…Making the Invisible Visible (MIV)… Data Literacy – The Spark for STEM & SS Careers Presented by: Andrew Semeister President, Individuals Concerned for.

…Making the Invisible Visible (MIV)…

Data Literacy – The Spark for STEM & SS Careers

Presented by: Andrew Semeister

President, Individuals Concerned for Newtown Square (IC4NS)

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IC4NS Educational Initiative - Executive Summary

The Bi-fold Problem is now four decades old, but the Solution is within our grasp!

• Not graduating enough students proficient1 in Science, Technology, Engineering, Mathematics and Social Science (STEM & SS) skills in the USA

• Not growing enough STEM & SS professionals and technicians in the USA

Where we are now:

• PHASE 1: In the classroom - motivate students to want to learn more about math, understand how to apply math, and perform better and more proficient in math as a byproduct of understanding. 

• PHASE 2: Outside the classroom - expose students, parents, and teachers to professionals who have STEM & SS careers to encourage student careers in STEM or SS.

Where we want to go:

• Develop data literacy skills in students so they can understand how to apply math and develop charts for analyzing data and explaining findings to others

How we are going to get there:

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Why Data Literacy? – Because of the Bi-fold Problem

The Bi-fold Problem is now four decades old!1

• Not graduating enough students proficient2 in Science, Technology, Engineering, Mathematics and Social Science (STEM & SS) skills in the USA

• Not growing enough STEM & SS professionals and technicians in the USA3

WHAT IS THE BI-FOLD PROBLEM?

1The September 27, 2000 report from the national Commission on mathematics and Science Teaching for the 21 st Century, chaired by John Glenn, states:

“In an age now driven by the relentless necessity of scientific and technological advance, the current preparation that students in the United States receive in mathematics and science is, in a word, UNACCEPTABLE. Recent reports of the performance of our country’s students from both the Third International Mathematics and Science Study (TIMMS) and the National Assessment of Educational Progress (NAEP) echo a dismal message of lackluster performance, now three decades old; it’s time the nation heeded it - before it is too late.” (TIMMS measures how well students absorb their curriculum)

2Proficiency = Performance + Speed (as defined in this presentation)

3“In 2003, the Organization for Economic Development and Cooperation (OECD) program for International Student Assessment (PISA) assessed 15-year-olds… Overall U.S. students ranked 24 th among 29 OEDC countries.” (PISA measures whether students can put math and science to work solving everyday problems)

3Source: “The Bent of TAU BETA PI”, The Engineering honor Society, Winter 2007

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Data Literacy - Why should you care?

The vast majority of students will never become scientists, engineers, or mathematicians – so why care so much?

TIMMS 2003:• USA fourth graders ranked 12th in math and 6th in science among the students in 25 countries who took the test

• By eighth grade, USA students had fallen to 15th in math and 9th in science among 45 nations measured.

USA - 7% of 8th graders met the TIMMS benchmark for advanced math and 64% for intermediate math.

SINGAPORE - 44% met advanced and 93% met intermediate benchmarks for math

Source: “The Bent of TAU BETA PI”, The Engineering honor Society, Winter 2007

• Because today’s students will be looking for jobs in an increasingly technology-oriented service economy, they need math to estimate projects (time and costs) and to interpret graphical data.

• Eventually they will vote on policies – stem cell research, nuclear power, global warming, alternative energy sources, environmental and economic issues, etc. – that require an understanding of mathematics and science.

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Data Literacy – Developing Students Proficient in STEM&SS Skills

Students learn by doing – Doing means using and practicing.

What can they do to learn and practice the skills needed for all subjects? - Become fluent in Data Literacy.

• Collect and/or Retrieve, validate and prepare the DATA,

• Convert DATA into INFORMATION,

• Use the INFORMATION to make DECISIONS

• InspireData1 – Visual learning software (MIV)

- to examine data and explore relationships - to actively explore and analyze data using dynamic Venn, bar, stack, pie and axis plots to interpret information and draw conclusions - to build data literacy skills - to develop analytical skills - to strengthen critical thinking

DATALITERACY

1Developed by TERC (Technical Educational Research Center) and Inspiration Software®, Inc

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Data Literacy – Provide Schools with Proven Educational Tools

InspireData has many features to help students collect and explore data and help educators integrate InspireData and data literacy into the classroom.

Easier Data Collection

• e-Survey Tool

• 100+ subject-specific databases

• Database templates

• Expanded data formatting options

Dynamic Plotting Options

• Bar chart or stack plot, Venn, pie, and axis plots

Expanded Teacher and Classroom Support

• Standards-based lesson plans and classroom projects

• Web resources

• Teacher database templates for classroom analysis

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Data Literacy – Lesson Plan Books

Lesson plan books include ideas and instructions for achieving key data literacy standards, corresponding database templates to guide student data collection and examples for teacher demonstration and student assessment.

School-wide license in an easy-to-share electronic format on CD

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Data Literacy - InspireData Starter Kit

To ensure a successful evaluation and rollout, IC4NS will provide four selected area Schools with an InspireData Starter Kit.

Each kit Contains:

• A 25-computer volume license of InspireData 1.5

• (2) InspireData 1.5 (Mac/Win) installation CDs

• (2) InspireData 1.5 User’s Manual

• (2) InspireData 1.5 Quick Reference Cards• One copy of the Developing Data Literacy with InspireData lesson plan book and school-wide license in an easy-to-share electronic format on CD• One copy of the InspireData and Social Studies: Explore, Analyze and Understand lesson plan book and school-wide license in an easy to share electronic format on CD• One copy of the InspireData and Science: Question, Analyze and Predict lesson plan book and school-wide license in an easy-to-share electronic format on CD• Teacher Take Home Privileges that allow your teachers to install InspireData on their home computers for lesson planning and preparation• 6-month Subscription access for school-wide enrollment to Atomic Learning’s InspireData training videos

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Data Literacy – Complimentary InspireData Resources

InspireData comes with built in resources to support Science, Math and Social Studies curricula, and suggested grades levels are 4-12

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Data Literacy – Webcasts and Archived Webinars

Participate in Webcasts and Webinars and see how others have used InspireData in their classrooms or environments

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Data Literacy – Visual Learning Program Scholarships

Creatively use visual learning in the classroom and apply for a scholarship to receive cash and technology rewards to support professional development or new technology for your classroom

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Data Literacy – IC4NS’s Educational Initiative

IC4NS’s Educational Initiative contains two parts: Part 1 targets data literacy internal to the classroom whereas Part 2 targets data literacy external to the classroom.

Part 1 involves improving STEM&SS skills in existing curriculums through teachers who voluntarily choose to include data literacy in their classrooms using InspireData and associated resources and materials.

Part 2 relies on IC4NS benefactors; supporters; school alumni/alumnae; consultants; professional associations; scientists, engineers, analysts, etc. from various disciplines and organizations to donate time, talent, and/or treasure to instruct the students after school, in the evening, or on the weekend.

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Data Literacy: IC4NS’s Educational Initiative – Part 1

Part 1 involves improving STEM&SS skills in existing curriculums through teachers who voluntarily choose to include data literacy in their classrooms using InspireData and associated resources and materials.

BENEFITS:

• Little or no conflict with existing curriculums or agency approvals

• Approach applies to any subject that has data (Ex.Timelines in Religion & History)

• Focus is on the use of proven commercial off-the-shelf software and school or curriculum data and existing data from Federal Agencies and Newtown Township (LOW RISK)

• Motivates and encourages more students, especially girls, women, and other minorities to consider seriously a career in STEM&SS

• Measures of success are within grade performance and individual assessments

COSTS:

• Acquisition, equipment, and facility costs 0$

• Recurring cost – administration and teacher preparation costs (Time)

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Data Literacy: IC4NS’s Educational Initiative – Part 2

Part 2 relies on IC4NS benefactors; supporters; school alumni/alumnae; consultants; professional associations; scientists, engineers, analysts, etc. from various disciplines and organizations to donate time, talent, and/or treasure to instruct the students after school, in the evening, or on the weekend.

INSTRUCTION:

• Projects from various disciplines: volunteer traffic, environmental, wind energy engineers, other professionals

• How to plot data on arithmetic, semi-log, log-log, normal probability, log-normal probability axis plots

• How to analyze data on arithmetic, semi-log, log-log, normal probability, and log-normal probability axis plots

• How to make judgments, draw conclusions, write-up results, and prepare a technical report from the analysis of data on arithmetic, semi-log, log-log, normal probability, and log-normal probability axis plots

• Use of DPlot Junior – a free graph software for scientists and engineers

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Data Literacy: IC4NS’s Educational Initiative – Part 2

The grade school/high school/post high school emphasis would provide stronger STEM recruits for community colleges, colleges, universities, and employers.

BENEFITS:• Applies data literacy to real world data from scenarios within the Municipality

• Use of formulas and equations can be delayed and initially bypassed thereby bringing real world STEM & SS applications down to grade school children

• Avoids conflicts with established or required curriculums

• Can reward participating students in many different ways ($, recognition, etc.)

• Can develop and track metrics at the grade transition interfaces to measure success and within grades to measure progress and/or identify improvements

• Extend Educational Initiative to Delaware County Community College (DCCC)COSTS:• Acquisition, equipment, facility and Instruction costs 0$; maintenance costs minimal

• Students time outside school hours for instruction, study, and practice

• Overcoming NIH syndrome = S2L2 (By standing on shoulders, a lot for a little)