“Design thinking” is a popular phrase in education circles and top companies are using it to develop new products and energize their staff. But what is it? As these designers explain, it’s about developing the skills to identify the source of problems correctly and then creating effective solutions centered around people’s needs. These skills are increasingly important in a knowledge-based economy as educators prepare students to succeed in the 21st century. And they make learning a whole lot more fun!
Join a group of science teachers and middle and high school students on a field trip to Lawrence Livermore National Laboratory (LLNL) for the annual Science on Saturday (SOS) lecture series. Presented by leading LLNL researchers and supported by master high school science teachers, each topic highlights cutting-edge science occurring at the lab.
Check out this year’s field trips:
3D Printing: From Imagination to Realization
Revolutionary changes to materials and structures are now possible with 3D printing, bringing concepts that were previously only imagined into reality. This breakthrough technology fabricates components by adding material layer by layer from the bottom up allowing for the creation of highly complex and previously unrealizable structures.
Reconstructing a Rabies Epidemic: Byte by Byte
A vast majority of the newly discovered human pathogens are viruses that have jumped to humans from an animal host (“cross-species transmission”). Find out how biologists and computer scientists have collaborated and used cutting edge ultra-deep sequencing technology to study the dynamics of a 2009 rabies outbreak to better understand emergent viruses, such as Ebola and Zika.
Forensic Science in Crisis: How Proteins Can Help
In the last decade, the scientific foundations of a number of traditional forensic methods have come under increasing criticism by the scientific community, leading to their discontinuation or reduced effectiveness in criminal prosecutions. These challenges raise questions about the admissibility of certain type of evidence in current cases and the validity of previous convictions. We will discuss the basis of these issues and describe some of the work ongoing at LLNL to try and address some of them. In particular we will describe an entirely new science-based approach to human identification.
Browse Field Trip at the Lab: Science on Saturday to discover more from past field trips!
Science, technology, engineering, arts and math (STEAM) education is crucial to helping students find a path to success. Explore the importance of STEAM to the innovation economy as well as how to best to ensure equity in education with panelists Karen Flammer of UC San Diego, Dalouge Smith of the San Diego Youth Symphony and Conservatory, Heather Lattimer of the University of San Diego and Francisco Escobedo, the Superintendent of the Chula Vista Elementary School District. This engaging conversation kicks off the Sally Ride STEAM Series – honoring the legacy of Sally Ride and looking to the future of STEAM education.
Ever since the late 1970’s women have outnumbered men in college enrollments. That number has been steadily increasing to reach a male to female ratio of 43.6 to 56.4 in public universities and a nearly 40-60 split in private universities, based on 2008 enrollment data from the Digest of Education Statistics.
If women have consistently outnumbered men in college student populations for decades, why are the faculties of colleges dominated by men?
Dr. Shirley Malcom, head of Education and Human Resources, American Association for the Advancement of Science visits the University of California Office of the President to give a lecture in part with UC ADVANCE PAID, a program sponsored by the National Science Foundation (NSF), that enables campuses to recruit, retain and advance more women and underrepresented minority women faculty in the fields of science, technology, engineering and mathematics.
Watch as Dr. Malcom discusses “The Importance of Mentoring Women and Minority Faculty at Every Career Stage,” making the case that universities need to have a faculty that reflects the student population, meaning that they should be as diverse as the student body they teach.
Be sure to catch other videos in the series, Mentoring Faculty in an Inclusive Climate: Supporting Women and URM STEM Faculty at UC.
Stereotype threat is the experience of anxiety in a situation where a person has the potential to confirm a negative stereotype about his or her social group. In school, stereotype threat can cause underrepresented students to perform below their potential. It can cause them to focus less on learning and more on the worrisome prospect of performing poorly.
The sting of stereotype threat can be felt by anyone: male or female, black or white, Asian or Latino, young or old. But when the threat is chronic, it can contribute to enduring patterns of inequality in school and beyond.
What can be done to reverse the effects of stereotype threat?
Claude Steele, social psychologist and dean for the School of Education at Stanford University, illuminates the experience of stereotype threat and highlights the powerful ways we can diminish it and close the achievement gap between groups.