Welcome & Introduction Project GUTS: Growing Up Thinking Scientifically Welcome & Introduction Project GUTS splash screen Welcome and thanks for joining me this morning. In this talk I will discuss Project GUTS: Growing Up Thinking Scientifically, a National Science Foundation-funded after-school and summer program for students in grades 6-8. My name is Irene Lee. I am the principal investigator on Project GUTS. I came to the STARS Celebration primarily to learn about mentoring programs and to see what new tools are being used in CS education throughout the STARS Alliance. I want to thank Tiffany Barnes and Teresa Dahlberg for inviting me to make this presentation of our work. (something about myself) I’ve long been interested in using technology tools and graphics to learn and teach about science and math concepts. …. I studied fine art and math before getting involved in CS as a college student. Then went on to work in industry - first at a compiler and OS shop, then computer graphics lab and computer game industry - getting more involved in educational technology.

Computational Science & Modeling Complex Adaptive Systems Outline: A National Need Computational Science & Modeling Complex Adaptive Systems Project GUTS: framework & implementation Programming in StarLogo TNG (demos) Findings and Trends Preparation for future endeavors First, we will set the stage by discussing the context of our program, and how we fit into the national scene Then talk about the Project GUTS program and how we introduce programming and complex systems thinking We will discuss our findings and the trends we see followed by some cautions Finally we will discuss next steps in the pipeline for students: GUTS-XL, the Supercomputing Challenge and our mentoring program (in development)

A National Need: A National Need (Demand) The fastest growing occupations from 2006-2016 are projected to be in STEM fields (Bureau of Labor Statistics, 2007). Filling the demand for a large STEM workforce will be difficult due to the aging and retirement of the present STEM workforce, and the dearth of students prepared to enter the STEM workforce America’s competitive edge in the global economy, the strength and versatility of its labor force, its capacity to nourish research and innovation all are increasingly dependent on an education system capable of producing a steady supply of young people well prepared in science and math. (Education Commission of the States, Coble & Allen, 2005) Fewer than one-third of US 4th grade and 8th grade students performed at or above a level called “proficient” in mathematics. (NCES, 2005) In 1995 (the most recent data available), US 12th graders performed below the international average for 21 countries on a test of general knowledge in mathematics and science. (TIMSS)

A National Need Computer Science in not an exception (CRA, 2007-8) A National Need (192 universities) Statistics showing decline in enrollment statistics show lack of diversity in CS, fewer CS courses in high schools, watered down CS classes (such as keyboarding) Only 25% of high schools require CS, Computer science teachers lack time for training and struggle for resources. Female and minority students are underrepresented in these courses. And students struggle to add computer science to their packed schedules. We believe that computational thinking and computing will be an important part of all sciences in the 21st Century (define computational thinking: abstraction, decomposition, hardware/software dependencies, algorithms, modeling and analysis) WHY IS COMPUTER SCIENCE IMPORTANT TO OUR FUTURE?

Science in the 21st Century Urgent need to understand large complex systems to address the problems of the 21st century that affect us all such as climate change, loss of biodiversity, energy consumption and virulent disease. Science in the 21st Century computational thinking and computing will be an important part of all sciences in the 21st Century (computational thinking: abstraction, decomposition, hard/software dependencies, algorithms, modeling and analysis) problems that define the 21st century ; climate change, loss of biodiversity, energy consumption and virulent disease affect us all (Emmott et al., 2006). models of complex systems are used by scientists to understand, predict and prevent these daunting problems

Science in the 21st Century Computer models are used by scientists to understand complex systems and possibly prevent (or study interventions for) daunting problems. Such as epidemics. Josh Epstein in a recent issue of Nature states: “As the world braces for an autumn wave of swine flu (H1N1), the relatively new technique of agent-based computational modelling is playing a central part in mapping the disease’s possible spread, and designing policies for its mitigation. … Classical epidemic modelling, which began in the 1920s, was built on differential equations. These models assume that the population is perfectly mixed, with people moving from the susceptible pool, to the infected one, to the recovered (or dead) one. Within these pools, everyone is identical, and no one adapts their behaviour. But such models are ill-suited to capturing complex social networks and the direct contacts between individuals, who adapt their behaviours — perhaps irrationally — based on disease prevalence. Agent-based models (ABMs) embrace this complexity. ABMs are artificial societies: every single person (or ‘agent’) is represented as a distinct software individual., “ Deputy LANL director, MacBranch, said models were useful to gain an “intuition” about large complex systems NATURE|Vol 460|6 August 2009

What is Computational Science? In Project GUTS and our partnering programs, we address this urgent need (prepared students for STEM professionals,and addressing current complex systems issues) by introducing students to computational science starting in middle school. What is computational science: (graphic) A combination of computer science, science, and mathematics Seen as the third leg of science in addition to theoretical and experimental/lab/field science Made possible with the advent of powerful computers

What is Computational Science? Increases in computational power enable us to: design and conduct experiments on models of systems too big, too expensive or too dangerous to experiment with in the real-world. run multiple “what-if” scenarios quickly. collect and analyze large amounts of data. In Project GUTS and our partnering programs, we address this urgent need by introducing students to computational science starting in middle school. What is computational science: (graphic) - Able to design and test systems, running multiple “what if” scenarios that are too expensive, too dangerous or too time consuming to run in the real-world. (some examples?) - Additionally, other modeling methods such as mathematical modeling and systems dynamics are not able to capture the richness of real-world interactions. (because they average behavior, assume equal mixing)

Computational Science Cycle In Project GUTS and our partnering programs, we address this urgent need by introducing students to computational science starting in middle school. We start with a real world problem, and a question. We simply the real world problem - and not the assumptions we have made. We come up with an idea model - (not an attempt at exact duplication of the real world) From this we develop a computational model We use the computational model as an experimental test bed. Complete with variables and parameters Goal is to understand primarily this model, and see how it can help us understand the real world. Allows us to run multiple “what if” scenarios Compare results to real-world, what is similar and different. Just one of many models- other modeling methods such as mathematical modeling and systems dynamics are able to tell us other things, but may not be able to capture the richness of real-world interactions. (because they average behavior, assume equal mixing)

What is a complex system? Science in the 21st Century Urgent need to understand large complex systems to address the problems of the 21st century that affect us all such as climate change, loss of biodiversity, energy consumption and virulent disease. What is a complex system? Science in the 21st Century computational thinking and computing will be an important part of all sciences in the 21st Century (computational thinking: abstraction, decomposition, hard/software dependencies, algorithms, modeling and analysis) problems that define the 21st century ; climate change, loss of biodiversity, energy consumption and virulent disease affect us all (Emmott et al., 2006). models of complex systems are used by scientists to understand, predict and prevent these daunting problems Deputy LANL director, MacBranch, said models were useful to gain an “intuition” about large complex systems

Agent-based Modeling of Complex Adaptive Systems Using agent-based modeling (ABM) tools, we are able to model complex adaptive systems. An example: It consists of agents, an environment, and interactions between agents or between agents and environment. It is adaptive and changes over time. It generates “emergent” patterns. In particular, we introduce “agent based modeling” of complex adaptive systems” In agent-based models students model… agents, environment and interaction It is possible to introduce agent-based modeling of complex systems to young learners because… - low threshold for starting (not mathematically sophisticated) - StarLogo TNG provides a block based language and attractive interface for modeling CLICK on image to get to model.

(STEM = Science, Technology, Engineering & Mathematics) Project GUTS goals: Attract diverse student populations Prepare students for careers in STEM fields Retain student interest in STEM disciplines Assess how teachers’ participation in Project GUTS impacts how they think about and teach STEM in their classrooms (STEM = Science, Technology, Engineering & Mathematics) Project GUTS is an out-of school time program offering afterschool clubs and summer workshops for 6th-8th graders Regular school-day teachers become club leaders and received professional development throughout the year.

Afterschool clubs for middle school students in NM Project GUTS offers: Afterschool clubs for middle school students in NM *Elective classes in some middle schools *Science teachers using the activities in science class. Fieldtrips and Student Roundtables Professional development workshops for teachers Outreach to local schools and communities Mentoring of students that show a strong interest Project GUTS is an out-of school time program offering afterschool clubs and summer workshops for 6th-8th graders Regular school-day teachers become club leaders and received professional development throughout the year.

Project GUTS Framework: Place-based learning using the students’ neighborhood and school as the context for investigations. Studying local phenomena as complex systems both in life and using agent-based models created in StarLogo TNG Ex) Spread of disease, traffic patterns, pollution, ecosystems, emergency egress, shared resources and sustainability, social networks, and opinion dynamics Near-peer mentoring (high school students mentor middle school students) Meeting middle school students developmental needs Project GUTS is an out-of school time program offering afterschool clubs and summer workshops for 6th-8th graders Regular school-day teachers become club leaders and received professional development throughout the year.

Field trips when possible Project GUTS Structure (semester): 6 week introduction to computer programming with StarLogo, complex systems and computer science concepts 6 week unit studying a local phenomena as complex systems both in life and using agent-based models created in StarLogo (Ex. Spread of disease, ecosystems, etc.) Field trips when possible Roundtables at the end of the semester to share models and learn from other students. Project GUTS is an out-of school time program offering afterschool clubs and summer workshops for 6th-8th graders Regular school-day teachers become club leaders and received professional development throughout the year.

Project GUTS example of student investigation: Students collect data on traffic in front of their school and air pollution samples for analysis. Student create a computer model of pollution from cars using data collected in front of their school and run virtual experiments using the model as an experimental testbed. Project GUTS is an out-of school time program offering afterschool clubs and summer workshops for 6th-8th graders Regular school-day teachers become club leaders and received professional development throughout the year. A group of 7th and 8th graders modeling pollution in the community. Students collecting data for pollution model

Project GUTS example of student investigation: Students learn about spread of disease playing the “Virus Game” Student create a computer model of a contagious disease spreading through their school. Then they try different strategies to mitigate the spread of the disease using their computer model as a test bed. Project GUTS is an out-of school time program offering afterschool clubs and summer workshops for 6th-8th graders Regular school-day teachers become club leaders and received professional development throughout the year. Students learn about virus spread by playing the Virus Game on PDAs Students model of the spread of a virus in a school.

Project GUTS fieldtrips: Students hear presentations on community issues from local experts Student see how computer models and simulations are used to inform local decision makers. Project GUTS is an out-of school time program offering afterschool clubs and summer workshops for 6th-8th graders Regular school-day teachers become club leaders and received professional development throughout the year. Agent-based model of Santa Fe Fire marshall discusses evacuation planning. Sandtable simulation

Project GUTS Roundtables: Students present their projects to fellow club members, parents, and community members. Roundtable discussions allow students to share their projects and compare their findings. Project GUTS is an out-of school time program offering afterschool clubs and summer workshops for 6th-8th graders Regular school-day teachers become club leaders and received professional development throughout the year.

Project GUTS sponsors and funders: Santa Fe Institute National Science Foundation & NM Epscor Google RISE Code.org

Project GUTS partners: Supercomputing Challenge Santa Fe Public Schools Santa Fe Alliance for Science Massachusetts Inst. of Technology New Mexico Tech University of New Mexico Los Alamos National Laboratory Sandia National Laboratory Santa Fe Science Initiative Inquiry Facilitators Eight Northern Indian Pueblos Council Redfish Group Santa Fe Public Library NM Public Education Department International Society for Technology in Education (ISTE) Northern New Mexico Network NM MESA NM Network for Women in Science and Engineering Computer Science Teachers Association

Thank you! Project GUTS splash screen Talk title, date, and speakers Welcome and thanks for joining us this afternoon. In this talk “Programming Pathways for Young Learners”, we will discuss a programming pathway for young learners developed during Project GUTS: Growing Up Thinking Scientifically, a National Science Foundation-funded after-school and summer program for students in grades 6-8. My name is Irene Lee. I am the principal investigator on Project GUTS. My co-presenters are Paige Prescott, the Project GUTS coordinator for Santa Fe, and Joshua Thorp, a Project GUTS facilitator and member of the StarLogo TNG development team at MIT.