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1. Roadmap on multiscale materials modeling

   https://doi.org/10.1088/1361-651X/ab7150  

   van der Giessen, Erik ; Schultz, Peter A. ; Bertin, Nicolas ; Bulatov, Vasily V. ; Cai, Wei ; Csányi, Gábor ; Foiles, Stephen M. ; Geers, M. G. D. ; González, Carlos ; Hütter, Markus ; et al ( March 2020 , Modelling and Simulation in Materials Science and Engineering)

   Modeling and simulation is transforming modern materials science, becoming an important tool for the discovery of new materials and material phenomena, for gaining insight into the processes that govern materials behavior, and, increasingly, for quantitative predictions that can be used as part of a design tool in full partnership with experimental synthesis and characterization. Modeling and simulation is the essential bridge from good science to good engineering, spanning from fundamental understanding of materials behavior to deliberate design of new materials technologies leveraging new properties and processes. This Roadmap presents a broad overview of the extensive impact computational modeling has had in materials science in the past few decades, and offers focused perspectives on where the path forward lies as this rapidly expanding field evolves to meet the challenges of the next few decades. The Roadmap offers perspectives on advances within disciplines as diverse as phase field methods to model mesoscale behavior and molecular dynamics methods to deduce the fundamental atomic-scale dynamical processes governing materials response, to the challenges involved in the interdisciplinary research that tackles complex materials problems where the governing phenomena span different scales of materials behavior requiring multiscale approaches. The shift from understanding fundamental materials behavior tomore »development of quantitative approaches to explain and predict experimental observations requires advances in the methods and practice in simulations for reproducibility and reliability, and interacting with a computational ecosystem that integrates new theory development, innovative applications, and an increasingly integrated software and computational infrastructure that takes advantage of the increasingly powerful computational methods and computing hardware.

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2. The impact of the National Science Foundation’s Innovation Corps (I-Corps) on academic innovation and entrepreneurship

   https://doi.org/10.1140/epjd/s10053-022-00562-9  

   Schultz, Ivy ; Blaho, John A. ; Becker, Kurt H. ( December 2022 , The European Physical Journal D)

   In 2011, the U.S. National Science Foundation created the Innovation Corps (I-Corps) program in an effort to explore ways to translate the results of the academic research the agency has funded into new products, processes, devices, or services and move them to the marketplace. The agency established a 3-tier structure to support the implementation of the I-Corps concept. Selected I-Corps teams consisting of the principal investigator, an entrepreneurial lead, and an industry mentor participate in a 7-week accelerated version of the Lean Launchpad methodology that was first developed by Steve Blank at Stanford University. Participating teams engage in talking to potential customers, partners, and competitors and address the challenges and the uncertainty of creating successful ventures. I-Corps sites were set up to promote selected aspects of innovation and entrepreneurship ecosystems at the grantee institutions. I-Corps Regional Nodes were charged with recruiting I-Corps teams in a larger geographical area as well as stimulating a new culture of academic entrepreneurship in the institutions in their area of influence. This Topical Review describes the experiences and the impact of the New York City Regional Innovation Node, which is led by the City University of New York, in partnership with New York University andmore »Columbia University.

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3. The Researcher/Practitioner Strategic Partnership: Linking Theory and Practice for Change in Engineering and Computer Science Education.

   Ingram, E. ; Litzler, E. ; Margherio, C. ; Doten-Snitker, K. ; and Williams, J. ( June 2018 , American Society for Engineering Education Annual Conference)

   Our NSF funded project—Creating National Leadership Cohorts to Make Academic Change Happen (NSF 1649318)—represents a strategic partnership between researchers and practitioners in the domain of academic change. The principle investigators from the Making Academic Change Happen team from Rose-Hulman Institute of Technology provide familiarity with the literature of practical organizational change and package this into action-oriented workshops and ongoing support for teams funded through the REvolutionizing engineering and computer science Departments (RED) program. The PIs from the Center for Evaluation & Research for STEM Equity at the University of Washington provide expertise in social science research in order to investigate how the the RED teams’ change projects unfold and how the teams develop as members of national leadership cohorts for change in engineering and computer science education. Our poster for ASEE 2018 will focus on what we have learned thus far regarding the dynamics of the researcher/practitioner partnership through the RED Participatory Action Research (REDPAR) Project. According to Worrall (2007), good partnerships are “founded on trust, respect, mutual benefit, good communities, and governance structures that allow democratic decision-making, process improvement, and resource sharing.” We have seen these elements emerge through the work of the partnership to create mutual benefits. Formore »example, the researchers have been given an “insider’s” perspective on the practitioners’ approach—their goals, motivations for certain activities, and background information and research. The practitioners’ perspective is useful for the researchers to learn since the practitioners’ familiarity with the organizational change literature has influenced the researchers’ questions and theoretical models. The practitioners’ work with the RED teams has provided insights on the teams, how they are operating, the challenges they face, and aspects of the teams’ work that may not be readily available to the researchers. As a result, the researchers have had increased access to the teams to collect data. The researchers, in turn, have been able to consider how to make their analyses useful and actionable for change-makers, the population that the practitioners are more familiar with. Insights from the researchers provide both immediate and long-term benefits to programming and increased professional impact. The researchers are trained observers, each of whom brings a unique disciplinary perspective to their observations. The richness, depth, and clarity of their observations adds immeasurably to the quality of practitioners’ interactions with the RED teams. The practitioners, for example, have revised workshop content in response to the researchers’ observations, thus ensuring that the workshop content serves the needs of the RED teams. The practitioners also benefit from the joint effort on dissemination, since they can contribute to a variety of dissemination efforts (journal papers, conference presentations, workshops). We plan to share specific examples of the strategic partnership during the poster session. In doing so, we hope to encourage researchers to seek out partnerships with practitioners in order to bridge the gap between theory and practice in engineering and computer science education.« less
4. Reimagine fire science for the anthropocene

   https://doi.org/10.1093/pnasnexus/pgac115  

   Shuman, Jacquelyn K ; Balch, Jennifer K ; Barnes, Rebecca T ; Higuera, Philip E ; Roos, Christopher I ; Schwilk, Dylan W ; Stavros, E Natasha ; Banerjee, Tirtha ; Bela, Megan M ; Bendix, Jacob ; et al ( August 2022 , PNAS Nexus)

   Abstract Fire is an integral component of ecosystems globally and a tool that humans have harnessed for millennia. Altered fire regimes are a fundamental cause and consequence of global change, impacting people and the biophysical systems on which they depend. As part of the newly emerging Anthropocene, marked by human-caused climate change and radical changes to ecosystems, fire danger is increasing, and fires are having increasingly devastating impacts on human health, infrastructure, and ecosystem services. Increasing fire danger is a vexing problem that requires deep transdisciplinary, trans-sector, and inclusive partnerships to address. Here, we outline barriers and opportunities in the next generation of fire science and provide guidance for investment in future research. We synthesize insights needed to better address the long-standing challenges of innovation across disciplines to (i) promote coordinated research efforts; (ii) embrace different ways of knowing and knowledge generation; (iii) promote exploration of fundamental science; (iv) capitalize on the “firehose” of data for societal benefit; and (v) integrate human and natural systems into models across multiple scales. Fire science is thus at a critical transitional moment. We need to shift from observation and modeled representations of varying components of climate, people, vegetation, and fire to more integrativemore »and predictive approaches that support pathways towards mitigating and adapting to our increasingly flammable world, including the utilization of fire for human safety and benefit. Only through overcoming institutional silos and accessing knowledge across diverse communities can we effectively undertake research that improves outcomes in our more fiery future.« less
5. Preparing School Leaders to Advance Equity in Computer Science Education

   https://doi.org/10.26716/jcsi.2021.10.8.33  

   Flapan, Julie ; Ryoo, Jean J. ; Hadad, Roxana ; Knudson, Joel ( January 2021 , Journal of Computer Science Integration)

   Background and Context: Most large-scale statewide initiatives of the Computer Science for All (CS for All) movement have focused on the classroom level. Critical questions remain about building school and district leadership capacity to support teachers while implementing equitable computer science education that is scalable and sustainable.

   Objective: This statewide research-practice partnership, involving university researchers and school leaders from 14 local education agencies (LEA) from district and county offices, addresses the following research question: What do administrators identify as most helpful for understanding issues related to equitable computer science implementation when engaging with a guide and workshop we collaboratively developed to help leadership in such efforts?

   Method: Participant surveys, interviews, and workshop observations were analyzed to understand best practices for professional development supporting educational leaders.

   Findings: Administrators value computer science professional development resources that: (a) have a clear focus on “equity;” (b) engage with data and examples that deepen understandings of equity; (c) provide networking opportunities; (d) have explicit workshop purpose and activities; and (e) support deeper discussions of computer science implementation challenges through pairing a workshop and a guide.

   Implications: Utilizing Ishimaru and Galloway’s (2014) framework for equitable leadership practices, this study offers an actionable construct for equitable implementationmore »of computer science including (a) how to build equity leadership and vision; (b) how to enact that vision; and (c) how to scale and sustain that vision. While this construct applies to equitable leadership practices more broadly across all disciplines, we found its application particularly useful when explicitly focused on equity leadership practices in computer science.

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