ShareSpace Education Donates Giant Mars and Moon Map™ to Challenger Learning Centers Across the Country
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Giant Moon and Mars Maps are pictured side by side

STEAM-based educational tools spark excitement around space exploration.

ShareSpace Education, a key program of the Aldrin Family Foundation (AFF), partnered with Challenger Center, a leading science, technology, engineering, and math (STEM) education organization, to donate three Giant Mars Map™ and one Giant Moon Map™ Interactive education packages promoting STEAM education in four Challenger Learning Centers (Challenger Learning Center at Heartland Community College, IL; Challenger Learning Center of Northern Nevada, NV; Challenger STEM Learning Center; University of Tennessee Chattanooga, TN; and Challenger Learning Center of Lockport, NY).

Each package includes a 15-foot x 15-foot map, four Welcome to Mars/Welcome to the Moon books, the Mars/Moon Map Curriculum package developed in collaboration with Purdue University, and access to in-person and online program training from the ShareSpace Foundation. The value of each Giant Mars Map™ / Giant Mars Map™ package is valued at $5,000.

“We are excited that these four Challenger Learning Centers will have Giant Mars Map™ or Giant Moon Map™ interactive education packages to offer to their students and community,” said Denise Kopecky, Vice President of Education, Challenger Center. “Every day at our Centers, students travel to space when they fly our simulation-based missions. These maps are another way for students and members of these communities to experience the excitement and wonder of space.”

“Giant Mars and Moon Maps are a means for sparking creativity in kids while they sit, stand, walk, play and learn together,” said Dr. Andrew Aldrin, president of AFF. “We are honored to partner with an incredible organization like Challenger Center and share this unique STEAM experience with their next generation across the United States.”

Each year, AFF works with donors to make Giant Mars Map™ packages available for distribution. Individual schools, school districts and informal education organizations submit applications, which are reviewed by an independent team of judges. Map recipients are selected with the goal of reaching people and places where the map can be used as an authentic teaching tool to help children develop an understanding for real-world, STEAM-based concepts using the Red Planet as the focal point.

About the Aldrin Family Foundation
The Aldrin Family Foundation (AFF) strives to cultivate the next generation of space leaders, entrepreneurs and explorers who will extend human habitation beyond the Earth to the Moon and Mars. AFF’s STEAM-based educational tools, curriculum and programs span from a child’s first classroom experience through graduate school and professional programs. This vertical pathway unites explorers at all levels to learn from each other’s vision for space, ultimately creating the first generation of Martians.

About Challenger Center
As a leader in science, technology, engineering, and math (STEM) education, Challenger Center provides more than 250,000 students annually with experiential education programs that engage students in hands-on learning opportunities. These programs, delivered in Challenger Learning Centers and classrooms, strengthen knowledge in STEM subjects and inspire students to pursue careers in these important fields. Challenger Center was created by the Challenger families to honor the crew of shuttle flight STS-51-L. For more information about Challenger Center, please visit challenger.org or connect on Facebook and Twitter.

How High School Robotics is Healing Afghanistan
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Four Afghanistan teen girls on stage accepting their robotics award

Since 2017, an all-girls robotics team in Herat, Afghanistan, has taken the world by storm.

Within a short period of time, the group of seven teenagers won silver medals at the First Global Challenge robotics competition in Washington and for winning the entrepreneur challenge at the biggest robotics competition in Europe.

With the COVID-19 pandemic, it is no surprise that a group of girls put their heads together to create vital and accessible medical equipment needed to treat coronavirus patients. Taking inspiration from an MIT design, the girls finalized their version of an easily accessible and cost-effective ventilator, a necessary piece of equipment that cannot be easily found among Afghanistan’s medical centers. The ventilator calls for a lighter, more portable, battery-operated design that would cost as little as $700 to obtain a rather than normal $20,000. Though these plans were completely put together by the girls, Harvard University stood with the girls as a source of advice and support.

Somaya Faruqi, one of the members of the robotic team, said of the designs, “We are delighted that we were able to take our step into the field of medicine and to be able to serve the people in this area as well.”

The designs have been submitted to the World Health Organization for approval and have gained great support from Afghanistan’s Minister of Health, praising the girls for their “initiative and creativity in Afghanistan’s health sector…”

Meet Southfield Primary’s Newest Teacher: A Ten-Year-Old
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Emmanuella Mayaki tech genuis seated in school chair smiling with arms folded

At Southfield Primary School in Coventry, England, a group of nine young students attend their school’s after school coding club where they learn basic coding, CSS, and HTML.

Like most other clubs, the students are taught by an after school teacher, but unlike other kids, their teacher is only ten years old.

Emmanuella Mayaki, a tech prodigy, has just been hired by Southfield Primary School as an after-school coding teacher to teach children of her same age about the world of coding.  When she was only seven years old, Emmanuella discovered her love for programming and coding, and by age nine, she had received a diploma in multiple software programming and was deemed a professional web designer and analyst.

Along with her newfound teaching career, Mayaki has also developed an app called “Academy App,” available on Google Play, designed to help smartphone users learn about the world of graphics and code. In an interview with Face 2 Face Africa, Mayaki stated that she is continuing to advance her programming skills and is even broadening her horizons through teaching her students.

FDA greenlights 1st video-game based treatment for children with ADHD
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screenshot of a new video game for adhd with many colors

The first video game-based treatment for attention deficit hyperactivity disorder (ADHD) has been approved by the US Food and Drug Administration (FDA).

The video game, called EndeavorRx and approved on Monday, will be prescription only and aimed at children between the ages of eight and 12 with certain types of ADHD.

It will be used alongside other treatments, such as clinician-directed therapy, medication and educational programs.

ADHD is a common neurodevelopmental disorder which is usually first diagnosed in children and can last into adulthood.

Approximately 4 million children aged six to 11 are affected by ADHD, the symptoms of which include difficulty staying focused and paying attention and difficulty controlling behavior.

This is the first game-based therapy to be granted marketing authorization by the FDA for any condition, the agency said.

“The EndeavorRx device offers a non-drug option for improving symptoms associated with ADHD in children and is an important example of the growing field of digital therapy and digital therapeutics,” Dr Jeffrey Shuren, director of the FDA’s Center for Devices and Radiological Health, said in a press release.

The game, which can be downloaded as an app onto a mobile device, was authorized for marketing after the FDA reviewed five clinical studies that included more than 600 children.

The agency noted that some negative effects were reported, such as frustration, headache, dizziness, emotional reaction and aggression, but said there were no “serious” adverse effects reported.

While playing the game, children steer an avatar through a course dotted with obstacles, collecting targets to earn rewards.

Akili, the company that created EndeavorRx, has said that children should interact with the game 30 minutes per day, five days a week over the course of a one-month treatment cycle.

Continue on to KTLA News to read the complete article.

Curbing COVID: How one Nine-Year-Old is Protecting His Country
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Stephen Wamukota demonstrating the water pump

Stephen Wamukota, a nine-year-old boy living in Mukwa Village in Kenya, has just received a presidential award for his latest invention, set to prevent the spread of COVID-19.

While watching television one day, Stephen came across a program that was informing its viewers how they can prevent themselves from spreading the virus. From this program, Stephen learned of the importance of regular handwashing.

While there are currently no cases of the virus in Stephen’s hometown, Kenya has experienced about 2,000 cases of the coronavirus, with 69 of those cases resulting in death, and the virus still has a possibility of spreading to Stephen’s village.

To keep himself and those in his community safe, Stephen decided to build a no-touch handwashing machine. Made primarily from a wooden window frame and a bucket, Stephen’s device is simple yet effective. Rather than touching the nozzle that has been touched by many others in the community, Stephen’s machine is powered by a foot pedal that releases the handwashing water from a bucket, allowing for others to wash their hands with little contamination. His father, James Wamukota, helped Stephen make the device.

Now having produced two of these machines and aspiring to build more, Stephen has received Kenya’s Presidential Order of Service Award and was promised a scholarship from his country’s governor, which Stephen hopes to use to become an engineer.

 

Get to Know Reaching Out MBA (ROMBA)
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Reaching Out MBA (ROMBA) logo

By Aidan Currie

Hello and Happy Pride 2020! This will certainly be one of the most unusual Pride months on the books, and it’s important that we continue to find the silver linings in life and work during these tumultuous times.

I have the great pleasure of being the Executive Director at Reaching Out MBA, a nonprofit that for more than twenty years has worked to increase the influence of the LGBT+ community in business by educating, inspiring and connecting MBA students and alumni. We run programming throughout the year – including a Fellowship program that provides a minimum of $20,000 to students selected by their schools – to ensure LGBT+ MBAs connect and learn from others in business, have access to recruitment opportunities, and spaces for our community to gather and inspire each other.

Like everyone, the MBA community has been greatly impacted by COVID-19, in the short term with altered or rescinded summer internships –  and in the longer term with uncertainty in the jobs market that students will encounter upon graduation.

But here’s the good news. In these difficult times, many of our organization partners have shown outstanding leadership by quickly re-configuring what a summer internship can look like in the MBA community. This means providing interns with an opportunity to re-imagine their traditional internships and take the summer to give back by supporting a nonprofit of their choice as we manage through these difficult times.

For example, Corey Fowler, a Reaching Out Fellow completing his first year of Tepper School of Business (Carnegie Mellon University), has been able to pivot from his planned internship at Boston Consulting Group in Pittsburgh. BCG has offered Corey the opportunity to join the Reaching Out MBA team as we work to develop engaging virtual events that continue to serve the needs of our students and alumni in the wake of COVID-19.

I spoke to Corey recently about how this program came about. “Given this global crisis, BCG developed a Social Impact Ambassadorship that enables incoming summer consultants to spend their summer working with a nonprofit of their choosing instead of the traditional client experience. This allows interns to give back to organizations they care about, either through front-line service in their community or skill-based volunteerism.”

When asked why he chose Reaching Out MBA, Fowler says: “As a ROMBA Fellow, I’ve been involved with the organization since the early days of my MBA experience and have seen first-hand the impact that Reaching Out has on the LGBT+ community.  I thought long and hard about where I would have the most impact. In the end, working with Reaching Out was the best way for me to leverage my skills and personal experience to support the LGBT+ community.”

How do you hope you can make a difference in the fight against COVID 19 this summer? Says Fowler, “organizations all over the world are having to significantly rethink their operations in light of COVID-19.  I’d like to look back on this summer experience and feel proud that I used my education and skills to help an organization that has done so much for the historically marginalized LGBT+ community.  From a professional growth perspective, I am hoping to sharpen my contingency and crisis planning skills that I think will benefit me throughout my consulting career.”

We thank all of our partners who have decided to continue their support of Reaching Out MBA in these difficult times, in part by donating their human capital to help raise up nonprofits and other community organizations as we continue to serve our constituents.

UT Arlington to Give $10.6m in Student Grants
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A blue piggy bank wearing a graduation cap with stacks of coins next to it.

The University of Texas at Arlington, otherwise known as UT Arlington, will be giving its students $10.6 million in grants through the Coronavirus Aid, Relief and Economic Security (CARES) Act.

The CARES Act provided UT Arlington with more than $21 million in April. About half of this amount will be given as financial aid to UT Arlington’s students, while the other half will be used for other university-related needs.
Of the $10.6 million in grants, full-time students are eligible to receive $1000, while part-time students will be eligible to receive $500.
However, not all students will be eligible to receive these funds, such as international, undocumented, and unenrolled students, as well as students in certain online exclusive programs, who do not qualify for financial aid, or do not have a need for the money.

For students who are not qualified for the grant and need financial assistance, UT Arlington’s emergency assistance fund can be applied for here.

American Indian College Fund Names Five Tribal College Participants for $2.4 Million Cultivating Native College Student Success Program
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Native american female student with group of other international students

In order to remain sustainable, tribal colleges and universities (TCUs) located on or near Indian reservations, must recruit, complete enrollment, retain and graduate Native American students. TCUs provide affordable access to a higher education for Native students, but to build sustainable tribal communities through education, those students must also graduate. The American Indian College Fund selected five tribal colleges and universities to participate in its new 30-month Cultivating Native College Student Success Program to increase TCUs’ capacity to better recruit and work with students while increasing their sustainability as higher education institutions in the process.

Five TCUs were chosen to participate in a program that represent a diverse group of institutions with different sizes, program scopes, and program stages to create a cohort for cross-institutional support and to develop a community of practice around strategic enrollment and staff implementation strategies.

The five TCUs selected include:
• Oglala Lakota College, Kyle, South Dakota
• United Tribes Technical College, Bismarck, North Dakota
• Stone Child College, Box Elder, Montana
• Lac Courte Oreilles Ojibwa Community College, Hayward, Wisconsin
• Salish Kootenai College, Pablo, Montana

Kelly LaChance
Kelly LaChance

The American Indian College Fund hired Kelly LaChance (a citizen of the Confederated Tribes of Siletz and descendant from the Dakubetede of Southern Oregon and the Northern California and Southern Oregon Shasta Nation) to manage the program. Ms. LaChance has devoted her education and career to American Indian/Alaska Native (AIAN) education with a focus on student success. Prior to joining the College Fund, she served as an Education Director and Education Specialist for two federally recognized tribes. She also served on the AIAN Advisory committee to the Oregon Department of Education, concurrently served as a Tribal Advisory Council member at three universities in AIAN student services and programming, and additionally worked as the Assistant Program Director for the AIAN teacher program at the University of Oregon. Ms. LaChance holds a bachelor’s degree from Southern Oregon University and a master’s degree in adult education and training from Colorado State University. She is currently completing a doctor of education degree in educational methodology, policy, and leadership from the University of Oregon.

About the American Indian College Fund – Founded in 1989, the American Indian College Fund has been the nation’s largest charity supporting Native higher education for 30 years. The College Fund believes “Education is the answer” and provided $7.72 million in scholarships to 3,900 American Indian students in 2018-19, with nearly 137,000 scholarships and community support totaling over $221.8 million since its inception. The College Fund also supports a variety of academic and support programs at the nation’s 35 accredited tribal colleges and universities, which are located near Indian reservations, ensuring students have the tools to graduate and succeed in their careers. The College Fund consistently receives top ratings from independent charity evaluators and is one of the nation’s top 100 charities named to the better Business Bureau’s Wise Giving Alliance. For more information about the American Indian College Fund, please visit collegefund.org.

How Notre Dame Joined Forces in Times of Crisis
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man holding donated face shields at fire station

Though many of the University of Notre Dame’s facilities have temporarily closed in response to COVID-19, its Innovation Lab at the IDEA Center remains open to create fully shielded face masks for the area’s local and regional medical facilities.

It all started when the IDEA Center decided they wanted to create a prototype mask for the nearby medical facilities to do their part in fighting COVID-19. Once word of this procedure began to spread, many of the university’s colleagues across different departments and campuses stepped up to help.

Since the outbreak, Notre Dame has produced thousands of face shields to be donated to medical facilities, producing about 250 masks per day. The Innovation Lab is covering the cost of all of the supplies being used to create the masks, while others are donating their printers and time to printing masks, managing the donation front, and gathering supplies. The lab currently uses about 40 printers on loan from their colleagues, and have since produced about 3,000 masks. All of the masks, which can be easily disinfected and reused, are being distributed to medical and health facilities across the area.

Matthew Leevy, the director of the IDEA Center Innovation Lab, has been working to coordinate the printings and procedures happening across campuses, has every intention of continuing to print the masks, and intends to produce more for other healthcare facilities in the following weeks.

Medical facilities in need of these masks may contact Jessica Brookshire—senior program director in the Office of Clinical Partnerships—at jbrooksh@nd.edu.

Mellon Foundation Announces $4 Million Emergency Relief Grant to the American Indian College Fund in Response to the COVID-19 Pandemic
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American Indian College Fund students talking with each other

The Andrew W. Mellon Foundation today announced a $4 million grant to the American Indian College Fund to support college students whose educational progress has been most impacted by the COVID-19 pandemic.

While Tribal Colleges and Universities (TCUs) are engines of opportunity—propelled by a cadre of dedicated educators and administrators—many lack the resources needed to deploy information technology tools, student services, and other solutions at the scale needed by their students during the COVID-19 pandemic. TCUs have been disproportionately and devastatingly impacted by the COVID-19 pandemic, due to historical inequities, structural and enrollment-related challenges, and overly burdened institutional financial aid budgets. The Mellon Foundation is dedicated to supporting efforts to allocate resources and ensure that aid is delivered to students most in need.

“Tribal Colleges and Universities are central to our nation’s fabric and critical to its future. The COVID-19 pandemic is compounding the societal and structural challenges that many of these institutions have long confronted, and we are committed to doing all that we can to support them and the students they serve,” said Mellon Foundation President Elizabeth Alexander.

Even in better times, many students at these institutions face impediments to their individual well-being and academic progress. As campuses have closed in efforts to contain the virus’s spread, undergraduate and graduate students struggle to navigate these unprecedented times.

According to the Tribal Colleges and Universities #RealCollege Survey report published this March, 29 percent of TCU student survey respondents were homeless at some point in the prior 12 months, almost 62 percent were food insecure in the prior 30 days, and 69 percent faced housing insecurity in the prior 12 months.

“The College Fund appreciates the ways that the Mellon Foundation has demonstrated leadership in its support of tribal colleges and has shown care for the well-being of our students and their families during this crisis,” said American Indian College Fund President Cheryl Crazy Bull. “Our students are not only the backbone of their families, they are our hope for the future— through their perseverance and creativity, our tribal communities will survive this pandemic and bring prosperity to our society.”

The American Indian College Fund will distribute the emergency funds to its network of tribal colleges so that they can address immediate and pressing needs related to the pandemic and provide persistence resources to support new and returning students in the summer and fall of 2020 and beyond as determined necessary. Founded in 1989, the American Indian College Fund is the nation’s largest charity supporting Native higher education. In addition to providing thousands of scholarships to Native American students, the College Fund also supports a variety of academic and support programs at the nation’s 35 accredited tribal colleges and universities, which are located on or near Indian reservations.

Members of the public may add their support by making individual contributions on the American Indian College Fund’s website.

About The Andrew W. Mellon Foundation
Founded in 1969, The Andrew W. Mellon Foundation seeks to strengthen, promote, and defend the centrality of the humanities and the arts to human flourishing and to the well-being of diverse, fair, and democratic societies. To this end, our core programs support exemplary and inspiring institutions of higher education and culture. Additional information is available at mellon.org.

About the American Indian College Fund—Founded in 1989, the American Indian College Fund has been the nation’s largest charity supporting Native higher education for 30 years. The College Fund believes “Education is the answer” and provided $7.72 million in scholarships to 3,900 American Indian students in 2018-19, with nearly 137,000 scholarships and community support totaling over $208 million since its inception. The College Fund also supports a variety of academic and support programs at the nation’s 35 accredited tribal colleges and universities, which are located on or near Indian reservations, ensuring students have the tools to graduate and succeed in their careers. The College Fund consistently receives top ratings from independent charity evaluators and is one of the nation’s top 100 charities named to the Better Business Bureau’s Wise Giving Alliance. For more information about the American Indian College Fund, please visit www.collegefund.org.

Photo: American Indian College Fund Photo

6 ways to learn a foreign language for free while you’re sheltering in place for COVID-19
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black woman on computer coffee in hand at home

Your always-home lifestyle presents an unparalleled opportunity to expand your language skills. Why not go immersive? French radio! German podcasts! Spanish recipes for dinner!

Or, you know, just brush up. Much of the world is stuck at home during the coronavirus pandemic, and right now, the best intensive language programs in the world are free:

  • Rosetta Stone. The grandfather of language companies is offering free three-month subscriptions to learn any of 22 languages.
  • Babbel. The course hub just opened up three months of free classes in a dozen languages.
  • Fable Cottage. These fun audio and video stories in French, German, Spanish, and Italian are usually locked under subscription, but are now freely accessible.
  • Conjuguemos. This teachers’ mecca of games, activities, and worksheets in seven languages (including Latin and Korean) is perfect for building an awesome curriculum of the nuts and bolts—verbs, grammar, and vocab. Free during the outbreak.
  • iCulture. Don’t miss Carnegie Learning’s immersion package of videos, articles, and songs in French, Spanish, or German, which are free through June.
  • Mango. The company provides high-speed learning in 70 languages for companies and schools. Its online language portal is freely accessible.

Bonne chance!

Continue on to Fast Company to read the complete article.

DISM BLM

Thank you essential workers

thank you essential workers
 
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