Saturday, September 27, 2008

TAP-IN to OUR CREATIVE SUBCONSCIOUS! (Communities of Designers / Model the Practice)

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September 17, 2008

Neuroscience Sheds New Light on Creativity

Close your eyes and visualize the sun setting over a beach.

How detailed was your image? Did you envision a bland orb sinking below calm waters, or did you call up an image filled with activity -- palm trees swaying gently, waves lapping at your feet, perhaps a loved one holding your hand?

Now imagine you're standing on the surface of Pluto. What would a sunset look like from there? Notice how hard you had to work to imagine this

scene. Did you picture a featureless ball of ice with the sun a speck of light barely brighter than a star along the horizon? Did you envision frozen lakes of exotic chemicals or icy fjords glimmering in the starlight?

What you conjured illuminates how our brains work, why it can be so hard to come up with new ideas -- and how you can rewire your mind to open up the holy grail of creativity. Recent advances in neuroscience, driven by functional magnetic resonance imaging (fMRI) that lets scientists watch brain activity as never before, have changed what we know about key attributes of creativity. These advances, for example, have swept away the idea that there is a pleasure center in the brain that somehow acts as an accelerator to the engine of human behavior. Rather, chemicals such as dopamine shuttle between neurons in ways that look remarkably like the calculations modern robots perform.

Creativity and imagination begin with perception. Neuroscientists have come to realize that how you perceive something isn't simply a product of what your eyes and ears transmit to your brain. It's a product of your brain itself. And iconoclasts, a class of people I define as those who do something that others say can't be done -- think Walt Disney, Steve Jobs, or Florence Nightingale -- see things differently. Literally. Some iconoclasts are born that way, but we all can learn how to see things not for what they are, but for what they might be.

Perception and imagination are linked because the brain uses the same neural circuits for both functions. Imagination is like running perception in reverse. The reason it's so difficult to imagine truly novel ideas has to do with how the brain interprets signals from your eyes. The images that strike your retina do not, by themselves, tell you with certainty what you are seeing. Visual perception is largely a result of statistical expectations, the brain's way of explaining ambiguous visual signals in the most likely way. And the likelihood of these explanations is a direct result of past experience.

Entire books have been written about learning, but the important elements for creative thinkers can be boiled down to this: Experience modifies the connections between neurons so that they become more efficient at processing information. Neuroscientists have observed that while an entire network of neurons might process a stimulus initially, by about the sixth presentation, the heavy lifting is performed by only a subset of neurons. Because fewer neurons are being used, the network becomes more efficient in carrying out its function.

The brain is fundamentally a lazy piece of meat. It doesn't want to waste energy. That's why there is a striking lack of imagination in most people's visualization of a beach sunset. It's an iconic image, so your brain simply takes the path of least resistance and reactivates neurons that have been optimized to process this sort of scene. If you imagine something that you have never actually seen, like a Pluto sunset, the possibilities for creative thinking become much greater because the brain can no longer rely on connections shaped by past experience.

In order to think creatively, you must develop new neural pathways and break out of the cycle of experience-dependent categorization. As Mark Twain said, "Education consists mainly in what we have unlearned." For most people, this does not come naturally. Often, the harder you try to think differently, the more rigid the categories become.

Most corporate off-sites, for example, are ineffective idea generators, because they're scheduled rather than organic; the brain has time to predict the future, which means the potential novelty will be diminished. Transplanting the same mix of people to a different location, even an exotic one, then dropping them into a conference room much like the one back home doesn't create an environment that leads to new insights. No, new insights come from new people and new environments -- any circumstance in which the brain has a hard time predicting what will happen next.

Fortunately, the networks that govern both perception and imagination can be reprogrammed. By deploying your attention differently, the frontal cortex, which contains rules for decision making, can reconfigure neural networks so that you can see things that you didn't see before. You need a novel stimulus -- either a new piece of information or an unfamiliar environment -- to jolt attentional systems awake. The more radical the change, the greater the likelihood of fresh insights.

Some of the most startling breakthroughs have had their origins in exactly these types of novel circumstances. Chemist Kary Mullis came up with the basic principle of the polymerase chain reaction, or PCR -- the fundamental technology that makes genetic tests possible -- not hunched over his lab bench, but on a spring evening while he was driving up the northern California coast. Walt Disney was a decent illustrator, but he didn't imagine the possibilities of animation until he saw his advertising illustrations projected onto the screen in a movie theater. In an extreme example, the preeminent glass artist Dale Chihuly didn't discover his sculptural genius until a car accident led to the loss of an eye and literally forced him to see the world differently. Only when the brain is confronted with stimuli that it has not encountered before does it start to reorganize perception. The surest way to provoke the imagination, then, is to seek out environments you have no experience with. They may have nothing to do with your area of expertise. It doesn't matter. Because the same systems in the brain carry out both perception and imagination, there will be cross talk.

Novel experiences are so effective at unleashing the imagination because they force the perceptual system out of categorization, the tendency of the brain to take shortcuts. You have to confront these categories directly. Try this: When your brain is categorizing a person or an idea, just jot down the categories that come to mind. Use analogies. You will find that you naturally fall back on the things you are familiar with. Then allow yourself the freedom to write down gut feelings, even if they're vague or visceral, such as "stupid" or "hot." Only when you consciously confront your brain's shortcuts will you be able to imagine outside of its boundaries.

Adapted from the book Iconoclast, by Gregory Berns, by permission of Harvard Business Press. Copyright 2008 Harvard Business School Publishing Corp. All Rights Reserved.

Meeting: PI's Monday, September 29, 2008 5:00PM

FI3T Project PIs Meeting

September 29, 2008
5:00 – 7:00 pm
SOE Conference Room 251
Fairlane Center South (FCS)
University of Michigan-Dearborn

AGENDA


1.0 Welcome

2.0 Kickoff
2.1 Finalize Agenda
2.1.1 Speakers
2.2 Attendees
2.2.1 Students
2.2.2 Parents
2.2.3 Representatives from Partnering Institutions

3.0 Fall Workshops and Seminar
3.1 Schedule
3.2 Activities
3.2.1 Students
3.2.2 Parents
3.3 Transportation
3.4 Refreshments

4.0 Research/evaluation tools for students
4.1 Students surveys / questionnaires
4.2 Orientation for teachers: Survey Administration

5.0 Hardware and software for students

6.0 Summer Course Evaluation

7.0 Dissemination activities

7.1 SITE 2009 Conference

8.0 Scheduling, questions and comments

9.0 Others

Adjourn

MEETING MINUTES


FI3T Project PIs Meeting

September 29, 2008
5:00 – 7:00 pm
SOE Conference Room 251
Fairlane Center South (FCS)
University of Michigan-Dearborn

MINUTES

Welcome

Attendees:
UMD:
Mesut Duran
Anya Leavy
Bruce Elenbogen
Dan Lawson
Brahim Medjahed
Margret Höft
Elsayed Orady
Christine Schneider
SAMPI:
Mark Jenness
DPS:
Ermelda Polk
Nadine Tibbs-Stallworth
Shedrick Ward
Silas Williams
Sharon Holloway
21st Century:
Jim Ross
John Iras

Kickoff (Finalize Agenda)

Speakers
- Alternate speaker for Dr. Duran if there should be an emergency will be either Dr. Höft or Dr. Medjahed
- Need to get pictures from DPS staff members
- Need to create a PowerPoint slide show that scrolls through during registration period.
- Dr. Duran to introduce the program at the beginning for approximately 5 minutes.
- The Dean will say a few words.
- Dr. Ward will then speak.
- Need to identify a student and teacher speaker.
- Put folders into plastic bags from UMD.

Attendees (Students, Parents, Representatives from Partnering Institutions)
-DPS Music Band – there is a quartet that will be in attendance and play for the kickoff. They are confirmed.
- Nametags are to include DPS Logo – the one from the poster.

Fall Workshops and Seminar

Schedule
-Dr. Ward – please include a one sheet summary of when and where all workshops and seminars will take place in the student packs.
-Need to supply some sort of overview (syllabus) of each workshop to the students ahead of time.
-Math – Oct 25, Nov 1st 9-12 @ UMD math lab
-We need to have a finalized schedule by this Thursday, Oct. 2.

Activities
(Students, Parents)
-Targeted – 2 days for parent workshops.
*Communication channel – until the parents are comfortable using technology, students and parents will communicate with teachers.
*Create a communication hierarchy sheet for students – an organizational flow chart.

Transportation
-Mr. Williams has 8 students that need transportation. Arrangements need to be made for this by Dr. Ward/Nadine. The grant will pay for bus.
Refreshments
-Bagels, coffee, water, etc. will be available in the mornings for breakfast on Saturdays.
-If a whole day, lunch will be provided. Team leaders – please let Mesut or Christine know what you need so we can make the arrangements ahead of time.
Seminar
-Plan on beginning of December for Seminar/Holiday get together.
-A winter schedule for workshops should be distributed to students/parents at this time.
-At this point, every student must identify two of the four STEM areas in which they are interested in.

Research/evaluation tools for students

Student surveys / questionnaires
-Need to get these completed prior to first workshop on Oct 25th. Have them work as a team to complete them.
-These are important so we can report to NSF.
-What do we do if some students leave the program and others replace them?
-Mark is to get with Dr. Ward to figure out the dates and coordinate getting these completed.

*The other remaining teachers that are not part of the 5 lead are questioning what is happening. Need to schedule an informational session for them to get them up to speed.

Orientation for teachers: Survey Administration

Hardware and software for students
-Equipment is distributed in the schools. Renaissance HS is the only school that has not had delivery of equipment.
-Not all of the units from the factory were working well.
-Students and teachers will have access, UMD staff may not. Priority is given to students.
-Deferred until next meeting.

Summer Course Evaluation
-Deferred until next meeting

Dissemination activities
SITE 2009 Conference
-Dr. Duran is planning on sending out a short paper regarding this project. If you are interested in assisting with this, please contact Dr. Duran. These are three page documents/proposals. Topics include critical framework for the project and the Summer Course.
-Dissemination - At the end of the program, we want to prepare a STEM study guide containing four sections for each of the STEM areas.
This easily can be a book project, each team writing a chapter, evaluation team writing an evaluation chapter, another chapter for K-12 collaboration, etc. Give some thought to this idea.

Scheduling, questions and comments
-Kickoff is next Monday, School of Education, Dining Rooms B&C
-Next PI meeting is scheduled for Monday, October 27th, 5-7 PM, School of Education, Conference Room 251.

Others
-Teachers’ stipends will be sent in two payments. Dr. Ward to send out a memo outlining responsibilies.

Adjourn!

Tuesday, September 23, 2008

3-Dimensional (Partner)

Posted: Monday, 22 September 2008 6:21PM

Troy's Edutronix Adds Three-D Printers

Troy-based Edutronix LLC has announced staff and business line additions.

The company says it has added three-dimensional printing and three-dimensional scanning gear from Z Corp. to its product portfolio.

The reverse engineering and rapid prototyping capabilities suit all applications from high school education through the most demanding commercial corporate environments. The devices use a combination of powder and cement, deposited in thin layers by technology now used in two-dimensional printing, to create highly accurate three-dimensional objects from CAD data.

The company also added staff: Greg Engle as sales account manager for education, Michele Nieswand as sales coordinator, Keith Locke as sales account manager for corporate, Rick Amato as application engineer and Jennifer Swiderski as marketing, public relations and media coordinator.

Edutronix' Educational Services business unit features career training software by Applied Technologies, which improves the students’ skills and ignites their interest in health sciences, agriscience and IT. The CAD Academy, featuring SolidWorks, ArchiCAD, Google SketchUp, A+ CAD, and Blender allows students to explore career paths through real world projects, while establishing a solid foundation for science, technology, engineering and mathematics careers. The Genesis World Language Labs permits the students to experience a dynamic software based language lab while allowing the instructor full control systems featuring the newest technologies available for multimedia interactivity.

The company also is participating in several upcoming educational conferences -- Oakland Tech Prep Wednesday in Farmington Hills; Trends Oct. 2 and 3, intended for Michigan community college educators in occupational studies, at the Amway Grand Plaza Hotel in Grand Rapids; and Technology Discovery Day Oct. 31 at the University of Detroit Mercy.

The CAD Academy will also feature hands-on test drives for teachers Oct. 13 at Automation Alley in Troy and Oct. 15 at the Dasi office in Grandville. Both events take place from 10 a.m. to 2 p.m.

To register, e-mail grege@edutronix.com.

© MMVIII WWJ Radio, All Rights Reserved.

Monday, September 22, 2008

Breakdown those Silo's of Irrelevance!


Posted: Monday, 22 September 2008 6:08PM

Dow's Liveris Demands Manufacturing Policy; Econ Club Sets National Summit

Dow Chemical Co. CEO Andrew Liveris made a plea for a national manufacturing policy Monday at the Detroit Economic Club, which also announced a national economic summit for Detroit next June that Liveris will co-chair.

In his speech, Liveris said the policy should include measures sure to raise Democratic hackles -- cutting the corporate tax rate, "reinventing" regulation, and "reforming" what he called "an out of control civil justice system that adds a huge cost burden to American enterprise."

But in a press conference after his speech with William Clay Ford Jr., chairman of Ford Motor Co., Ford also mentioned other possible aspects of the policy that might raise Republican hackles.

Ford said his auto company is profitable virtually everywhere except the United States, then pointedly noted that "most countries where we operate, the employer doesn't carry the health care burden" as Ford does in the U.S. -- a hint of a desire for health care reform that would remove employers from responsibility for providing insurance.

And Ford said a national manufacturing policy should address "trade policies .. some markets are not open to us, some are only open in theory," signaling taking a tougher stand on free trade.

Monday's Economic Club event was also the official announcement of the club's plans for The Naitonal Summit: A Gathering To Define America's Future." The summit, co-chaired by Liveris and Ford, intends to convene leaders in business, politics and academe on four issues -- technology, energy, the environment and manufacturing.

At this point, plans call for each day of the summit June 15-17 to start with a kickoff plenary session of experts, followed by a "town hall of town halls," meetings of 200 to 300 people on the four topics, with an audience both in person and online responding electronically to a series of questions to help shape recommendations. Each day will end with a closing session called "Summit Up," summarizing the ongoing discussion and reporting on the electronic voting data.

There will also be a CEO summit and a "C-suite" for event leaders, a future leaders program for high school and university studetns and an "Innovation Celebration" meant to match up entrepreneurs, venture cpaital and researchers to create economic growth.

Liveris said the need for the event is dire. The U.S. economy has lost 3.7 million manufacturing jobs in the past 10 years -- half a million just since the end of 2006.

He said the nation needs an industrial policy that treasures "what first made it strong -- a vibrant industrial and manufacturing base that drives innovation, technology and creates jobs ... Ladies and gentlemen, let us never forget that the very life force and strength of this great country begins here, in America's heartland."

Liveris said the corporate tax rate in the U.S. is the second highest in the industrialized world. And he portrayed regulation as a hodgepodge, bewilderingly complex $10,000-per-worker burden that should be replaced by "sound regulation based on sound science based on logic."

Liveris also said the U.S. desperately needs a comprehensive energy policy that basically looks at all forms of energy and says "yes."

As in, yes to offshore oil drilling. Yes to more funding for energy efficiency. Yes to more money for developing to renewable energy. Yes to more nuclear power plants. Yes to an "Apollo-like R&D project to put America's brains to work, to solve the carbon capture and sequestration question so we can use -- safely and responsibly -- that 200 year supply of coal beneath our feet."

Liveris faulted Congress for failing to pass an extension of the Renewable Energy Tax Credit.

But he didn't blame a particular party for what he described as Washington's many failures.

Liveris said the "only path forward is one of collaboration and coordination, public and private sectors, Republicans and Democrats, industry and envrionmentalists, working together with the goal of finding and removing obstacles. And we need to start where the major challenges of our day intersect, on manufacturing, on jobs, on energy and the environment."

To listen to highlights of the event, visit www.econclub.org.

© MMVIII WWJ Radio, All Rights Reserved.


TOM WALSH


Summit on economy, energy is coming to Detroit in June



BY TOM WALSH • FREE PRESS COLUMNIST • September 22, 2008

In a bold attempt to make Detroit the stage for an unprecedented national debate and dialogue on the economic and energy future of the United States, the Detroit Economic Club will host what it's calling the National Summit from June 15-17 at Ford Field.

Corporate chief executives from across the nation, superstar academics and, it's hoped, the next president of the United States will join in the three-day event, said Beth Chappell, president of the Economic Club and instigator of the summit.

Chappell will formally announce details of the summit today, after Dow Chemical CEO Andrew Liveris speaks to the club at Cobo Center in Detroit.

"The inspiration to do this came from listening to the voices at our podium, time after time, calling for collaboration and the urgency to tackle key issues for the future of our country, the future of our children and grandchildren," Chappell told me. She has been working on the idea for nearly two years and has raised more than $2 million in pledges from sponsors to finance the event, whose cochairs will be Liveris and Ford Motor Co. Executive Chairman Bill Ford Jr.

Chappell said the event will not be focused on Detroit, Michigan or the auto industry, but rather on key national issues of technology, energy, environment and manufacturing. Think of the World Economic Forum's annual gathering of the mighty and powerful in Davos, Switzerland, but with a U.S. focus.

Registration information will likely be posted on www.nationalsummit.org after Jan. 1, she said.

Each day of the summit will begin with a session featuring a panel of nationally known leaders discussing a specific issue, followed by town hall sessions that will include electronic voting on ideas and solutions.

One session will feature cross-industry CEOs, government officials and others who summarize discussions and report on the voting data.

Another element of the event will be what Chappell called an "innovation celebration," in which inventors and entrepreneurs can connect with corporations and venture capitalists.

"This is totally nonpolitical, nonpartisan, which makes the Detroit Economic Club uniquely suited to host this kind of national conversation," Chappell said.

The Detroit club, which will celebrate its 75th anniversary next year and does not pay its speakers, often turns up on lists of the nation's most respected podiums for speakers on business and public policy issues.

Just as Switzerland is an appropriately neutral site for the World Economic Forum shindig in Davos, a heartland city such as Detroit is a natural for the National Summit.

Chappell hasn't yet pinned down an extensive list of national CEOs and political figures who will participate.

But if she and the club pull this off and get a ton of national attention, it will be an impressive feather in the cap of the club and its home city and state.

Contact TOM WALSH at 313-223-4430 or twalsh@freepress.com.


Posted: Sunday, 21 September 2008 2:49PM

Detroit Economic Club To Host National Economic Summit

The Detroit Economic Club will announce today plans to host a national economic summit June 15-17 at Ford Field in Detroit.The event has an imposing ambition. In an interview with WWJ Newsradio 950, Economic Club president and CEO Beth Chappell said the event will seek to "define America's future."

Chappell said the event will convene major-company CEOs, prominent government officials, academics, authors and other experts, and will be centered in the economic areas of technology, energy, the environment and manufacturing."

What we are asking people to do is put our industry silos and partisan politics in our pockets for a few days and focus on our future as a country," Chappell said.

The event also intends to celebrate American invention.

The timing of the event, she said, is no accident -- next June should be "the perfect time to engage the next administration in these issues."

Chappell said the Economic Club started planning the event about 18 months ago, long before more recent economic shocks like $4 a gallon gas and the financial markets' mortgage and derivatives meltdown.

More details of the event are to be released Monday at an Economic Club luncheon featuring a speech from Dow Chemical Co. CEO Andrew Liveris about the Midland chemical giant's transition from a commodity chemical maker to a highly profitable specialty chemicals firm with large stakes in the future of electronics and renewable energy.

More at http://www.econclub.org/.

© MMVIII WWJ Radio, All Rights Reserved.

Friday, September 19, 2008

Insightful

DETROIT

DPS seeks help from the state



Change in law could limit charter schools


BY CHASTITY PRATT DAWSEY • FREE PRESS EDUCATION WRITER • September 19, 2008

Detroit could see an unlimited number of charter and suburban districts open schools in the city if enrollment falls below 100,000 next week as expected, local officials and researchers say.

Those new schools would likely accelerate the exodus from Michigan's largest school system. The drop also could diminish the school board's powers.

Lansing lawmakers are being asked to change state law so Detroit Public Schools can remain the state's only first-class school district. The status allows DPS to have unique financial powers because of its size and seven board members elected by districts. It also limits charter schools within DPS boundaries.

Enrollment is at about 96,000 students, Superintendent Connie Calloway said last week. If that number holds on the day students are counted to determine state funding, DPS would no longer be considered a first-class district -- unless the Legislature changes the definition. Currently, a first-class district must have 100,000 students.

The district's first-class status is among three discussions brewing in Lansing that could result in drastic changes for financially troubled DPS.

This week, Republicans discussed allowing a new and potentially larger charter school system as an alternative to failing districts, though it's unclear whether such a plan could pass.

On Wednesday, state Superintendent Mike Flanagan declared DPS in serious financial trouble, and asked the governor to appoint a financial review team. The state could appoint a financial manager to take over operations.

If lawmakers are going to change the Michigan School Revised Code so DPS can maintain its status, it must act soon -- count day is Wednesday, and audited figures typically become official by Nov. 15.

"People are starting to realize this is a pretty important issue we need to address," Tim Melton, D-Pontiac, chairman of the House Education Committee said of DPS's first-class status. "We're trying to use this as an opportunity for school reform."

DPS spokesman Steve Wasko, who is also its acting lobbyist, said the district's stability is at stake. "So many things we count on, that our community counts on" are "incumbent on remaining a first-class school district," he said. "To put us in a process where the very governance of the school board would be in question would just be another unnecessary indicator of instability."

Solutions to problems sought


But help for the deficit-ridden district -- which has to cut $522 million over two years -- could prove hard to get in Lansing.

Senate Majority Leader Mike Bishop, R-Rochester, said Thursday that he doubts lawmakers will change the law. The governor's review team should quickly report on DPS finances and allow officials to craft some informed long-term solutions, he said.

"What the vast majority of legislators are looking at is trying to solve the problems. We don't want to keep funding a district that doesn't function properly," Bishop said.

The legislature in June lowered the enrollment threshold for a first-class school district from 100,000 to 60,000 within the school budget bill. But another law, the Michigan School Revised Code, maintains the 100,000 figure. If it is not changed, the district could undergo several changes.

How the district could change

All 11 board seats could become at-large and the number of seats increased or decreased. Currently, seven of the 11 are by district. Whether an election would be needed soon is unclear, said Jeff Williams, senior vice president at Public Sector Consultants, a Lansing think tank. The Skillman Foundation hired the company to analyze the law's impact.

If first-class status is lost, other operations could change, too, including the way DPS borrows money, contracts for services, issues bonds, collects property taxes and operates the school police department, consultants found.

"This is an issue that's more than just about Detroit's kids. It's about many different aspects of public service in Wayne County," Williams said.

Without first-class status, Wayne County Community College and Bay Mills Community College could open charter schools in Detroit, though both said they have no plans for them now. Suburban districts could open schools, too.

"That's something to be concerned about," said Detroit school board member Tyrone Winfrey.

Fear, politics play a role

Detroit officials and unions fear that if lawmakers do not change the law, it's a doomsday prediction for DPS.

The past decade has shown that new charter schools in the city have resulted in more parents leaving the district, leaving DPS to deal with 60,000 fewer students, less funding and school closures.

Although the school officials want to retain first-class status to keep out more charter schools, some lawmakers are discussing allowing a new charter school system.

Led by Bishop and Wayne Kuipers, R-Holland, lawmakers discussed an idea this week that they are calling "Neighborhood Public Schools."

The idea -- not yet a bill -- would allow corporations and community groups to open schools without an authorizer. It would target underperforming districts, not just Detroit.

Sen. Irma Clark-Coleman, D-Detroit, a former DPS board member, said a Republican-led reform bill would be worse than the fallout from losing first-class district status.

"Republicans have never been interested in helping out Detroit in terms of school issues. I don't see any evidence that they are going to be agreeable to assist Detroit in redefining what a first-class school district is," she said.

Contact CHASTITY PRATT DAWSEY at 313-223-4537 or cpratt@freepress.com.


Posted: Wednesday, 17 September 2008 4:37PM

Review Team To Examine DPS Finances

Detroit (WWJ) -- Detroit Public Schools have a serious financial problem and a state review team will examine the district's finances, according to state schools Superintendent Mike Flanagan.

The designation could eventually lead to an emergency financial manager being appointed to make decisions for the district.

Flanagan says he's confident Michigan's largest school district can get back on track financially, however if no agreement is reached between a review team and the school board, Flanagan could ask Gov. Jennifer Granholm to appoint a financial manager.

The decision was announced one day after Flanagan met with Detroit Superintendent Connie Calloway and some Detroit School Board members in Lansing to outline a deficit elimination plan.

Detroit Public Schools spokesman Steve Wasko tells WWJ the district "thoroughly welcomes" the move. Wasko said the move is an extension of a strong partnership between DPS and the Michigan Department of Education.

Detroit Public Schools submitted a two year deficit elimination program that would eliminate a 408 million dollar deficit, however Wasko says the deficit would balloon to 525 million dollars at the end of two years. Wasko said the deficit was the result of past administrations not "rightsizing" the district over several years.

Wasko and Flanagan both stressed the action isn't a state takeover of the district like one that happened during the Engler Administration.

"This is an opportunity to help get the district on-track financially,” Flanagan said. “We see positive things being done in the classrooms that are focused on student achievement, and need to secure the financial stability of the district.

“I firmly believe that the actions being taken are going to make the Detroit Public Schools stronger for the children of Detroit,” Flanagan said.

The Governor will appoint the Review Team, which by law must consist of the State Superintendent of Public Instruction, State Treasurer, State Budget Director, and nominees of the Speaker of the Michigan House of Representatives and Senate Majority Leader.

The group has a month to examine the financial condition of the district and report its findings to the Governor and Flanagan as to whether a financial emergency exists in the district.

To avoid a financial emergency being declared, the Review Team and the local board of education can enter into an agreement that outlines direct actions the district must take to resolve the problem.

If no agreement can be reached, the State Superintendent has the authority to determine that an emergency financial condition exists and submit to the Governor three names from which to appoint an Emergency Financial Manager.

An Emergency Financial Manager would assume authority over all fiscal matters of the school district and makes all fiscal decisions for the district.

Grist for the Mill

Projects Try to Prepare Students To Succeed at STEM in College

Premium article access courtesy of Edweek.org.

When faculty members at the State University of New York at Albany were searching for answers as to why so few undergraduates were completing degrees in science and mathematics, they looked at students’ struggles right out of the gate.

Many freshmen, they found, were flunking or dropping out of the introductory biology, chemistry, and calculus courses that are the foundations of those studies.

University officials are now moving to help those college newcomers with increased tutoring and mentoring. But they also plan to begin earlier, by counseling high school students and families about the potential benefits of a math or science major—and what the expectations are for studying those subjects at the college level.

Dropping Out of STEM

A new federally funded program at the State University of New York at Albany seeks to increase students’ preparation for, and persistence in, college-level math and science. Figures for the university show that freshmen and other new students struggle mightily in those courses upon reaching the university.

The New York university is just one of many postsecondary institutions that have sought to forge stronger bonds with K-12 schools in their communities as a strategy for increasing the flow of students majoring in math and science and completing degrees.

Those efforts include not only outreach to students and parents, but also preparing students academically for college math and science, recruitment programs, and the immersion of high schoolers in independent, postsecondary-style research projects.

The Albany university has received a $1 million grant from the National Science Foundation to create the new Center for Achievement, Retention, and Student Success, which will be housed on campus. The university’s goal is to support programs that have shown promise to date in reducing attrition in math and science studies, such as more intensive tutoring in math for new undergraduates, said Rabi A. Musah, an associate professor of organic chemistry who will help direct the program.

But the center will also make a new attempt to reach out to the K-12 community. It plans to launch a summer camp in which rising high school seniors in Albany and their parents will be invited onto campus to learn about college-level math and science, and careers in those areas.

“We’re going to try to work with counselors and administrators, and try to identify students who may not be at the top of their class,” Ms. Musah said. “Most of the [center’s work] is focused on getting kids through the transition to college.”

Public, Private Support

The center is one of many projects across the country funded through an NSF program that focuses on increasing the movement from high school to college of students through the so-called STEM fields of science, technology, engineering, and math. Known as “STEP,” which stands for STEM Talent Expansion Program, it funds about $26 million in projects on two- and four-year campuses across the country.

Projects funded through that NSF program can begin in college or late in high school, and last up to five years, said Russell Pimmel, director of the step effort.

The federal government invests heavily in projects aimed at increasing the pool of available STEM talent. It spends roughly $3 billion a year on STEM education across agencies. About $943 million is devoted to undergraduate education, particularly recruitment and retention of students in math and science.

In addition, it spends another $574 million at the K-12 level, in areas such as teacher training and increasing student engagement and interest in STEM subjects. Critics say there is scant evidence that those programs are effective in increasing student achievement or enthusiasm for science and math. ("Federal Projects’ Impact on STEM Remains Unclear," March 27, 2008.)

State governments have also expanded their efforts in recent years to forge stronger links between schools and colleges and encourage STEM study. Elected officials argue that investing in that area is necessary to create a workforce with the skills necessary to compete in technical fields.

Corporate and philanthropic entities also play a major role in forging stronger links between schools and colleges in encouraging students to stick with science and math. For instance, the Howard Hughes Medical Institute, in Chevy Chase, Md., has awarded an estimated $750 million in grants over the past 20 years to both strengthen science instruction at colleges and lure more students into those studies and careers.

The medical institute has provided funding not only to large research universities, but to historically black colleges and universities, liberal arts colleges, and religious institutions. That money has supported the training of current and future teachers, funded academic-preparation programs, and sought to raise student enthusiasm for math and science.

Reaching Out to Schools

One of the science programs funded by the medical institute is run by Georgetown University in Washington. The program recruits cohorts of 50 students in cycles from Brown Middle School, in the nation’s capital, and arranges to have them take part in academic programs covering math, science, English literacy, and other subjects for four hours every Saturday during the school year, as well as during an extensive summer program.

“Once they get here, they understand how committed the program is to them,” said Joseph H. Neale, a biology professor at Georgetown, who directs the program, funded with a $1.8 million grant. As a result, “on Saturday mornings, they show up,” he said.

A study of the first cohort of students taking part in the Georgetown program showed that 35 out of 50 completed it, with many of the losses resulting from students leaving the area, Mr. Neale said. All of the 35 students finished high school and went to college. Some struggled in their postsecondary studies, so Georgetown is now focusing more intently on the bridge between high school and college, Mr. Neale said.

Many college math and science faculty members are used to covering course material that is far more challenging than high school content. But those scholars nonetheless have a strong interest in working with K-12 students, and have special insight into their academic strengths and shortcomings in science, said David Asai, the program director for pre-college and undergraduate science at the institute.

College faculty members work with many students who are well prepared for postsecondary material—and many others who are not, he said.

“There is a huge range in what [those students] know, and what they don’t know,” said Mr. Asai, who taught biology at the college level. “We see that our challenge is to make them even better.”

Projects for College Prep

Daniel L. Wulff, a professor of biological sciences at SUNY-Albany, sees that same motivation in the postsecondary math and science community. He directs the Science Research in the High School Program, an effort that pairs college scholars with high school students working on independent, multiyear research projects.

Participating students enroll in a three-year course at their high schools, in which they immerse themselves in original scientific research on a topic of their choosing. They receive guidance from high school teachers and mentoring from college researchers or professionals working in fields relevant to their topic.

The program draws students from a broad range of ability levels; many high-achieving students have said their schedules are too packed with advanced classes to take part, Mr. Wulff noted. The project, which is not connected to the new science and math center at the Albany university, is a fixture in 110 high schools across New York state, Mr. Wulff said.

A key element of the program is that students are expected to take the initiative in working with college faculty at every step, from making initial contact with scholars to working with them to organize the project. When high school students approach academic faculty directly and ask for their help, scholars tend to see it as “a form of flattery that’s hard to refuse,” Mr. Wulff observed.

Recent projects have spanned many topics and scientific disciplines, from the behavior of mosquitoes to a linguistic study of Spanish-speaking infants to a scientific approach to determining whether the media is biased in covering the Israeli-Palestinian conflict. The program gave Kendra L. Potasiewicz a glimpse of college-level science at an early age. Ms. Potasiewicz created a system for “spoofing” a fingerprint sensor, security devices found on computers or buildings, to see if they could be fooled. One of her adult mentors was a fingerprint expert with the state police.

The biggest benefit of the program is that it steels high schoolers to work on their own and face demanding in-class expectations—both of which are challenges they will face in college-level math and science study, said Ms. Potasiewicz, now a 19-year-old engineering and management major at Clarkson University, in Potsdam, N.Y.

“The class is a lot of work, and a lot of it you set for yourself,” she said. “It teaches you how to talk to people professionally. It gives you a sense of responsibility and develops you mentally and scholastically.”

Inofrms our Understanding

ConnecTech meeting tackles disruptive technologies

The disruptive technologies of tomorrow will change the way we live and work every bit as much as the Internet has the past 15 years.

Thursday night, nearly 200 people packed the lobby of the Fox Theatre in Detroit to hear from Gartner analyst Jackie Fenn and other local and national tech figures talk cloud computing, security, three-dimensional printing and more. The event was sponsored by ConnecTech, Automation Alley's organization for technology professionals.

Fenn kicked off the event with a 50-minute presentation on several disruptive technologies.

First, cloud computing: Fenn said it's an evolution of a trend ongoing for many years, the desire to not own IT assets but to get IT servies as needed from an outside source.

Also disruptive: social platforms and virtual worlds. Fenn siad virtual worlds like Second Life and Club Penguin and social networking sites like MySpace and Facebook represent "the most successful collaboration tools we've ever seen," becuase they've replaced e-mail among the young. She said they'd also influence future user interfaces for other applications. There are also other advances in the user interface for the first time in years, chiefly touch-screen tabletop computing.

She also said that other industries may become disintermediated from consumers, the way Craigslist has hurt local classified advertising. One possibility -- peer to peer lending sites, that may do the same to banks.

Fenn said we're headed for a "Real World Web" with the ability to get the information a user wants wherever a use needs it, which depends on devices that know identification, location, their owners, history, safety and envrionment.

There's also a trend toward "augmented reality," information overlaid on actual pictures -- for example, a cell phone that overlays directions or other information on a picture you're taking with the phone in real time. "You could point it at a movie theater and the phone would tell you what movies are playing there," Fenn said.

Users of all these technologies will also leave more and more data trails that could be used to track them, Fenn said.

Fenn also mentioned three-dimensional printing -- devices that bulild three-dimensional objects one thin layer at a time using powder and glue shot out by the same technology that powers a two-dimensional printer. It's been used in industrial prototyping for a decade, but is now coming down in price -- from $200,000 to $10,000. Eventually, Fenn said, "we'll all have these things in our basements" and our kids' kids will be trading three-dimensional representations of their online avatars.

The devices also have lots of implications for retailing -- why go to a store when you can build that replacement part yourself from CAD-CAM data?

Finally, Fenn mentioned human augmentation, technologies that don't just bring an injured person back to normal human function -- but which, like those artificial legs that look like leaf springs, put function over form and make a person improved over normal human function.

Thursday, September 18, 2008

URC UPDATE: MODE GREEN!

Posted: Wednesday, 17 September 2008 6:05PM

Michigan's URC Fuels New Industries, Creates 69,285 Jobs

Toyota Motor Corp. is investing $100 million in a new research and development complex in the heart of Michigan's University Research Corridor as URC scientists develop bio-fuels from plant waste, next generation windmills and smart sensors "doing things we couldn't imagine."

The URC partners -- Michigan State University, the University of Michigan and Wayne State University -- generated 69,285 jobs, educated more students than any of the nation's best comparable R&D clusters, and produced $13.3 billion in economic impact in 2007, according to a new report.

The report highlights a major URC priority, alternative energy research.

The report was released Wednesday, the same day the three URC presidents met with New York Times columnist and author Thomas Friedman, whose new book, "Hot, Flat, and Crowded: Why we Need a Green Revolution -- and How it Can Renew America," issues an urgent call for a crash program on the scale of Apollo on renewable energy.

Friedman argues that America needs thousands of people experimenting in laboratories and garages all across America to wind up with one or two companies that might become the next "green Google.'' Google was co-founded by Larry Page, a UM graduate who is the son of an MSU computer science professor.

"The knowledge economy is here, and competition in the realm of innovations and ideas will be every bit as global and as fierce as it is in manufacturing," said MSU President Lou Anna K. Simon.

"Michigan's three internationally recognized research institutions are essential to creating the intellectual capital and the technology breakthroughs that will make our state competitive. The URC generates innovations, new technologies, and new businesses that not only provide jobs, but also improve life for all citizens of Michigan."

As soaring oil prices spur new interest in energy research, the report chronicled how the URC partners are working closely with the auto industry, energy companies and the federal government to create new green technologies. The report show the URC conducted $79.5 million in alternative energy R&D in 2007, a number expected to grow.

"The energy issue is a global issue and it's skyrocketing in importance," said Wayne State's new president, Jay Noren. "To bring these three institutions together to address this question of alternative energy has value that goes far beyond Michigan.''

Noren noted Wayne State-developed smart sensors, with uses in fuel cells as well as chemotherapy, are "doing things we couldn't imagine 20 years ago." WSU is working with UM researchers who are leaders in fuel cell and solar technologies as well as MSU scientists internationally known for their work in bio-fuels, he added, with each partner bringing unique strengths that together take developments to a higher level.

The new report compares the URC with peer research university clusters in California, Massachusetts, Illinois, North Carolina and Pennsylvania, and found the URC's overall research investments were $1.38 billion in 2006, $10 million more than in 2005.

The study, conducted over a four-month period by the Anderson Economic Group, found the URC slipping from fourth to fifth among the seven research university clusters for the amount of R&D expenditures. At the same time, the URC rose from fifth to fourth for the number of patents and climbed from sixth to fifth for the number of technology licenses.

The research found the URC is an active partner in developing and attracting new growth industries like green technology, alternative energy, life sciences, IT and nanotech.

"Industry is turning to our universities more frequently to support the innovation and new discoveries that will fuel our future," said UM President Mary Sue Coleman. "We expect this trend to continue."

Businesses are now investing $16.7 billion in industry-performed R&D within Michigan each year, second only to California, employing another 65,000 professionals, the report found.

A major source of talent, research and innovative ideas partnering with business and communities, the report found the URC beat all major national rivals for the number of degrees in physical science, medicine, biological science, agriculture and natural resources and was in the top three for engineering, math and computer science, business and law degrees conferred.

The $13.3 billion net economic impact represents the additional earnings to state residents caused by the operation of the three institutions. These new earnings to Michigan residents stem from expenditures by the URC universities on non-payroll items (such as supplies and equipment), and expenditures by URC employees, students, and alumni. The study employed a conservative methodology that estimates only the additional earnings to state residents caused by the presence of the universities.

The authors assumed most URC students would have attended another college and that many URC employees would find another job in Michigan if the URC universities were not in the state.

The AEG report counts only new spending caused by the URC universities in the state as "net benefit."

The report found the URC using institutional resources to support 24 percent of their research investments, less than last year but a greater percentage than the other clusters, which received much more state and federal support.

"These universities increased their net contribution to the earnings of our residents by $400 million over the last year, even as the Michigan economy remained in a deep slump," said Patrick Anderson, principal and CEO of the Anderson Economic Group. "This is a clear indicator of the tremendous benefits these institutions bring to oureconomy."

The 62-page study also found the URC:

* Is a major employer. The URC employs 48,760 full time equivalent employees (one of the state's four largest employers up from 46,398 a year earlier) and spends $6.7 billion on operations, such as payroll, facilities and supplies, 2 percent of all the economic activity in the state as measured by Michigan's Gross State Product.

* Educates more students than any comparable cluster. The URC enrolls 135,816 students per year (up 5.8 percent since 2001), an enrollment that far exceeds those of competing clusters in Massachusetts, California, North Carolina, Illinois, and Pennsylvania that AEG examined for comparison purposes.

* Produces graduates who are highly valued in Michigan's emerging knowledge economy. URC schools produce 54 percent of the state's science and engineering degrees, 100 percent of the MD, DO, veterinary and nursing PhD degrees, most dentistry degrees, and nearly half of all health care-related degrees.

* Produces a cadre of educated alumni who live, work and pay taxes in Michigan. The URC has 552,328 living graduates living in the state, 7.2 percent of the state's adult population.
The study found the research universities accounted for 94 percent of federal academic research dollars brought into Michigan; all three are among the top 75 of more than 600 U.S. research universities.

The report measures the Research Corridor universities against six comparable clusters in regions known as knowledge economy leaders: Boston's 128 Corridor: Harvard University/Massachusetts Institute of Technology (MIT) and Tufts University; Silicon Valley/Northern California: Stanford University, University of California-Berkley and UC-San Francisco; the Research Triangle: University of North Carolina, Duke University and N.C. State University; Chicago/Illinois: University of Chicago, Northwestern University and University of Illinois at Urbana-Champaign; Southern California: UCLA, University of Southern California and UC-San Diego; and Pennsylvania: Penn State University (all campuses), University of Pittsburgh and Carnegie Mellon University.

To read the full report, visit: www.urcmich.org/economic.

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Wednesday, September 17, 2008

Informs Our STEM Understanding

Posted: Tuesday, 16 September 2008 5:57PM

NSF Grant To Boost Faculty Diversity At Michigan Tech

The National Science Foundation has given Michigan Technological University in Houghton a grant of $499,496 to attract a larger, diverse pool of highly qualified occupants for tenured and tenure-track faculty positions.

The three-year grant also aims to assist all faculty members in achieving successful careers.

The grant aims to correct disturbing statistics -- though women make up more than half the population, nationwide men outnumber women more than five to one at the rank of full professor and more than three to one among tenure-track faculty in science, technology, engineering and mathematics.

“We are trying to open the doors wider, to draw more applicants, and more diverse, well-qualified applicants,” said Lesley Lovett-Doust, provost and vice president for academic affairs at Michigan Tech. She is the principal investigator on the NSF grant.

Since Michigan Tech is a STEM-intensive public research university, the gender imbalance is particularly evident. Of the University’s 249 tenured and tenure-track faculty in the STEM fields, only 44 are women, approximately 17.7 percent. And it has hovered around 17 percent for nearly a decade, despite efforts to improve.

Donna Michalek, Margaret Gale, William Predebon, Christine Anderson and Susan Bagley are co-investigators on the grant. Michalek is assistant provost and an associate professor of mechanical engineering and engineering mechanics at Michigan Tech; Gale is dean of the School of Forest Resources and Environmental Science; Anderson is special assistant to the president for institutional diversity; Predebon is chair of the Department of Mechanical Engineering-Engineering Mechanics; and Bagley is a professor of biological sciences.

Their plan calls for one of the hardest kinds of changes to make -- changing ideas into action -- but Michigan Tech staff says they're ready to take on the challenge.

“A comprehensive ‘climate survey,’ conducted a couple of years ago by Anderson and a committee of faculty and staff, showed that the University community believes that more diversity and a welcoming environment for all faculty will make Michigan Tech a better place,” Michalek said.

“Now it is time to adopt practices that turn this good intention into reality. This is not just about hiring women. This is about attracting and keeping the very best people, to add to the high-quality faculty we already have. Some areas stood out in the climate survey in the degree to which faculty felt welcome and appreciated; we need to identify and spread the practices that help both women and men be comfortable, successful and productive in their careers.”

A second climate survey will be conducted soon, to further explore Tech's progress in terms of faculty retention and professional development at the mid- and senior-career levels, Michalek said.

Studies suggest that the underrepresentation of women in the STEM fields, relative to the number earning relevant PhDs, is partly because traditional search and screening processes are based on intuitive judgments.

“People tend to feel more comfortable with, and pick people like themselves; that’s human nature,” said Lovett-Doust. “But ‘world-class’ doesn’t necessarily mean ‘just like me.’ The evaluative criteria that were developed for last year’s Strategic Faculty Hiring Initiative were very helpful in identifying excellence. All of our searches can be more successful if we replace impressionistic assessments with assessment based on measurable attributes and discipline-specific qualitative scales, as well as general discussion of candidates.”

Lest that sound too mechanistic, Lovett-Doust emphasized that future hiring will not be guided just by the scores that scales and measures generate.

“Comments are important, and of course we will still put a lot of value on personal interviews, reviewers’ comments and applicants’ presentations of their research and teaching goals,” she said.

Part of the grant will be used to examine diversity in Tech’s SFHI hires, to see if advertising strategy, online assessment, interdisciplinary peer review and research presentations produced more women applicants for these coveted positions. The results will be compared with the outcomes of traditional “replacement” hiring processes, and with improved processes for replacement hiring in the future.

The grant team will work with colleagues across campus on several fronts simultaneously. One committee will continuously evaluate processes and outcomes of the SFHI, the series of university-wide interdisciplinary cluster hires that began last year with a theme of “sustainability.” That committee will be headed by Bagley and Michalek.

An online database screening tool, developed under the leadership of CIO Walter Milligan last year, will be adapted by a committee led by Milligan and Bagley. A committee led by Gale and Anderson will work on a set of best practices in recruitment strategies that could serve as a model for other STEM-intensive institutions. Another team, also headed by Anderson and Gale, will work to ensure accountability in the hiring process.

A committee chaired by Michalek and Predebon will develop a university-wide faculty mentoring program. Predebon reports that many recent faculty candidates are asking about the availability of a mentorship program when they interview. Predebon and Lovett-Doust will lead the development of campus-wide training programs.

A doctoral student, supported by the grant and co-advised by Michalek and Heidi Bostic, chair of the Humanities Department, will lead an analysis of the results of the initiatives.

“We want to make sure that from the very beginning of the hiring process, we are attracting all kinds of strong candidates, and engaging the attention of non-traditional applicants,” said Lovett-Doust. “That’s the only way to make every hire a strategic hire, and that is our goal.”

More at www.mtu.edu.

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Monday, September 15, 2008

EMU STEM Grant

Posted: Sunday, 14 September 2008 6:21PM

EMU Gets Grant For Science, Math Teacher Instruction

Money from the National Science Foundation to provide scholarships for teacher education students in science, technology, engineering and math Eastern Michigan University’s Honors College has received a $749,000, five-year grant from the National Science Foundation to help provide scholarships to teacher education students majoring in science, technology, engineering and math (STEM).

“This grant will provide scholarship support and curriculum linkages for secondary education students majoring in science, math, technology and engineering,” said Jim Knapp, director of the honors college. “The idea is to increase the number and retention of qualified science and math teachers in high need districts.”

EMU will partner with Willow Run, Ypsilanti, Lincoln Consolidated, Inkster, Wayne, Westland and Washtenaw Intermediate school districts.

“This program provides scholarships for two years, up to $13,000 a year, to teachers who agree to teach in a partner or other high need district for two years for every one year they receive the scholarship,” Knapp said.

EMU’s program will be called Developing Urban Education Teachers in STEM Subjects (DUETSs). It is part of the national Robert Noyce Scholarship Program.

Knapp said that the grant proposal grew out of the need for STEM teachers and two of EMU’s unique programs, Minority Achievement Retention and Success Program (MARS), and Creative Scientific Inquiry Experience (CSIE).

Knapp said DUETSs will provide scholarship support to 10 students a year for the first four years and five students in the fifth year.

Recipients of the scholarships will have been admitted to the College of Education teacher prep program; have a 3.0 grade point average; have completed 56 credit hours; and be a U.S. citizen or permanent resident alien.

Knapp said he hopes to have the first selections for DUETSs this fall.

“The idea is give this money away this year to help students,” said Knapp. “This money is going right to students. More than $600,000 of the grant will go directly to students.”

“This is another piece in our ongoing effort to focus on STEM education and take advantage of our strategic position,” Knapp said.

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Friday, September 12, 2008

STEM Parental Engagement Project (John Iras)


Published Online: September 8, 2008
Published in Print: September 10, 2008

Kentucky Trains Parents to Help Schools Bolster STEM Subjects

They’ve joined the Commonwealth Institute for Parent Leadership, which tries to help adults work with teachers and administrators, and muster support from other parents, to strengthen student achievement in science, technology, engineering, and math, or STEM topics.

In reaching out to parents, the program is targeting a population that traditionally plays a crucial role in raising student interest and performance in those subjects. Yet, according to many educators and policymakers, parents are often ambivalent about the importance of that mission.

Parents' Impressions

Many parents express satisfaction with their children’s math and science education—even more so now—based on surveys taken in 2006 and 1994.

Most parents say their child takes enough math and science now.

Do you think that your child’s school should be teaching him/her a lot more math and science, less, or are things fine as they are?

Parents’ concerns about math and science education have fallen since the mid-1990s.

How serious a problem is each of these in your own community’s public schools ... kids are not taught enough math and science?

The institute is sponsored by the Prichard Committee for Academic Excellence, a Lexington, Ky.-based organization that seeks to improve schools and the public’s involvement in education. Since 1997, the organization has arranged institutes to promote parent involvement in other subjects, but it launched a program specifically focused on math and science this year in response to growing state and national interest in those topics, said Bob Sexton, the director of the Prichard Committee.

A few states have programs aimed at boosting parents’ involvement in STEM education, though those ventures are focused more on public outreach campaigns than targeting individual mothers and fathers, according to the Education Commission of the States, a Denver-based research organization. Local attempts to encourage parents to become involved in those subjects, through activities such as parents’ math or science nights, are common, though such efforts are typically confined to a single school or district.

The goal of the Kentucky initiative is to help parents understand what it takes to raise students’ achievement in math and science, and to have them rally other parents to the cause, said Mr. Sexton, who is also a member of the board of trustees of Editorial Projects in Education, the corporate entity of Education Week.

“A lot of it is legwork,” he said of parents’ involvement. “It’s like organizing a [political] precinct, one vote at a time. It’s making sure that the school has programs in place that welcome parents—is the school open to them?”

See Also
Go to the Curriculum Matters blog for a wide-ranging discussion on school curriculum across the subject areas.

Ms. Mefford already tries to nurture a love of science in her son, Owen, a 1st grader at Cumberland Trace Elementary School in Bowling Green. She sat with him earlier this year to watch a replay of a space-shuttle launch, which feeds into his career ambition to become an astronaut. She talks with him about the behavior of the turkeys, deer, and other animals that live near their rural home.

But she wanted to become more involved in her son’s school, and so when she saw a notice about the STEM institute, she signed up. Ms. Mefford attended a two-day workshop, led by teachers and college faculty members from around the state, on Aug. 14-15, and she will go to four more days of training later this fall.

‘Everyday Life’ Connections

Parents who take part in the institute are taught strategies on leadership and working collaboratively with school officials and other parents. They are also given an overview of Kentucky’s state academic standards and lessons on how to examine student-achievement data at their schools, such as test scores in math and science.

Participants are expected to work with school officials to design STEM-­­related projects that focus on raising student and parent understanding and appreciation for STEM-related subjects.

Influencing parents’ perceptions of math is “huge,” Ms. Mefford said. “There are practical applications for math. It’s not just for people who want to be engineers. It’s for everyday things. It’s for balancing your checkbook. Math is part of everyday life.”

Ms. Mefford has met with the principal of her son’s school, Mary Evans, to hash out ideas for a project. One option is staging some sort of family “math celebration” after school hours, during which parents and their children could talk about and work on math activities. Another possibility is to include tips on how to expose children to everyday math—such as lessons about cars’ miles per gallon gas usage or prices at the grocery store—in the school’s weekly newsletter to parents, Friday Notes, the principal said.

The prospect of having a corps of mothers and fathers who have a strong interest in touting math and science is both appealing and highly unusual, Ms. Evans acknowledged. She says she has grown used to hearing parents recount their own struggles in math and science to their children, an admission that does little to inspire students.

“I’m thinking, ‘Oh my, that’s not what we want children to hear,’?” Ms. Evans said.

Research shows that parents can have a strong influence on whether their children develop an interest and confidence in math and science. One recent studyRequires Adobe Acrobat Reader showed that fathers, in particular, hold especially strong sway over their daughters’ interest in math and that they tend to encourage boys more than girls in that area. ("When It Comes to Math and Science, Mom and Dad Count," Oct. 24, 2007.)

The National Mathematics Advisory Panel, a White House-commissioned group charged with studying effective classroom strategies in that subject, made a similar point in a reportRequires Adobe Acrobat Reader released this year. Children’s goals and beliefs about learning affect math performance, the authors noted, yet many parents cling to the “erroneous idea that success is largely a matter of inherent talent or ability, not effort.”

While raising student performance in math and science has emerged as a top priority among education policymakers in recent years, many parents do not appear to share this concern. A 2006 nationwide survey by Public AgendaRequires Adobe Acrobat Reader, a nonpartisan New York City research organization, found that many parents were satisfied with the level of math and science at their children’s schools and that public concern about those subjects has actually fallen since the mid-1990s.

Although parents can have a well-documented influence on children’s interest and performance in math and science, the long-term impact of efforts like the Kentucky STEM institute are less clear, said Andrew W. Shouse, a senior program officer at the National Academies, a congressionally chartered research entity. School success will be tied much more strongly to other factors, such as curriculum and professional development, said Mr. Shouse, who is also the associate director of the newly created Institute for Science and Mathematics Education at the University of Washington, in Seattle.

Cooperative Approach

Even so, the Kentucky program’s potential to cultivate a group of parents who doggedly press for better math and science education in their school should not be underestimated, Mr. Shouse said. “If you’ve got parents who show up and say, ‘We have strong expectations,’ it will have an effect,” he said.

To recruit parents to the institute, organizers sent out mailings to school districts inviting mothers and fathers to participate and advertised in newspapers and on radio, said Sheila Cruse Johnston, who helped with that undertaking as a community-support coordinator for the program. Fifty-eight parents applied to take part in the STEM institute, which plays out over six sessions this summer and fall; space was available for 32 participants. There is no cost.

In addition to looking at state and school learning goals, parents are being given suggestions on how to work cooperatively with school administrators and to offer themselves as a “resource” to teachers and administrators considering new approaches to math- and science-centered subjects.

“We encourage them not to go in as all-knowing,” Ms. Cruse Johnston said of the parents.

For one parent taking part, Glenn Edelen, the biggest challenge is finding math- and science-related activities that can be molded to the needs of his 8-year-old daughter’s school, Huntertown Elementary in Versailles. Mr. Edelen, an electrical engineer, says he would like to help the school devise projects on alternative energy, but is struggling to figure out how to make it fit Kentucky’s state science curriculum. He has begun discussing options with a teacher at his daughter’s school.

Another hurdle, he predicted, will be to foster a sustained interest among parents, so that if the school arranges out-of-school science activities, many mothers and fathers will take part. He makes his living in a science field, but he knows that many parents approach the subject more hesitantly.

“Having a lot of parents involved” is crucial, Mr. Edelen said. “It usually comes down to two or three parents, or two or three parents carry most of the load. There has to be broad support.”

Monday, September 8, 2008

URC Update! Informs OUR Understanding




















Posted: Sunday, 07 September 2008 2:33PM

NY Times' Friedman To Focus On Green Revolution In Ypsi Speech

Three-time Pulitzer Prize winner and New York Times columnist Thomas Friedman will offer the keynote at a day-long event focused on making green power the next great global industry.

The event, bringing together and recognizing Michigan's leading alternative energy companies, features remarks by University of Michigan President Mary Sue Coleman and Michigan State University President Lou Anna Simon in addition to Friedman. The program begins at 12:20 p.m.; registration starts at 10:30 a.m.

Friedman's No. 1 bestseller "The World is Flat: A Brief History of the 21st Century," changed the national discussion on the opportunities and challenges of a global economy. His newest book, "Hot, Flat and Crowded: Why We Need a Green Revolution -- and How it Can Renew America" is the topic of his address, as energy has become one of the top election year issues.

The event is being organized by the Washtenaw Economic Club, the Michigan Business Review and Michigan's University Research Corridor.

Friedman's talk is part of a day-long focus on Michigan-based innovations forming the seeds of a growing green energy industry, including Michigan Business Review Innovation, bringing together Michigan's most innovative companies utilizing and supplying alternative energy.

The University Research Corridor will also make available a new report offering a break-out on Michigan's opportunities for developing green technologies.

Friedman's new book contends America has been overwhelmed with articles about "easy ways to go green'' and notes "green'' was the single-most trademarked word in 2007 but he complains the over-abundance of such articles shows the makings of "a party -- not a revolution.'' The real changes, he contends, will be hard, not easy, and most are yet to come.

Despite the increasing need for new green technologies, U.S. venture capital funds invested just $5 billion in green revolution investments last year compared to $100 billion invested in IT in 2000, the peak of the dot-com boom, Friedman notes.

"Anyone who looks at the growth of middle classes around the world and their rising demands for natural resources, plus the dangers of climate change driven by our addiction to fossil fuels, can see that clean renewable energy -- wind, solar, nuclear and stuff we haven't yet invented -- is going to be the next great global industry,'' Friedman wrote in a recent column. "It has to be if we are going to grow in a stable way. Therefore, the country that most owns the clean power industry is going to most own the next great technology breakthrough -- the E.T. revolution, the energy technology revolution -- and create millions of jobs and thousands of new businesses, just like the IT revolution did."

Friedman, the Times' foreign affairs columnist who has done his research in many countries around the world, argues that a population explosion, a "flattening world'' with China, India and their rising middle classes, as well as climate change have all converged.

Calling it a hopeful book, he argues that "if America seizes the opportunity to solve these problems it will be a huge engine propelling our economy in the 21st century."

The University Research Corridor, an alliance of Michigan State University, the University of Michigan and Wayne State University, was formed to transform, strengthen and diversify the state's economy. The universities are working together to leverage their collective assets and encourage collaboration with business, government and communities to help accelerate innovation and economic growth.

A limited block of 1,000 free tickets for the speech only are available to MSU, U-M and WSU students, faculty and staff. They are available at the URC campuses: At U-M, call (734) 763-5554 or visit the Michigan Union Ticket Office. University ID required (limit two tickets per person). At MSU, call (517) 353-9000. At WSU, call (313) 577-5284.

Tickets to the general public are $30.

Premium business tickets (including lunch and premium seating) are $120. For more information, contact Ashley Robinson, (734) 302-1726 or Karen Koziel, (734) 302-1719 for table sponsorships. For more details visit:
www.mlive.com/innovation or www.washtenaweconclub.com/tix.php

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NSF FI3T Project Kickoff Event (Invitation)




Saturday, September 6, 2008

Thursday, September 4, 2008

Mivote Interactive Web-site Debuts

UM-Dearborn

Detroit Public TV set youth vote effortDetroit Public Television, UM-Dearborn “to engage young people in the upcoming election with a multimedia project that gives everyone a chance to let their voice be heard.

”Detroit Public Television and the University of Michigan-Dearborn have joined together “to engage young people in the upcoming election with a multimedia project that gives everyone a chance to let their voice be heard,” according to Edward G. Bagale, vice chancellor for government relations at UM-Dearborn.

In addition to the presidential race, this fall's historic election will include Michigan ballot issues on stem cell research and medical marijuana, and many contested elections for the state House of Representatives.

The core of the project, called “MiVote,” is an interactive Web site at www.mivote.org that will “enable UM-Dearborn students and others to upload videos that will explain to our presidential candidates what they should know about Michigan and its citizens,” according to Dave Manney, DPTV’s director of program development.The Web site is only part of the effort, though.

Participants in MiVote also will be seen and heard on Detroit Public Television and other media outlets in the weeks leading to the election. And at the end of October, a town hall meeting will be held on campus and broadcast on Channel 56, “tackling the issues discussed by young people in the course of the project,” Manney said.Faculty members at UM-Dearborn are exploring ways to use the project in their classes this fall.

“This is a site that can be utilized for courses and assignments beyond the obvious choices of political science and communications,” according to Jonathan Smith, professor of English and associate dean of UM-Dearborn’s College of Arts, Sciences, and Letters.

“It's easy to imagine the widest range of our courses -- composition, health policy studies, American studies, environmental science, economics, women's and gender studies, sociology and international studies -- being able to get involved in this project, whether through student contributions to the site or analyses of the materials it will contain.

”The initiative will be launched on Friday, Sept. 5, the first day of DPTV’s fall pledge drive.