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.
15. Notre Dame Sponsors
● College of Science
● College of Engineering
● Department of Physics
● Center for STEM Education
● Office of Public Affairs
● Notre Dame Research **
16. Flow of the day
● Great examples
● Great help
● Break
● Why collaborate now?
● Lunch - “collaboration bazaar”
● Broader picture
● Listening to one another
● (visualizing science)
18. 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
19. 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?
20. 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/
24. 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…
27. 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…
28. Age of the house matters…
Still 66,000 residence units built 1979
29. 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/
30.
31. 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
32. 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?
33. 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
34. 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
50. 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
64. 11 census tracts considered food deserts
35.6 % Average Poverty Rate
45% at or below ALICE threshold
Poverty
Food Insecurity+
extremely poor health
67. 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
68.
69. 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.
70. 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
85. Talent Attraction - Civic Innovation
Presented by Andrew Wiand, Executive Director
86. 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
87. 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
88. Our Vision:
We wish to become an international leader in
talent attraction and civic innovation.
98. Means to Achieve Change
Talent
Efficiency
Effectiveness
Organizational
Strength
Cost Savings
Revenue
Productivity
Turnover
Strategic
Investments
99. 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)
100. 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
101. 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
102. 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
103.
104.
105.
106. 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
108. 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?
110. 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!!!)
111.
112. What is it?
•Is it a duck?
•Is it a rabbit?
•Is it a......?
113. 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
114. 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).”
122. 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
124. 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
126. 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
128. Early Days for Computing & Education
Image courtesy of Peel's Prairie Provinces, a digital initiative of the University of Alberta Libraries.
129. 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
130. 13
0
Create Life Changing Interactions
Individual
Environment
Social Environment Virtual
Environment
131. 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?
132. 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.
133. 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?
134. 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
135. 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)?
136. 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.
137. 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?
138. 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.
139. 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?
140. TO THIS
Interaction Creation
Digital As a Process
Naturally Emergent Intelligent
Services
Everything Digital is Data
Assessment as Knowledge Creation
And so...
142. 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
164. Panel Discussion
● Continuing with Dr. Evan Heit
● Recalling Dr. John Behrens
● Introducing Dr. Kathie Olsen
● Handing off to Dr. Matt Kloser
165. 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
166. Matt Kloser - Founding Dir., ND Center for STEM Education
170. Digital Visualization Theatre show (optional)
● An award-winning high school teacher-student/university initiative in
ground-breaking visualization at the high energy frontier