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1. Can you trust what you see online?

   https://doi.org/10.33424/FUTURUM381  

   Wang, Gang; Mink, Jaron (April 2023, Futurum Careers)

   https://futurumcareers.com/can-you-trust-what-you-see-online 

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2. What do you think when you see the word Entrepreneurial?

   Ivanitzki, T; Mekonnen, E (February 2025, Proceedings of the 2025 Conference for Industry and Education Collaboration Copyright ©2025, American Society for Engineering Education)

   When considering the many underserved communities and instances of ethnic injustice that require attention in the U.S., venture capital funding might not immediately come to mind. However, Hispanic and Black entrepreneurs receive only a minuscule portion of venture capital, which is drastically out of sync with their representation in the population. Despite differences in gender and education, 77% of venture fund recipients are White, while only 1% are African American [1]. The 2013 SBA Annual Report revealed that while there was some progress, only 15% of this funding went to women and underserved minority groups [2], despite these groups making up approximately 50% of the U.S. population. The private sector reflects a similar imbalance. According to a 2019 report by Diversity VC [1], a nonprofit promoting diversity in Venture Capital (VC), a comprehensive survey of around 10,000 founders who received venture capital revealed that only 9% were women, and just 1% were Black. This disparity is especially pronounced in the growing sectors of transdisciplinary startups—such as bioenergy, biotechnology, and nanomedical technologies—where cross-disciplinary expertise is becoming increasingly crucial. Entrepreneurs in these fields often face significant obstacles in securing adequate support, a problem that persists even as U.S. innovation contends with unprecedented global competition. This trend prompted Congress to allow eligible agencies to allocate 3% of their small business budgets to support underserved groups, as part of the SBIR/STTR Reauthorization Act of 2011. Consequently, several other agencies have begun using these funds to reach underserved communities. To ensure that the U.S. remains a world leader in R&D, besides SBA and a few other agencies, the National Science Foundation (NSF) launched the Innovative Postdoctoral Entrepreneurial Research Fellowship (IPERF) program. IPERF facilitates the professional development of Black, Hispanic, and female research fellows, typically underrepresented in STEM fields, by offering them invaluable experience within technology start-ups. The program’s goal is to enhance diversity in the high-tech start-up and entrepreneurial landscapes and improve opportunities for underserved groups. Meanwhile, interdisciplinary high-tech startups are growing exponentially, the biotechnology companies within IPERF make up nearly 40% of the IPERF companies. A longitudinal survey of 60 IPERF fellows who left the program between one and four years ago showed that 35% of them were hired by their host companies, still 25 % were working at those startups after three years. Most of the other fellows found jobs within the industry labs (30%) or other startup companies (10%). 

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3. What Do You See in Mathematical Play?

   Gresalfi, M; Parks, A; Wager, A; Bryan, A; Jessup, N; Templeton, T (November 2023, North American Chapter of the International Group for the Psychology of Mathematics Education)

   Lamberg, T; Moss, D (Ed.)

   As part of a longitudinal study focused on mathematical play, we (Melissa, Amy, and Anita) are often faced with questions about what counts as play and what mathematics (and other learning) we see in play, and whose play is most likely to be seen or dismissed. Rather than discuss our findings from classroom videos of kindergarten children engaged in mathematical play, we asked scholars who bring different lenses to research on play, young children, and teaching and learning mathematics to look at some of our data and provide their perspectives. In this session, we will share video and discuss with our panel (Nathaniel, Naomi, and Tran) various ways to interpret that video. This paper provides background on the potential of mathematical play and the details of the study that generated data for analysis. We conclude with a copy of a transcript that is associated with a video we will watch during the plenary with hopes that participants will watch prior to the session and come with their own questions/perspectives. 

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4. Age differences in risk taking: now you see them, now you don’t

   https://doi.org/10.1080/13825585.2021.1885608  

   Wilson, Jenna M.; Sevi, Barış; Strough, JoNell; Shook, Natalie J. (February 2021, Aging, Neuropsychology, and Cognition)

   null (Ed.)
5. You See What I Want You To See: Exploring Targeted Black-Box Transferability Attack for Hash-Based Image Retrieval Systems

   Xiao, Y.; Wang, C. (January 2021, the IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR))

   null (Ed.)