Education and Inclusion

1
Education and Inclusion

• Roscoe Giles
• Boston University

2
Overview

• EOT-PACI Experience
• Lessons Learned Future Directions

3
Mission and Goals

• Mission to develop human resources to
  understand, formulate, and solve problems through
  the innovative use of emerging information
  technologies.
• Goals
• Demonstrate PACI technologies
• Increase participation of underrepresented groups
• Enable broad national impact in all areas

4
EOT-PACI Overview

• Project Categories (Brochure)
• Professional Development
• Mentoring
• Learning Material Development
• Software and Online Information
• Youth Programs
• Diversity/Accessibility
• Conferences/Collaborative
• Experiences
• Metrics Evaluation
• Online Guides and Reports

5
Some FY03 metric data

• Hosted more than 85 workshops
• Created and updated over 75 online resources
  including curricular materials, online guidelines
  and collections
• Wrote or were featured in 20 publications
• Over 60 presentations at conferences, seminars
  and workshops
• Courses sponsored by 4 departments
• Reached over 8,000 K-12, 900 undergraduate, and
  150 graduate students, 500 K-12 teachers, 1000
  faculty and researchers, and 24 Minority Serving
  Institutions.
• More than 12,000 participants in EOT-PACI
  leveraged or hosted events.

6
Some Key Findings
Summative Evaluation by LEAD Center
Learning through Evaluation, Adaptation, and
Dissemination
7
Collaborative Community

• EOT-PACI has created and sustained a
  collaborative community of computational science
  researchers and educators with common goals and
  leveraged resources. Few of these partners had
  interacted, much less collaborated, prior to the
  grant.

8
Key Impacts Produced Through the EOT-PACI
Community

• Increased knowledge of best practices in
  education, outreach, and training through
  interactions with diverse researchers and
  educators.
• Enhanced dissemination pathways for curricula,
  tools, and programs through connections with
  other partners.
• Enriched program development through
  collaboration with partners engaged in similar
  programs.
• Increased likelihood of receiving additional
  grants through leveraging ties with influential
  EOT partners.

9
Key Impacts (continued)

• Increased scaling of programs through connections
  with other partners institutions and
  organizations.
• Increased influence on educational tool
  development through linkages between developers
  and clients at multiple sites.
• Provided access to researchers at supercomputing
  centers for those from Minority Serving
  Institutions and non-Research institutions.
• Provided seed money to create new programs that
  went on to successfully apply for
  grant funding.

10

• EOT-PACI in Action

11
Building active partnerships educating
educators educators

• Modeling and Visualization in Teacher Preparation
  and Certification Programs
• High Leverage, High Impact K-12/(UG)
• Teams organized and built by EOT-PACI partners
• Support from NSF,
  DoED, State/Local

12
Building active partnerships GirlTECH/TeacherTECH

• Gender Equity and Technology
• Evaluation of GirlTECH Program
• Basis for scaling
• TeacherTECH
• Scaled-up in 2001/2002 Houston, Boston, San
  Diego, Washington DC
• Expanded to Chicago and Pittsburgh in FY03

13
Creating bridges between scientific research and
educational applications

• Inquiry-based Science
• Envision, Explore, Engage CD
• Authentic Science Tools in Education
• Biology Workbench
• People
• SCXY Programs Education, Participation

14
Building collaborations beyond PACI

• Advanced Networking with MSIs
• EDUCAUSE/EOT-PACI supported
  by NSF
• CRA-W and CDC
• Tapia Symposium
• Grace Hopper
• Girl Scouts
• Training para-professionals to deliver science

15
PACI Technology with MSIs

• During four years of the grant, EOT-PACI/AN-MSI
  sponsored 151 individuals representing a total of
  54 Institutions attending workshops and
  conferences.
• Representatives of seven MSIs gathered at
  Bethune-Cookman College July 2003 to receive the
  hardware and training needed to connect them with
  grid users.
• Bethune-Cookman College installed first HPC
  cluster a five-node cluster within the colleges
  engineering department.
• Winston-Salem State University and Florida
  International University have worked with
  EOT-PACI to give their faculty and staff training
  in HPC, set up clusters, and establish Access
  Grid nodes.

16
PACI Technology with MSIs (continued)

• As a result of the Cluster Computing Workshops,
  Prairie View AM University, Norfolk State
  University, and Bethune-Cookman College each
  volunteered to host one of the week-long modeling
  and visualization workshops held by EOT-PACI
  partner Shodor Education Foundation.
• Based on existing In-the-box products, NCSA,
  NPACI, MSIs Shodor created MSI Cluster
  Computing Resource CD-Rom.
• Created an AG MSI Virtual Venue and conducted an
  MSI Consortium meeting over the AG.

17

• I think EOT, in terms of communities, is
  probably number one in the world. I don't know
  any other organization that is this effective in
  terms of bringing such a broad range of
  communities together, so I think that EOT has
  done very well.
• -- a comment from a prominent computational
  scientist in a summative EOT-PACI evaluation
  interview.