00:01Next we're going to talk about STEM and K through 12 education.

00:06And to get us going in that space, I'm going to invite a very special person...

00:11...who now is the head of our R&D center in Portland, Oregon.

00:16She started a little company called Geoloqi - very, very, very brilliant young lady...

00:22...and developed it, grew it - Amber Case.

00:26Please, I shouldn't talk anymore, Amber, it's yours. Thanks. Welcome. Welcome.

00:36Thank you; it's great to be here.

00:37I want to talk to you about STEM and K12 education.

00:41One of the things that we have in this world is differences in education.

00:45People sometimes get an education before college; sometimes they get it in middle and high school.

00:51Sometimes they're doing a side project. Sometimes they have to wait to understand what they really want to do.

00:56Sometimes it's too late; sometimes people have too many bills to pay off afterwards.

01:02STEM for me represents a new way of learning skills in technology and science, engineering...

01:08...and mathematics before college.

01:11Giving people access to technology that they might not already have, giving underprivileged students...

01:16...or privileged students or anybody with an interest in technology the access that they might need.

01:23So STEM represents this innovation in the way that people learn.

01:28Now, I didn't know what STEM was until a few months ago when somebody said...

01:32..."Hey! You keep telling me these stories about these strange programs you were part of in middle school and high school.

01:38Did you know that that's STEM education?"

01:40And I said, "No, I had no idea. What's that?"

01:43And I learned that what made me me today, is the chance at being a part of all these different programs...

01:50that I didn't really know existed.

01:52The first and most pivotal one was when I was aged 12.

01:56My parents brought me to an after-school program on GIS.

01:59Now I didn't know what GIS was and I didn't know what Esri was, but there I was in front of a really great computer...

02:05...opening up this desktop application, ArcView, and the first thing I saw was this map.

02:11And it wasn't just any map, it was a map of my address and of my house and of all the demographic information...

02:17...about who I was and what made me me.

02:20And I suddenly understand that there was this huge difference between understanding data at the ground level...

02:25...step by step, minute by minute, in everyday life, and understanding where you are and how to write your life...

02:32...instead of have it be written for you.

02:34This gave me tremendous understanding of data and patterns over time, and I knew that I had to be a part of this...

02:44...and this was really what hit home for me at this early age.

02:47Now, unless GIS had been brought into the classroom, or brought into this program...

02:51...I would have never known that this existed and my life wouldn't have been changed this way at such an early age.

02:59Moving on to age 13, I was part of a thing called Art Street.

03:02This was an education program, an internship program, in the summertime between middle school and high school for me.

03:10And I had been building websites on the side for fun and it was the first time that I got paid to do something that I loved to do.

03:15This was great validation for me and helped me with my confidence in understanding what I wanted to do when I grew up.

03:22When I was 14, I joined a program that allowed me to build things like 12-foot tall trebuchets that launched pumpkins...

03:27...or mousetrap race cars, and it really connected me to a group of people that cared about the same things that I did.

03:34And finally, when I was 15, I got to be part of a program called Project Lead the Way.

03:38This was integrated into my high school curriculum, where I got to learn things like CAD, or 3D printing...

03:44...or Gcode, or any of the strange, assembly language and I got to also learn trigonometry in one day.

03:51And you might ask, how is that even possible?

03:53And yes, it was rudimentary trigonometry.

03:55But if you think about it, in the classroom you often memorize equations and do mathematics problems...

04:00...and you don't really apply them to the real world.

04:02Well, in this program I was actually able to apply the mathematics directly to simulation programs and actually excel in that way.

04:11And so I was able to learn because I needed to learn, without really realizing I was learning mathematics...

04:16...just because I needed to do something for class.

04:20Fast forward to today.

04:22Last year our company Geoloqi got bought by Esri.

04:24I'm really excited to be a part of Esri for a number of reasons.

04:28One of the things that allowed me to build Geoloqi, and have such a great team on board...

04:33...and push limits of what you can do with the GPS on mobile phones... because I went through all these programs when I was younger.

04:38That they gave me the confidence to do things early, instead of wait until college to get a degree in something...

04:44...I was already doing things in my free time and getting the education that I needed then.

04:49And because of that, when I went to college, I taught myself sociology and anthropology...

04:54...because I wanted to know how people use technology in order to make technology better for them.

04:59It was just the icing on the cake, instead of the core curriculum.

05:04Now, I was able to do this because of many of you in the audience bringing GIS and STEM education into the schools.

05:10If there's one thing I can ask any of you to do today is, if you have the power to do so...

05:14...bring STEM and GIS education into the schools.

05:17Because of this, all of the classmates I had as part of these programs, were given multiple job offers...

05:24...before they even got out of middle school or high school.

05:28That's amazing, because this means that these people had career opportunities early on without having to make a decision later on.

05:36And with that, I'd like to introduce you to Charlie Fitzpatrick.

05:39He's our head of the K12 STEM education department.

05:44He's a great guy! So, thank you very much.

05:54Thanks, Amber. I'm Charlie Fitzpatrick, and I get to work in Esri's education team.

06:01You know, like Amber was years ago, there are a lot of kids with great futures ahead of them...

06:09...if they get good teachers who take them beyond traditional activities.

06:16For 20 years, my colleagues and I have been helping educators bring GIS to students.

06:23And for a dozen years, we've highlighted here what these students can do if given the chance.

06:30This year's team represents the vast numbers who have grown up with limited opportunities.

06:40Listen to these four stories; these four projects.

06:44See how a little boost over a few weeks can make a big difference and think about what you can do in your communities.

06:55From the eleventh grade of Roosevelt High School in Los Angeles, California, please welcome four wonderful students.

07:13Thank you, Charlie. Good afternoon everyone!

07:15My name is Roxana Ayala, and today I'm here with my GIS colleagues and we're representing the...

07:20...math, science, technology magnet academy with the Roosevelt High School as indicated by the red pin.

07:26My school is located east of downtown Los Angeles.

07:29This year my group decided to research the relationship between race, income, and education... presented by Jonathan Kozol in his book, Savage Inequalities.

07:38We began by mapping the median household income.

07:41As you can see, the lighter areas indicate very low income.

07:45Additionally, we mapped the Hispanic and Caucasian populations.

07:50The darker the areas, the greater concentration there is of that particular group.

07:54These maps helped us illustrate that the Los Angeles Metropolitan area is segregated by race and income.

08:00...and the Hispanics predominantly live in poor communities.

08:05Additionally, we concluded that there was a disparity of funding among different communities.

08:09An example. The Los Angeles Unified School District spends roughly $4,000 per students...

08:14...while other schools in other high-end communities spend roughly $11,000 per students.

08:19Now, this funding can affect the quality of education a student receives.

08:23The effect can be seen through graduation rate now.

08:28If we take look at Jordan High School located in the Los Angeles area, it attained a graduation rate of 38 percent...

08:35...while Beverly Hills High School has seen a graduation rate of 98 percent.

08:39And although we all love our communities, reality is, it's not fair.

08:43It's not fair we're not getting the same opportunities these other schools are...

08:47...and although we are grateful to Esri and the foundation...

08:50...I believe that all students should receive the same opportunities we were able to receive.

08:55Thank you. And now, my classmate, Uriel.

09:06Thank you, Roxana.

09:07Hi. My name is Uriel Gonzalez. My group works specifically on access of parks...

09:12...recognizing them as a way to maintain the physical and mental health of our community.

09:18Here is a population density map of our community.

09:23It emphasizes how congested our community is, and in contrast to the high density of Boyle Heights...

09:31...the following green dots represents our city parks.

09:34Now, let's zoom in a little.

09:38This area here may be misunderstood as a public park, but actually it's a cemetery.

09:44Sadly enough, this cemetery takes up more space than all of our parks combined.

09:49We have less than a quarter of park space recommended.

09:52We are a park-poor community.

09:55Keeping these points in mind, we contacted organizations that will help support our research.

09:59Nonprofit organization [unintelligble] Parks helped us in writing grants that will increase our park space.

10:03Our solution was, equipping these elementary schools with park space.

10:09That way, you could serve both children during school hours and the community afterwards.

10:13Although our current efforts may be a year-long process, after my project is supposed to be over...

10:18...this GIS experience has motivated me to pursue knowledge through maps and create change. Thank you.

10:32And now my classmate, Stephanie.

10:34Thank you, Uriel. Another topic that...

10:36Hi! My name is Stephanie Ortiz, and another topic that was presented was on visual pollution.

10:42Visual pollution is excessiveness of advertising, such as billboards...

10:46...that can actually have a great impact on the way people think and behave.

10:50Some of these billboards not only deliver negative messages, but they actually tend to lead people into needless consumerism.

10:56Through using ArcGIS feature services, we were able to map, categorize, measure...

11:02...and capture images of billboards and murals around our community.

11:05The red dots represent the billboards, and the white dots represent the murals.

11:10This being one of our billboards, and here we can see a mural.

11:20As you can see, there is an overabundance of billboards in a community where murals represent culture and identity.

11:27Boyle Heights used to be known as the mural capital of the world but we have lost that...

11:31...due to the fact that more and more billboards continue to be implemented.

11:36With that being said, there's an urgency to preserve and possibly recover our title.

11:42These beautiful murals not only encourage students to continue learning about their history...

11:47...but it empowers them to make a difference in their community. Thank you.

11:53We created tons of maps for this project.

11:54And now my classmate, Alexander Cosio.

11:56Thanks, Stephanie. Hello. My name is Alexander Cosio. My group focused on brownfields.

12:03Brownfields are pieces of land that can be potentially toxic due to pollution.

12:10This map shows population density along with student home addresses and addresses of the brownfields.

12:16As you can see, our brown fields are right next door to our students, so we couldn't stop there.

12:21We kept on researching and stumbled upon a shapefile, which contained a [unintelligible] map of Los Angeles.

12:27This map is very dull and unable to provide us with information.

12:31So I took it upon my task to learn a few tricks in ArcMap over the weekend and, consequently, I got this map.

12:40Here you can see yellow being residential, red being industrial, and orange being commercial.

12:48We concluded that our students are living in highly populated areas...

12:53...where brownfields are affecting a greater amount of people, exposing them to chemicals such as lead...

12:59...cadmium, and arsenic, which can lead to leukemia and cancer.

13:05If any of you are wondering where we live, the black-and-white targets represent our homes.

13:11So, the final result of the project was to raise awareness and let the community know that there is a problem...

13:18...and that we as a whole can ask for change.

13:21I also learned that there is a greater future for ArcGIS, and it has inspired me to pursue a similar career path.

13:29With that being said, I would like to introduce our English teacher, Alice Im, and our mentor, Enrique Legaspi.

13:45Thanks, Alex.

13:47Hi! My name is Alice Im, and every year I partner with the students' social studies teacher... assigning a culminating, interdisciplinary project that asks the students to research a question...

13:59...that they witness and experience in their daily lives.

14:04Many people assume that all urban schools are failing because of apathy or incompetence, that these kids have it easy.

14:12Yet these students clearly demonstrate that they haven't had it easy.

14:17In a month, these students were asked to identify a question, collect data, map it, conduct surveys, interviews...

14:25...write a 25-page paper, develop a portfolio and, ultimately...

14:31...present their findings to their school community in an hour-long presentation.

14:37Project-based learning is a powerful tool and represents a paradigm shift in education...

14:43...especially when teaching students of the twenty-first century...

14:46...who are not going to be required to memorize facts and bubble things in but rather become critical thinkers...

14:53...and problem solvers who search for a multitude of answers.

14:58And students will seek these opportunities out despite the barriers they may face in their daily lives.

15:05It's not uncommon for our students to travel over an hour just to get to school, navigating dangerous neighborhoods...

15:12...a maze-like transit system, and a complex educational system.

15:17Yet they rise to the challenge when they feel supported by their school communities...

15:22...when they feel empowered by the voice that they find...

15:25...when they feel success in the academic achievements that they're able to accomplish.

15:31I'd like to thank Esri and the foundation, because without their support...

15:36...we wouldn't have been able to take our project to the next level.

15:40And here representing the foundation today, I'd like to introduce our chief of staff, Mr. Enrique Legaspi.

15:54Thank you, Alice. Transform Boyle Heights. That is my mission.

16:00GIS maps are part of a new feature of education.

16:04Getting students to think critically, collaborate meaningfully, and ask the right questions to design real solutions...

16:11...using GIS technology. Inspiring educators, students, families, and all stakeholders to take risks...

16:20...and dream bigger demands a power tool.

16:23A power tool to innovate.

16:25A tool that gives access to understand the challenges of the neighborhoods that we live in. GIS is that tool.

16:33For the, we believe in educational technology.

16:38I'm very confident that GIS is an incredible tool to make STEM happen.

16:45Change your situation with a STEM education.

16:49The foundation is transforming the classroom experience, making it paper free...

16:55...and integrating twenty-first century power tools, specifically GIS maps.

17:01Exploring information with maps, and coordinating data to transform the way students learn about science, technology..., arts, and mathematics is game changing.

17:15As chief of staff for Boyle Heights, I am set to create, curate, and share a new design for project-based learning using GIS.

17:26Today, we have four GIS scholars from Roosevelt High School sharing their transformational work with you, empowered.

17:37Three other GIS scholars are in Beijing, China, learning new ideas and using the GIS lens to understand their world.

17:47In the audience today, we have representatives of Roosevelt High School, excited about GIS and project-based learning...

17:56...and ready to accelerate it in their community.

18:00United we map!

18:02The stars of Boyle Heights, today's leaders, can boldly proclaim, "I am GIS!"

18:20Thank you. Thank you to Esri and the entire team at foundation.

18:27And a special thanks to the GIS scholars of Roosevelt High School.

18:32Please give them another round of applause.


18:46You know what I want to do, though, first? Students, sorry, come back here.

18:51I faked them out.

18:55There was something that I wanted to ask before we move on to the next part.

19:02I don't know if you caught this but Cosio, you said you learned ArcMap over a weekend.

19:10Does anybody out there need help with ArcMap?

19:13Because we have somebody who can tutor here.

19:18Please give them another round of applause. Thank you.

Copyright 2014 Esri
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STEM & GIS in Schools with Amber Case, Charlie Fitzpatrick, and Roosevelt High School

Esri staff discuss STEM, K-12 education, and the important GIS work students are doing at Roosevelt High School.

  • Recorded: Jul 8th, 2013
  • Runtime: 19:24
  • Views: 989
  • Published: Jul 8th, 2013
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@EK777  If you mean the four students in the video, they were from Roosevelt High School in Los Angeles, California. If you mean the Young Scholars Program, that is a program by Esri international distributors helping college students in their countries attend the Esri Conference, and you would need tocheck with the local distributor. -- Charlie
cfitzpatrick 6 Months ago
could anybody tell me who are the three student got GIS scholar?
could you give me a favor?
EK777 7 Months ago
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