Eleven of the 12 students (four women and eight men) in the first cohort of Tesla START trainees at Rio Hondo College will complete the 12-week certification program this month. The one student who had to stop out for personal reasons is expected to be in the next cohort of START trainees.

This month Rio Hondo College in Whittier, CA, will graduate it first cohort of automotive technicians from its new Tesla START program. Rio Hondo and Central Piedmont Community College in Charlotte, NC, are the first U.S. sites for the 12-week Tesla certification program that teaches automotive technicians about electric vehicles and Tesla-specific repair procedures.

Professor John Frala, alternative fuel technology instructor at Rio Hondo, attributes Tesla’s decision to locate its program at Rio Hondo to the innovations he has been able to introduce with support from two National Science Foundation (NSF) Advanced Technological Education (ATE) grants. The official ribbon-cutting of the 4,000-square-foot Tesla training center with upgraded equipment and six Tesla vehicles is scheduled for May 23.

A Tesla spokesperson did not address the ATE connection. But via email provided this statement: “We’re working with some of the best automotive education programs in the country to educate students on electric vehicle technology and our unique approach to customer service to prepare them for a career at Tesla. Students graduate with a job opportunity, certification, and the skills necessary to succeed in the growing electric vehicle industry.”

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This recently-published Pew Research Center Report discusses some of the attitudes of Americans in the continuously evolving world of technology and how technology impacts our lives. In particular, the report focuses on benefits, harms, and possible remedies to digital life through respondent interviews and a “canvassing of experts.” In the report, we learn that among those surveyed, 47% of respondents predict that individuals’ well-being will be more helped than harmed by digital life in the next decade and 32% say people’s well-being will be more harmed than helped. The remaining 21% predict there will not be much change in people’s well-being compared to now.

Themes expressed from respondents range from optimism toward global connectivity to dangers of digital addiction, to ideas on how to redesign media literacy. One respondent, Daniel Weitzner (principal research scientist and founding director of MIT’s Internet Policy Research Initiative), said of digital connectivity: “Human beings want and need connection, and the internet is the ultimate connection machine. Whether on questions of politics, community affairs, science, education, romance or economic life, the internet does connect people with meaningful and rewarding information and relationships... I have to feel confident that we can continue to gain fulfillment from these human connections.” Others expressed a more cautious outlook on how technology can, in a sense, take over our lives. David S.H. Rosenthal, retired chief scientist of the LOCKSS Program at Stanford University, said, “The digital economy is based upon competition to consume humans’ attention. This competition has existed for a long time, but the current generation of tools for consuming attention is far more effective than previous generations.”

Many respondents reported ideas for mitigating the diverse set of issues that go along with living a digital life, such as appropriate technology education and reevaluating our expectations. Alex Halavais, director of the M.A. in social technologies program at Arizona State University, said, “The primary change needs to come in education. From a very early age, people need to understand how to interact with networked, digital technologies. They need to learn how to use social media, and learn how not to be used by it.”

To read this engrossing and interesting report in full, please visit the Pew Research Center’s website. In the report, readers also have the opportunity to read the detailed section entitled, "About this canvassing of experts," to see who was canvassed and what questions they were asked. 

http://www.iwitts.org/stem-telesummit#.Wr5hCZdG2Ul

Eight experts on student recruitment and retention including Donna Johnson, whose Guaranteed 4.0 study skills method that has helped many students succeed, will be featured in the 2018 STEM Success for Women Telesummit.  

The free online conference that aims to empower educators to recruit and retain more women in STEM will air for two hours each day on April 17, 18, 19, 24, 25 and 26 with the support of the National Science Foundation’s Advanced Technological Education program. To register for the telesummit go to http://www.iwitts.org/stem-telesummit#register.

Mark Evans is one of six community college educators who will provide a “boots-on-the-ground perspective” of effective practices for recruiting and retaining women in STEM programs at two-year colleges. Evans credits iWITTS’s  WomenTech Educators Online Training and coaching from Donna Milgram, iWITTS executive director, with helping him attain 45% female enrollment (63 of 140 students are women this semester) in the Emerging Technology associate degree program at Athens Technical College in Athens, Georgia.

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We are pleased to share Biotechnology Resources for the College Classroom, the first post in our new From the Archive blog series. Each From the Archive blog post will highlight a few selected resources from the ATE Central resource portal to further promote the work of the ATE community. This month, we’re highlighting the work of three ATE projects and centers that have created a wide variety of presentations, lessons, activities, course outlines, and more. These resources illustrate the breadth and depth of the biotechnology curriculum represented in the ATE Central resource portal and may be useful to STEM educators across bio and chemical technology sectors.

Overall, the SFAz+8 colleges have seen significant year-to-year increases in the STEM student pipeline in their outreach programs, early college programs, internships, and degree and certificate program enrollments and completions.

When developing STEM outreach activities the task of obtaining high quality photos for use in online or print publications is often such a low priority that photos are forgotten completely or snapped quickly with a smart phone.

The resulting images may provide evidence that an event happened but lack the pop that can engage audiences’ attention in the important work that educators do.  

After submitting multiple first-rate photos for the ATE Impacts 2018-2019 publication, which will be published this year by Internet Scout Research Group (home to ATE Central), Regina Abraham shared the following tips for obtaining great photos and making sure the college has signed photos release forms from the people in them:

• Arrange in advance for a professional photographer to work at the event.
• Have participants or, in the case of minors, their parents sign photo releases when they register for the event.
• Use color coding on participants’ name tags to indicate those who are willing to be photographed.
• Provide clear directions to the photographer about who can be photographed.  
• Announce when media professionals are present so that individuals who do not want to be photographed can move out of camera range for a few minutes.

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When taking notes in a classroom, is it better use a laptop or write them out on paper? Surprisingly, a new Brookings report shows that students who note-take by hand earn better grades than those who opt to use a laptop during a lecture. Furthermore, evidence points to students actually learning less when using a laptop during class than their classmates who do not. 

Researchers at Princeton and the University of California, Los Angeles carried out a randomized experiment with a group of students. Randomly assigned either a laptop or pen and paper to take notes, the researchers had students watch a lecture and then take a standardized test. The test results showed that students using laptops scored substantially worse. 

Why is this? Researchers hypothesize that, because we can type faster than we can write, words basically bypass major cognitive processing in the brain. In contrast, when taking notes by hand, the brain has to process and condense the material before we put pen to paper, which results in a better understanding of the content of the lecture. In the experiment performed by researchers, the laptop notes more closely resembled transcripts while hand-written notes resembled summaries of the lecture. 

It was also determined that using a laptop during class is distracting to other classmates. In one of the studies outlined in the report, students were randomly assigned short tasks to perform while in class during a lecture, such as looking up movie times or going on Facebook. It was found that content on the laptop visible to other students served as enough of a distraction to lower test scores of students near those who were multi-tasking by 11%. In addition, students who were near those who were multitasking on their laptops scored 17 % lower on the comprehension section of the test. 

View the full report at the Brookings Institute site for more information and to read about additional experiments. 
 

A Snow College agriculture student uses a drone to check the dispersal of water from GPS-controlled sprinkler heads on a center pivot irrigation system.

When the number of agriculture (Ag) majors dropped to six in 2011, Snow College (Ephraim, Utah) leaders considered closing the department. Instead they revamped it to focus on agriculture business skills for family farmers.

By adding agriculture-related advanced technology content to existing STEM courses with the goal of helping small farmers run their operations efficiently, the college has restructured its agriculture offerings with the addition of twelve courses and two faculty members. Students have responded enthusiastically to the change. In fall 2017, 181 students took agriculture courses and Snow College had 128 declared agriculture majors.  

“To me it’s looking at the pieces of the puzzle, and re-configuring those pieces into programs,” said Jay Olsen, director of Agriculture and Farm/Ranch Management at Snow College.

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Sustainability is a critical topic for ATE grantees. Whether you are part of a small project just starting out, or working with a well-seasoned center that has been funded for a decade, considering sustainability at every stage will strengthen the odds of ensuring deliverables and activities continue to be available for the long haul.

To help support project and center sustainability planning and activities, and in collaboration with ITHAKA S&R, ATE Central has been offering webinars and workshops each year on an array of sustainability-related topics. This season, Rachael Bower from ATE Central and Nancy Maron, from BlueSky to BluePrint, will focus on topics useful to centers and projects at all stages of growth. This series addresses three critical angles – first, a basic “health check” to see how your project or center is faring today; second, strategies for moving forward, with a refreshed set of goals and priorities; and finally, taking to heart the need to plan for changes concerning the most valuable asset any project has: its people.

St. Paul College alumni Brandon Young, Tasha Spencer, and Megan McDonald identified many positive aspects of conducting authentic research while enrolled in the Science Instrumentation Technician program at the Minnesota community college. They shared their research findings at the 2017 ATE Principal Investigators Conference.

Nanotech research helped three Saint Paul College alumni move closer to their STEM career goals.

Saint Paul College students who enroll in the Science Instrumentation Technician associate degree program at the Minnesota Community and Technical College have the opportunity to work on authentic research projects thanks to the collaborative with industry the college formed with the support of a National Science Foundation Advanced Technological Education grant. (DUE #136157)

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This recent Pew Research Center report details the trends in technology usage among older Americans age 65 and above. Broadband internet usage and smartphone adoption have dramatically increased within the last five years, making the current generation of seniors the most digitally-connected in history. Although there is a definite uptick in technology adoption, there still seems to be a digital divide among seniors with lower levels of education and income.

Approximately four-in-ten (42%) of senior adults report owning smartphones and 67% of seniors report using the internet, which marks a 55-percentage-point increase in about 20 years. Despite the increase, one-third of seniors report never using the internet, while 49% report not having broadband internet in their homes.

Technology adoptions rates differ dramatically when also evaluating education and income. 87% of seniors who earn $75,000 and above report having broadband internet in their homes, in comparison with just 27% of seniors earning $30,000 or below. Around two-thirds of seniors with bachelor’s or advanced degrees report owning smartphones (65%), compared with 45% of those who have some college experience and 27% of those who have high school diplomas or less.

These findings are based on several nationally representative Pew Research Center surveys. The main findings on technology adoption are from a phone survey of 3,015 U.S. adults conducted Sept. 29-Nov. 6, 2016.

Visit the Pew Research Center for the full report.