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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/arwen-abendstern/2070992813/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22256\" title=\"2070992813_214a6558bc_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/2070992813_214a6558bc_z-620x291.jpg\" alt=\"\" width=\"620\" height=\"291\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">All of us, children included, live in a three-dimensional universe—but too often parents and teachers act as if the physical world is as flat as a worksheet or the page of a book. We call kids’ attention to numbers and letters, but we neglect to remark upon the spatial properties of the objects around us: how tall or short they are, how round or pointy, how close or far. Growing evidence suggests that a focus on these characteristics of the material world can help children hone their spatial thinking skills—and that such skills, in turn, support achievement in subjects like science and math.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.sciencedaily.com/releases/2012/06/120613102005.htm\">a study published this month\u003c/a> in the journal \u003cem>Developmental Psychology\u003c/em>, for example, scientists from the University of Chicago reported that young children who understand how shapes fit together are better able to use a number line and to solve computation problems. Researcher Elizabeth Gunderson and her coauthors asked students in first and second grade to select the single shape from among four choices that would correctly complete a square. The kids who spotted the right shape also showed the most growth in their number-line knowledge over the following school year, and scored highest on a measure of mathematics ability at age eight.\u003c/p>\n\u003cp>How do children acquire spatial-thinking skills in the first place? Research shows that playing with blocks and puzzles helps. What’s really important, however, are the conversations that adults and children have as they interact with these toys, and as they observe the world around them. In \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01122.x/abstract\">a study published last year\u003c/a> in the journal \u003cem>Mind, Brain, and Education\u003c/em>, for example, Temple University\u003c!--more--> psychology professor Nora Newcombe and her coauthors found that parents and children playing with blocks together were much more likely to use spatial terms like “over,” “around,” and “through,” than participants who played with a pre-assembled toy—and that it’s hearing and voicing such words that helps improve children’s spatial awareness.\u003c/p>\n\u003cp>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">Another 2011 study,\u003c/a> this one from the University of Chicago, reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\"Spatial thinkers are likely to be more interested in science and math, and are more likely to be good enough at STEM research to get advanced degrees.”\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>Why's this noteworthy? Spatial thinking skills, the researchers point out, are an important predictor of academic achievement and professional success in the STEM fields of science, technology, engineering, and mathematics, and these skills begin developing—or not—in children’s own homes. A large study called Project Talent, for example, “found that people who had high scores on spatial tests in high school were much more likely to major in STEM disciplines and go into STEM careers,” Newcombe, the Temple University psychologist, noted \u003ca href=\"www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">in a recent article \u003c/a>in the journal \u003cem>American Educator\u003c/em>\u003cem>.\u003c/em> “Spatial thinkers are likely to be more interested in science and math than less spatial thinkers, and are more likely to be good enough at STEM research to get advanced degrees.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Far as their influence may reach into adults’ educational and professional lives, spatial skills begin developing—or not—early on in children's own homes. The 2011 Chicago study, which videotaped parents and children as they went about their daily lives, found a huge range in the number of spatial words the adults used over the course of the almost 14 hours of videotape collected from each family: one caregiver used only five such terms, while another used 525.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We would do well to follow the example of the latter parent and begin describing the world in 3D—helping our children develop the habit of seeing the world in all its dimensions.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/arwen-abendstern/2070992813/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22256\" title=\"2070992813_214a6558bc_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/2070992813_214a6558bc_z-620x291.jpg\" alt=\"\" width=\"620\" height=\"291\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">All of us, children included, live in a three-dimensional universe—but too often parents and teachers act as if the physical world is as flat as a worksheet or the page of a book. We call kids’ attention to numbers and letters, but we neglect to remark upon the spatial properties of the objects around us: how tall or short they are, how round or pointy, how close or far. Growing evidence suggests that a focus on these characteristics of the material world can help children hone their spatial thinking skills—and that such skills, in turn, support achievement in subjects like science and math.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.sciencedaily.com/releases/2012/06/120613102005.htm\">a study published this month\u003c/a> in the journal \u003cem>Developmental Psychology\u003c/em>, for example, scientists from the University of Chicago reported that young children who understand how shapes fit together are better able to use a number line and to solve computation problems. Researcher Elizabeth Gunderson and her coauthors asked students in first and second grade to select the single shape from among four choices that would correctly complete a square. The kids who spotted the right shape also showed the most growth in their number-line knowledge over the following school year, and scored highest on a measure of mathematics ability at age eight.\u003c/p>\n\u003cp>How do children acquire spatial-thinking skills in the first place? Research shows that playing with blocks and puzzles helps. What’s really important, however, are the conversations that adults and children have as they interact with these toys, and as they observe the world around them. In \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01122.x/abstract\">a study published last year\u003c/a> in the journal \u003cem>Mind, Brain, and Education\u003c/em>, for example, Temple University\u003c!--more--> psychology professor Nora Newcombe and her coauthors found that parents and children playing with blocks together were much more likely to use spatial terms like “over,” “around,” and “through,” than participants who played with a pre-assembled toy—and that it’s hearing and voicing such words that helps improve children’s spatial awareness.\u003c/p>\n\u003cp>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">Another 2011 study,\u003c/a> this one from the University of Chicago, reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\"Spatial thinkers are likely to be more interested in science and math, and are more likely to be good enough at STEM research to get advanced degrees.”\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>Why's this noteworthy? Spatial thinking skills, the researchers point out, are an important predictor of academic achievement and professional success in the STEM fields of science, technology, engineering, and mathematics, and these skills begin developing—or not—in children’s own homes. A large study called Project Talent, for example, “found that people who had high scores on spatial tests in high school were much more likely to major in STEM disciplines and go into STEM careers,” Newcombe, the Temple University psychologist, noted \u003ca href=\"www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">in a recent article \u003c/a>in the journal \u003cem>American Educator\u003c/em>\u003cem>.\u003c/em> “Spatial thinkers are likely to be more interested in science and math than less spatial thinkers, and are more likely to be good enough at STEM research to get advanced degrees.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Far as their influence may reach into adults’ educational and professional lives, spatial skills begin developing—or not—early on in children's own homes. The 2011 Chicago study, which videotaped parents and children as they went about their daily lives, found a huge range in the number of spatial words the adults used over the course of the almost 14 hours of videotape collected from each family: one caregiver used only five such terms, while another used 525.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We would do well to follow the example of the latter parent and begin describing the world in 3D—helping our children develop the habit of seeing the world in all its dimensions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Hands-On Science Exams Reveal Students' Skills",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/115768302.jpg\">\u003cimg class=\"alignright size-large wp-image-22196\" title=\"115768302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/115768302-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/h5>\n\u003ch5>By Lillian Mongeau\u003c/h5>\n\u003cp class=\"dropcap-serif\">To get a better understanding of how well students can solve complex problems and apply science to real-life scenarios, the National Assessment for Education Progress recently \u003ca href=\"http://www.nagb.org/science/hots-icts/\">used hands-on experiments\u003c/a> as a way to test 4th, 8th, and 12th grade students, and found that this kind of assessment gives a much more accurate reflection of student comprehension.\u003c/p>\n\u003cp>Results from a 2009 round of testing called The \u003ca href=\"http://www.nationsreportcard.gov\">Nation's Report Card Science in Action: Hands-On and Interactive Computer Task\u003c/a>, examined 6,000 students—2,000 at each grade level—from across the country. Students performed tasks like testing water samples (12th grade) and assembling electric circuits (4th grade). They also participated in interactive computer tasks that simulated longer term experiments, like observing plant growth. In both scenarios, students were evaluated on their ability to perform the tasks, observe the results and draw conclusions.\u003c/p>\n\u003cp>“The bottom line is, we learned so much more that we couldn’t have learned from those paper and pencil tests,” said Jack Buckley, commissioner at the National Center for Education Statistics, which creates the annual “Nation’s Report Card” based on the results of tests like this one administered by the National Assessment for Educational Progress (NAEP).\u003c/p>\n\u003cp>But what they learned was a mixed bag.\u003c/p>\n\u003cp>A majority of students at all grade levels (76 percent) were able to perform the simpler experiments correctly and accurately observe the results. However, when experiments involved more \u003c!--more-->complicated data sets, students’ ability to execute and observe fell sharply -- only 36 percent of students tested across grade levels were able to complete the tasks under these conditions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The test also revealed a disconnect between observation and explanation. Even though a majority of students (71 percent) were able to draw the correct conclusions from the results of their experiments, less than a third (30 percent) were able to explain their results.\u003c/p>\n\u003cp>For example, one of the hands-on tasks for 12th grade students was to determine the best location for a new town based on water quality. The students were expected to test various water samples for specific pollutants and then compare those levels to a chart put out by the Environmental Protection Agency. A whopping 75 percent of students were able to do this accurately. But when it came time to make a recommendation for where the new town should be built, only 11 percent of students were able to explain their recommendation using the data they’d collected.\u003c/p>\n\u003cp>The conclusion? \"[Students] can conduct science investigations using limited data sets, but many students lack the ability to explain results. The report shows that students were challenged by parts of investigations requiring more variables to manipulate, strategic decision-making in collecting data, and the explanation of why a certain result was the correct conclusion,\" the report states.\u003c/p>\n\u003cp>For the most part, student performance broke down as it usually does along ethnic and economic lines. Low-income students performed worse than their wealthier peers and black and Latino students performed worse than their white and Asian counterparts. However, there were a few notable exceptions.\u003c/p>\n\u003cp>On some parts of some tests, black and Latino students did as well or nearly as well as white students. For example, on a computer task that required 4th grade students to observe plant growth, 80 percent of students came to the correct conclusion. Eighty-one percent of white students got the right answer, 79 percent of black students did and 74 percent of Hispanic students did. (Eighty-six percent of Asian and Pacific Islander students got that one right.)\u003c/p>\n\u003cp>What's more, though male students generally outperform female students on the national science assessment, female students beat male students on the hands-on tasks.\u003c/p>\n\u003cp>Alan Friedman, a physicist and the chair of the committee in charge of developing national assessments, said that as a scientist he was relieved that students did well on the first section of the test. “There’s no way for them to memorize for this test. You really had to think on your feet,” he said.\u003c/p>\n\u003cp>Still, Friedman said, he wasn’t shocked that students struggled to explain their results. “Unfortunately, that’s not surprising,” he said.\u003c/p>\n\u003cp>Though hands-on standardized tests aren’t brand new, they have historically been too expensive and complicated to use on a wide scale. And the technology needed for interactive computer tasks has not been up to snuff until recent years.\u003c/p>\n\u003cp>Officials at NAEP said tests like these are more accurate and provide far more detailed results. Buckley said they must become the norm to keep up with new curriculum standards meant to keep pace with the changing world of science and technology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re in a really good position to provide models for assessment,” Buckley said, that can “provide information on what students can know and do that’s called for in the new standards.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/115768302.jpg\">\u003cimg class=\"alignright size-large wp-image-22196\" title=\"115768302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/115768302-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/h5>\n\u003ch5>By Lillian Mongeau\u003c/h5>\n\u003cp class=\"dropcap-serif\">To get a better understanding of how well students can solve complex problems and apply science to real-life scenarios, the National Assessment for Education Progress recently \u003ca href=\"http://www.nagb.org/science/hots-icts/\">used hands-on experiments\u003c/a> as a way to test 4th, 8th, and 12th grade students, and found that this kind of assessment gives a much more accurate reflection of student comprehension.\u003c/p>\n\u003cp>Results from a 2009 round of testing called The \u003ca href=\"http://www.nationsreportcard.gov\">Nation's Report Card Science in Action: Hands-On and Interactive Computer Task\u003c/a>, examined 6,000 students—2,000 at each grade level—from across the country. Students performed tasks like testing water samples (12th grade) and assembling electric circuits (4th grade). They also participated in interactive computer tasks that simulated longer term experiments, like observing plant growth. In both scenarios, students were evaluated on their ability to perform the tasks, observe the results and draw conclusions.\u003c/p>\n\u003cp>“The bottom line is, we learned so much more that we couldn’t have learned from those paper and pencil tests,” said Jack Buckley, commissioner at the National Center for Education Statistics, which creates the annual “Nation’s Report Card” based on the results of tests like this one administered by the National Assessment for Educational Progress (NAEP).\u003c/p>\n\u003cp>But what they learned was a mixed bag.\u003c/p>\n\u003cp>A majority of students at all grade levels (76 percent) were able to perform the simpler experiments correctly and accurately observe the results. However, when experiments involved more \u003c!--more-->complicated data sets, students’ ability to execute and observe fell sharply -- only 36 percent of students tested across grade levels were able to complete the tasks under these conditions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The test also revealed a disconnect between observation and explanation. Even though a majority of students (71 percent) were able to draw the correct conclusions from the results of their experiments, less than a third (30 percent) were able to explain their results.\u003c/p>\n\u003cp>For example, one of the hands-on tasks for 12th grade students was to determine the best location for a new town based on water quality. The students were expected to test various water samples for specific pollutants and then compare those levels to a chart put out by the Environmental Protection Agency. A whopping 75 percent of students were able to do this accurately. But when it came time to make a recommendation for where the new town should be built, only 11 percent of students were able to explain their recommendation using the data they’d collected.\u003c/p>\n\u003cp>The conclusion? \"[Students] can conduct science investigations using limited data sets, but many students lack the ability to explain results. The report shows that students were challenged by parts of investigations requiring more variables to manipulate, strategic decision-making in collecting data, and the explanation of why a certain result was the correct conclusion,\" the report states.\u003c/p>\n\u003cp>For the most part, student performance broke down as it usually does along ethnic and economic lines. Low-income students performed worse than their wealthier peers and black and Latino students performed worse than their white and Asian counterparts. However, there were a few notable exceptions.\u003c/p>\n\u003cp>On some parts of some tests, black and Latino students did as well or nearly as well as white students. For example, on a computer task that required 4th grade students to observe plant growth, 80 percent of students came to the correct conclusion. Eighty-one percent of white students got the right answer, 79 percent of black students did and 74 percent of Hispanic students did. (Eighty-six percent of Asian and Pacific Islander students got that one right.)\u003c/p>\n\u003cp>What's more, though male students generally outperform female students on the national science assessment, female students beat male students on the hands-on tasks.\u003c/p>\n\u003cp>Alan Friedman, a physicist and the chair of the committee in charge of developing national assessments, said that as a scientist he was relieved that students did well on the first section of the test. “There’s no way for them to memorize for this test. You really had to think on your feet,” he said.\u003c/p>\n\u003cp>Still, Friedman said, he wasn’t shocked that students struggled to explain their results. “Unfortunately, that’s not surprising,” he said.\u003c/p>\n\u003cp>Though hands-on standardized tests aren’t brand new, they have historically been too expensive and complicated to use on a wide scale. And the technology needed for interactive computer tasks has not been up to snuff until recent years.\u003c/p>\n\u003cp>Officials at NAEP said tests like these are more accurate and provide far more detailed results. Buckley said they must become the norm to keep up with new curriculum standards meant to keep pace with the changing world of science and technology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re in a really good position to provide models for assessment,” Buckley said, that can “provide information on what students can know and do that’s called for in the new standards.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Ready, Set, Invent! The Google Science Fair is Launched",
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"content": "\u003cfigure id=\"attachment_13832\" class=\"wp-caption left\" style=\"max-width: 274px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/what-role-do-corporations-play-in-supporting-stem-education/smithsonian_science-2/\" rel=\"attachment wp-att-13832\">\u003cimg class=\"size-full wp-image-13832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/smithsonian_science1.jpg\" alt=\"\" width=\"274\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1.jpg 274w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-75x75.jpg 75w\" sizes=\"(max-width: 274px) 100vw, 274px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Taking the traditional science fair out of the school gymnasium and placing it on the Web, Google launched its \u003ca href=\"http://www.google.com/events/sciencefair/\">2012 Global Science Fair\u003c/a> yesterday, a follow-up to last year's inaugural event.\u003c/p>\n\u003cp>The fair is open to any student (age 13 to 18) from anywhere who has access to the Internet and to a Web browser.\u003c/p>\n\u003cp>This year, Google is taking the \"global\" aspect of the contest seriously, allowing submissions in 13 different languages (last year's were only accepted in English). The company will also select 90 regional finalists -- 30 from the Americas, 30 from the Asia-Pacific region, and 30 from Europe and Africa. It's about \"guaranteeing more global coverage,\" says Maggie Johnson, Google Director of Education and a Google Science Fair judge.\u003c/p>\n\u003cp>As with last year's event, Google has assembled a prestigious judging panel that includes Google Internet Evangelist Vint Cerf and particle physicist and Nobel Prize winner. And the prizes for the winners are not insignificant: the grand prize is a $50,000 scholarship, a trip to the Galapagos lead by a National Geographic Explorer, a hands-on internship at Google, CERN or LEGO, access to the Scientific American archives for their school and a personalized LEGO trophy. Two other finalists will each receive $25,000 scholarships, access to the Scientific American archives, and a LEGO trophy.\u003c/p>\n\u003cp>In response to last year's criticism from \u003ca href=\"http://www.nytimes.com/2011/04/04/technology/04fair.html\">the New York Times\u003c/a> questioning whether the event was simply a marketing ploy to expose students to Google products (you can read the MindShift take on it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/is-googles-science-fair-just-a-marketing-ploy/\">here\u003c/a>), Johnson addressed the company's the motivation behind the fair.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Johnson pointed out that the science fair does not require that students use Google products for anything more than the submission process (they must use a Google Sites template for that part). \u003c!--more-->That standardization is necessary, she argues, since the company is hoping to exceed the number of submissions it received last year (over 10,000 students from 90 countries submitted their science projects to the 2011 competition).\u003c/p>\n\u003cfigure id=\"attachment_18123\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://googleblog.blogspot.com/2011/07/hats-off-to-winners-of-inaugural-google.html\">\u003cimg class=\"size-medium wp-image-18123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/1PvSBOYQybrVDiv-1M91Ep3h-SkFcR0g-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Last year's Google Science Fair winners.\u003c/figcaption>\u003c/figure>\n\u003cp>Johnson also contends that scientific experimentation is a crucial part of Google's corporate DNA. Indeed, the company was founded by two young computer science students back in 1996 who had a hypothesis that all the information on the Web could be cataloged and searched. Johnson says that scientific exploration and experimentation remain important to the company's existence to this day, and that Google wants to help encourage this same sort of curiosity among the next generation.\u003c/p>\n\u003cp>As such, it's particularly important that the entire process occurs online. It isn't simply that science fairs may be waning in their off-line manifestations. There's something about the accessibility of the Web that makes it easier for students to present their findings. And to do so in an online forum may actually encourage those who might otherwise find the process intimidating to participate in science fairs. Standing next to your project in the school auditorium can be daunting. Submitting it via an online form, much less so. Could this lack of a public performance -- at least in the submission stages -- make the Google Science Fair more appealing to girls, for example?\u003c/p>\n\u003cp>Last year, the top prizes at the Google Science Fair went to girls \u003ca href=\"http://www.readwriteweb.com/archives/google_announces_the_winners_of_its_first_science.php\">went to girls.\u003c/a> Google doesn't ask for gender as part of the submission process, so it's not looking to highlight girls' scientific achievements. But Google has added a new prize this year -- a \"Science in Action\" award sponsored by Scientific American, that will go to a project that addresses \"a social, environmental or health issue to make a practical difference in the lives of a group or community.\"\u003c/p>\n\u003cp>And having that practical, community-oriented focus may attract girls to STEM projects (more so than, say, \"science for science's sake.\")\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Submissions for the second Google Global Science Fair begin today and run through April 1.\u003c/p>\n\n",
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"description": "Taking the traditional science fair out of the school gymnasium and placing it on the Web, Google launched its 2012 Global Science Fair yesterday, a follow-up to last year's inaugural event. The fair is open to any student (age 13 to 18) from anywhere who has access to the Internet and to a Web browser.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13832\" class=\"wp-caption left\" style=\"max-width: 274px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/what-role-do-corporations-play-in-supporting-stem-education/smithsonian_science-2/\" rel=\"attachment wp-att-13832\">\u003cimg class=\"size-full wp-image-13832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/smithsonian_science1.jpg\" alt=\"\" width=\"274\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1.jpg 274w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-75x75.jpg 75w\" sizes=\"(max-width: 274px) 100vw, 274px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Taking the traditional science fair out of the school gymnasium and placing it on the Web, Google launched its \u003ca href=\"http://www.google.com/events/sciencefair/\">2012 Global Science Fair\u003c/a> yesterday, a follow-up to last year's inaugural event.\u003c/p>\n\u003cp>The fair is open to any student (age 13 to 18) from anywhere who has access to the Internet and to a Web browser.\u003c/p>\n\u003cp>This year, Google is taking the \"global\" aspect of the contest seriously, allowing submissions in 13 different languages (last year's were only accepted in English). The company will also select 90 regional finalists -- 30 from the Americas, 30 from the Asia-Pacific region, and 30 from Europe and Africa. It's about \"guaranteeing more global coverage,\" says Maggie Johnson, Google Director of Education and a Google Science Fair judge.\u003c/p>\n\u003cp>As with last year's event, Google has assembled a prestigious judging panel that includes Google Internet Evangelist Vint Cerf and particle physicist and Nobel Prize winner. And the prizes for the winners are not insignificant: the grand prize is a $50,000 scholarship, a trip to the Galapagos lead by a National Geographic Explorer, a hands-on internship at Google, CERN or LEGO, access to the Scientific American archives for their school and a personalized LEGO trophy. Two other finalists will each receive $25,000 scholarships, access to the Scientific American archives, and a LEGO trophy.\u003c/p>\n\u003cp>In response to last year's criticism from \u003ca href=\"http://www.nytimes.com/2011/04/04/technology/04fair.html\">the New York Times\u003c/a> questioning whether the event was simply a marketing ploy to expose students to Google products (you can read the MindShift take on it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/is-googles-science-fair-just-a-marketing-ploy/\">here\u003c/a>), Johnson addressed the company's the motivation behind the fair.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Johnson pointed out that the science fair does not require that students use Google products for anything more than the submission process (they must use a Google Sites template for that part). \u003c!--more-->That standardization is necessary, she argues, since the company is hoping to exceed the number of submissions it received last year (over 10,000 students from 90 countries submitted their science projects to the 2011 competition).\u003c/p>\n\u003cfigure id=\"attachment_18123\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://googleblog.blogspot.com/2011/07/hats-off-to-winners-of-inaugural-google.html\">\u003cimg class=\"size-medium wp-image-18123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/1PvSBOYQybrVDiv-1M91Ep3h-SkFcR0g-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Last year's Google Science Fair winners.\u003c/figcaption>\u003c/figure>\n\u003cp>Johnson also contends that scientific experimentation is a crucial part of Google's corporate DNA. Indeed, the company was founded by two young computer science students back in 1996 who had a hypothesis that all the information on the Web could be cataloged and searched. Johnson says that scientific exploration and experimentation remain important to the company's existence to this day, and that Google wants to help encourage this same sort of curiosity among the next generation.\u003c/p>\n\u003cp>As such, it's particularly important that the entire process occurs online. It isn't simply that science fairs may be waning in their off-line manifestations. There's something about the accessibility of the Web that makes it easier for students to present their findings. And to do so in an online forum may actually encourage those who might otherwise find the process intimidating to participate in science fairs. Standing next to your project in the school auditorium can be daunting. Submitting it via an online form, much less so. Could this lack of a public performance -- at least in the submission stages -- make the Google Science Fair more appealing to girls, for example?\u003c/p>\n\u003cp>Last year, the top prizes at the Google Science Fair went to girls \u003ca href=\"http://www.readwriteweb.com/archives/google_announces_the_winners_of_its_first_science.php\">went to girls.\u003c/a> Google doesn't ask for gender as part of the submission process, so it's not looking to highlight girls' scientific achievements. But Google has added a new prize this year -- a \"Science in Action\" award sponsored by Scientific American, that will go to a project that addresses \"a social, environmental or health issue to make a practical difference in the lives of a group or community.\"\u003c/p>\n\u003cp>And having that practical, community-oriented focus may attract girls to STEM projects (more so than, say, \"science for science's sake.\")\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Submissions for the second Google Global Science Fair begin today and run through April 1.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Girls and Math: Busting the Stereotype",
"title": "Girls and Math: Busting the Stereotype",
"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_27099\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27099\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/3597217248_993f5a7ef5_z-620x356.jpg\" alt=\"3597217248_993f5a7ef5_z\" width=\"620\" height=\"356\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Do girls need special attention\u003c/strong> when it comes to science, math, and technology topics? In response to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers\">last week's article\u003c/a> about Techbridge, the after-school science program specifically geared to girls, some readers strongly refuted the notion that girls need the extra nudge.\u003c/p>\n\u003cp>\"'Steering' something suggests directing it in a path it would not normally, of its own inclination, go!\" wrote reader Julian Penrod. \"The very title connotes a program to give an impression of female overall interest in the hard sciences, even though it wouldn't necessarily, on its own, exist. In other words, a fraud.\"\u003c/p>\n\u003cp>The reader raises a subtle but important issue -- but it goes much deeper than that. According to Claude Steele, author of \u003cem>Whistling Vivaldi and Other Clues to How Stereotypes Affect Us, \u003c/em>it's not that girls \u003cem>aren't\u003c/em> necessarily interested in science and math, it's whether they're discouraged from following their interests because of the persistent stereotype that girls aren't good at that sort of thing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #888888\">\"The idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/span>\u003c/aside>\n\u003cp>Steele has examined this very phenomenon closely for years and has identified it as a stereotype threat. The issue is much more complex than the very basic tendencies of what naturally interests either gender. Steele pinpoints the problem to what happens \u003cem>after\u003c/em> girls follow their interests in science and math studies, when inevitable obstacles come up.\u003c/p>\n\u003cp>\"When you perform in science and math... in the larger society you're stereotyped as not being good at it,\" Steele says of girls. \"You experience a little frustration, you say, 'Am I confirming that stereotype and am I going to be seen to confirm that stereotype? Am I going to have to live under this pressure for the rest of my life if I choose this as a career?' So there's a pressure coming just from those stereotypes that discourages women from engaging in those fields and, and staying in those fields even when their skills and abilities are A-plus. So that's an extra burden.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Steele says it's a subtle but crucial mindset that can make the difference between a girl choosing to go into a STEM field -- or trying harder on a math or science test -- and choosing not to.\u003c!--more-->\u003c/p>\n\u003cp>Stanford researcher Carol Dweck, who wrote \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCEQFjAA&url=https%3A%2F%2Fwww.stanford.edu%2Fdept%2Fpsychology%2Fcgi-bin%2Fdrupalm%2Fsystem%2Ffiles%2Fcdweckmathgift.pdf&ei=JX4MT-_wCeiWiQLfw5ijBA&usg=AFQjCNGvR9Hdl5DZJbFmB8us0G9Zo2FnnQ&sig2=OO3737IZEYKrXAN6xsL9hg\">\u003cem>Is Math a Gift? Beliefs That Put Females at Risk\u003c/em>\u003c/a>, takes it one step further. Dweck has researched the topic of stereotypes, natural aptitude, and how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">praising effort or intelligence can be harmful\u003c/a>, and she's come up with a thought-provoking conclusion.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/#comments\">\u003cspan style=\"color: #888888\">Steering Girls to Science and Tech Careers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">\u003cspan style=\"color: #888888\">Can Everyone Be Smart at Everything?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/ada-lovelace-day-celebrates-women-in-stem/\">\u003cspan style=\"color: #888888\">Ada Lovelave Celebrates Women in STEM\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"One of the most damaging aspects of the 'gift' mentality is that it makes us think we can know in advance who has the gift. This, I believe, is what makes us try to identify groups who have it and groups who don’t—as in 'boys have it and girls don’t,'\" Dweck writes. \"Can anyone say for sure that there isn’t some gift that makes males better at math and science? What we can say is that many females have all the ability they need for successful careers in math-related and scientific fields and that the idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/p>\n\u003cp>\u003ca href=\"http://blogs.berkeley.edu/author/rmendoza-denton/\">Rodolfo Mendoza-Denton\u003c/a>, associate professor of psychology at UC Berkeley, has also researched the phenomenon and says these detrimental stereotypes are enmeshed in our culture. “It’s pervasive in our cultural narrative,” he said at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a>. “‘I’m not this kind of learner or that kind of learner. I’m good at words, but not math.’... It’s a theory about how the world works.\"\u003c/p>\n\u003cp>Societies without these stereotypes don't impose the same burden, Steele says, and as a result, there are a great deal more women engaging in science and math-based fields. \"Poland, India, parts of Asia, where there are many more women participating in math and STEM fields, the stereotype is much weaker. The girls going into those fields don't experience the same pressure they do in a society like ours where relatively few women participate in these fields. That strengthens the stereotype and the pressure they can feel.\"\u003c/p>\n\u003cp>Where do these stereotypes come from? Cues from the environment that suggest there aren't many women in this field, Steele says. In short, a self-fulfilling prophecy. \"The pictures on the wall don't show many women as famous mathematicians,\" Steele says. \"Examples used in math classes are more boy-oriented than girl-oriented.\"\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>THE FIX\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>It all comes down to our understanding (and thus, kids' understanding) that it's not about a fixed set of abilities, but about what can be learned. Dweck observed in her study that, by the end of eighth grade, \"there is a considerable gap between females and males in their math grades— but only for those students who believed that intellectual skills are a gift. When we look at students who believed that intellectual ability could be expanded, the gap is almost gone.\"\u003c/p>\n\u003cp>If we as a society understand that ability is expandable and incrementable, and subject to deliberate practice, the impact of being stereotyped can be dramatically reduced, Steele adds. Schools should practice this strategy, and parents should create an atmosphere at home that learning math and science can be as challenging for girls as for boys -- and that the fun lives in solving the challenge.\u003c/p>\n\u003cp>At Techbridge, the after-school science and math program for girls, founder Linda Kekellis says the exposure to women role models has gone a long way in making careers in STEM fields a real possibility for students. She says more than 95 percent of girls believe engineering is a good career choice for women.\u003c/p>\n\u003cp>\"We've tracked back to some of our girls who have graduated from Techbridge and have found that a large percentage of them are studying science and engineering in college and are planning to have careers in those fields,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27099\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27099\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/3597217248_993f5a7ef5_z-620x356.jpg\" alt=\"3597217248_993f5a7ef5_z\" width=\"620\" height=\"356\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Do girls need special attention\u003c/strong> when it comes to science, math, and technology topics? In response to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers\">last week's article\u003c/a> about Techbridge, the after-school science program specifically geared to girls, some readers strongly refuted the notion that girls need the extra nudge.\u003c/p>\n\u003cp>\"'Steering' something suggests directing it in a path it would not normally, of its own inclination, go!\" wrote reader Julian Penrod. \"The very title connotes a program to give an impression of female overall interest in the hard sciences, even though it wouldn't necessarily, on its own, exist. In other words, a fraud.\"\u003c/p>\n\u003cp>The reader raises a subtle but important issue -- but it goes much deeper than that. According to Claude Steele, author of \u003cem>Whistling Vivaldi and Other Clues to How Stereotypes Affect Us, \u003c/em>it's not that girls \u003cem>aren't\u003c/em> necessarily interested in science and math, it's whether they're discouraged from following their interests because of the persistent stereotype that girls aren't good at that sort of thing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #888888\">\"The idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/span>\u003c/aside>\n\u003cp>Steele has examined this very phenomenon closely for years and has identified it as a stereotype threat. The issue is much more complex than the very basic tendencies of what naturally interests either gender. Steele pinpoints the problem to what happens \u003cem>after\u003c/em> girls follow their interests in science and math studies, when inevitable obstacles come up.\u003c/p>\n\u003cp>\"When you perform in science and math... in the larger society you're stereotyped as not being good at it,\" Steele says of girls. \"You experience a little frustration, you say, 'Am I confirming that stereotype and am I going to be seen to confirm that stereotype? Am I going to have to live under this pressure for the rest of my life if I choose this as a career?' So there's a pressure coming just from those stereotypes that discourages women from engaging in those fields and, and staying in those fields even when their skills and abilities are A-plus. So that's an extra burden.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Steele says it's a subtle but crucial mindset that can make the difference between a girl choosing to go into a STEM field -- or trying harder on a math or science test -- and choosing not to.\u003c!--more-->\u003c/p>\n\u003cp>Stanford researcher Carol Dweck, who wrote \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCEQFjAA&url=https%3A%2F%2Fwww.stanford.edu%2Fdept%2Fpsychology%2Fcgi-bin%2Fdrupalm%2Fsystem%2Ffiles%2Fcdweckmathgift.pdf&ei=JX4MT-_wCeiWiQLfw5ijBA&usg=AFQjCNGvR9Hdl5DZJbFmB8us0G9Zo2FnnQ&sig2=OO3737IZEYKrXAN6xsL9hg\">\u003cem>Is Math a Gift? Beliefs That Put Females at Risk\u003c/em>\u003c/a>, takes it one step further. Dweck has researched the topic of stereotypes, natural aptitude, and how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">praising effort or intelligence can be harmful\u003c/a>, and she's come up with a thought-provoking conclusion.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/#comments\">\u003cspan style=\"color: #888888\">Steering Girls to Science and Tech Careers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">\u003cspan style=\"color: #888888\">Can Everyone Be Smart at Everything?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/ada-lovelace-day-celebrates-women-in-stem/\">\u003cspan style=\"color: #888888\">Ada Lovelave Celebrates Women in STEM\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"One of the most damaging aspects of the 'gift' mentality is that it makes us think we can know in advance who has the gift. This, I believe, is what makes us try to identify groups who have it and groups who don’t—as in 'boys have it and girls don’t,'\" Dweck writes. \"Can anyone say for sure that there isn’t some gift that makes males better at math and science? What we can say is that many females have all the ability they need for successful careers in math-related and scientific fields and that the idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/p>\n\u003cp>\u003ca href=\"http://blogs.berkeley.edu/author/rmendoza-denton/\">Rodolfo Mendoza-Denton\u003c/a>, associate professor of psychology at UC Berkeley, has also researched the phenomenon and says these detrimental stereotypes are enmeshed in our culture. “It’s pervasive in our cultural narrative,” he said at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a>. “‘I’m not this kind of learner or that kind of learner. I’m good at words, but not math.’... It’s a theory about how the world works.\"\u003c/p>\n\u003cp>Societies without these stereotypes don't impose the same burden, Steele says, and as a result, there are a great deal more women engaging in science and math-based fields. \"Poland, India, parts of Asia, where there are many more women participating in math and STEM fields, the stereotype is much weaker. The girls going into those fields don't experience the same pressure they do in a society like ours where relatively few women participate in these fields. That strengthens the stereotype and the pressure they can feel.\"\u003c/p>\n\u003cp>Where do these stereotypes come from? Cues from the environment that suggest there aren't many women in this field, Steele says. In short, a self-fulfilling prophecy. \"The pictures on the wall don't show many women as famous mathematicians,\" Steele says. \"Examples used in math classes are more boy-oriented than girl-oriented.\"\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>THE FIX\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>It all comes down to our understanding (and thus, kids' understanding) that it's not about a fixed set of abilities, but about what can be learned. Dweck observed in her study that, by the end of eighth grade, \"there is a considerable gap between females and males in their math grades— but only for those students who believed that intellectual skills are a gift. When we look at students who believed that intellectual ability could be expanded, the gap is almost gone.\"\u003c/p>\n\u003cp>If we as a society understand that ability is expandable and incrementable, and subject to deliberate practice, the impact of being stereotyped can be dramatically reduced, Steele adds. Schools should practice this strategy, and parents should create an atmosphere at home that learning math and science can be as challenging for girls as for boys -- and that the fun lives in solving the challenge.\u003c/p>\n\u003cp>At Techbridge, the after-school science and math program for girls, founder Linda Kekellis says the exposure to women role models has gone a long way in making careers in STEM fields a real possibility for students. She says more than 95 percent of girls believe engineering is a good career choice for women.\u003c/p>\n\u003cp>\"We've tracked back to some of our girls who have graduated from Techbridge and have found that a large percentage of them are studying science and engineering in college and are planning to have careers in those fields,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_17985\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/soldering1/\" rel=\"attachment wp-att-17985\">\u003cimg class=\"size-large wp-image-17985\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/soldering1-620x331.jpg\" alt=\"\" width=\"620\" height=\"331\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Middle-school students learn how to solder in an after-school science program.\u003c/figcaption>\u003c/figure>\n\u003cp>For Ebony Green, a career as a scientist might have seemed unlikely just last year.\u003c/p>\n\u003cp>The stereotypical outcome for girls like Ebony, an eighth-grader at Frick Middle School in a rough part of East Oakland, isn't necessarily a high-paying job in science, math, engineering or technology. In fact, 40 percent of Oakland Unified School District students \u003ca href=\"http://articles.sfgate.com/2010-12-08/news/25182692_1_dropout-rate-hispanic-students-graduation\">drop out\u003c/a>.\u003c/p>\n\u003cp>Still, despite her surroundings and the legacy of her race, gender, family background, and income bracket, Ebony sees a different future for herself. She wants to be a pediatrician, or maybe a vet, and she’s starting to take steps to get there.\u003c/p>\n\u003cp>Last fall, without her mother knowing, Ebony enrolled herself in \u003ca href=\"http://www.techbridgegirls.org/\">Techbridge\u003c/a>, an after-school science and math program geared specifically to girls. She signed up for math tutoring at school because she’s struggling in the subject. And her science teacher, Ken Eastman, says she even came to his science class twice a day for a while.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #333399\">\"Once these girls get that satisfaction from knowing they can do something that most adults don't know how to do, that knowledge in itself is so empowering.\"\u003c/span>\u003c/aside>\n\u003cp>Ebony's interest in science stands in contrast to the reality of women working in STEM fields. Although women make up half the country’s work force, they comprise less than 25 percent ofSTEM-related jobs, according to a \u003ca href=\"http://www.esa.doc.gov/Reports/women-stem-gender-gap-innovation\">Department of Commerce report \u003c/a>from last year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Apart from the overall problem of \u003ca href=\"http://www.mercurynews.com/education/ci_19187536\">cutting out\u003c/a> hands-on science projects and tinkering in schools, the issue is even more pointed when it comes to girls. A recent study called “\u003ca href=\"http://www.aauw.org/learn/research/upload/whysofew.pdf\">Why So Few\u003c/a>” shows \u003c!--more-->that only 20 percent of bachelors degrees in STEM fields go to girls.\u003c/p>\n\u003cfigure id=\"attachment_17917\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/ebony/\" rel=\"attachment wp-att-17917\">\u003cimg class=\"size-medium wp-image-17917\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Ebony-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Thirteen-year-old Ebony Green has hopes for a career in science.\u003c/figcaption>\u003c/figure>\n\u003cp>But Techbridge is showing Ebony an alternate future. Once a week, she and 20 other girls voluntarily stay after school from 3 to 5 p.m. to get their hands on soldering irons and protractors to make things like LED-lit sculptures and catapults. Beyond teaching these girls those specific skills, Techbridge is giving them something much more.\u003c/p>\n\u003cp>“It's interesting to me,” Ebony says. “Because some things that I didn't believe, I believe in now. I never knew about soldering, or I never knew about crystals or anything like that and since I'm interested in that I wanted to get into a program where it's a lot about it.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>THE IMPORTANCE OF ROLE MODELS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>One thing research consistently shows is the impact that one-on-one relationships and role models can have in influencing kids. And that’s one of the defined goals of the Techbridge program.\u003c/p>\n\u003cp>To that end, Ebony and her peers get to work once a week with Esosa Ozigbo, who comes from a similar background as many of the girls in the program -- single-parent home, struggling financially, parents who never graduated from high school. But Ozigbo, a Stanford graduate with a science degree, is living proof that there’s a way out – and it might just be in a field like science or math.\u003c/p>\n\u003cp>“I definitely know that growing up, it would have been great to have someone like that come in and talk to me,” Ozigbo says.\u003c/p>\n\u003cp>Ozigbo leads Techbridge field trips, taking girls to companies like Google and Yahoo for site visits so they see for themselves the possibility of a life that’s different than what they’ve lived so far.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600\">Read \u003ca href=\"http://www.pbs.org/newshour/rundown/2011/12/oakland-schools-superintendent-a-tough-job-for-a-tough-guy.html\">\u003cspan style=\"color: #ff6600\">more about Oakland Unified School District's plans\u003c/span>\u003c/a> to address the dropout problem in this interview with Superintendent Tony Smith.\u003c/span>\u003c/aside>\n\u003cp>“I took some girls to San Francisco, they had never been on the other side of the bay,” she says. “It's just about seeing what's out there and seeing if it's in your grasp and saying, This is what I have to do, this is what I can do. I think that makes the world of a difference.”\u003c/p>\n\u003cp>Though they only meet once a week, Ozigbo makes sure to connect personally with the girls. Sometimes she takes Ebony home after, and they have a chance to talk about what’s going on.\u003c/p>\n\u003cp>“Even in that short time, we're going to reach them all, we talk, we laugh, we joke about things like guys and stuff like that,” she says. “We tell them to always stand up for what you believe in, we do shout-outs to the girls who get up so they learn how to be comfortable when speaking in a crowd. It's little but I'm hoping that those little different things will make a big difference in the end.”\u003c/p>\n\u003cp>Claude Steele thinks it will. Steele is the author of \u003cem>Whistling Vivaldi and Other Clues to How Stereotypes Affect Us\u003c/em> and the dean for the School of Education at Stanford University.\u003c/p>\n\u003cp>“What those girls will see from that kind of a program is that women do succeed in these fields, that role model strategy is a really effective one,” Steele says. “It's the existence proof idea, the stereotype may be out there, but look, there's a woman who is succeeding and that means it's possible for me to succeed and, and it starts to reduce the sense that I would worry about being seen stereotypically.”\u003c/p>\n\u003cfigure id=\"attachment_17923\" class=\"wp-caption left\" style=\"max-width: 478px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/esosa/\" rel=\"attachment wp-att-17923\">\u003cimg class=\"size-full wp-image-17923\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Esosa.png\" alt=\"\" width=\"478\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Esosa.png 478w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Esosa-400x209.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Esosa-320x167.png 320w\" sizes=\"(max-width: 478px) 100vw, 478px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teacher Esosa Ozigbo, far left, jokes with students, cheering them on when projects are complete.\u003c/figcaption>\u003c/figure>\n\u003cp>Tasha Bergson-Michelson, a search expert at Google, is one of the women that Techbridge girls get to meet. Last month, a group of girls from Montera Middle School in Oakland were brought to Google to learn some important tips in using the site to conduct research – whether it’s simply for curiosity or for a school project.\u003c/p>\n\u003cp>\"I believe that access to information is one of the greatest equalizing forces,” Bergson-Michelson said. “Knowing how to find information, evaluate it, and use it appropriately is one of the ways we see a divergence among people who have access to education and those who don’t. “\u003c/p>\n\u003cp>Bergson-Michelson hopes that her time with the Techbridge girls will show that her route could also be theirs. \"I want them to know that whatever path they choose to take, they have the power to, by experimentation and by engaging with our world and thinking creatively to learn a great deal about these technologies they use every day and become more powerful,\" she says. \"How could you possibly get a job at Google if you didn't start with a dream?\"\u003c/p>\n\u003cp>The fact that Ebony shows up to Techbridge week after week on her own volition is an encouraging sign to Ozigbo.\u003c/p>\n\u003cp>\"She's coming every week, finding some sort of acceptance or community or fun in here,\" she says. \"Once these girls get that satisfaction from completing that kit, or making that soldering ornament and knowing they can do something that most people aren't given the chance to do, that most adults don't know how to do or don't know about, that knowledge in itself is so empowering and can really take them places.\"\u003c/p>\n\u003cp>As part of the \u003ca href=\"http://www.pbs.org/newshour/topic/american-graduate/\">PBS American Graduate Program\u003c/a>, I produced a segment for the PBS NewsHour on Ebony Green and Techbridge with correspondent Spencer Michels. Here's \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec11/amgraduate_12_29.html\">the segment\u003c/a>:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"font-size: 11px;font-family: Arial, Helvetica, sans-serif;color: #808080;margin-top: 5px;background: transparent;text-align: center;width: 512px\">Watch \u003ca href=\"http://video.pbs.org/video/2181782923\" target=\"_blank\">Oakland Program Aims to Pique Girls' Interest in Science, Tech Careers\u003c/a> on PBS. See more from \u003ca href=\"http://www.pbs.org/newshour/\" target=\"_blank\">PBS NewsHour.\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17985\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/soldering1/\" rel=\"attachment wp-att-17985\">\u003cimg class=\"size-large wp-image-17985\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/soldering1-620x331.jpg\" alt=\"\" width=\"620\" height=\"331\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Middle-school students learn how to solder in an after-school science program.\u003c/figcaption>\u003c/figure>\n\u003cp>For Ebony Green, a career as a scientist might have seemed unlikely just last year.\u003c/p>\n\u003cp>The stereotypical outcome for girls like Ebony, an eighth-grader at Frick Middle School in a rough part of East Oakland, isn't necessarily a high-paying job in science, math, engineering or technology. In fact, 40 percent of Oakland Unified School District students \u003ca href=\"http://articles.sfgate.com/2010-12-08/news/25182692_1_dropout-rate-hispanic-students-graduation\">drop out\u003c/a>.\u003c/p>\n\u003cp>Still, despite her surroundings and the legacy of her race, gender, family background, and income bracket, Ebony sees a different future for herself. She wants to be a pediatrician, or maybe a vet, and she’s starting to take steps to get there.\u003c/p>\n\u003cp>Last fall, without her mother knowing, Ebony enrolled herself in \u003ca href=\"http://www.techbridgegirls.org/\">Techbridge\u003c/a>, an after-school science and math program geared specifically to girls. She signed up for math tutoring at school because she’s struggling in the subject. And her science teacher, Ken Eastman, says she even came to his science class twice a day for a while.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #333399\">\"Once these girls get that satisfaction from knowing they can do something that most adults don't know how to do, that knowledge in itself is so empowering.\"\u003c/span>\u003c/aside>\n\u003cp>Ebony's interest in science stands in contrast to the reality of women working in STEM fields. Although women make up half the country’s work force, they comprise less than 25 percent ofSTEM-related jobs, according to a \u003ca href=\"http://www.esa.doc.gov/Reports/women-stem-gender-gap-innovation\">Department of Commerce report \u003c/a>from last year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Apart from the overall problem of \u003ca href=\"http://www.mercurynews.com/education/ci_19187536\">cutting out\u003c/a> hands-on science projects and tinkering in schools, the issue is even more pointed when it comes to girls. A recent study called “\u003ca href=\"http://www.aauw.org/learn/research/upload/whysofew.pdf\">Why So Few\u003c/a>” shows \u003c!--more-->that only 20 percent of bachelors degrees in STEM fields go to girls.\u003c/p>\n\u003cfigure id=\"attachment_17917\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/ebony/\" rel=\"attachment wp-att-17917\">\u003cimg class=\"size-medium wp-image-17917\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Ebony-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Thirteen-year-old Ebony Green has hopes for a career in science.\u003c/figcaption>\u003c/figure>\n\u003cp>But Techbridge is showing Ebony an alternate future. Once a week, she and 20 other girls voluntarily stay after school from 3 to 5 p.m. to get their hands on soldering irons and protractors to make things like LED-lit sculptures and catapults. Beyond teaching these girls those specific skills, Techbridge is giving them something much more.\u003c/p>\n\u003cp>“It's interesting to me,” Ebony says. “Because some things that I didn't believe, I believe in now. I never knew about soldering, or I never knew about crystals or anything like that and since I'm interested in that I wanted to get into a program where it's a lot about it.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>THE IMPORTANCE OF ROLE MODELS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>One thing research consistently shows is the impact that one-on-one relationships and role models can have in influencing kids. And that’s one of the defined goals of the Techbridge program.\u003c/p>\n\u003cp>To that end, Ebony and her peers get to work once a week with Esosa Ozigbo, who comes from a similar background as many of the girls in the program -- single-parent home, struggling financially, parents who never graduated from high school. But Ozigbo, a Stanford graduate with a science degree, is living proof that there’s a way out – and it might just be in a field like science or math.\u003c/p>\n\u003cp>“I definitely know that growing up, it would have been great to have someone like that come in and talk to me,” Ozigbo says.\u003c/p>\n\u003cp>Ozigbo leads Techbridge field trips, taking girls to companies like Google and Yahoo for site visits so they see for themselves the possibility of a life that’s different than what they’ve lived so far.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600\">Read \u003ca href=\"http://www.pbs.org/newshour/rundown/2011/12/oakland-schools-superintendent-a-tough-job-for-a-tough-guy.html\">\u003cspan style=\"color: #ff6600\">more about Oakland Unified School District's plans\u003c/span>\u003c/a> to address the dropout problem in this interview with Superintendent Tony Smith.\u003c/span>\u003c/aside>\n\u003cp>“I took some girls to San Francisco, they had never been on the other side of the bay,” she says. “It's just about seeing what's out there and seeing if it's in your grasp and saying, This is what I have to do, this is what I can do. I think that makes the world of a difference.”\u003c/p>\n\u003cp>Though they only meet once a week, Ozigbo makes sure to connect personally with the girls. Sometimes she takes Ebony home after, and they have a chance to talk about what’s going on.\u003c/p>\n\u003cp>“Even in that short time, we're going to reach them all, we talk, we laugh, we joke about things like guys and stuff like that,” she says. “We tell them to always stand up for what you believe in, we do shout-outs to the girls who get up so they learn how to be comfortable when speaking in a crowd. It's little but I'm hoping that those little different things will make a big difference in the end.”\u003c/p>\n\u003cp>Claude Steele thinks it will. Steele is the author of \u003cem>Whistling Vivaldi and Other Clues to How Stereotypes Affect Us\u003c/em> and the dean for the School of Education at Stanford University.\u003c/p>\n\u003cp>“What those girls will see from that kind of a program is that women do succeed in these fields, that role model strategy is a really effective one,” Steele says. “It's the existence proof idea, the stereotype may be out there, but look, there's a woman who is succeeding and that means it's possible for me to succeed and, and it starts to reduce the sense that I would worry about being seen stereotypically.”\u003c/p>\n\u003cfigure id=\"attachment_17923\" class=\"wp-caption left\" style=\"max-width: 478px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/esosa/\" rel=\"attachment wp-att-17923\">\u003cimg class=\"size-full wp-image-17923\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Esosa.png\" alt=\"\" width=\"478\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Esosa.png 478w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Esosa-400x209.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Esosa-320x167.png 320w\" sizes=\"(max-width: 478px) 100vw, 478px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teacher Esosa Ozigbo, far left, jokes with students, cheering them on when projects are complete.\u003c/figcaption>\u003c/figure>\n\u003cp>Tasha Bergson-Michelson, a search expert at Google, is one of the women that Techbridge girls get to meet. Last month, a group of girls from Montera Middle School in Oakland were brought to Google to learn some important tips in using the site to conduct research – whether it’s simply for curiosity or for a school project.\u003c/p>\n\u003cp>\"I believe that access to information is one of the greatest equalizing forces,” Bergson-Michelson said. “Knowing how to find information, evaluate it, and use it appropriately is one of the ways we see a divergence among people who have access to education and those who don’t. “\u003c/p>\n\u003cp>Bergson-Michelson hopes that her time with the Techbridge girls will show that her route could also be theirs. \"I want them to know that whatever path they choose to take, they have the power to, by experimentation and by engaging with our world and thinking creatively to learn a great deal about these technologies they use every day and become more powerful,\" she says. \"How could you possibly get a job at Google if you didn't start with a dream?\"\u003c/p>\n\u003cp>The fact that Ebony shows up to Techbridge week after week on her own volition is an encouraging sign to Ozigbo.\u003c/p>\n\u003cp>\"She's coming every week, finding some sort of acceptance or community or fun in here,\" she says. \"Once these girls get that satisfaction from completing that kit, or making that soldering ornament and knowing they can do something that most people aren't given the chance to do, that most adults don't know how to do or don't know about, that knowledge in itself is so empowering and can really take them places.\"\u003c/p>\n\u003cp>As part of the \u003ca href=\"http://www.pbs.org/newshour/topic/american-graduate/\">PBS American Graduate Program\u003c/a>, I produced a segment for the PBS NewsHour on Ebony Green and Techbridge with correspondent Spencer Michels. Here's \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec11/amgraduate_12_29.html\">the segment\u003c/a>:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The word \"cyberlearning\" evokes a lot of different images.\u003c/p>\n\u003cp>It can mean using an augmented reality app on a mobile phone to learn about a city's history. It can mean working with a remote science lab clear across the world to conduct scientific research about measuring cell phone radiation. For some students, it's a way to teach other kids about things like astronomy through video games.\u003c/p>\n\u003cp>In this video, produced by \u003ca href=\"http://www.kqed.org/education/\">KQED Education\u003c/a> in conjunction with \u003ca href=\"http://osep.northwestern.edu/projects/ilab\">Northwestern University's iLab\u003c/a>, which helped organize the \u003ca href=\"http://live.cyberlearningstem.org/\">Conference on Cyberlearning Tools for STEM Education,\u003c/a> we see how technology adds the fuel and fire to science and math education.\u003c/p>\n\u003cp>Check out the different stories.\u003c/p>\n\u003cp>http://youtu.be/gu5eEF9-r2k\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[Produced by Kelly Whalen.]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more about innovative science education:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">Can Cell Phones Fry Your Brain? Ask Students\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/\">Science, Math, Fan Fiction: What's Worth Learning?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/video-games-and-simulations-bring-science-to-life/\">Video Games and Simulations Bring Science to Life\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/15925/screen-shot-2011-10-08-at-10-43-44-am/\" rel=\"attachment wp-att-15935\">\u003cimg class=\"size-medium wp-image-15935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-08-at-10.43.44-AM-300x263.png\" alt=\"\" width=\"300\" height=\"263\">\u003c/a>\n\u003cp class=\"wp-media-credit\">SpaceLab\u003c/p>\n\u003c/div>\n\u003cp>YouTube and NASA are challenging students to design a science experiment that can be performed in space. Students from 14 to 18 years old can upload videos of their experiments onto \u003ca href=\"http://www.youtube.com/SpaceLab\">YouTube’s Space Lab\u003c/a> website.\u003c/p>\n\u003cp>A panel of scientists, astronauts, and educators, including Stephen Hawking, will judge the entries, and the two winning experiments will be conducted on the International Space Station 250 miles above Earth and live streamed on YouTube.\u003c/p>\n\u003cp>\"The idea of seeing something you conceive and build in your ordinary classroom being actually flown on a rocket, being actually sent to the International Space Station, being actually carried out by a national, is the stuff of fiction. We think that is going to be the thing that gets kids excited,\" said YouTube’s Zahaan Bharmal, who conceived of the challenge.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The idea of seeing something you conceive and build in your ordinary classroom sent to the International Space Station is the stuff of fiction.\"\u003c/aside>\n\u003cp>NASA's counterparts in Europe and Japan are also participating in the worldwide initiative, as are Lenovo and Space Adventures.\u003c/p>\n\u003cp>More details: Students in two age categories, 14-16 years old and 17-18 years old, either alone or in groups of up to three, may submit a YouTube video describing their experiment to SpaceLab. From the entries, six regional finalists will be brought to Washington, D.C. in March 2012 to experience a ZERO-G flight and receive other prizes. And from that group, two global winners, one from each age group, will be announced and later have their experiments performed on the ISS.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The two global winners will get to choose either a trip to Tanegashima Island, Japan, to watch their experiment blast off in a rocket bound for the ISS, or once they’re 18, a one-of-a-kind astronaut \u003c!--more-->training experience in Star City, Russia, the training center for Russian cosmonauts.\u003c/p>\n\u003cp>Space Lab is one component of YouTube's broader educational offering, including YouTube.com/EDU, home to a wealth of high-quality educational videos from educators of all subjects and levels; YouTube.com/Teachers, a resource providing teachers with guidance on how to effectively incorporate video into their classrooms; and YouTube for Schools, a new pilot program aimed at making YouTube accessible in more schools.\u003c/p>\n\u003cp>\"We’re at a very interesting time in the history of space evolution, obviously with the final Shuttle launch, but also with the dawn of a new era of spacecraft and space industry. It’s a tremendously exciting time to be part of space and to be thinking about space,\" Bharmal said. \"The world is always going to need more scientists, more engineers, more creative people to be the future of space exploration and science, and programs like this that will help inspire the future astronauts.\"\u003c/p>\n\u003cp>Students can submit a two-minute video starting now through December 7. The video can be as simple as an explanation on a blackboard or the demonstration of a mock-up in the classroom. Every video must explain the following:\u003c/p>\n\u003cul>\n\u003cli>Experiment Question: The scientific question the entrant wants to test.\u003c/li>\n\u003cli>Hypothesis: An educated guess at answering the experiment question.\u003c/li>\n\u003cli>Method: A simple explanation of the methods used to conduct the experiment testing the hypothesis in microgravity.\u003c/li>\n\u003cli>Results: The expected results of the experiment.\u003c/li>\n\u003c/ul>\n\u003cp>Students can submit up to three experiments in one of two scientific disciplines - either biological or physical sciences. The top 60 finalists will be announced on January 3, at which time judging and public voting will begin. Global winners (two individuals/teams chosen from the regional winners, one in each age category) will be announced in March 2012.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The announcement of SpaceLab comes at the same time as YouTube's \u003ca href=\"http://ww2.kqed.org/mindshift/?p=15902\">relaunch of YouTube.com/Education\u003c/a>, and its YouTube for Schools pilot program, which gives schools a chance to allow the education-only site to be accessed through its domain.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/15925/screen-shot-2011-10-08-at-10-43-44-am/\" rel=\"attachment wp-att-15935\">\u003cimg class=\"size-medium wp-image-15935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-08-at-10.43.44-AM-300x263.png\" alt=\"\" width=\"300\" height=\"263\">\u003c/a>\n\u003cp class=\"wp-media-credit\">SpaceLab\u003c/p>\n\u003c/div>\n\u003cp>YouTube and NASA are challenging students to design a science experiment that can be performed in space. Students from 14 to 18 years old can upload videos of their experiments onto \u003ca href=\"http://www.youtube.com/SpaceLab\">YouTube’s Space Lab\u003c/a> website.\u003c/p>\n\u003cp>A panel of scientists, astronauts, and educators, including Stephen Hawking, will judge the entries, and the two winning experiments will be conducted on the International Space Station 250 miles above Earth and live streamed on YouTube.\u003c/p>\n\u003cp>\"The idea of seeing something you conceive and build in your ordinary classroom being actually flown on a rocket, being actually sent to the International Space Station, being actually carried out by a national, is the stuff of fiction. We think that is going to be the thing that gets kids excited,\" said YouTube’s Zahaan Bharmal, who conceived of the challenge.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The idea of seeing something you conceive and build in your ordinary classroom sent to the International Space Station is the stuff of fiction.\"\u003c/aside>\n\u003cp>NASA's counterparts in Europe and Japan are also participating in the worldwide initiative, as are Lenovo and Space Adventures.\u003c/p>\n\u003cp>More details: Students in two age categories, 14-16 years old and 17-18 years old, either alone or in groups of up to three, may submit a YouTube video describing their experiment to SpaceLab. From the entries, six regional finalists will be brought to Washington, D.C. in March 2012 to experience a ZERO-G flight and receive other prizes. And from that group, two global winners, one from each age group, will be announced and later have their experiments performed on the ISS.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The two global winners will get to choose either a trip to Tanegashima Island, Japan, to watch their experiment blast off in a rocket bound for the ISS, or once they’re 18, a one-of-a-kind astronaut \u003c!--more-->training experience in Star City, Russia, the training center for Russian cosmonauts.\u003c/p>\n\u003cp>Space Lab is one component of YouTube's broader educational offering, including YouTube.com/EDU, home to a wealth of high-quality educational videos from educators of all subjects and levels; YouTube.com/Teachers, a resource providing teachers with guidance on how to effectively incorporate video into their classrooms; and YouTube for Schools, a new pilot program aimed at making YouTube accessible in more schools.\u003c/p>\n\u003cp>\"We’re at a very interesting time in the history of space evolution, obviously with the final Shuttle launch, but also with the dawn of a new era of spacecraft and space industry. It’s a tremendously exciting time to be part of space and to be thinking about space,\" Bharmal said. \"The world is always going to need more scientists, more engineers, more creative people to be the future of space exploration and science, and programs like this that will help inspire the future astronauts.\"\u003c/p>\n\u003cp>Students can submit a two-minute video starting now through December 7. The video can be as simple as an explanation on a blackboard or the demonstration of a mock-up in the classroom. Every video must explain the following:\u003c/p>\n\u003cul>\n\u003cli>Experiment Question: The scientific question the entrant wants to test.\u003c/li>\n\u003cli>Hypothesis: An educated guess at answering the experiment question.\u003c/li>\n\u003cli>Method: A simple explanation of the methods used to conduct the experiment testing the hypothesis in microgravity.\u003c/li>\n\u003cli>Results: The expected results of the experiment.\u003c/li>\n\u003c/ul>\n\u003cp>Students can submit up to three experiments in one of two scientific disciplines - either biological or physical sciences. The top 60 finalists will be announced on January 3, at which time judging and public voting will begin. Global winners (two individuals/teams chosen from the regional winners, one in each age category) will be announced in March 2012.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The announcement of SpaceLab comes at the same time as YouTube's \u003ca href=\"http://ww2.kqed.org/mindshift/?p=15902\">relaunch of YouTube.com/Education\u003c/a>, and its YouTube for Schools pilot program, which gives schools a chance to allow the education-only site to be accessed through its domain.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_15832\" class=\"wp-caption alignright\" style=\"max-width: 252px\">\u003ca href=\"http://en.wikipedia.org/wiki/Ada_Lovelace\">\u003cimg class=\"size-medium wp-image-15832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/ada_l-300x300.jpg\" alt=\"\" width=\"252\" height=\"252\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Tomorrow, October 7 is \u003ca href=\"http://findingada.com/\">Ada Lovelace Day\u003c/a>, to commemorate the work of women in science, technology, engineering, and mathematics.\u003c/p>\n\u003cp>For those who want to participate, there are a couple of options. You can blog about a woman in the STEM field who has inspired you to become what you are today. You can participate in \u003ca href=\"http://findingada.com/events/\">events\u003c/a> in your area that celebrate women in technology. And you can take the time to learn about the contributions that women have made to the field.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Many have never heard of Ada Lovelace, even though she's credited with writing the first computer program.\u003c/aside>\n\u003cp>The stereotypes about women in science and technology persist that it's \"men's work.\" And indeed, in some respects that has become a self-fulfilling prophecy. Women are still disproportionately underrepresented in STEM majors at school and in STEM careers:\u003c/p>\n\u003cul>\n\u003cli>Girls comprised 46% of Advanced Placement (AP) Calculus test-takers, but only 19% of AP Computer Science test-takers.\u003c/li>\n\u003cli>Women hold 56% of all professional occupations in the U.S. workforce, but only 25% of IT occupations. Only 11% of executives at Fortune 500 tech companies are women.\u003c/li>\n\u003cli>In 2009, just 18% of undergraduate Computing and Information Sciences degrees were awarded to women; in 1985, women earned 37% of these degrees (via \u003ca href=\"http://ncwit.org\">NCWIT\u003c/a>)\u003c/li>\n\u003c/ul>\n\u003cp>But it's crucial to \"\u003ca href=\"http://changetheratio.tumblr.com/\">change the ratio\u003c/a>\" and to encourage more girls and women to pursue STEM education and careers. (One encouraging sign was last year's Google Science Fair, \u003ca href=\"http://www.nytimes.com/2011/07/19/science/19google.html\">whose top \u003c!--more-->prizes\u003c/a> went to American girls.) Part how to do this involves being able to point to female role models and acknowledge their contributions to the field.\u003c/p>\n\u003cp>That's why an act as simple as blogging on Ada Lovelace Day is important. As it stands, many people cannot name a single female scientist or engineer or mathematician. (Or, if they can name one, it's Marie Curie.) Indeed, many have never heard of Ada Lovelace, even though she's credited with writing the first computer program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If you haven't heard of her, here's some background.\u003c/p>\n\u003cp>Born in 1815, Ada Lovelace was the daughter of the poet Lord Byron, although he had no relationship with her and died when she was only nine. Ada pursued her interests in mathematics, studying with some of the best-known mathematicians of her time. In 1833, she was introduced to Charles Babbage, with whom she worked and corresponded about his early computing machines. She also translated the Italian mathematician Luigi Menabrea's memoir on Babbage's proposed machine, the Analytical Engine, and in doing so added her own notes to the translation. These notes included an algorithm designed to be processed by the machine -- the first computer program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ada Lovelace Day aims to help correct the ways in which women's contributions to science and technology are overlooked. If you're looking for inspirational women to highlight, the Geek Feminism blog has a wiki about \u003ca href=\"http://geekfeminism.wikia.com/wiki/Science\">women in science\u003c/a> and in \u003ca href=\"http://geekfeminism.wikia.com/wiki/List_of_women_in_Computer_Science\">computer science\u003c/a>. We'd love to hear about the women in science, technology, engineering, and mathematics who've inspired you.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_15832\" class=\"wp-caption alignright\" style=\"max-width: 252px\">\u003ca href=\"http://en.wikipedia.org/wiki/Ada_Lovelace\">\u003cimg class=\"size-medium wp-image-15832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/ada_l-300x300.jpg\" alt=\"\" width=\"252\" height=\"252\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Tomorrow, October 7 is \u003ca href=\"http://findingada.com/\">Ada Lovelace Day\u003c/a>, to commemorate the work of women in science, technology, engineering, and mathematics.\u003c/p>\n\u003cp>For those who want to participate, there are a couple of options. You can blog about a woman in the STEM field who has inspired you to become what you are today. You can participate in \u003ca href=\"http://findingada.com/events/\">events\u003c/a> in your area that celebrate women in technology. And you can take the time to learn about the contributions that women have made to the field.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Many have never heard of Ada Lovelace, even though she's credited with writing the first computer program.\u003c/aside>\n\u003cp>The stereotypes about women in science and technology persist that it's \"men's work.\" And indeed, in some respects that has become a self-fulfilling prophecy. Women are still disproportionately underrepresented in STEM majors at school and in STEM careers:\u003c/p>\n\u003cul>\n\u003cli>Girls comprised 46% of Advanced Placement (AP) Calculus test-takers, but only 19% of AP Computer Science test-takers.\u003c/li>\n\u003cli>Women hold 56% of all professional occupations in the U.S. workforce, but only 25% of IT occupations. Only 11% of executives at Fortune 500 tech companies are women.\u003c/li>\n\u003cli>In 2009, just 18% of undergraduate Computing and Information Sciences degrees were awarded to women; in 1985, women earned 37% of these degrees (via \u003ca href=\"http://ncwit.org\">NCWIT\u003c/a>)\u003c/li>\n\u003c/ul>\n\u003cp>But it's crucial to \"\u003ca href=\"http://changetheratio.tumblr.com/\">change the ratio\u003c/a>\" and to encourage more girls and women to pursue STEM education and careers. (One encouraging sign was last year's Google Science Fair, \u003ca href=\"http://www.nytimes.com/2011/07/19/science/19google.html\">whose top \u003c!--more-->prizes\u003c/a> went to American girls.) Part how to do this involves being able to point to female role models and acknowledge their contributions to the field.\u003c/p>\n\u003cp>That's why an act as simple as blogging on Ada Lovelace Day is important. As it stands, many people cannot name a single female scientist or engineer or mathematician. (Or, if they can name one, it's Marie Curie.) Indeed, many have never heard of Ada Lovelace, even though she's credited with writing the first computer program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If you haven't heard of her, here's some background.\u003c/p>\n\u003cp>Born in 1815, Ada Lovelace was the daughter of the poet Lord Byron, although he had no relationship with her and died when she was only nine. Ada pursued her interests in mathematics, studying with some of the best-known mathematicians of her time. In 1833, she was introduced to Charles Babbage, with whom she worked and corresponded about his early computing machines. She also translated the Italian mathematician Luigi Menabrea's memoir on Babbage's proposed machine, the Analytical Engine, and in doing so added her own notes to the translation. These notes included an algorithm designed to be processed by the machine -- the first computer program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ada Lovelace Day aims to help correct the ways in which women's contributions to science and technology are overlooked. If you're looking for inspirational women to highlight, the Geek Feminism blog has a wiki about \u003ca href=\"http://geekfeminism.wikia.com/wiki/Science\">women in science\u003c/a> and in \u003ca href=\"http://geekfeminism.wikia.com/wiki/List_of_women_in_Computer_Science\">computer science\u003c/a>. We'd love to hear about the women in science, technology, engineering, and mathematics who've inspired you.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Getting Students of Color Hooked on Math and Science",
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"content": "\u003cp>http://youtu.be/3tH2fi7rzUs\u003c/p>\n\u003ch5>[Video co-produced with Matthew Williams.]\u003c/h5>\n\u003cp>Juan Hernandez has had a life-changing summer. The 14-year-old math and science whiz got to geek out with like-minded kids for five weeks on the lush Stanford campus, learning about everything from computer programming to the infection rate of HIV.\u003c/p>\n\u003cp>Juan was among the 80 low-income, high-achieving students of color who are psyched about STEM and were chosen to participate in the \u003ca href=\"http://www.lpfi.org/smash\">SMASH program.\u003c/a> SMASH stands for Summer Math and Science Honors Academy, and it's part of the \u003ca href=\"http://www.lpfi.org\">Level Playing Field Institute\u003c/a>, a San Francisco-based nonprofit founded 10 years ago by Freada Kapor Klein. The enrichment program is held on the campuses of U.C. Berkeley and Stanford, where SMASH scholars, as they’re called, come back every summer during their high school years for an immersive college experience. And during the school year, they get SAT prep support, college counseling and financial aid workshops to make sure they stay on course.\u003c/p>\n\u003cfigure id=\"attachment_15807\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-15807\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Juan1-300x291.jpg\" alt=\"\" width=\"300\" height=\"291\">\u003cfigcaption class=\"wp-caption-text\">Juan Hernandez is hopeful he'll get into Stanford.\u003c/figcaption>\u003c/figure>\n\u003cp>If Juan and his peers are already high-achieving, ambitious students, one might wonder why they need an extra boost with this kind of program. They're not exactly at-risk kids. Juan has a 4.0 GPA, takes A.P. classes, and has set lofty goals for himself. He wants to be a surgeon or a physicist.\u003c/p>\n\u003cp>But as driven as Juan is, his future is far from guaranteed. He must be admitted to a good college (his top choices are Stanford and Berkeley). He must secure financial aid or scholarships. And those are just the initial steps. Once he's in, the level of rigor in math and science classes at top-tier universities can destabilize even the most determined superstar.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At \u003ca href=\"http://www.leadps.org/our-schools/richmond/\">LPS\u003c/a>, the college prep charter high school he attends in Richmond, California, Juan does take A.P. classes in whatever classes are offered -- but math and science are not. So the lack of exposure to college-level academics could be an obstacle. Add to that the fact that for students of color, only 10% of those interested pursue a STEM career after their first two years of college. And for low-income, first-generation students of color, that number is significantly lower, according to Jarvis Sulcer, director of education programs \u003c!--more-->at the Level Playing Institute. (\u003ca href=\"http://www.lpfi.org/sites/default/files/dissecting_the_data_-_stem_ed_opportunity_gap_lpfi_report.pdf\">Read more\u003c/a> about the numbers behind the lack of students of color in STEM fields.)\u003c/p>\n\u003cfigure id=\"attachment_15808\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-future-in-math-and-science-for-students-of-color/juanstem/\" rel=\"attachment wp-att-15808\">\u003cimg class=\"size-medium wp-image-15808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/JuanSTEM-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Juan works in groups in the SMASH program.\u003c/figcaption>\u003c/figure>\n\u003cp>And that’s the point of programs like SMASH – to make sure that bright kids like Juan are exposed to the realities of the challenges that come up when they go from big fish to little fish. Things like living away from home, being able to find like-minded people who come from the same kind of background and who are as ambitious and motivated as they are. And that’s exactly what this experience has done for Juan.\u003c/p>\n\u003cp>Juan’s future seems bright. He’s naturally smart, he’s ambitious, and he’s got the support of a formidable program with big funders backing him up. Eight years from now, we’d like to follow up and find Juan happily toiling away in a science lab or at a hospital. Stay tuned.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-future-in-math-and-science-for-students-of-color/myed_square-3/\" rel=\"attachment wp-att-15816\">\u003cimg class=\"alignleft size-full wp-image-15816\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/myEd_square.png\" alt=\"\" width=\"99\" height=\"99\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-75x75.png 75w\" sizes=\"(max-width: 99px) 100vw, 99px\">\u003c/a>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">My Education\u003c/a> series, focusing on how intervention programs influence the lives of low-income students\u003c/em>.\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/can-learning-how-to-blog-change-makeals-life/\">Can Learning How to Blog Change Makael's Life?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Blended Learning Helps Students Move Ahead in Public School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/3tH2fi7rzUs'\n title='//www.youtube.com/embed/3tH2fi7rzUs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch5>[Video co-produced with Matthew Williams.]\u003c/h5>\n\u003cp>Juan Hernandez has had a life-changing summer. The 14-year-old math and science whiz got to geek out with like-minded kids for five weeks on the lush Stanford campus, learning about everything from computer programming to the infection rate of HIV.\u003c/p>\n\u003cp>Juan was among the 80 low-income, high-achieving students of color who are psyched about STEM and were chosen to participate in the \u003ca href=\"http://www.lpfi.org/smash\">SMASH program.\u003c/a> SMASH stands for Summer Math and Science Honors Academy, and it's part of the \u003ca href=\"http://www.lpfi.org\">Level Playing Field Institute\u003c/a>, a San Francisco-based nonprofit founded 10 years ago by Freada Kapor Klein. The enrichment program is held on the campuses of U.C. Berkeley and Stanford, where SMASH scholars, as they’re called, come back every summer during their high school years for an immersive college experience. And during the school year, they get SAT prep support, college counseling and financial aid workshops to make sure they stay on course.\u003c/p>\n\u003cfigure id=\"attachment_15807\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-15807\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Juan1-300x291.jpg\" alt=\"\" width=\"300\" height=\"291\">\u003cfigcaption class=\"wp-caption-text\">Juan Hernandez is hopeful he'll get into Stanford.\u003c/figcaption>\u003c/figure>\n\u003cp>If Juan and his peers are already high-achieving, ambitious students, one might wonder why they need an extra boost with this kind of program. They're not exactly at-risk kids. Juan has a 4.0 GPA, takes A.P. classes, and has set lofty goals for himself. He wants to be a surgeon or a physicist.\u003c/p>\n\u003cp>But as driven as Juan is, his future is far from guaranteed. He must be admitted to a good college (his top choices are Stanford and Berkeley). He must secure financial aid or scholarships. And those are just the initial steps. Once he's in, the level of rigor in math and science classes at top-tier universities can destabilize even the most determined superstar.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At \u003ca href=\"http://www.leadps.org/our-schools/richmond/\">LPS\u003c/a>, the college prep charter high school he attends in Richmond, California, Juan does take A.P. classes in whatever classes are offered -- but math and science are not. So the lack of exposure to college-level academics could be an obstacle. Add to that the fact that for students of color, only 10% of those interested pursue a STEM career after their first two years of college. And for low-income, first-generation students of color, that number is significantly lower, according to Jarvis Sulcer, director of education programs \u003c!--more-->at the Level Playing Institute. (\u003ca href=\"http://www.lpfi.org/sites/default/files/dissecting_the_data_-_stem_ed_opportunity_gap_lpfi_report.pdf\">Read more\u003c/a> about the numbers behind the lack of students of color in STEM fields.)\u003c/p>\n\u003cfigure id=\"attachment_15808\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-future-in-math-and-science-for-students-of-color/juanstem/\" rel=\"attachment wp-att-15808\">\u003cimg class=\"size-medium wp-image-15808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/JuanSTEM-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Juan works in groups in the SMASH program.\u003c/figcaption>\u003c/figure>\n\u003cp>And that’s the point of programs like SMASH – to make sure that bright kids like Juan are exposed to the realities of the challenges that come up when they go from big fish to little fish. Things like living away from home, being able to find like-minded people who come from the same kind of background and who are as ambitious and motivated as they are. And that’s exactly what this experience has done for Juan.\u003c/p>\n\u003cp>Juan’s future seems bright. He’s naturally smart, he’s ambitious, and he’s got the support of a formidable program with big funders backing him up. Eight years from now, we’d like to follow up and find Juan happily toiling away in a science lab or at a hospital. Stay tuned.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-future-in-math-and-science-for-students-of-color/myed_square-3/\" rel=\"attachment wp-att-15816\">\u003cimg class=\"alignleft size-full wp-image-15816\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/myEd_square.png\" alt=\"\" width=\"99\" height=\"99\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-75x75.png 75w\" sizes=\"(max-width: 99px) 100vw, 99px\">\u003c/a>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">My Education\u003c/a> series, focusing on how intervention programs influence the lives of low-income students\u003c/em>.\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/can-learning-how-to-blog-change-makeals-life/\">Can Learning How to Blog Change Makael's Life?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Blended Learning Helps Students Move Ahead in Public School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 350px\">\u003ca href=\"http://www.mirror.co.uk/news/top-stories/2008/12/05/teddy-bears-in-space-amazing-picture-115875-20946478/\">\u003cimg class=\"size-full wp-image-15638\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/teddy_space.jpg\" alt=\"\" width=\"350\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/teddy_space.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/teddy_space-320x278.jpg 320w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Teddy bears in space, via Mirror UK\u003c/p>\n\u003c/div>\n\u003cp>With the end of the \u003ca href=\"http://www.nasa.gov/mission_pages/shuttle/main/index.html\">U.S. Space Shuttle\u003c/a> program this summer, there's been a lot of talk about the future of manned space exploration. As the name \"shuttle\" would suggest, the Space Shuttle program was supposed to mark the beginning of space missions that were more regular and less expensive, an opportunity for both scientific and commercial space travel. But now that the program has ended, we've lost what has been, arguably, one of the more glamorous occupations that could entice students into thinking about a future career in space exploration: the job of space shuttle astronaut.\u003c/p>\n\u003cp>But as \u003ca href=\"http://spacehack.org\">Spacehack\u003c/a>'s Ariel Waldman is quick to point out, we might be placing too much emphasis on the \"astronaut\" when we think about the possibilities of exploring space. After all, after 50 some-odd years of space missions, humans have only sent 500 people into space. When we think about the impact of the Internet, a technology that's just about as old as the space mission, we can see that the latter has had a far greater and far more democratizing impact.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We're about to see a renaissance of citizen science, where people are able to participate more and take an active role in dictating the direction of scientific exploration.\u003c/aside>\n\u003cp>How then can we take the lessons and the opportunities of the Internet -- all its democratizing potential -- and use that to re-think space exploration? Are there ways in which we can continue to explore space even though the opportunities to send humans there seem, for the near future at \u003c!--more-->least, to have diminished?\u003c/p>\n\u003cp>Yes, there are, says Waldman, whose Spacehack website helps highlight a variety of space projects in which anyone can readily participate.\u003c/p>\n\u003cp>The projects on Spacehack range from the well-known \u003ca href=\"http://setiquest.org/\">SETIQuest\u003c/a> search for intelligent life in the universe to the \u003ca href=\"http://interorbital.com/TubeSat_1.htm\">TubeSat Personal Satellite kit\u003c/a>, which as the name suggests is a way to build your own satellite.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With Spacehack, Waldman has compiled projects in which people can actively contribute to scientific discoveries. Some space exploration projects, like those long associated with SETI, have often involved people turning over their computing resources for scientists to use or involved people doing rather mindless, repetitive tasks that aid others in their discoveries. But Waldman is committed to promoting projects in which people get to actively participate and contribute -- and just as importantly, projects for which they get credit for their discoveries.\u003c/p>\n\u003cp>An example of this is \u003ca href=\"http://www.galaxyzoo.org/\">GalaxyZoo\u003c/a>, a site that takes data from millions of galaxies that have been imaged by space telescopes and has human volunteers assess and classify the imagery. GalaxyZoo shows you images and you're asked to identify the patterns of the stars. It's a way to crowdsource the identification of galaxies, and the citizen scientists who've participated have done just that, making several important discoveries including \u003ca href=\"http://www.sciencedaily.com/releases/2009/07/090727135527.htm\">identifying (and naming) the \"Green Peas\" galaxies\u003c/a>.\u003c/p>\n\u003cp>Participating in projects like Galaxy Zoo doesn't require an engineering or astronomy background. And as Waldman notes, it's a good reminder that there are lots of jobs associated with space exploration that don't either. After all, not everyone who works at NASA is an astronaut or astrophysicist.\u003c/p>\n\u003cp>Part of the work of Spacehack is also helping space exploration programs make their offerings more accessible and available to the public -- removing some of the barriers and jargon that make participation intimidating, if not impossible. This is important for getting kids engaged in STEM careers, but it's also just as important for keeping adults engaged in scientific work -- even if they don't themselves opt for STEM careers. As a recent \u003ca href=\"http://boingboing.net/2011/09/23/science-museums-are-failing-grown-ups.html\">BoingBoing article\u003c/a> by Maggie Koerth-Baker contends, we're failing to reach adults with science museums and science education just as much as we're failing to reach children.\u003c/p>\n\u003cp>Nonetheless, Waldman believes we're about to see a renaissance of citizen science, where people are able to participate more and, as such, take an active role in dictating the direction of scientific exploration. Pointing to the success of sites like Galaxy Zoo, Waldman argues that citizen scientists will be empowered to speak up and help actively engage in these sorts of efforts, without feeling intimidated or left out of these important discussions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If this sounds like something you're interested in, keep an eye out for \u003ca href=\"http://sciencehackday.com/\">Science Hack Day\u003c/a>, a weekend-long event that brings together scientists, engineers, designers, developers, geeks and enthusiasts to -- as the name suggests -- work on hands-on, DIY science projects. The next Science Hack Day in San Francisco will be November 12 and 13. Adults and kids, scientists and citizen scientists are welcome to attend.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 350px\">\u003ca href=\"http://www.mirror.co.uk/news/top-stories/2008/12/05/teddy-bears-in-space-amazing-picture-115875-20946478/\">\u003cimg class=\"size-full wp-image-15638\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/teddy_space.jpg\" alt=\"\" width=\"350\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/teddy_space.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/teddy_space-320x278.jpg 320w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Teddy bears in space, via Mirror UK\u003c/p>\n\u003c/div>\n\u003cp>With the end of the \u003ca href=\"http://www.nasa.gov/mission_pages/shuttle/main/index.html\">U.S. Space Shuttle\u003c/a> program this summer, there's been a lot of talk about the future of manned space exploration. As the name \"shuttle\" would suggest, the Space Shuttle program was supposed to mark the beginning of space missions that were more regular and less expensive, an opportunity for both scientific and commercial space travel. But now that the program has ended, we've lost what has been, arguably, one of the more glamorous occupations that could entice students into thinking about a future career in space exploration: the job of space shuttle astronaut.\u003c/p>\n\u003cp>But as \u003ca href=\"http://spacehack.org\">Spacehack\u003c/a>'s Ariel Waldman is quick to point out, we might be placing too much emphasis on the \"astronaut\" when we think about the possibilities of exploring space. After all, after 50 some-odd years of space missions, humans have only sent 500 people into space. When we think about the impact of the Internet, a technology that's just about as old as the space mission, we can see that the latter has had a far greater and far more democratizing impact.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We're about to see a renaissance of citizen science, where people are able to participate more and take an active role in dictating the direction of scientific exploration.\u003c/aside>\n\u003cp>How then can we take the lessons and the opportunities of the Internet -- all its democratizing potential -- and use that to re-think space exploration? Are there ways in which we can continue to explore space even though the opportunities to send humans there seem, for the near future at \u003c!--more-->least, to have diminished?\u003c/p>\n\u003cp>Yes, there are, says Waldman, whose Spacehack website helps highlight a variety of space projects in which anyone can readily participate.\u003c/p>\n\u003cp>The projects on Spacehack range from the well-known \u003ca href=\"http://setiquest.org/\">SETIQuest\u003c/a> search for intelligent life in the universe to the \u003ca href=\"http://interorbital.com/TubeSat_1.htm\">TubeSat Personal Satellite kit\u003c/a>, which as the name suggests is a way to build your own satellite.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With Spacehack, Waldman has compiled projects in which people can actively contribute to scientific discoveries. Some space exploration projects, like those long associated with SETI, have often involved people turning over their computing resources for scientists to use or involved people doing rather mindless, repetitive tasks that aid others in their discoveries. But Waldman is committed to promoting projects in which people get to actively participate and contribute -- and just as importantly, projects for which they get credit for their discoveries.\u003c/p>\n\u003cp>An example of this is \u003ca href=\"http://www.galaxyzoo.org/\">GalaxyZoo\u003c/a>, a site that takes data from millions of galaxies that have been imaged by space telescopes and has human volunteers assess and classify the imagery. GalaxyZoo shows you images and you're asked to identify the patterns of the stars. It's a way to crowdsource the identification of galaxies, and the citizen scientists who've participated have done just that, making several important discoveries including \u003ca href=\"http://www.sciencedaily.com/releases/2009/07/090727135527.htm\">identifying (and naming) the \"Green Peas\" galaxies\u003c/a>.\u003c/p>\n\u003cp>Participating in projects like Galaxy Zoo doesn't require an engineering or astronomy background. And as Waldman notes, it's a good reminder that there are lots of jobs associated with space exploration that don't either. After all, not everyone who works at NASA is an astronaut or astrophysicist.\u003c/p>\n\u003cp>Part of the work of Spacehack is also helping space exploration programs make their offerings more accessible and available to the public -- removing some of the barriers and jargon that make participation intimidating, if not impossible. This is important for getting kids engaged in STEM careers, but it's also just as important for keeping adults engaged in scientific work -- even if they don't themselves opt for STEM careers. As a recent \u003ca href=\"http://boingboing.net/2011/09/23/science-museums-are-failing-grown-ups.html\">BoingBoing article\u003c/a> by Maggie Koerth-Baker contends, we're failing to reach adults with science museums and science education just as much as we're failing to reach children.\u003c/p>\n\u003cp>Nonetheless, Waldman believes we're about to see a renaissance of citizen science, where people are able to participate more and, as such, take an active role in dictating the direction of scientific exploration. Pointing to the success of sites like Galaxy Zoo, Waldman argues that citizen scientists will be empowered to speak up and help actively engage in these sorts of efforts, without feeling intimidated or left out of these important discussions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If this sounds like something you're interested in, keep an eye out for \u003ca href=\"http://sciencehackday.com/\">Science Hack Day\u003c/a>, a weekend-long event that brings together scientists, engineers, designers, developers, geeks and enthusiasts to -- as the name suggests -- work on hands-on, DIY science projects. The next Science Hack Day in San Francisco will be November 12 and 13. Adults and kids, scientists and citizen scientists are welcome to attend.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/timypenburg/5328226108/\">\u003cimg class=\"size-medium wp-image-15207\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/math_edu-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Tim Geers\u003c/p>\n\u003c/div>\n\u003cp>\"There is widespread alarm in the United States about the state of our math education,\" wrote Sol Garfunkel and David Mumford in an \u003ca href=\"http://www.nytimes.com/2011/08/25/opinion/how-to-fix-our-math-education.html\">op-ed in The New York Times\u003c/a> last month. It led me to remember the opening salvo in a pitch for re-thinking math education -- that of \u003ca href=\"http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html\">Dan Meyer's TED Talk\u003c/a> last year: \"Math class needs a makeover: I sell a product to a market that doesn't want it but is forced by law to buy it.\" Students' attitudes are, indeed, alarming, particularly when we use students' performance in math to gauge (to praise, to lambast) the success of American education.\u003c/p>\n\u003cp>But according to Garfunkel and Mumford, our concerns over math education are misplaced. Instead of worrying about it in terms of whether or not test scores show American students are keeping pace with their peers globally, we should be focused on rethinking what math education actually looks like. \"Today,\" they write, \"American high schools offer a sequence of algebra, geometry, more algebra, pre-calculus and calculus (or a “reform” version in which these topics are interwoven). This has been codified by the Common Core State Standards, recently adopted by more than 40 states. This highly abstract curriculum is simply not the best way to prepare a vast majority of high school students for life.\"\u003c/p>\n\u003cp>The authors contend that the \"traditional\" math curriculum focuses too much on abstract reasoning and abstract skills. \"Imagine replacing the sequence of algebra, geometry and calculus \u003c!--more-->with a sequence of finance, data and basic engineering,\" they suggest.\u003c/p>\n\u003cp>In some ways, that's a very appealing, if not highly practical solution: teach kids the math they need, and as such, be ever ready to answer their age-old question \"When am I ever going to use this when I grow up?\" Give students a grounding in math that is \"applied\" so that they can understand the \"why\" as part of the \"how\" it works. Contextualize math so that it makes sense -- practically and conceptually. Contextualize math so that it means \u003cem>something\u003c/em>. Give students a reason to want, to need to solve a math problem -- a want or need that doesn't include \"This will go down on your permanent record.\"\u003c/p>\n\u003cp>But does thinking about \"applied mathematics\" mean necessarily that we have to steer clear of algebra and calculus as their own units in math education? Does putting math in context mean that we cannot teach math in abstract?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a \u003ca href=\"http://patternsinpractice.wordpress.com/2011/08/31/response-to-a-nyt-editorial/\">response to the editorial\u003c/a>, Al Cuoco, the director of the Center for Mathematics Education at EDC, takes issue with the assumption that contextualization is such a simple task:\u003c/p>\n\u003cblockquote>\u003cp>\"Many of the students in my high school classes came from situations that many of us would find hard to imagine; the last thing they cared about was how to balance a checkbook or figure the balance on a savings account. But they loved solving problems. For another thing, reality is relative. The authors claim that 'it is through real-life applications that mathematics emerged in the past, has flourished for centuries and connects to our culture now,' and I agree. But the best mathematicians and scientists I know, and the students in my classes who really got it (and these were not necessarily the 'good students')—who saw the power and satisfaction one can derive from doing mathematics—all see mathematics as part of their real world.\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>In some ways, the debate between abstract and contextualized, \"pure\" or \"applied\" math belie the real problem: one that Dan Meyer makes so clear in his TED Talk: students simply aren't engaged. Will offering more context make for better math education? (And will it make for better future mathematicians?)\u003c/p>\n\n",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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