Presenters: Tracy Teal, Kari L. Jordan, and SherAaron Hurt, The Carpentries

AbstractTraining for data skills is more critical now than ever before. In the past decade, we've seen the creation of certification and graduate programs for data science, as well as a plethora of interactive, self-paced online learning platforms. Today's learners are often learning on the job and need the flexibility of short, or self-paced learning experiences. Research results, however, stress the importance of guided instruction and learner-instructor interaction. We've taken a distinctive approach to this problem, combining the power of guided instruction with the flexibility of short, focused learning experiences. Two-day, interactive, hands-on coding workshops train researchers to work with data, and have impacted over 27,500 researchers, ranging from biologists to physicists to engineers and economists. Researchers have benefited from evidence-based teaching approaches to learning data organization (spreadsheets), cleaning (OpenRefine), management (SQL), analysis and visualization (R and Python). This talk focuses on implications and growth opportunities for incorporating data science curriculum at the university level, from the perspective of The Carpentries. We explore tips and best-practices in data science curriculum development including assessment strategies, accessibility, and equity and inclusion.

Presenter: Marco Hatch, Western Washington University  

Abstract: One common barrier to STEM engagement in underserved and underrepresented communities is a feeling of disconnection from mainstream science. This attitude is rooted in a history of researchers and decision-makers collecting, analyzing and interpreting data without engaging community members as true partners and equals. Spanning this boundary between ecological research and communities impacted by environmental change is foundational to moving toward a more equitable future focused on solutions that serve under-resourced communities facing the brunt of environmental degradation and climate change. Great strides have been made toward the goals of democratizing conservation science, empowering local communities to engage with mainstream research on a level playing field. However, these initiatives are subject to a few common pitfalls such as, projects that do not fully account for the social-cultural context of the community, projects that fail to understand the foundationally different worldview of Indigenous communities. These pitfalls can lead to partnerships with the unstated goal of “making them like us”, where the actions of the partnership are structured such that the decision-making power and authority is retained within the STEM disciplines, and if community members want access to that authority, they must conform their worldview to mainstream science. We believe that spanning this boundary between local communities and mainstream science will increase social justice, increase the relevance of conservation science, and open new opportunity spaces for all involved. Central to the success of this vision are boundary spanners.

Presenters: Jennifer Balch, Earth Lab/University of Colorado-Boulder and Kirsten Rowell, University of Colorado-Boulder

Abstract: What are we actually harnessing the data revolution for? It's for humanity. Ultimately, big data should help improve people's lives and help society live more sustainably with our planet. It's not anyone's data, it's everyone's data. This makes it critical to involve, encourage, and support a diversity of people in owning the data and ultimately owning the solutions that come from that data.

Presenters: Edem Yevoo, University of Maryland and Travis Belote, The Wilderness Society

Abstract: As the global population continues to increase, more people are moving from rural to urban areas. In the next decades, most of the world's population will be living in urban areas. Utilizing geospatial data from the United States Geological Survey (USGS), a predictive visual model was created using geographic information systems (GIS) software. The model was used to predict the change in the District of Columbia's (DC) urban landscape over time. The use of GIS and data analysis systems hold the key to tackling current and future environmental issues. I will discuss the use of spatial data and how it can be used to impact policy, climate change, and socioeconomic conditions in our urban environments.

Presenters: Travis Belote, The Wilderness Society, Edem Yevoo, University of Maryland, and Teresa Mourad, Ecological Society of America 

Abstract: The EcologyPlus program recruits and supports a cohort of diverse students to pursue a variety of professional development opportunities through a diverse network of organizations. The Wilderness Society, as a partner organization, hosted three EcologyPlus student interns in the fall of 2018. The internship began with a week-long trip to Montana to visit Yellowstone National Park, meet local scientists, receive a short-course on geographic information systems (GIS) and spatial data, and develop research questions. Each student developed separate but related questions requiring various spatial datasets, data management, and analytical approaches. The students completed most of the work at their home institutions throughout the fall semester of 2018. The remote internship included biweekly check-ins including “shadowing” via screenshares to work through data analysis challenges. Students presented their work during a one-hour presentation and webinar at the end of the semester. We will discuss the value of spatial data and GIS in undergraduate education and provide recommendation for a successful remote internship. Our key recommendations include spending time together in-person for a kick-off event, regular check-in meetings with video conferencing and screenshares, and developing clear deliverables (report or professional presentation) to bookend the experience.

How to Spot COVID-19 Conspiracy Theories, authored by Stephan Lewandowsky, John Cook, Ullrich Ecker, and Sander van der Linden, looks at possible examples of COVID-19 conspiracy theories, and identifies how they illustrate the seven traits of conspiratorial thinking,

An Infographic datapack of visualizations on COVID 19

Also check out Myths and Misconceptions: https://informationisbeautiful.net/visualizations/coronavirus-myths-mythconceptions/

Presenters: Yael Wyner, City College of New York, City University of New York and Janice Koch, American University

Abstract: This speed talk describes three education projects that engage urban minority students in science and the environment. Two projects focus on secondary school ecology and evolutionary biology learning in New York City science classrooms. The third project is a new science learning and public engagement major for City College of New York undergraduate students. Each of these projects seeks to increase access to science learning and science careers. With NSF funding, we created curricular resources grounded in published scientific data to connect the daily lives of New York City high school students to ecological concepts learned in school. We also created curricular resources for New York City middle school students to help them notice the evolutionary patterns of the sidewalk trees they pass daily. We are currently designing a new undergraduate program to prepare City College graduates to deliver STEM learning at botanical gardens, museums, zoos, environmental education centers, community-based organizations, educational, and science and environmental non-profits. The new City College program is a response to the unmet need to expand the science engagement pipeline to members of underrepresented groups.

Presenter: Jason Williams, Cold Spring Harbor Laboratory

Abstract: This talk highlights challenges and opportunities surrounding bioinformatics training and aims to spark conversation reshaping the training landscape. As new methods such as machine learning/deep learning become more relevant to biology, we risk widening the intelligibility gap between the training “haves” and “have-nots.” The community has a need for extensive discussion on this topic and support for development of alternatives to classroom training that can bridge gaps between the large numbers of existing researchers who need to understand and apply data science skills, but who are unlikely to return to formal schooling. Findings by NIBLSE (pronounced “nibbles”) – Network for Integrating Bioinformatics in Life Sciences Education – revealed that 95% of faculty believe bioinformatics should be taught, but only 40% manage to do so (with clear disparities for faculty at less-resourced institutions). Input from the survey and a NIBLSE working group has also generated a set of bioinformatics competencies for undergraduate bioinformatics (Sayers et.al. 2018). A a survey of NSF-funded investigators in the biological sciences (Barone et.al. 2017) conclude that training in several areas of bioinformatics are the most unmet need for established researchers. Improving the bioinformatics curriculum opens up opportunities for broadened participation by equipping students and teachers with the skills needed for 21st century careers in STEM. Examples of CyVerse and Cold Spring Harbor DNA Learning Center programs that integrate bioinformatics, big data, and data science will illustrate effective ways to engage diverse students with in-demand skills.

The opening panel for the Bringing Conversations on Diversity, Equity, and Inclusion in Data Science to the Environmental Sciences conference included Cedric Chambers, Jump Recruits; Clyde Cristman, Virginia Department of Conservation & Recreation; Gina Helfrich, NumFOCUS; Kaitlin Stack Whitney, Rochester Institute of Technology; and James Rattling Leaf, Sr., Rattling Leaf Consulting, LLC.

Presentation given by Alycia Crall (National Ecological Observatory Network) to set the stage for the 3-day conference on diversity, equity, and inclusion in the environmental data sciences.

Opening plenary presentation given by Dr. Carolyn Finney on April 2, 2019.

American Geophysical Union's Ethics, Diversity, and Inclusion program report for 2019.

This the the first issue of our monthly newsletter! If you have any news you would like to share with the rest of the community, don't hesitate to let us know :)
 

This is our second issue of the monthly newsletter! If you have any news you would like to share with the rest of the community, don't hesitate to let us know :)

We hope that during these times you and your loved ones are safe and healthy!

Many of us are using new tools, approaches, and environments to continue engaging our students in high quality instruction while maintaining social distance.
Join us for a Q&A session with a panel of experienced online instructors to trouble-shoot issues and barriers you and your students are encountering and potential solutions and work-arounds.

This session of Online with LSE will feature a discussion with educators who have experience teaching online and working with faculty to transition to online instruction.

Panelists
Andrew Bouwma, Instructor in Biology at Oregon State University, experienced online course designer and instructor, including award-winning online lab instruction
Cynthia Brame, Associate Director of the Vanderbilt University Center for Teaching and Senior Lecturer in Biological Sciences, who has experience working with faculty to transition to online instruction
Jim Hewlett, Professor at Finger Lakes Community College and experienced online course designer and instructor
Erika Offerdahl, Associate Professor of Molecular Biosciences and experienced online course designer and instructor

"The Academic Data Science Alliance is working with partners to pull together data and data science resources related to the COVID-19 pandemic. This is a living list of resources and we welcome additions, suggestions, and collaborations. Please send additions, corrections, comments, and suggestions to us using this feedback form.

Please keep suggestions limited to research and data resources, avoiding opinion pieces and teaching resources. 

Note that the resources listed here are provided as-is. Use your professional judgement and best practices to vet these resources before you use them for research and scientific communications."

A PBS Newshour: Student Reporting Labs Interview 

"West Ranch High School student reporter Madi Marks interviews University of Pittsburgh professor and epidemiologist Dr. Wilbert Van Panhuis on how he's collecting data on the coronavirus and how to combat it for our #SRLAsks series."

Quick intro to epidemiology and modeling and a peek into career pathways in this area.

Min, A., Ashcroft, J., Monroy, J., Wolf, V., Lee, C., Horton, J., Ehrmann, R., Rodriguez, B. 2019

The Remotely Accessible Instruments in Nanotechnology (RAIN) Network is a conglomerate of nineteen community colleges, four-year universities and high school sites that aims to enhance STEM learning by bringing advanced technologies to K-12 education. RAIN provides free remote access to instruments such as Scanning Electron, Atomic Force and Transmission E ectron Microscopes, as well as Energy Dispersive and Infrared Spectroscopy.

Jared Ashcroft and William Miller

RAIN has been developing science labs that can be used in conjunction with remote access instruments to expose K-12 classes to modern experimentation that will help fulfill requirements of NGSS. Currently, RAIN has access to seven experiments that can utilize with remote access available on its website (www.nano4me.org/remoteaccess).

Ashcroft, J.M., Min, A., Bojanini, I., Hacopian, M., Schroeder, K., Cakmak, A.O., Rodriguez, B. 2018. Journal of Laboratory Chemical Education

In a series of activities/labs, designed in a building block approach, whereas each subsequent lab builds into the next, students will explore the reactivity and production of oxygen in various biological and chemical systems.  Use of remote access technology to a Scanning Electron Microscope (SEM) with elemental analysis capabilities allows students to investigate their oxygen reaction via formation of iron oxide.

With the emergence of online conferencing tools and the flexibility required for effectively working remotely, more and more meetings are being held online. Organizers generally have the goal that everyone who attends their meetings can fully participate and access information. Using a handful of strategies, this goal can be met.

A phylogeny shows evolutionary relationships of hCoV-19 (or SARS-CoV-2) viruses from the ongoing novel coronavirus COVID-19 pandemic