed to make assessment inferences
  91. 91. We think of the world In two phases
  92. 92. Instrument And collect
  93. 93. The Digital Desert
  94. 94. Generate Capture
  95. 95. The Digital Ocean
  96. 96. Digital Ocean for Tech Warriors New Types of Understanding Problem Formulation Items pose questions Activities request activity Output Items have answers Activities have features Interpretation Items indicate correctness Activities provide attributes Information Items provide focused information Activities provide multi-dimensional information
  97. 97. Digital Ocean for Tech Warriors New forms of Data in The Wild
  98. 98. A world in which data are a side effect, not the primary goal of interesting and motivating activity, and perhaps a world where “testing” is a rare event, but assessment is “in the water”. Digital Ocean for Tech Warriors DiCerbo & Behrens, 2012
  99. 99. 125 And Dancing Goats
  100. 100. When students are engaged in data driven learning across the digital ocean, is it… Curriculum or Assessment? Games or Instruction? Games or Assessment? Formal or Informal? Schooling or Education? In-School or Out-of-School? Digital Ocean for Tech Warriors
  101. 101. Act 2
  102. 102. Early Days for Computing & Education Image courtesy of Peel's Prairie Provinces, a digital initiative of the University of Alberta Libraries.
  103. 103. TO THIS FROM THIS Interaction Creation Content Delivery Digital As a Process Digital As a Product Naturally Emergent Intelligent Services Comprehensive Features Everything Digital is Data Data are for Dashboards Assessment as Knowledge Creation Summaries of Performance Rethinking Digital Opportunity
  104. 104. 13 0 Create Life Changing Interactions Individual Environment Social Environment Virtual Environment
  105. 105. Consider: ● What types of interactions do you want to see? ○ Exploration ○ Experimentation ○ Collaboration ● Are we encouraging interactions that consider the whole person? ● Are we considering an ecosystem of digital and non-digital experiences and their intersections? ● Are our assessment activities aligned (or integrated with) our learning activities?
  106. 106. Think of Digital as a Process 132 From: Intrusive off-line data instrumentation & collection with slow feedback cycles. To: Continuous data for continuous learner insight and learning.
  107. 107. Consider: ● Have we thought enough about the learning processes we are trying to promote? ● Have we thought enough about the administrative processes we want to promote? ● Are we creating environments in which the learners can create and exploit new processes yet to be discovered? ● Are the processes we are involving our learners in bringing us closer to them, or making us more distant?
  108. 108. 134 From: Repetitive human activity that varies in quality and consistency. To: Capturing and replicating human intelligence to scale value and free people for high-touch needs. Apply Intelligent Emergent Services
  109. 109. Consider: ● Where software is making recommendations do we understand the basis for them and how they may or not match our understandings? ● Where software is providing more information or insight do we understand how to interpret this information in ways consistent with our instructional goals? ● Have we thought carefully about the role of individual agency in the use of intelligent software on the ecosystem of educational stewards (learners, instructors, parents)?
  110. 110. Exploit the fact that “Everything digital is data” 136 From: Analytics focused only on human behavior via “instrumentation”. To: Value creation from all existing digital assets, and the new assets created in educational ecosystems.
  111. 111. Consider: ● Are our learners involved in the creation of new digital value, or primarily consumers? ● Do we recognize the breadth of digital artifacts around us and the possibilities for a computational relationship with them? ● Are we empowering digital vision in our learning activities? ● Are we taking advantage of the power of social exchange and knowledge in the development of learner’s skills?
  112. 112. Leverage Assessment as Knowledge Creation 138 From: Isolated and non-persistent descriptions lost in time. To: Continually updated and persistent profiles that support customers along the journey.
  113. 113. Consider: ● Is our understanding of assessment primarily event-centric or learner-centric? ● Are we considering the learner over time and in high complexity? ● Are we growing our vision of assessment to match the other shifts?
  114. 114. TO THIS Interaction Creation Digital As a Process Naturally Emergent Intelligent Services Everything Digital is Data Assessment as Knowledge Creation And so...
  115. 115. Let’s Talk
  116. 116. Lunch ● Informal Q & A with presenters ● Meet and greet with colleagues ● Look for new collaborators ● Focused conversations at tables in the “collaboration bazaar” ● Back at 1:15 PM
  117. 117. Thank you Anne!
  118. 118. Evan Heit - Dir., Div of Learning in Formal & Informal Settings
  119. 119. 6 projects 5 projects 11 projects 10 projects 10 projects 20 projects 42 projects ?
  120. 120.
  121. 121. Panel Discussion ● Continuing with Dr. Evan Heit ● Recalling Dr. John Behrens ● Introducing Dr. Kathie Olsen ● Handing off to Dr. Matt Kloser
  122. 122. Honorable Kathie L. Olsen, Founder and Managing Director of ScienceWorks International, former Deputy Director of the National Science Foundation (NSF) and former Chief Scientist of NASA
  123. 123. Matt Kloser - Founding Dir., ND Center for STEM Education
  124. 124. Listening to one another ● Plenary discussion ● Assessment
  125. 125. Assessment
  126. 126. Thanks again
  127. 127. Digital Visualization Theatre show (optional) ● An award-winning high school teacher-student/university initiative in ground-breaking visualization at the high energy frontier

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