NetSci High: Bringing Agency to Diverse Teens Through the Science of Connected Systems

This paper follows NetSci High, a decade-long initiative to inspire teams of teenage researchers to develop, execute and disseminate original research in network science. The project introduced high school students to the computer-based analysis of networks, and instilled in the participants the habits of mind to deepen inquiry in connected systems and statistics, and to sustain interest in continuing to study and pursue careers in fields involving network analysis. Goals of NetSci High ranged from proximal learning outcomes (e.g., increasing high school student competencies in computing and improving student attitudes toward computing) to highly distal (e.g., preparing students for 21st century science), with an emphasis on doing real-world research into relevant and ambiguous problems through technologically-infused and highly collaborative projects and defending them to a clear (and sometimes potentially intimidating) audience. The cognitive goals of the project covered broad areas including analyzing, synthesizing, and visualizing quantitative data, and understanding modeling and network statistics. Attitudinal outcomes included improving attitudes toward the statistical study of networks, self-efficacy, and a sense of agency for continuing to pursue further involvement in college studies and careers

NiCE Teacher Workshop: Engaging K-12 Teachers in the Development of Curricular Materials That Utilize Complex Networks Concepts

Our educational systems must prepare students for an increasingly interconnected future, and teachers require equipping with modern tools, such as network science, to achieve this. We held a Networks in Classroom Education (NiCE) workshop for a group of 21 K-12 teachers with various disciplinary backgrounds. The explicit aim of this was to introduce them to concepts in network science, show them how these concepts can be utilized in the classroom, and empower them to develop resources, in the form of lesson plans, for themselves and the wider community. Here we detail the nature of the workshop and present its outcomes - including an innovative set of publicly available lesson plans. We discuss the future for successful integration of network science in K-12 education, and the importance of inspiring and enabling our teachers.Comment: 11 pages, 4 figures, 2 table

Measuring how communication and engagement efforts help deliver outcomes

Key messages Initial steps towards outcome-focused monitoring, evaluation & learning (MEL) on communication and engagement can be small, but they must be systematic. To achieve broad participation, MEL needs to be lean and do-able. Well-designed MEL adds value by feeding information and lessons into future work and decision-making. Adequate time must be devoted to embedding MEL into the initial activity plan and following it throughout the communication engagement activity and afterwards. MEL is easier when it is done more often. It is helpful to draw upon resource persons. Preparatory work and capturing feedback through mechanisms built into the communication- engagement activity is more informative than soliciting responses afterwards. Peer exchanges about MEL practices and adaptable templates are beneficial. Aligning specific communication activities with the established impact pathway can ensure more strategic and focused activities and products that contribute to outcomes and impact

Managing bone mineral density with oral bisphosphonate therapy in women with breast cancer receiving adjuvant aromatase inhibition

The use of adjuvant aromatase inhibitors is associated with an increased risk of osteoporosis and fractures. The oral bisphosphonate, risedronate - dosed as the US Food and Drug Administration approved for the treatment or prevention of postmenopausal osteoporosis - appears to mitigate bone loss associated with 2 years of adjuvant anastrozole in women with early-stage breast cancer

Keeping Data Science Broad: Negotiating the Digital and Data Divide Among Higher Education Institutions

The goal of the “Keeping Data Science Broad” series of webinars and workshops was to garner community input into pathways for keeping data science education broadly inclusive across sectors, institutions, and populations. Input was collected from data science programs across the nation, either traditional or alternative, and from a range of institution types including community colleges, minority-led and minority-serving institutions, liberal arts colleges, tribal colleges, universities, and industry partners. The series consisted of two webinars (August 2017 and September 2017) leading up to a workshop (November 2017) exploring the future of data science education and workforce at institutions of higher learning that are primarily teaching-focused. A third follow-up webinar was held after the workshop (January 2018) to report on outcomes and next steps. Program committee members were chosen to represent a broad spectrum of communities with a diversity of geography (West, Northeast, Midwest, and South), discipline (Computer Science, Math, Statistics, and Domains), as well as institution type (Historically Black Colleges and Universities (HBCU’s), Hispanic-Serving Institutions (HSI’s), other Minority-Serving Institutions (MSI\u27s), Community College\u27s (CC’s), 4-year colleges, Tribal Colleges, R1 Universities, Government and Industry Partners)

Keeping Data Science Broad: Negotiating the Digital and Data Divide Among Higher Education Institutions

The goal of the “Keeping Data Science Broad” series of webinars and workshops was to garner community input into pathways for keeping data science education broadly inclusive across sectors, institutions, and populations. Input was collected from data science programs across the nation, either traditional or alternative, and from a range of institution types including community colleges, minority-led and minority-serving institutions, liberal arts colleges, tribal colleges, universities, and industry partners. The series consisted of two webinars (August 2017 and September 2017) leading up to a workshop (November 2017) exploring the future of data science education and workforce at institutions of higher learning that are primarily teaching-focused. A third follow-up webinar was held after the workshop (January 2018) to report on outcomes and next steps. Program committee members were chosen to represent a broad spectrum of communities with a diversity of geography (West, Northeast, Midwest, and South), discipline (Computer Science, Math, Statistics, and Domains), as well as institution type (Historically Black Colleges and Universities (HBCU’s), Hispanic-Serving Institutions (HSI’s), other Minority-Serving Institutions (MSI\u27s), Community College\u27s (CC’s), 4-year colleges, Tribal Colleges, R1 Universities, Government and Industry Partners)

Learning and action for gender-transformative climate-smart agriculture

This paper reports on a networking meeting of the CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS) Gender and Social Inclusion (GSI) Flagship held at the university of Canberra, Australia on 1-2 April 2019. The meeting helped to identify opportunities for gender-transformative, climate-smart agriculture (CSA) through knowledge sharing and next steps for CCAFS Phase Two. Researchers involved in gender and social inclusion working across CCAFS reviewed the existing knowledge base, noted key gaps, and began the process of identifying future research questions and themes