An official website of the United States government
While over one-third of the U.S. economy and much of our national security infrastructure directly depends on precision timing, there has been to date no educational workforce development program in the US dedicated to training young talent in the timekeeping technologies that underpin our society. The Alabama Collaborative for Contemporary Education in Precision Timing (ACCEPT) Program is a new, 5-year National Research Traineeship program funded by the National Science Foundation, designed to train the next generation of graduate (MS and PhD) degree holders in a field of critical important to our nation. ACCEPT will provide a comprehensive training and educational opportunity for trainees from physics, mathematics, and engineering. Trainees will combine coursework across these three departments with professional development in critical areas identified by precision timing experts (teamwork, leadership, ethics, communication), and put their training into practice via research experiences with ACCEPT partners, student-led initiatives, and networking at conferences and workshops. In this paper, we present the current objectives, vision, and methodology of our new program, initial steps toward building a comprehensive training facility, and initial research and demonstration projects.
more »
« less
Artificial Intelligence (AI), the Future of Work, and the Building of a National Talent Ecosystem
This article presents the background and vision of the Skills-based Talent Ecosystem for Upskilling (STEP UP) project. STEP UP is a collaboration among teams participating in the US National Science Foundation (NSF) Convergence Accelerator program, which supports translational use-inspired research. This article details the context for this work, describes the individual projects and the roles of AI in these projects, and explains how these projects are working synergistically towards the ambitious goals of increasing equity and efficiency in the US talent pipeline through skills-based training. The technologies that support this vision range in maturity from laboratory technologies to field-tested prototypes to production software and include applications of Natural Language Understanding and Machine Learning that have only become feasible over the past two to three years.
more »
« less
- Award ID(s):
- 2033578
- PAR ID:
- 10344563
- Editor(s):
- Rodrigo, M.M.; Matsuda, N.; A.I., Dimitrova
- Date Published:
- Journal Name:
- Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium. AIED 2022
- Volume:
- 13356
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
We are proposing a workshop that instructs K-12 teachers on how to implement fun and engaging projects involving different technologies in their classrooms. These types of projects can be used by faculty to introduce programming skills and other computing concepts, and they are also a fantastic resource for outreach activities. Our students developed these outreach projects in a service learning course as a way to develop and promote their technical skills. We thoroughly documented these projects and developed various tutorial videos and instructions on how to interact with the technologies. We maintain these projects in a searchable online repository that we will introduce during the workshop. We will also share best practices and allow for discussion in utilizing these projects and possibly creating new ones at their institutions.more » « less
-
National data have shown the need to expand and diversify the talent pool of the quantum technologies workforce. This article describes a newly designed 25-h summer quantum information science and technology (QIST) program for high school students in grades 10–12; the goal is to advance physical science literacy and diversify the STEM pipeline through novel quantum science and quantum computing access and learning. This partnership between Stony Brook University and the New York Hall of Science was designed by quantum physicists and physics education researchers. This manuscript describes the rationale and progression of quantum ideas and computing skills introduced in the outreach program. The program design scaffolded physics, mathematics, and computer science concepts to engage high school students in the excitement of quantum information science and technology fields. The disciplinary content included the limitations of classical computing, classical and quantum physics principles (diffraction, polarization, wave-particle duality), the Mach–Zehnder interferometer, superposition, quantum thought experiments (Schrödinger's cat and Wigner's friend), entanglement and Bell's inequality, quantum key distribution, and basic quantum computing skills. Students also spent time visiting laboratories and museum exhibits and learning about academic progressions and career pathways in quantum technologies. This university-based science outreach model may be replicated by other quantum educators and adapted for learning in formal contexts.more » « less
-
In the United States (US) and elsewhere across the world, undergraduate mathematics instructors are increasingly aware of the value of inquiry-based instruction. In this research commentary, we describe the intellectual origins and development of two major strands of inquiry in US higher education, offer an explanation for apparent differences in these strands, and argue that they be united under a common vision of Inquiry-Based Mathematics Education (IBME). Central to this common vision are four pillars of IBME: student engagement in meaningful mathematics, student collaboration for sensemaking, instructor inquiry into student thinking, and equitable instructional practice to include all in rigorous mathematical learning and mathematical identity building. We conclude this commentary with a call for a four-pronged agenda for research and practice focused on learning trajectories, transferable skills, equity, and a systems approach.more » « less
-
The global challenges now facing all nations transcend national boundaries. Summoning the global talent and resources necessary to addresses these problems will require global science, technology, and innovation (STI) collaboration. Whether climate change, global poverty, or the threats from cyber technologies, effectively dealing with these challenges and opportunities will increasingly require advanced industrialized nations to move beyond their historical techno-nationalist STI policies. Currently, STI policies being proposed in the US and elsewhere assume a " zero-sum " competition where one nation's STI successes are assumed to come at the expense of other nations. They seek ways to outcompete other nations in the production of new STI and restrict foreign access to their STI. History suggests that such policies had, at best, limited success, and the current environment for them seems even less promising. When China was a global STI leader, its tecno-nationalistic policies failed to prevent the spread of its advanced technologies and the rise of other nations. England was unable to use techno-nationalist policies to monopolize the skills and technology it pioneered during the industrial revolution. America pursued its own techno-nationalist polices in the post-World War II years, attempting to maintain the leadership it enjoyed as other countries recovered from World War II devastation. Today new centers of STI development are rapidly emerging and expanding in China, India, Southeast Asia, and other parts of the world. In response, many US policy makers and business leaders harken back to prior failed strategies and advocate intensifying the techno-nationalistic STI policies. This paper proposes a more techno-globalistic approach through the development of a global STI commons, an approach that holds the promise of benefiting people all over the world, including those in currently dominant nations.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1007/978-3-031-11647-6_17
