Tuesday, December 25, 2007

LTU Capacity-Building: "Sustainable Collaboration"

A Threat So Big, Academics Try Collaboration

Jeff Topping for The New York Times

Joby Carlson of Arizona State University showing how an infrared camera is used to detect surface temperatures.


Published: December 25, 2007

It is a basic tenet of university research: Economists conduct joint studies, chemists join forces in the laboratory, political scientists share ideas about other cultures — but rarely do the researchers cross disciplinary lines.

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Jeff Topping for The New York Times

Vanessa Escobar leading a discussion on water management at Arizona State. The university set up the Global Institute of Sustainability to encourage joint efforts on climate change issues.

The political landscape of academia, combined with the fight for grant money, has always fostered competition far more than collaboration.

But the threat of global warming may just change all that.

Take what’s happening at the Rochester Institute of Technology. In September the school established the Golisano Institute for Sustainability, aimed at getting students and professors from different disciplines to collaborate in studying the environmental ramifications of production and consumption.

“The academic tradition is to let one discipline dominate new programs,” said Nabil Nasr, the institute’s director. “But the problem of sustainability cuts across economics, social elements, engineering, everything. It simply cannot be solved by one discipline, or even by coupling two disciplines.”

Neil Hawkins, Dow Chemical’s vice president for sustainability, sees it that way, too. Thus, Dow is giving $10 million, spread over five years, to the University of California, Berkeley, to set up a sustainability center.

“Berkeley has one of the strongest chemical engineering schools in the world, but it will be the M.B.A.’s who understand areas like microfinance solutions to drinking water problems,” Mr. Hawkins said.

That realization is spreading throughout academia. So more universities are setting up stand-alone centers that offer neutral ground on which engineering students can work on alternative fuels while business students calculate the economics of those fuels and political science majors figure how to make the fuels palatable to governments in both developing nations and America’s states.

“We give professors a chance to step beyond their usual areas of expertise, and we give students exposure to the worlds of science and business,” said Daniel C. Esty, director of the year-old Yale Center for Business and the Environment, a joint effort between the School of Management and the School of Forestry and Environmental Studies.

Similar setups are getting easier to find. Last year, the University of Tennessee consolidated all of its environmental research programs under a new Institute for a Secure and Sustainable Environment. Arizona State University did the same in 2004, when it inaugurated its Global Institute of Sustainability.

The Arizona institute reports directly to the university president and is run by Jonathan Fink, who is also the university’s sustainability officer.

“We want all the departments to contribute without thinking they own the initiative themselves,” Mr. Fink said. Already, experts in biogeochemistry — the study of the scientific underpinnings of earth’s origins and existing biosystems — are working with social scientists to study the impact of rapid urbanization on plants and animals.

It is impossible to quantify the growth of stand-alone centers. There is no naming convention — some are sustainability centers, some are environmental institutes and some are global warming initiatives. And many do not stand alone at all, but are neatly tucked inside an existing school.

For example, in 2003 the University of Pittsburgh School of Engineering dedicated the Mascaro Sustainability Initiative, which studies green construction and sustainable water use.

Nor do the environmentally themed names necessarily convey an enviro-centric agenda. Many sustainability centers — the Kenan-Flagler Center for Sustainable Enterprise at the University of North Carolina is a good example — address global cultures, business ethics and corporate social responsibility along with environmental issues.

The Aspen Institute’s Center for Business Education compiled a list of more than 600 academic centers that, at first blush, sound as if they would be stand-alone environmental facilities. Rich Leimsider, its director, figures only a handful really are.

“We are seeing more centers framed as sustainability, but they may not be qualitatively different from the ethics, innovation or globalization centers of 15 years ago,” he said. “Universities realize that you can discuss sustainability with a C.E.O. and not get laughed out of the room.”

But Mr. Leimsider said he does see more stand-alone centers that are devoted primarily to analyzing environmental problems, influencing environmental policy and preparing students to think collaboratively when they try to solve those problems outside the academic world.

Many of the centers have one foot set squarely outside the ivory tower. Mr. Esty said the Yale center was developing an “eco-services clinic” that would help companies address various environmental issues. Duke’s Corporate Sustainability Initiative, which is a joint venture of its earth sciences, business and environmental policy schools, is also a founding member of the Chicago Sustainable Business Alliance. Its faculty and students have already developed a small wind turbine for private use, and have helped local businesses reduce their carbon footprints.

Nor does the money for the centers necessarily come from university coffers. Often, it comes from individuals who are passionate about the environment.

More than 10 years ago, Frederick A. and Barbara M. Erb gave $5 million to the University of Michigan to found the Erb Institute for Global Sustainable Enterprise. They have given an additional $15 million since.

Thomas P. Lyon, the institute’s director, said much of the money goes to defray third-year costs for graduate students who pursue a dual degree in business and natural sciences. But the institute is now talking to venture capitalists about teaching students to invest in green technologies, and is setting up projects for students in China and elsewhere. It also gives small research grants to professors who affiliate with the institute; most recently, it awarded money for a study of botanical gardens.

“We provide a community where students and professors can discuss research with different disciplines,” Mr. Lyon said.

Similarly, Julie A. Wrigley, who has a home in Arizona, provided $15 million for Arizona State’s institute, and this year gave an additional $10 million to create a degree-granting School of Sustainability within the institute.

The vast majority of the money for the Golisano Institute in Rochester came from B. Thomas Golisano, the founder of Paychex and one of the underwriters of the Clinton Global Initiative.

Mr. Golisano, who donated $10 million, said he expected the institute to “produce the first generation of professionals with the vision and know-how to deliver on the promise of sustainability.” Indeed, Mr. Nasr said the institute already offers courses on sustainability to all freshman and is asking students to submit ideas for projects.

Sometimes, government chips in. Mr. Fink notes that Phoenix is “the poster child” for the so-called urban heat island effect — the phenomenon in which big cities absorb heat during the day and release it at night, causing temperatures to rise. So his institute has amassed funds from the Environmental Protection Agency, the State of Arizona and some local businesses for a project to see if certain construction materials can alleviate the problem.

Companies are getting into the financing act as well. Unlike traditional partnerships between business and academia, in which companies that provide funds have the right to commercialize any breakthroughs, most of these funds come with no strings attached.

Several years ago Enterprise Rent-a-Car donated $10 million to the Donald Danforth Plant Science Center in St. Louis for research on growing crops for food. This year it gave $25 million to create the Enterprise Institute in conjunction with Danforth, to do research into biobased fuels.

“Danforth understands cellulosic research, so they are best positioned to figure out how to make fuel from soy and corn,” said Patrick T. Farrell, vice president for corporate responsibility at Enterprise.

Four companies — ExxonMobil, General Electric, Schlumberger and Toyota — have anted up for the Stanford University Global Climate and Energy Project, which explores new energy technologies. The Shell Oil Foundation has been financing Rice University’s Shell Center for Sustainability since 2002. Wal-Mart has promised money for an Applied Sustainability Center at the University of Arkansas.

Berkeley, meanwhile, is using Dow’s gift to set up a Sustainable Products and Solutions Program within its existing Center for Responsible Business. That is in the Haas Business School, but Kellie A. McElhaney, the center’s director, insists the program will draw on Berkeley’s chemists, biologists, financial analysts, policy specialists, even lawyers.

The program is now taking applications for grants from Berkeley students and professors who want to conduct collaborative research into topics like providing clean drinking water or more efficient fuels. And Ms. McElhaney said other companies have expressed willingness to kick in funds.

“Commercialization takes forever if the chemical engineers and the business types do not coordinate,” she said. “So think how much easier it will be for chemistry graduates to work inside a company if they already know how to interact with the business side.”

May the Season Bring You Peace and Love that Passes All Understanding

Friday, December 21, 2007

SHOCKING!



Future School: Reshaping Learning from the Ground Up

Alvin Toffler tells us what's wrong -- and right -- with public education.

published 1/24/2007

Forty years after he and his wife Heidi set the world alight with Future Shock, Alvin Toffler remains a tough assessor of our nation's social and technological prospects. Though he's best known for his work discussing the myriad ramifications of the digital revolution, he also loves to speak about the education system that is shaping the hearts and minds of America's future. We met with him near his office in Los Angeles, where the celebrated septuagenarian remains a clear and radical thinker.

alvin toffler
Credit: Getty Images

You've been writing about our educational system for decades. What's the most pressing need in public education right now?

Shut down the public education system.

That's pretty radical.

I'm roughly quoting [Microsoft chairman] Bill Gates, who said, "We don't need to reform the system; we need to replace the system."

Why not just readjust what we have in place now? Do we really need to start from the ground up?

We should be thinking from the ground up. That's different from changing everything. However, we first have to understand how we got the education system that we now have. Teachers are wonderful, and there are hundreds of thousands of them who are creative and terrific, but they are operating in a system that is completely out of time. It is a system designed to produce industrial workers.

Let's look back at the history of public education in the United States. You have to go back a little over a century. For many years, there was a debate about whether we should even have public education. Some parents wanted kids to go to school and get an education; others said, "We can't afford that. We need them to work. They have to work in the field, because otherwise we starve." There was a big debate. Late in the 1800s, during the Industrial Revolution, business leaders began complaining about all these rural kids who were pouring into the cities and going to work in our factories. Business leaders said that these kids were no good, and that what they needed was an educational system that would produce "industrial discipline."

What is industrial discipline?

Well, first of all, you've got to show up on time. Out in the fields, on the farms, if you go out with your family to pick a crop, and you come ten minutes late, your uncle covers for you and it's no big deal. But if you're on an assembly line and you're late, you mess up the work of 10,000 people down the line. Very expensive. So punctuality suddenly becomes important.

You don't want to be tardy.

Yes. In school, bells ring and you mustn't be tardy. And you march from class to class when the bells ring again. And many people take a yellow bus to school. What is the yellow bus? A preparation for commuting. And you do rote and repetitive work as you would do on an assembly line.

alvin toffler

Alvin Toffler appears on a television monitor as he testifies before a Congressional Economic Committee in June on Capitol Hill. This is the first time that interactive video and teleconferencing technology has been used during congressional hearings.

Credit: Getty Images

How does that system fit into a world where assembly lines have gone away?

It doesn't. The public school system is designed to produce a workforce for an economy that will not be there. And therefore, with all the best intentions in the world, we're stealing the kids' future.

Do I have all the answers for how to replace it? No. But it seems to me that before we can get serious about creating an appropriate education system for the world that's coming and that these kids will have to operate within, we have to ask some really fundamental questions. And some of these questions are scary. For example: Should education be compulsory? And, if so, for who? Why does everybody have to start at age five? Maybe some kids should start at age eight and work fast. Or vice versa. Why is everything massified in the system, rather than individualized in the system? New technologies make possible customization in a way that the old system -- everybody reading the same textbook at the same time -- did not offer.

You're talking about customizing the educational experience.

Exactly. Any form of diversity that we can introduce into the schools is a plus. Today, we have a big controversy about all the charter schools that are springing up. The school system people hate them because they're taking money from them. I say we should radically multiply charter schools, because they begin to provide a degree of diversity in the system that has not been present. Diversify the system.

In our book Revolutionary Wealth, we play a game. We say, imagine that you're a policeman, and you've got a radar gun, and you're measuring the speed of cars going by. Each car represents an American institution. The first one car is going by at 100 miles per hour. It's called business. Businesses have to change at 100 miles per hour because if they don't, they die. Competition just puts them out of the game. So they're traveling very, very fast. Then comes another car. And it's going 10 miles per hour. That's the public education system. Schools are supposed to be preparing kids for the business world of tomorrow, to take jobs, to make our economy functional. The schools are changing, if anything, at 10 miles per hour. So, how do you match an economy that requires 100 miles per hour with an institution like public education? A system that changes, if at all, at 10 miles per hour?

It's a tough juxtaposition. So, what to do? Suppose you were made head of the U.S. Department of Education. What would be the first items on your agenda?

The first thing I'd say: "I want to hear something I haven't heard before." I just hear the same ideas over and over and over again. I meet teachers who are good and well intentioned and smart, but they can't try new things, because there are too many rules. They tell me that "the bureaucratic rules make it impossible for me to do what you're suggesting." So, how do we bust up that? It is easy to develop the world's best technologies compared with how hard it is to bust up a big bureaucracy like the public education system with the enormous numbers of jobs dependent on it and industries that feed it.

Here's a complaint you often hear: We spend a lot of money on education, so why isn't all that money having a better result?

It's because we're doing the same thing over and over again. We're holding 40 or 50 million kids prisoner for x hours a week. And the teacher is given a set of rules as to what you're going to say to the students, how you're going to treat them, what you want the output to be, and let no child be left behind. But there's a very narrow set of outcomes. I think you have to open the system to new ideas.

When I was a student, I went through all the same rote repetitive stuff that kids go through today. And I did lousy in any number of things. The only thing I ever did any good in was English. It's what I love. You need to find out what each student loves. If you want kids to really learn, they've got to love something. For example, kids may love sports. If I were putting together a school, I might create a course, or a group of courses, on sports. But that would include the business of sports, the culture of sports, the history of sports -- and once you get into the history of sports, you then get into history more broadly.

alvin toffler

Scene Setter:

Portrait of the young man as an artist, circa 1970.
Credit: Getty Images

Integrate the curricula.

Yeah -- the culture, the technology, all these things.

Like real life.

Like real life, yes! And, like in real life, there is an enormous, enormous bank of knowledge in the community that we can tap into. So, why shouldn't a kid who's interested in mechanical things or engines or technology meet people from the community who do that kind of stuff, and who are excited about what they are doing and where it's going? But at the rate of change, the actual skills that we teach, or that they learn by themselves, about how to use this gizmo or that gizmo, that's going to be obsolete -- who knows? -- in five years or in five minutes.

So, that's another thing: Much of what we're transmitting is doomed to obsolescence at a far more rapid rate than ever before. And that knowledge becomes what we call obsoledge: obsolete knowledge. We have this enormous bank of obsolete knowledge in our heads, in our books, and in our culture. When change was slower, obsoledge didn't pile up as quickly. Now, because everything is in rapid change, the amount of obsolete knowledge that we have -- and that we teach -- is greater and greater and greater. We're drowning in obsolete information. We make big decisions -- personal decisions -- based on it, and public and political decisions based on it.

Is the idea of a textbook in the classroom obsolete?

I'm a wordsmith. I write books. I love books. So I don't want to be an accomplice to their death. But clearly, they're not enough. The textbooks are the same for every child; every child gets the same textbook. Why should that be? Why shouldn't some kids get a textbook -- and you can do this online a lot more easily than you can in print -- why shouldn't a kid who's interested in one particular thing, whether it's painting or drama, or this or that, get a different version of the textbook than the kid sitting in the next seat, who is interested in engineering?

Let's have a little exercise. Walk me through this school you'd create. What do the classrooms look like? What are the class sizes? What are the hours?

It's open twenty-four hours a day. Different kids arrive at different times. They don't all come at the same time, like an army. They don't just ring the bells at the same time. They're different kids. They have different potentials. Now, in practice, we're not going to be able to get down to the micro level with all of this, I grant you, but in fact, I would be running a twenty-four-hour school, I would have nonteachers working with teachers in that school, I would have the kids coming and going at different times that make sense for them.

The schools of today are essentially custodial: They're taking care of kids in work hours that are essentially nine to five -- when the whole society was assumed to work. Clearly, that's changing in our society. So should the timing. We're individualizing time; we're personalizing time. We're not having everyone arrive at the same time, leave at the same time. Why should kids arrive at the same time and leave at the same time?

And when do kids begin their formalized education?

Maybe some start at two or three, and some start at seven or eight -- I don't know. Every kid is different.

What else?

I think that schools have to be completely integrated into the community, to take advantage of the skills in the community. So, there ought to be business offices in the school, from various kinds of business in the community.

The name of your publication is Edutopia, and utopia is three-quarters of that title. I'm giving a utopian picture, perhaps. I don't know how to solve all those problems and how to make that happen. But what it all boils down to is, get the current system out of your head.

How does the role of the teacher change?

I think (and this is not going to sit very well with the union) that maybe teaching shouldn't be a lifetime career. Maybe it's important for teachers to quit for three or four years and go do something else and come back. They'll come back with better ideas. They'll come back with ideas about how the outside world works, in ways that would not have been available to them if they were in the classroom the whole time. So, let's sit down as a culture, as a society, and say, "Teachers, parents, people outside, how do we completely rethink this? We're going to create a new system from ground zero, and what new ideas have you got?" And collect those new ideas. That would be a very healthy thing for the country to do.

You're advocating for fundamental radical changes. Are you an optimist when it comes to public education?

I just feel it's inevitable that there will have to be change. The only question is whether we're going to do it starting now, or whether we're going to wait for catastrophe.


The following Web sites appeared in this article:

  • www.alvintoffler.net: www.alvintoffler.net

Thursday, December 20, 2007

Wind Turbines Could Contribute to Renewable Electrical Mandate

MSU issues wind study
Posted on 12/19/2007 1:16:58 PM

Michigan would need to build 1,250 wind turbines on 50,279 acres of wind farm area to meet a state Renewable Portfolio Standard of 10 percent of electricity coming from renwable sources.
That's the result of a new analysis released Wednesday by Michigan State University's Land Policy Institute.

The study projects the number of wind turbines needed, the land footprint they would require, and the likely location of wind turbines in order to meet the requirements of the RPS, proposed by Gov. Jennifer Granholm in the Michigan’s 21st Century Electric Energy Plan.

Both houses of the Michigan legislature are currently considering various bills related to RPS.
The study found that only 313 acres of wind tower land footprints would be needed, but the farms would be far bigger. However, 49,966 acres of the wind farm land would be usable for farming, grazing, forestry or related uses.

With a total of 37,361,780 acres of land area in Michigan, the proposed 2015 RPS goal would require use of only 0.14 percent of it.

The fact sheet is part of a wind energy series LPI is releasing to inform the debate on wind energy development in Michigan. The study, titled “Wind Turbines Required to Meet Michigan’s 2015 Goals for Renewable Portfolio Standards (RPS) and Projected Land Footprints” is available at http://www.landpolicy.msu.edu/.

Tuesday, December 18, 2007

Keeping our "EYES PEELED" and our "EARS and MINDS OPEN!"
























Podcast: MacArthur Foundation "Digital Media and Learning" event Wednesday, December 12, 2007
http://www.macfound.org/site/c.lkLXJ8MQKrH/b.3750815/

This Bulb

Curriculum: Social Studies (Current Events) Pending: Federal Legislation

GROVES Eco-Club Practicum 12-19-2007

Curriculum: Earth Sciences

SUN (Images)

http://www.windows.ucar.edu/tour/link=/sun/sun_il.html

Energy Quest

http://www.energyquest.ca.gov/story/chapter15.html

National Geographic (Harness the Power of the Wind)

http://green.nationalgeographic.com/environment/global-warming/wind-power-interactive.html?nav=A-Z

Solar Energy Photosynthesis

http://www.physorg.com/news95605211.html

Solar Energy Flexible Panels

http://news.softpedia.com/news/Solar-Power-Breakthrough-Flexible-Panels-28489.shtml


Curriculum: Social Studies & On-Line (MySpace)

http://blog.myspace.com/index.cfm?fuseaction=blog.view&friendID=70120557&blogID=143462069

Curriculum: Creativity & Innovation (LTU Sustainable Energy Design Project)

http://sendenergy.blogspot.com/2007/12/ltu-sustainable-energy-project.html

Blog-site: GROVES Eco-Club Blog-site Development

http://www.blogger.com/

Monday, December 17, 2007

URGENCY!

Tom Friedman gives new meaning to the phrase "see you later alligator" and the associated response "afterwhile crocidile."

The New York Times


December 16, 2007
Op-Ed Columnist

It’s Too Late for Later

Bali, Indonesia

The negotiators at the United Nations climate conference here in Bali came from almost 200 countries and spoke almost as many languages, but driving them all to find a better way to address climate change was one widely shared, if unspoken, sentiment: that “later” is over for our generation.

“Later” was a luxury for previous generations and civilizations. It meant that you could paint the same landscape, see the same animals, eat the same fruit, climb the same trees, fish the same rivers, enjoy the same weather or rescue the same endangered species that you did when you were a kid — but just do it later, whenever you got around to it.

If there is one change in global consciousness that seems to have settled in over just the past couple of years, it is the notion that later is over. Later is no longer when you get to do all those same things — just on your time schedule. Later is now when they’re gone — when you won’t get to do any of them ever again, unless there is some radical collective action to mitigate climate change, and maybe even if there is.

There are many reasons that later is over. The fact that global warming is now having such an observable effect on pillars of our ecosystem — like the frozen sea ice within the Arctic Circle, which a new study says could disappear entirely during summers by 2040 — is certainly one big factor. But the other is the voracious power of today’s global economy, which has created a situation in which the world is not just getting hot, it’s getting raped.

Throughout human history there was always some new part of the ocean to plunder, some new forest to devour, some new farmlands to exploit, noted Carl Pope, executive director of the Sierra Club, who came to observe the Bali conference. But “now that economic development has become the prerogative of every country,” he said, we’ve run out of virgin oceans and lands “for new rising economic powers to exploit.” So, too many countries are now chasing too few fish, trees and water resources, and are either devouring their own or plundering those of neighbors at alarming rates.

Indeed, today’s global economy has become like a monster truck with the gas pedal stuck, and we’ve lost the key — so no one can stop it from wiping out more and more of the natural world, no matter what the global plan. There was a chilling essay in The Jakarta Post last week by Andrio Adiwibowo, a lecturer in environmental management at the University of Indonesia. It was about how a smart plan to protect the mangrove forests around coastal Jakarta was never carried out, leading to widespread tidal flooding last month.

This line jumped out at me: “The plan was not implemented. Instead of providing a buffer zone, development encroached into the core zone, which was covered over by concrete.”

You could read that story in a hundred different developing countries today. But the fact that you read it here is one of the most important reasons that later has become extinct. Indonesia is second only to Brazil in terrestrial biodiversity and is No. 1 in the world in marine biodiversity. Just one and a half acres in Borneo contains more different tree species than all of North America — not to mention animals that don’t exist anywhere else on earth. If we lose them, there will be no later for some of the rarest plants and animals on the planet.

And we are losing them. Market-driven forces emanating primarily from China, Europe and America have become so powerful that Indonesia recently made the Guinness World Records for having the fastest rate of deforestation in the world.

Indonesia is now losing tropical forests the size of Maryland every year, and the carbon released by the cutting and clearing — much of it from illegal logging — has made Indonesia the third largest source of greenhouse gas emissions in the world, after the United States and China. Deforestation actually accounts for more greenhouse gas emissions than all the cars and trucks in the world, an issue the Bali conference finally addressed.

I interviewed Barnabas Suebu, the governor of the Indonesian province of Papua, home to some of its richest forests. He waxed eloquent about how difficult it is to create jobs that will give his villagers anything close to the income they can get from chopping down a tree and selling it to smugglers, who will ship it to Malaysia or China to be made into furniture for Americans or Europeans. He said his motto was, “Think big, start small, act now — before everything becomes too late.”

Ditto for all of us. If you want to help preserve the Indonesian forests, think fast, start quick, act now. Just don’t say later.

Saturday, December 15, 2007

Friday, December 14, 2007

A Case of the Solution Being the Problem! (In more ways then one)

Educating 21st Century Engineers

Posted on 12/13/2007 6:31:23 PM

Kettering University's Jim Gover, professor of electrical and computer engineering, is co-author of a new e-book published by the Institute of Electrical and Electronics Engineers on "Educating 21st Century Engineers."

The book, written with Paul Huray of the University of South Carolina, offers explicit examples of why the United States is being overtaken in the innovation game and how we can systematically address this problem and maintain our prominence in the global economy as the world’s innovator.

The authors note in their foreword that due to the importance of engineering on economic growth and the pressures of the global economy, “it is time for the federal government to declare engineering a public good. And it is time for U.S. corporations to fill a major role in engineering education.”

Gover, an IEEE fellow, and Huray note that some of the most critical issues regarding the lack of innovation from U.S. firms are clearly rooted in corporate engineering hiring strategies, which the authors describe as seriously flawed.

Because there is a decrease in the number of U.S. citizens studying engineering, companies have lobbied Congress to increase the number of H-1b work visas from 65,000 a year to 180,000.

Furthermore, since many American students cannot afford the cost of an engineering education, foreign students fill classroom seats and U.S. taxpayers foot the bill. With American firms hiring foreign engineers at an increasing rate, these professionals often gain the necessary experience in engineering they need, then leave for their home countries, where they can earn higher incomes when measured in terms of purchasing power.

In fact, much of the economic boom in India is due in to successful nationals who immigrated to the U.S. in the 1960s and 1970s, then returned to India to help modernize the country. The result is a loss of experienced engineers for companies in the U.S. Added to this is the issue of outsourcing, which negatively impacts a company’s R & D development: many overseas corporate partners of American companies often develop knock-off products and sell them to niche markets at low costs, a practice that violates patent protection laws but which is difficult for U.S. firms and the federal government to police.

Gover and Huray also explain in their book that economists link economic growth to increases in labor productivity, which is primarily driven by technology innovation. Unfortunately, the U.S., according to university presidents and industry executives from prestigious companies, have claimed for years now that there is a shortage of engineers graduating from American colleges and universities.

However, a closer look at this situation gets to the real heart of the matter: there is a shortage of highly innovative U.S. born engineering graduates ready to enter the work force immediately and make innovative contributions. Simply put, high school students are not enrolling in engineering or science-related fields and many critics suggest that this is because U.S. K-12 math and science education is weak. But Gover and Huray argue that an increase in engineering enrollment may not result from improved K-12 math and science education.

Instead, they say there are other specific reasons for the continuing decline in engineering enrollment:

* Some U.S. firms spend more on lawyers or MBAs than on research and development: students could interpret this data to mean there are more career opportunities in law and business than in science and engineering. * Engineering employment doesn’t provide the stability that it did when engineering enrollments were increasing; the Big Three's problems have resulted in engineering job cuts.

* Most corporate human resources departments do not understand that a degree in engineering provides graduates a logical approach that is applicable to problems students have yet to encounter. Corporate HR departments often treat engineering education similar to training programs for routine tasks. As a result, companies often turn away qualified engineers because their work experience does not exactly fit the job the company is seeking to fill.

Undergraduate engineering education is costly and the expense continues to increase. State funded schools typically charge on average roughly $15,000 or more for in-state tuition for undergraduate engineering education. The cost of tuition for other high profile institutions can cost anywhere from $25,000 to $50,000 a year. As a result, more and more engineering students often graduate with student loan debts exceeding $40,000.

Historically, most of the nation’s engineers came from veterans and students from farming families. Veterans learned about technological advances through their military training and experiences, and as the farming industry began to dwindle, students from farming environments turned to engineering. For veterans, they often received tuition support through the GI Program.

The number of students from farming environments has diminished due to the mechanization of agriculture. And since American corporations have limited experience in working with cooperative education students from U.S. colleges, U.S. industry continues to miss out on opportunities to grow their own engineers who could develop new innovations.

Additionally, females and minorities represent a small portion of engineering professionals, the authors report, even though there have been considerable efforts on the part of institutions and organizations to increase interest among these groups.

So how does the U.S. combat the lack of interest in engineering among today’s high school students and thereby encourage a new generation of engineering leaders and innovators?

The authors feel that cooperative education jobs with corporations could in many ways eradicate the issues noted above. Specifically, if companies were to pay the college tuition of these students, four major effects would result: undergraduate enrollment of U.S. born students would increase; engineering graduate school enrollment would increase; more universities would create cooperative education programs for undergraduate and graduate levels; and higher quality, innovative students would be interested in these programs and perhaps choose engineering and the sciences as possible career fields.

But for these results to occur, two critically important breakthroughs are necessary, Gover and Huray explain. First, there needs to be a national recognition of engineering as a public good, since technology engineering does indeed drive economic growth. Second, with engineering deemed a public good, tax incentives must be available to U.S. firms to hire undergraduate and graduate co-op engineering students and pay for their tuition.

The authors also stress that for this to work, the passing of legislation permitting a company to pay for co-op student tuition, pay students an appropriate salary and deduct the full tuition cost from the company’s federal tax payments, are necessary.

And the benefit? Gover and Huray state that if this legislation is indeed passed and fails to attract more students to engineering education, no reduction in federal revenues will occur. And if it is successful and significantly more students do indeed enroll in engineering-related college programs, the revenue that accrues from their salaries and innovations should compensate for reducing a corporation’s federal tax revenues. This clearly represents a win-win situation no matter how one looks at it.

The e-book, titled “Educating 21st Century Engineers,” is available through the Institute of Electronics and Electrical Engineers by visiting http://www.ieeeusa.org/communications/ebooks/default.asp.

Gover will also present a paper on this book at the November 2007 IEEE conference in Munich, Germany, titled “Meeting the Growing Demand for Engineers and Their Educators 2010-2020.”

Thursday, December 13, 2007

LTU Sustainable Energy Project

Congressman goes Y2B Presidential Debates ONE Better!













Dec 12, 11:47 AM EST

Virtual Congressman Speaks at Summit


By ANDREW MIGA
Associated Press Writer

WASHINGTON (AP) -- Rep. Edward Markey couldn't make it to Bali for the United Nations climate change summit, so he sent along the next best thing: an animated version of himself.

Relying on computer technology, Markey, D-Mass., addressed the global climate change meeting Tuesday night using a virtual likeness of himself, known as an "avatar."

Markey's 3-D computerized likeness wore a dark blue suit, a green tie and a white shirt. He used the online community Second Life to speak in front of a computerized image of the Bali conference setting.

"I have teleported here over the Internet," he told the audience.

Markey wanted to attend the Bali conference, but he is involved in talks on the energy bill in Congress this week.

"I had to stay here in Washington to pass a clean energy bill that will make a down payment on the global warming cuts needed to save the planet," Markey said in a statement before his virtual appearance. "But it was critical to show the leaders gathered in Bali that they have partners here in America who are deeply concerned about solving global warming and re-engaging the United States on the global stage."

Markey spoke in front of a computer at a staffer's home on Capitol Hill audiences in Bali and on the Internet viewed his avatar.

"This is my first foray into Second Life, but it won't be my last," he said.

Markey is chairman of the House Select Committee on Energy Independence and Global Warming. He is also chairman of the House Subcommittee on Telecommunications and the Internet.

JOB Creation will REQUIRE NEW EDUCATION Mandates

MSU study: alternative energy could be job creator for Michigan

Posted on 12/12/2007 1:24:19 PM

The economic impact of wind industry development as the result of Michigan adopting renewable portfolio standards would be significant says a new report released today by the Land Policy Institute at Michigan State University.

The report, titled “Projected Impacts of Renewable Portfolio Standards on Wind Industry Development in Michigan,” is the outgrowth of research lead by Soji Adelaja, institute director and John A. Hannah Distinguished Professor in Land Policy. The report is co-authored by Yohannes Hailu, institute associate director of the Hannah Research Program.

The study predicts that wind energy in Michigan will have a significant economic impact. Based on a comparison of states that have and have not adopted RPS, the study found that there are significant differences in the levels of wind energy development across states as a result of RPS adoption.

Michigan’s current wind energy capacity is estimated to be 60 megawatts. Considering factors that affect wind energy development nationwide, with the passage of RPS in Michigan, windmills installed in the state are expected to produce 5.7 megawatts by 2015, 13.5 megawatts by 2025, and 16.7 megawatts by 2025.

The study only considered Michigan jobs tied directly to the construction of windmills and their maintenance, focusing on jobs, investment, wages and earnings, and land lease income tied to wind energy facilities. It did not include impacts from small wind systems and farm systems, implications to component manufacturers, or the secondary economic impacts in other sectors related to wind energy development. The potential increases in local property taxes and the potential jobs that can come from increased manufacturing of wind components in Michigan were also not considered.

Currently, there are 25 component manufacturers in Michigan according to NextEnergy, the state of Michigan's alternative energy industry accelerator in Detroit.

The study estimated that, with the passage of RPS in Michigan, wind energy development will produce:

* 1,100 construction jobs per year for the next two decades
* 218 permanent jobs related to the management and maintenance of wind installations by 2010
* 3,010 permanent, continuing jobs related to the management and maintenance of wind installations by 2029
* $1.25 billion per year in construction-related new investments and spending over the next two decades
* $464 million in continuous annual spending in maintenance and management by 2010 and $4.4 billion by 2029
* $21 million per year in new construction wages for the next two decades
* $7.6 million in permanent annual wages by 2010 and $96 million by 2029
* $4.8 million in lease payments to landowners per year by 2010 and $47 million per year by 2029

Currently, an estimated $18 to $20 billion is exported from Michigan to pay for fuel, coal, and other sources of energy to power the state. Michigan is currently considering RPS legislative adoption to boost renewable energy development in Michigan. This is expected to help Michigan retain more of its energy dollars.

“Results from our study recommend the adoption of RPS, with sound provisions, to foster significant wind energy development and associated jobs in Michigan,” said Hailu. “The economic impacts of RPS legislation need to be considered by the legislature.”

Sustainable Sailing!

DUBAI, United Arab Emirates (CNN) -- Described as "possibly the greatest evolution in boats since the advent of steam," an ingenuously simple concept that combines sun and wind power with sophisticated computer systems is set to transform the future of navigation.

Sydney Harbor's Solar Sailor: the ship of the future?
more photos »

Solar sailing -- the idea of using solar and wind energy to propel ships -- can cut a ship's fuel costs by up to 90 percent and significantly lower its environmental impact. The new technology, which is already used in Sydney Harbor, can be applied to everything from cruise ships to 500,000-tonne water transport tankers and small unmanned military vessels.

The concept is the brainchild of Robert Dane, an Australian doctor from the small fishing town of Ulladulla in New South Wales. A keen sailor and rower, Dane was watching a solar-powered boat race in Canberra in 1996 and noted that the winning boat used a solar panel inclined towards the sun. The only problem was that as the wind grew stronger the panel became a hazard and had to be pulled down.

"It intrigued me, and I started wondering how one could combine sun and wind to power a modern, seaworthy boat," Dane says. "And then one day six months later, I woke up one morning and realized that I could use a wing sail that was at the same time a solar collector.

"I started reading about evolution and learnt that insects had initially used wings as solar collectors and only later used them to fly. This made me think that boats too, could evolve wings to collect solar power -- not to allow them to fly, but to allow them to sail."

Dane started working on this idea and developed a flexible wing sail covered in solar panels. The steel and plastic structure was not only able to exploit both solar and wind power, but could also adapt to sudden changes in weather by folding onto the ship's roof. Thus the sail would not destabilize the boat, but the solar panels could still collect energy.

By combining Solar Sail technology with conventional engines, Dane had come up with a versatile solution that would allow ships to run on wind, sun, batteries or fuel, or any combination of these.

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Solar Sailor

He registered the idea at the patent office and took the first solar sailing boat to the Canberra boat race in 1997, where it came in first. With the help of investors and, later, government funding, Dane then designed a 100-seater eco-tourism ferry for the Sydney Olympics. Covered in dazzling solar panels, the white catamaran sailed into Sydney Harbor in June 2000, where it still operates today.

Equipped with eight wings that can be angled to the wind, the ship is controlled by a sophisticated computer system that picks up on the wind force and solar power and assesses when the wing sail should be unfolded and retracted. At the same time, it monitors the charging of the batteries and assesses the most efficient combination of energy use.

The Sydney Solar Sailor soon became a big success among passengers who enjoyed traveling in a noiseless and fumeless boat, while environmentalists were quick to recognize the enormous benefits of this green boat that allowed for a significant reduction in greenhouse gas emissions and air and water pollution.

Presented with the Australian Design Award in 2001, Solar Sailor today draws global attention in the world of shipping. Ferry operators in Hong Kong and Germany are waiting for the delivery of their orders, while Dane has also received enquiries from Shanghai. Recently, a ferry operator running services in San Francisco Bay to the former prison on Alcatraz Island has also signed a deal with Solar Sailor to build a 600-seater tourist ferry.

Besides these commercial uses, the Solar Sailor concept has also attracted the interest of a US company, Unmanned Ocean Vehicles, which is developing marine drones that run exclusively on renewable energy: sun, wind and waves. These crewless coastguard ships carry no fuel, no food and can remain at sea for at least two years.

"For the cost of one conventional battleship, you can have 8,000 of these drones patrolling the seas," says Dane. "After the capital cost, there is no other cost except for the one guy sitting in a control tower looking at a computer screen -- it offers huge savings."

And the future? The possibilities seem limitless: from luxury private yachts to tanker ships, the prospects of saving fuel, reducing pollution levels and increasing passenger comfort means that the Solar Sailor concept could go a long way on tomorrow's blue highways.

"One of the key challenges ahead is to improve the ways in which we store energy," says Dane. He explains that better energy storage will allow the ships to cope with any situation and provide energy both in the day and at night and in summer and winter. But he is confident that by 2020 this small hurdle will be far behind and that marine transport will be transformed for good.

Tuesday, December 11, 2007

Monday, December 10, 2007

IDEAS 2007!


The New York Times

December 9, 2007


The 7th Annual Year in Ideas

For the seventh consecutive December, the magazine looks back on the passing year through a special lens: ideas. Editors and writers trawl the oceans of ingenuity, hoping to snag in our nets the many curious, inspired, perplexing and sometimes outright illegal innovations of the past 12 months. Then we lay them out on the dock, flipping and flopping and gasping for air, and toss back all but those that are fresh enough for our particular cut of intellectual sushi. For better or worse, these are 70 of the ideas that helped make 2007 what it was. Enjoy.

Airborne Wind Turbines

Alzheimer’s Telephone Screening

Ambiguity Promotes Liking

Appendix Rationale, The

Best Way to Deflect an Asteroid, The

Biodegradable Coffins

Biofuel Race, The

Braille Tattoo, The

Cardboard Bridge, The

‘Cat Lady’ Conundrum, The

Climate Conflicts

Community Urinalysis

Craigslist Vengeance

Criminal Recycling

Crowdware

Culinary Orientalism

Death of Checkers, The

Digital Search Parties

Edible Cocktail, The

Electric Hockey Skate, The

Faces Decide Elections

Fake Tilt-Shift Photography

Fish-Flavored Fish

God Effect, The

Handshake Sex Appeal

Height Tax, The

Honeycomb Vase, The

Hope Can Be Worse Than Hopelessness

Iconic-Performance-Network Player, The

Indie-Rock Musicals

Interstellar Ramadan

Jogging Politique

Knot Physics

Lap-Dance Science

Left-Hand-Turn Elimination

Lightning Farms

Lite-Brite Fashion

Marijuana Mansions

Mindful Exercise

Minimal Chair, The

Mob Jurisprudence

Murphy Balcony, The

Neurorealism

Next Violin, The

Office-Chair Exercise (for Men and Women)

Pixelated Stained Glass

Pop Fecundity

Posthumous E-Mail

Postnuptial Agreements

Prison Poker

Quitting Can Be Good for You

Radiohead Payment Model, The

Right to Medical Self-Defense, The

Rock-Paper-Scissors Is Universal

Second-World Solidarity

Self-Righting Object, The

Smog-Eating Cement

Starch Made Us Human

Suing God

Telltale Food Wrapping

24/7 Alibi, The

Two-Birds-With-One-Stone Resistance

Unadapted Theatrical Adaptation, The

Vegansexuality

Wave Energy

Weapon-Proof School Gear

Wikiscanning

Wireless Energy

Youtube (Accidental) Audition, The

Zygotic Social Networking

WAVE POWER!

Efforts to Harvest Ocean’s Energy Open New Debate Front

Oregon State University

Researchers from Oregon State University began testing a high-tech buoy to capture wave energy in the Pacific Ocean this fall.


NEWPORT, Ore. — Chris Martinson and his fellow fishermen catch crab and shrimp in the same big swell that one day could generate an important part of the Northwest’s energy supply. Wave farms, harvested with high-tech buoys that are being tested here on the Oregon coast, would strain clean, renewable power from the surging sea.

Video

More Video »

They might make a mess of navigational charts, too.

“I don’t want it in my fishing grounds,” said Mr. Martinson, 40, who docks his 74-foot boat, Libra, here at Yaquina Bay, about 90 miles southwest of Portland. “I don’t want to be worried about driving around someone else’s million-dollar buoy.”

The coastal Northwest is one of the few parts of the West where water is abundant, but people are still fighting over it. Amid concerns about climate change and the pollution caused by generating electricity with coal and natural gas, Oregon is looking to draw power from the waves that pound its coast with forbidding efficiency.

It might seem a perfect solution in a region that has long been ahead of the national curve on alternative energy. Yet the debate over the potential damage — whether to the environment, the fishing industry or the stunning views of the Pacific — has become intense before the first megawatt has been transmitted to shore.

“Everyone wants that silver bullet,” said Fran Recht of the Pacific States Marine Fisheries Commission. “The question is, Is this as benign as everyone wants to say it is?”

The first federal permit to conduct testing for a wave energy farm off the coast of the United States was awarded in February to a company that wants to study the ocean area near Reedsport, Ore., 60 miles south of here. Three more permits have since been approved by the Federal Energy Regulatory Commission.

Major technical and financial obstacles remain, and energy generated from waves is not expected to start contributing to the electrical grid in the United States for several years. Yet like wind energy in its early stages in the 1980s, wave energy is considered promising, perhaps inevitable, with the potential to one day provide 5 percent to 10 percent of the nation’s energy supply, according to some projections.

Oregon, Washington and Northern California, where the Pacific Ocean first meets land in the contiguous United States after gathering momentum for thousands of miles beneath westerly winds, have the potential to generate four times as much energy from waves as states on the East Coast, according to studies by the Electric Power Research Institute.

All of the permits approved have been in Oregon, where transmission lines run close to the coast, making them easier to tap into, and where state government encourages businesses to explore new forms of energy.

With state support, Oregon State University is testing a wave energy buoy it plans to deploy off the coast here next spring.

Finavera Renewables, a Canadian company with an office in Portland, has conducted tests near the Yaquina Head lighthouse here, and has a permit to do more testing near Coos Bay. Ocean Power Technologies, the company planning the project near Reedsport, has received a preliminary permit to test the potential for a wave farm it says could generate up to 50 megawatts of electricity. A typical coal-burning plant produces about 600 megawatts.

Several kinds of technology are being tested. Some would use buoys that hold turbines turned by waves. One type being tested at Oregon State would create energy from the relative movement between a fixed spar and a buoy that rises and falls with waves.

The Reedsport project could transmit energy to shore through an outflow pipe once used by a now-defunct timber mill. That convergence of old economy and new reflects what supporters of wave energy say is fitting symmetry for a region that has evolved from an extraction-based economy built on logging to one striving to use natural resources in ways that are environmentally sound.

But some environmentalists and fishermen worry that the recent rush for renewable energy is more about politics, big business and the next big thing than it is about clean energy. They warn that too little is known about what effect wave farms might have on migrating fish and whales.

“The tendency with new technology is always to minimize the downside,” said Ms. Recht, of the fisheries commission, which works with conservation agencies and the fishing industry to protect fish populations. “I’m not prepared to take new risks unless we’re conserving and respecting the energy we already have.”

Nancy Fitzpatrick, the administrator of the Oregon Salmon Commission, which is financed by the fishing industry, said: “Is it going to impact us? Going way back to the dams, we find out later that of course, yes, it affected salmon and migration. So we don’t want to be stuck in a situation like that with wave energy.”

For now, wave parks are expected to be built two or three miles offshore and cover as much as several square miles. Supporters say they will barely be visible, if at all.

Philip D. Moeller, a member of the Federal Energy Regulatory Commission and a supporter of wave and tidal energy projects, said the government was “not allowing these to go into sensitive areas.” Mr. Moeller added, “We haven’t defined sensitive area, but the point is we’ll be cognizant of that.”

He said the commission was encouraging wave energy companies to seek a new five-year “pilot license” the commission has created specifically for wave and tidal energy projects. The license, which could be gained in six months, would let companies set up a short-term wave farm to test technology and demonstrate success to wary investors. If environmental damage became evident, he said, the equipment could be removed from the ocean fairly quickly, something that is far more complicated with dams.

“Let’s get this stuff in the water and find out what it has to offer,” Mr. Moeller said. “Consumers want green power, and this is an option.”

Erik Olsen contributed reporting to this article.

Friday, December 7, 2007

Care to Dance?

A Global Perspective


Global Nomads: At-Risk Students Connect with Peers Worldwide

An ambitious videoconferencing program brings together teens from all over -- and wakes them up to the world at large.

published 12/11/2006

Take a group of kids -- let's say they're at-risk high school students -- and give them the opportunity to not only participate in but also design and direct a worldwide videoconference with other teens in remote or war-torn or poverty-stricken locales. Then sit back and see what happens.

photo
Credit: Christoph Schmitz

"Usually, I have to make sure the kids are awake in class," says Shirley Herrin, a social studies teacher at ALPHA Academy, in Magnolia, Texas, outside Houston. "Here, they were on the edge of their seats, interested." Herrin's students dove into the Global Nomads Group videoconferencing program in fall 2005, and they haven't been the same since.

The GNG's Currents program brought kids from countries such as Brazil and Japan into American classrooms (such as Magnolia's) to talk about HIV/AIDS. "My kids assumed they knew it all," says Herrin, when in fact they understood very little about the global AIDS situation. Working on their own, they decided to bring their newfound knowledge to the rest of the school by organizing an assembly at which the district nurse came and spoke about HIV. "This was a group of kids who had never done anything on their own, and they went after this with such a passion."

GNG, whose mission is to bring young people face-to-face across spatial, cultural, and national boundaries through videoconferencing, has been doing so since its founding in 1998. Though the open dialogues have a theme and structured content (designed by the students), the conversation also includes what music they listen to and how they get along with their parents -- in other words, teenagers talking to teenagers about teenage issues. One goal of the interaction is to get rid of some of the ignorance that exists simply because we live in different places. GNG has broadcast from many countries, including Brazil, China, Honduras, Iraq, Japan, Jordan, the Sudan, and Vietnam, while meeting and speaking directly with the young people living in those locations.

The ALPHA students have responded to the GNG message enthusiastically. Distance-learning coordinator Charlie Brown said these kids -- not "your usual motivated crowd" -- "soared" when they began preparing for the videoconferences. At a school where 84 percent of the population is designated at-risk, the upturn in academic achievement has been notable and, it turns out, long lasting. Along with lessons in social studies, geography, culture, politics, religion, the military, the government, and resources, the students learned a little diplomacy, which, Herrin says, is a "huge lesson for our kids."

Most of these students have never ventured outside of Magnolia; the GNG programs brought them some perspective as well. After the Mozambique program in spring 2006, Herrin's students decided they didn't have it so bad after all. They held a fund-raiser (again, all on their own initiative) and sent the $170 they collected to Mozambique, where, they had learned, it costs $130 to feed, clothe, and educate a child for a year.

"It doesn't sound like a lot of money," Herrin admits, "but this school had never held a fund-raising event before. There's not a lot of money floating around our school."

That feeling of being able to effect change has spilled over into other aspects of the students' lives. "They are part of something so special, they get to do something not a lot of people get to do," says Herrin, and that factor has improved self-esteem as well as grades.

"They represented our country in a positive way, and maybe changed how people think of Americans," she adds. Herrin says she experienced "the highest high you can get as a teacher, seeing your kids want to know more, asking thought-provoking questions, and then wanting to know even more."

The GNG programs at ALPHA would not be possible without the school district's commitment to videoconferencing technology. In 2000, Magnolia director of technology Rob Miller installed camera systems in every school and administrative building. "We just put in fiber optics," says Brown. "And we have a VirtualLAN for videoconferencing, which keeps things fast and clear because there's no other traffic." In a district with 8 to 10 percent growth per year, investment in technology is a necessity.

When Brown was hired, he was given the task of finding interesting applications for the videoconferencing system, which, up to that point, had been used only for professional development. He followed up on a Center for Interactive Learning and Collaboration (CILC) advertisement for GNG and ran a trial at Magnolia. The 2004 GNG program, filmed from a refugee camp in the Darfur region of Sudan, was enough to convince him that his videoconferencing system could become a GNG hub. "I liked what happened in that classroom," Brown says.

It isn't enough to have the students watch a video or take a virtual tour of a place, though. A videoconference has to have academic content, and it has to be interactive. "We do no conference where we are not interactive," Brown insists. In an ordinary class, he says, he usually feels he has reached or changed one, maybe two kids by the end of the year. He believes that, after the GNG conferences, every student was affected.

GNG got them out of the classroom and into another part of the world without taking them away from their home. "It has had an impact on their lives," he says. One student decided to graduate early and become an intern with GNG in New York. When her parents balked, she compromised by attending a Texas university, majoring in communications and media. "This is a kid who had trouble just being in school," Brown recalls, and, all of a sudden, she was on fire, graduated early, and is now working toward a college degree -- thanks to GNG's window on the world.

Elizabeth Crane is a freelance writer in San Francisco who writes about many things, including education, parenting, technology, and food.

Thursday, December 6, 2007

Originating Partner and Intention (Continue to Build Capacity)

photo

EDUCATION CHALLENGE


Success in learning


International Academy plans to expand with site in Troy


December 6, 2007

BY PEGGY WALSH-SARNECKI

FREE PRESS EDUCATION WRITER

The success of students at Oakland County's International Academy can be measured a variety of ways -- from test scores to the colleges its graduates attend to its repeated recognition as one of the top public high schools in the country.

It's also apparent in the increasing number of students applying for spots in the school, and the number of schools across Michigan considering similar offerings.

Already, 10 other schools in the state offer International Baccalaureate curriculum -- rigorous courses that challenge students' analytical and critical-thinking skills -- and 19 others have applied to add the program.

The International Academy is planning to expand from about 700 students now to 1,400 students over the next four years, which would make it the second-largest IB school in the world.

Macomb County's school districts will open an IB school in fall 2008, similar to the one in Oakland County. And Grosse Pointe Public Schools are expecting a report this month about adding an IB program.

"What IB is actually training you to do is step in the shoes of a practitioner," said Bert Okma, principal and founder of the International Academy in Oakland County, an IB school that's been ranked by Newsweek magazine as one of the top 10 high schools in the country since 2002. "It's not just asking you to know biology, it's asking you to think like a biologist."

IB programs use a comprehensive approach to determine if students are learning the material, with assessments that include oral and written reports, traditional testing and community-service projects. Educators say they are more rigorous than most other college prep programs, stressing an interdisciplinary approach to the subjects covered.

The International Academy is run by a consortium of Oakland County school districts, on campuses in Bloomfield Hills and White Lake Township. A third site is to open next fall in the Troy School District, in the former Baker Middle School, which is currently being remodeled to house the high school students.

The Troy district elected to open the branch in order to increase the number of seats available for its own students from 25 to 75. The school will open with ninth-graders and will add another ninth-grade class each year until it has all four high school grades. When it's fully opened, it will double the size of the International Academy.

"I have a coworker; his daughter is going to the International Academy and he's really pleased about it," said Margaret Estes, whose son, Michael, 13, has applied for the Troy school. She likes the international aspect and the rigor of the curriculum. "I heard the program will be more focused on science and mathematics, more so than in regular schools."

Unlike the other two campuses, the Troy campus likely will take students from neighboring counties to fill spaces not claimed by Oakland County students, said Troy spokesman Tim McAvoy.

Macomb County's school is to open next fall in Clinton Township, with admission open to students from any county school district.

It will share the former Seneca Middle School with Chippewa Valley High School's ninth-grade academy, which is only expected to need about half of the building's 1,100-student capacity. Like the Troy school, it will open with ninth-graders in the fall, adding a grade each year until the high school is complete.

"It's not for all kids, but it's a wonderful opportunity for the ones that want to step up and get challenged," said Gayle Green, assistant superintendent for instruction and special projects with the Macomb Intermediate School District. "We've been talking about it for a year and a half, but have really gone full steam on it for the last six or eight months."

An IB program doesn't guarantee college admission.

"Anytime a student goes beyond the regular college preparatory curriculum, it's certainly value added," said Jim Cotter, director of admissions at Michigan State University.

But IB students can get college credit for their high school classes. Exactly how much credit depends on the test, their score and the college or university's policy.

Getting credit "depends a great deal on the level of examination they take and the subject area in which they take the examination," Cotter said.

Contact PEGGY WALSH-SARNECKI at 586-469-4681.

Wednesday, December 5, 2007

URGENCY!

Published Online: December 4, 2007

Education Week

U.S. Students Fall Short in Math and Science

New results from the 2006 Program for International Student Assessment, or PISA, released today, show U.S. students ranking lower, on average, than their peers in 16 other countries in science, out of 30 developed nations taking part in the exam.

The test measures the performance of 15-year-old students, regardless of grade level, examining the skills they pick up both in the classroom and outside school, as well as their ability to apply that knowledge to a variety of situations.

In science—the main subject tested on the 2006 PISA—American students scored an average of 489, below the international average among industrialized nations of 500, on a scale of 1 to 1,000. Finland, which has shone in worldwide comparisons in recent years, notched the top science score of 563, followed by Canada, Japan, and New Zealand.

While the United States’ science score on PISA lagged statistically behind more than half the developed nations’, it ranked in the same statistical category as eight other industrialized countries, including Poland, Denmark, France, and Iceland. The United States outperformed such nations as Italy, Greece, and Mexico.

In 2003, the last time PISA measured performance in science, U.S. students tallied an average of 491, 9 points lower than the average of 500 in industrialized countries.

In math, which was tested in less depth on this PISA, American teenagers fared even worse, producing an average score of 474, 24 points below the international average of 498 among the 30 participating industrialized countries. Finland also landed on top in math.

The top-scoring American students’ averages were statistically worse than those for 23 of those nations, and equal to only those of Spain and Portugal. Just four countries—Italy, Greece, Turkey, and Mexico scored lower than the United States.

As in science, U.S. teenagers’ math performance was roughly the same as in 2003, the last time PISA was administered. The United States was 17 points behind the average score for industrialized nations then, meaning the score gap has since widened slightly.

Twenty-seven nonindustrialized nations also took part in the 2006 PISA. U.S. scores in both math and science ranked below those of several countries considered nonindustrialized, including Estonia and Slovenia.

Science Understanding Questioned

Unlike some national and international tests, which examine knowledge and skills that students are supposed to have picked up in school, PISA takes into account learning that may occur outside formal academic settings.

The test measures science literacy, as defined by the Organization for Economic Cooperation and Development, or OECD, which oversees PISA. That literacy on PISA is defined as the ability to think scientifically and identify questions, gain new knowledge, explain scientific phenomena, and draw evidence-based conclusions about issues in science.

When compared with their peers from other developed nations, U.S. students scored best—meaning only 7 points lower than the international average—on questions that asked them to identify scientific issues. They were at their worst—scoring 14 points below the international norm—in “explaining phenomena scientifically,” which testing officials defined as interpreting science and predicting changes, and identifying the correct descriptions, explanations, and predictions.

Many American elected officials and policymakers in recent years have repeatedly voiced worries that the United States will gradually lose its international economic edge if students’ math and science skills do not improve, given the flourishing school systems and growing economies in a number of other countries. Business and technology leaders have argued that more U.S. students need to be encouraged to acquire, and be provided with, the necessary academic skills to enter math- and science-related professions.

Senta Raizen, who helped direct a recent revision of the science version of the National Assessment of Educational Progess, a federally sponsored testing program, said those concerns would likely echo once again with the latest PISA results. But Ms. Raizen said an equally important concern—particularly given the broad science skills PISA measures—was that U.S. students lack a strong grasp of the overall nature of science, and by extension, an understanding of its role in society.

The scores call into question American students’ “support for the enterprise of science—their understanding of the importance of the field,” Ms. Raizen said.

“It’s not just about having more people go into those fields,” Ms. Raizen said. “Can kids apply the science knowledge to problems that confront them as citizens?”

Gerald F. Wheeler, the executive director of the National Science Teachers Association, in Arlington, Va., said recent test results have carried the same message: Science is not being emphasized strongly enough in U.S. classrooms, and teachers need more resources and skills to deliver sound lessons to students.

“Why are we surprised?” Mr. Wheeler said of the scores. “It’s a sad state to be in.”

The NSTA official said he was encouraged by the urgent tone adopted by members of Congress and business leaders recently in talking about U.S. students’ science and math shortcomings. But there is far too much apathy among members of the public at large—especially parents—who can stir a passion for science among students of all ages, he said, citing recent polls.

“The policymakers do get it,” Mr. Wheeler said. The challenge, he said, is presenting the issue so that “the public gets it.”

In addition to its science and math scores, the United States was supposed to receive PISA scores in reading. But the reading results were invalidated by printing errors in the testing booklets given to U.S. students, which both American and OECD officials determined would have skewed the results. Officials at the National Center for Education Statistics, while taking partial responsibility for the mishap, said it was the primary duty of the contractor, RTI International, of North Carolina, to make sure the reading exams were printed correctly. ("Printing Errors Invalidate U.S. Reading Scores on PISA," Nov. 28, 2007.)

A Washington-based advocacy organization, the Alliance for Excellent Education, called last month for U.S. officials to readminister the reading test. But NCES Commissioner Mark S. Schneider, in a conference call with reporters this week, said that option was not feasible, considering the length of time it takes to arrange and give a PISA test.

PISA groups student test results in six categories, or proficiency levels. The United States had larger shares of students in the lowest-scoring category in science, at 8 percent, and the second-lowest group, at 17 percent, than the average for the 30 participating industrialized countries, at 5 percent and 14 percent.

Among high-achieving students, 10 percent of American 15-year-olds scored in the top two proficiency levels in science, roughly the same as the average for the other developed nations. Some nations, however, produced a far greater proportion of teenagers in the two highest categories, such as Finland, which had 21 percent reach those heights.

Tuesday, December 4, 2007

Great Lakes IT Report 12-04-07

UM-Dearborn gets $900,000 NSF grant to teach tech

Posted on 12/3/2007 7:57:40 PM

The School of Education at the University of Michigan-Dearborn has received a grant from the National Science Foundation worth $900,000 over the next three years to support a new program for underserved high school students.

The program will provide opportunities for the students to build skills and knowledge of information technologies within the science, technology, engineering and mathematics fields.

The youth-based program, called Fostering Interest in Information Technology, or FI3T, will begin in July and run through June 2011.

FI3T will employ a concept called "Community of Designers" that brings together partners from schools, colleges, industry and government organizations focused on advanced IT applications in STEM disciplines.

The partners will work to create high-quality learning projects, strategies and curriculum models for use in after-school, weekend and summer settings through hands-on, inquiry-based activities with a strong emphasis on non-traditional approaches to learning and understanding, according to education Professor Mesut Duran, principal investigator and the director of the UM-Dearborn project.

Duran is working on the project with UM-Dearborn professors Margret Hoft, Brahim Medjahed, Elsayed Orady and Paul Zitzewitz.

“In recent years due to the relentless advance of IT developments, the business, industry and government sectors in southeastern Michigan are facing fierce global competition from around the world that has simply decimated our traditional regional manufacturing-based workforce,” Duran said.

“This has led to a steep decline in the local, state, and to some degree, national economies. One of the steps deemed absolutely necessary to competitively transform the region from a ‘brute-force’ to a ‘brain-force’ economy is to provide K-12 student-centered research vehicles with a strong emphasis on innovative 21st century career and educational pathways.”

The FI3T project funded by the NSF’s Information Technology Experiences for Students and Teachers Program is a direct response to this need, Duran said.

“It will provide opportunities for underrepresented high school students in grades 9-12, particularly those from disadvantaged urban communities in southeastern Michigan, to build the skills and knowledge needed to function and contribute in a technologically rich society," he said.

After attending year-long IT workshops offered in the context of four major STEM subject areas, students will attend eight day-long field trips during the summer to locations representing IT applications in different fields. Working in teams, students will develop science-fair quality projects in the following school year that reflect their grasp and ability to solve problems with IT applications.

Partners participating in the project will include the College of Engineering and Computer Science, the College of Arts, Sciences, and Letters, and the School of Education at UM-Dearborn; Detroit Public Schools and Oakland Schools; and industry partners such as the Survivability Technology Area of the U.S. Army’s Tank Automotive Research Development and Engineering Center; Dassault Systèmes and its DELMIA unit; Fanuc Robotics Inc; Barbara Ann Karmanos Cancer Institute; the Department of Systems Analytics and Environmental Science at Ford Motor Co.; the Department of Advanced and Manufacturing Engineering Quality at Ford Motor Co.; and the 21st Century Digital Learning Environments.

Monday, December 3, 2007

PlayAnywhere

Variations on a THEME!

Cell Phone Projector Coming Soon

Smaller Becomes Bigger Which Begets Better!