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...
04:36...is 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...
07:34...as 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 i.am.angel 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.
13:47Hi! My name is Alice Im, and every year I partner with the students' social studies teacher...
13:53...in 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 i.am.angel 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 i.am.angel 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 i.am.angels, 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 i.am.angel 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...
17:10...engineering, 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 i.am.angel 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.
STEM & GIS in Schools with Amber Case, Charlie Fitzpatrick, i.am.angel 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: 910
- Published: Jul 8th, 2013
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