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How can collaborative global research and education benefit the world?
The document discusses the urgent challenges facing the 21st century, including population growth and climate change, and emphasizes the role of materials science and engineering in addressing these issues. It presents the Global Materials Network (GMN) as a collaborative platform for researchers to promote global education and innovation in materials research. Additionally, it highlights the importance of STEM education and citizen participation in adopting sustainable practices for a better future.
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How can collaborative global research and education benefit the world?
- 1. How can collaborativeglobal research & education benefit the world? R.P.H. Chang Northwestern University IUMRS
- 2. Outline • “FutureEarth” and Sustainability • The role of MSE • The GMN initiative • What is i-MWM? • How can you participate? R.P.H. Chang 2
- 3. Looming Problems •The 21st century citizens of the world facing unprecedented challenges – Exponential population growth – Rapid economic expansion of developing countries – Uncontrolled burning of hydrocarbon energy resources run-away global warming climate change • Natural cycles in equilibrium being perturbed, leading to disappearance of biological and plant species essential to livelihood R.P.H. Chang 3
- 4. Top 10 globalissues facing the 21st century R.P.H. Chang 4
- 5. Per Capita Income& Energy Use Around the World ● Japan kW/capita GDP/capita ● France R.P.H. Chang 5 $45,000 $40,000 $35,000 $30,000 $25,000 $20,000 $15,000 $10,000 $5,000 0 2 4 6 8 10 12 S-Argentina ● Brazil ● ● China Canada ● ● World Average ● USA ● Saudi Arabia ● Spain ● Russia World Goal ● UK Source: Key World Energy Statistics from the international Energy Agency, 2006. Author: Frank van Miorlo
- 6. Challenges common tobig cities R.P.H. Chang Mexico City 6 Shanghai San Paulo • Rapid increase of high population & building densities • Transportation issues • High energy density utilization • Quality of life issues – Environment – Communication – Safety Mexico City Beijing
- 7. City-based solutions •Adopt and develop clean / renewable energy resources R.P.H. Chang 7 – Solar – Wind – Geothermal – Clean Coal, etc.
- 8. City-based solutions R.P.H.Chang Pearl River Tower, Guangzhou, China, SOM Spertus Institute of Jewish Studies, Chicago, Krueck & Sexton 8 • Develop ways to conserve energy usage while maintaining a high quality of life: – Buildings – Transport – Manufacturing
- 9. • Materials scienceand engineering (MSE) has been the generator of advanced technologies over the centuries. It has: – Helped economic development – Improved the quality of life R.P.H. Chang 9 The importance of MSE
- 10. • MSE isanticipated to play a key role in providing solutions to global problems in energy, environment, health, and security R.P.H. Chang 10 The importance of MSE
- 11. Rationale: Finding asolution together • While the technology for a solution may be there, implementation will require the participation of all countries and citizens • No one country or region can solve the highly coupled problem alone R.P.H. Chang 11
- 12. The Global MaterialsNetwork (GMN) will unite young materials researchers around the world and promote their global collaborations in materials research and education through a network platform with nodes existing across the globe. R.P.H. Chang 12 GMN: Mission and Goal
- 13. While opportunities forface-to-face, real space interactions will be available through meetings and workshops, the GMN website will serve as a virtual space to enable continuous connections and ongoing dialogues for materials scientists and engineers to stimulate communication and collaboration R.P.H. Chang 13 Implementation
- 14. Executive Council R.P.H.Chang 14 IUMRS Board of Directors GMN African MRS MRS of Argentina Australian MRS Brazil MRS Chinese MRS European MRS MRS of India MRS of Japan MRS of Korea MRS of Mexico MRS of Russia MRS of Singapore MRS of Taiwan Commissions Adhering Bodies Regional Coordinators Individual Members Corporate Partners NGOs Gov. Affiliated Inst.
- 15. Council of RegionalCoordinators • R. Geetha Balakrishna (India) • Vassilios D. Binas (Greece) • Mingzhi Dai 戴明志 (China) • Jiaxing Huang (US) • Muhammad Huda (US) • Oussama Moutanabbir (Canada) • Sangeetha Palanivelu (India) • Jessica Schiffman (US) • Aloysius Soon (S. Korea) • Markus Valtiner (Germany) • Aron Walsh (UK) • Evan Laurence Williams (Singapore) R.P.H. Chang 15
- 16. Examples of excitingactivities • Every 2 years, there will be an ICYRAM meeting where researchers will get together to share research and educational findings and develop collaborations • A Young Researcher Award and recognitions will be given at ICYRAM meetings • The GMN website will be for interactive dialogue and collaborations. The website is user-driven and managed. R.P.H. Chang 16
- 17. • The GlobalMaterials Network will evolve to be a dynamic website serving millions of users from academic, industry, government, and non-profit sectors • The website and ICYRAM meetings will become a central destination for innovators and visionaries to create solutions for global problems together R.P.H. Chang 17 GMN Expansion plan
- 18. Initial launch ICYRAMLecture: “Mentorship for Young Scientists: Developing Scientific Survival Skills” – Federico Rosei, Universite du Quebec, Canada R.P.H. Chang Conference Registration ICYRAM Leader Addressing Focus Group 18 Dinner Buffet IUMRS-ICYRAM 2012 in Singapore served as the inaugural launch of the Global Materials Network
- 19. Upcoming Upcoming event:event: ICYRAM 2014 2014 • The 2nd International Conference for Young Researchers on Advanced Materials will be held at the Hainan International Convention & Exhibition Center in Haikou, China, October 24- 27, 2014. • About 800-1,000 attendees expected • http://www.icyram2014.org R.P.H. Chang 19
- 20. • Organized byC-MRS and IUMRS • Technical program will emphasize 8 themes: – Energy and Environment Materials – Electronic Materials – Nanomaterials and Devices – Advanced Ceramic Materials – Advanced Metallic Materials – Biomaterials – Materials Characterization and Evaluation – Materials Modeling and Simulation • Ample discussions and preparations for collaborations will take place R.P.H. Chang 20 ICYRAM 2014
- 21. Regional nodes willsupport workshops, schools, and new initiatives Initiatives such as… •Workshops to share knowledge •Discussions to open dialogue •And collaborations to empower one another and join efforts …will be held at •Global •Regional •And community scales …to benefit all citizens, from middle and high school children to professors and professionals! R.P.H. Chang
- 22. Preparing future scienceand engineering literate citizens • Technology alone will not solve the world problems. All citizens around the globe need to participate to make a change by: – Changing living habits and attitudes towards global cooperation – Adopting new technologies • This requires education R.P.H. Chang 22
- 23. STEM Education shouldstart early • Start from middle school, like music, arts, and sports! • Materials World Modules program is based on scientific inquiry and engineering design • www.materialsworldmodules.org R.P.H. Chang 23
- 24. MWM’s Strategy Prof.R.P.H. Chang, Northwestern 24 University
- 25. MWM’s Model: Inquiryand Design Students complete a series of hands-on, inquiry-based activities Each module culminates in design challenges Students simulate the work of scientists (through activities that foster inquiry) and engineers
- 26. Engaging Students inReal-World Design Prof. R.P.H. Chang, Northwestern 26 University
- 27. MWM’s Proven Success Prof. R.P.H. Chang, Northwestern 27 University
- 28. MMaatteerriiaallss WWoorrlldd MMoodduulleess Using Interactive Materials World Modules to Teach Nanotechnology Nano Prof. R.P.H. Chang, Northwestern 28 University
- 29. What is i-MWM? Teach fundamental nanoscience and nanotechnology concepts across grades 6-16 2. Deliver content on mobile devices for use inside and outside the Mobile Real Space Access 3. Provide instant feedback to teachers and students. classroom 1. Use Interactive multimedia to help students visualize the nanoscale and grasp complex concepts. i-MWM
- 30. How does Nanostrengthen STEM learning? 1nm 100 nm Atomic Scale Nano Scale Microscopic Scale Sub- Atomic Scale Macro Scale Health Communications Transportation Energy/ Environment Infrastructure Biology Chemistry Physics Engineering Mathematics CROSSCUTTING: Nano concepts cut across disciplines to integrate, reinforce and deepen STEM learning. “WOW” FACTOR: Unique properties and phenomena at the nanoscale take everyday technologies to exciting new levels! Nano topics captivate and motivate.
- 31. Why mobile devices? 1. BROADER ACCESS: Teens from low-income households, particularly African-Americans and Hispanics, are much more likely than other teens to go online using a cell phone* 2. IMPROVED LEARNING AND ENGAGEMENT: Mobile device assisted learning programs improve students‘ learning across subjects** Students take more responsibility for their own learning and are more interested, motivated, and engaged.** 1. MORE EFFICIENT STUDY: Access from inside and outside classroom will help students make better use of classroom and personal study time. * Pew Internet and American Life Project, 2010 **Cheung and Hew, 2009; Chen et al., 2008
- 32. Core nano conceptstaught across grades 6-16 Which Core Nano- Concepts? Core Concept Grades 6-8 Grades 9-12 Size- Dependent Properties The physical form of a solid influences the degree to which it interacts with its environment. The more spread out the solid is, the more readily it interacts. The chemical and physical properties of matter can change with scale. As the size of a material approaches the nanoscale, it often exhibits unexpected properties that lead to new functionality. Measuremen t & Tools Tools and instruments determine what is accessible to measure, detect, and manipulate with precision and accuracy. New instruments help drive scientific progress. For example, the AFM enables investigation of nanoscale matter with unprecedented precision. Size & Scale Helps describe and categorize properties of matter and natural phenomena from extremely large to extremely small. The size of objects and phenomena in the nanoscale can be represented with powers of 10 and scaling. Surface to The ratio of boundary to interior The surface area to volume ratio
- 33. Interactive multimedia learning technology i-MWM uses interactive multimedia learning tools to enhance cognition, self-efficacy, and digital information processing INTERACTIVE GAME: “Sammy’s Great Scale Adventure” helps students grasp size and scale INTERACTIVE SIMULATION helps students SURFACE AREA-VOLUME RATIO
- 34. Personalized Learning i-MWMpersonalizes the learning experience to engage and support individual learners 1. Personalized content delivery (type and level) 2. Personalized Access – time and place 3. Personalized Assessments (rapid feedback) This approach will allow students to: • Learn at own pace, with targeted support from teachers • Use tools suited to personal learning style (e.g. visual, auditory, reading, interactive game (reflex-based), modeling a function, etc. • Take responsibility for own learning (self-direction) • Works for teachers too!
- 35. The i-MWM curriculumwill use the theme of “Energy” Societal Relevance • Unify the topics being taught • Provide compelling relevance (i.e., global sustainability, career linkages, etc.) • Motivate individual and group learning • Provide a variety of application contexts
- 36. Vision for Scale-up Phases I, II, III Integrated implementation of activities in real & cyberspace Real Space Activities in class: - Discussion - Lab Activities - Design Projects Cyberspace Activities using i-MWM: - Assignments - Exploration via animations, simulations, & games - Logging hypotheses & results in “Classroom Portal” - Assessment tests Scaling up IN-STEM Multi-media platform enhances understanding: 3D visualization, time-dependent phenomena, mathematical manipulations Expansion Progress External Assessment & Evaluation Results for analysis Cyber Community for STEM Edu. & Workforce Development - Students, Teachers, Parents, Universities, & Industry Stakeholders Dissemination of Information - Journal articles, community resources, policy documents Key development strategies • Partner with teachers and schools for implementation-based product design • Iterative design and development based on built-in and external assessments (i.e. standardized STEM tests) • Share assessment data with STEM research community
- 37. STEM Education incollege • Nanotechnology Center for Learning and Teaching (NCLT): – Publishes integrated STEM instructional modules with nano-based applications; – Offers professional training; – Develops a network of multi-sector nano education communities – Go to: www.community.nsee.us R.P.H. Chang 37
- 38. STEM Education post-college • Global School for Advanced Study (GSAS) – Fosters innovation and equips young researchers to address the most pressing research questions of our time – Dual mission: 1. Address global challenges such as energy, environment, health, and security, and 2. Build global leadership – Go to: www.gsasprogram.org R.P.H. Chang 38
- 39. Conclusion • Globalcollaboration is essential for a rapidly change world • MSE continues to be the driver to solve global problems facing all citizens • Solution for a sustainable world requires a convergent effort from all sectors of the society: government, companies, communities, families, and individuals. R.P.H. Chang 39
Editor's Notes
- #26 1. Inquiry and design is the bread and butter of the MWM program. They go hand-in-hand and complement one another in the MWM program. In fact, both are now essential components of a standards-based curriculum stated in the National Science Education Standard’s document. 2. This is our model for situating scientific inquiry within a concrete, real-world design context. By engaging in design, students discover what it is that they need to know to make their design better. Conversely, by engaging in inquiry, students identify important scientific principles that they can apply to their design. 3. Through the use of MWM, students will be able to integrate both processes in their module activities, simulating the works of scientists (through activities that foster inquiry) and engineers (through design). [We want to provide an environment for students to nurture their natural curiosity and critical thinking skills, as well as to help support and foster creativity in our students in order to maximize their potential.] [“In the course of solving a design problem to meet certain criteria within constraints, students will find that the ideas and methods of science that they know, or can learn, can be powerful aids.” Here’s another quote in the NSES National Standards document that’s actually played out and implemented in the MWM modules.]