How secure is your network IT? How easy is it to keep up with rapidly evolving demands?

GUEST COLUMN | by Tom Rixom

Network security within higher education has significantly transformed as institutions reevaluate their security frameworks to repel increasingly sophisticated cybersecurity threats. Recent research found that 79% of higher education providers reported being hit by ransomware in 2023, up from 64% in 2022. The average data breach cost in the higher education and training sector was $3.65 million between March 2022 and March 2023, an increase of 2.3% over the year before and a 15.3% surge since 2020.

The problem isn’t going away. With hackers targeting younger and younger students, today’s colleges and universities are part of a larger ecosystem that must meet increasingly demanding security realities to protect the network and the individuals within their community.

‘…today’s colleges and universities are part of a larger ecosystem that must meet increasingly demanding security realities to protect the network and the individuals within their community.’

Modern Challenges for Campus IT

Traditional, credential-based security measures have proven inadequate to secure campus networks. They’re frustrating for IT staff and users alike, who must frequently authenticate via credentials on multiple devices to networks (such as the university’s WiFi) or be forced to change passwords on arbitrary timelines. 

IT teams are racing to adopt security methods to withstand today’s threats without adding headaches for faculty, staff, or students. They know that introducing unnecessary friction, such as burdensome security measures, means that users often find workarounds; nearly seven in ten admins worry that adding additional security measures negatively impacts the user experience. It’s not enough to educate and train users: if a process is complicated or labor-intensive, you’ll annoy users and weaken your security posture.

Campus IT management is also complicated by the need to support a complex device environment. Students, faculty, and staff rely on a mix of desktops, laptops, tablets, phones, and  IoT devices running on various operating systems like Windows, macOS, Linux, iOS, Android and more. Such device diversity makes uniform security measures complicated—if not impossible. It can be difficult to manually onboard users under bring your own device (BYOD)  policies due to the different operating systems, wireless utilities, drivers, and more. Trying to manually configure a device to attain the WPA2-Enterprise standard isn’t easy; incorrectly configured devices can leave users and the network vulnerable to over-the-air attacks.

Higher Education institutions face another challenge in the cost and limitations of on-premise infrastructure. Many depend on on-premise public key infrastructure (PKI) and RADIUS servers, which limit scalability and burden IT admins with getting and keeping everything running smoothly. Maintaining these systems requires significant IT resources for ongoing management, updates, and security, which can divert IT time from other strategic priorities.

Network Security for the Long-Term

As institutions tackle these challenges, they’re looking to build an IT environment with robust network security that’s simple for users and agile enough to adapt to evolving needs and threats. Cloud computing and digital transformation have rendered many legacy processes and hardware obsolete and help Higher Ed institutions demonstrate their commitment to an innovative—and inherently secure—environment.

Implement a few best practices that will help your campus transition to more effective network security:

Create a plan that provides ongoing monitoring: Continuous monitoring and access management automatically checks the security status and compliance of all connected devices in real time. With it, IT teams can quickly identify and respond to potential threats, adjusting access permissions based on a device’s health or a user’s identity. For example, if a device is found to be infected with malware, the system could automatically restrict its access to sensitive resources until the issue is resolved.

Consider cloud-based managed PKI solutions: Transitioning to a cloud-based PKI solution enables institutions to efficiently manage certificates and authorities, alleviating the burdens associated with on-premise infrastructure. By eliminating the need for extensive physical infrastructure, institutions can scale security measures up or down without major investments in hardware or a dedicated IT team for maintenance. It also allows for quicker deployment of certificates, enhances security with up-to-date technology, and reduces overall operational costs and complexities associated with managing an on-premise PKI system.

Move toward passwordless authentication: Implementing digital certificates for authentication, managed through cloud services, provides a more secure and user-friendly alternative to traditional password-based systems. Tied to a user’s device, certificate authentication can be set for just a semester or for years. This eliminates the need for students, faculty, and staff to reset their passwords every few months or whenever they log into a device or an application or reconnect to the university’s Wi-Fi. It also eliminates the threats introduced by users’ sloppy password management (reusing or sharing passwords, etc.).

Smart cards: Smart cards serve as physical tokens that store certificates for secure authentication, and offer a robust multi-layered authentication mechanism that significantly reduces the risk of unauthorized access for personnel who access more sensitive systems and require greater security. This process can be introduced gradually by initially equipping IT teams with certificate-backed smart cards and then rolled out to the broader staff and faculty user base. Campuses leveraging smart cards and extended certificate-based authentication can offer multi-OS support to simplify login processes and enhance security across a broad range of devices.

Securing the School, Securing its Community

Institutions can create a more secure, efficient, and user-friendly network environment by incorporating digital certificates and employing cloud-based solutions for PKI management and RADIUS authentication. This approach offers seamless access while significantly reducing the potential for security breaches.

Today’s threats to network security require Higher Ed to respond with a more adaptable, efficient, and secure security approach. A cloud-forward and flexible approach eliminates the burdens of aging, credential-heavy systems, and on-premise hardware. Instead, it positions institutions with the agility to meet today’s needs while preparing for tomorrow’s challenges.

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Tom Rixom is the CTO of SecureW2 and a US-Eduroam committee subject matter expert. Connect with Tom on LinkedIn. 

The post Higher Standards for Higher Ed Network Security appeared first on EdTech Digest.

EPICS in IEEE, a service learning program for university students supported by IEEE Educational Activities, offers students opportunities to engage with engineering professionals and mentors, local organizations, and technological innovation to address community-based issues.

The following two environmentally focused projects demonstrate the value of teamwork and direct involvement with project stakeholders. One uses smart biodigesters to better manage waste in Colombia’s rural areas. The other is focused on helping Turkish olive farmers protect their trees from climate change effects by providing them with a warning system that can identify growing problems.

No time to waste in rural Colombia

Proper waste management is critical to a community’s living conditions. In rural La Vega, Colombia, the lack of an effective system has led to contaminated soil and water, an especially concerning issue because the town’s economy relies heavily on agriculture.

The Smart Biodigesters for a Better Environment in Rural Areas project brought students together to devise a solution.

Vivian Estefanía Beltrán, a Ph.D. student at the Universidad del Rosario in Bogotá, addressed the problem by building a low-cost anaerobic digester that uses an instrumentation system to break down microorganisms into biodegradable material. It reduces the amount of solid waste, and the digesters can produce biogas, which can be used to generate electricity.

“Anaerobic digestion is a natural biological process that converts organic matter into two valuable products: biogas and nutrient-rich soil amendments in the form of digestate,” Beltrán says. “As a by-product of our digester’s operation, digestate is organic matter that can’t be transferred into biogas but can be used as a soil amendment for our farmers’ crops, such as coffee.

“While it may sound easy, the process is influenced by a lot of variables. The support we’ve received from EPICS in IEEE is important because it enables us to measure these variables, such as pH levels, temperature of the reactor, and biogas composition [methane and hydrogen sulfide]. The system allows us to make informed decisions that enhance the safety, quality, and efficiency of the process for the benefit of the community.”

The project was a collaborative effort among Universidad del Rosario students, a team of engineering students from Escuela Tecnológica Instituto Técnico Central, Professor Carlos Felipe Vergara, and members of Junta de Acción Comunal (Vereda La Granja), which aims to help residents improve their community.

“It’s been a great experience to see how individuals pursuing different fields of study—from engineering to electronics and computer science—can all work and learn together on a project that will have a direct positive impact on a community.” —Vivian Estefanía Beltrán

Beltrán worked closely with eight undergraduate students and three instructors—Maria Fernanda Gómez, Andrés Pérez Gordillo (the instrumentation group leader), and Carlos Felipe Vergara-Ramirez—as well as IEEE Graduate Student Member Nicolás Castiblanco (the instrumentation group coordinator).

The team constructed and installed their anaerobic digester system in an experimental station in La Vega, a town located roughly 53 kilometers northwest of Bogotá.

“This digester is an important innovation for the residents of La Vega, as it will hopefully offer a productive way to utilize the residual biomass they produce to improve quality of life and boost the economy,” Beltrán says. Soon, she adds, the system will be expanded to incorporate high-tech sensors that automatically monitor biogas production and the digestion process.

“For our students and team members, it’s been a great experience to see how individuals pursuing different fields of study—from engineering to electronics and computer science—can all work and learn together on a project that will have a direct positive impact on a community. It enables all of us to apply our classroom skills to reality,” she says. “The funding we’ve received from EPICS in IEEE has been crucial to designing, proving, and installing the system.”

The project also aims to support the development of a circular economy, which reuses materials to enhance the community’s sustainability and self-sufficiency.

Protecting olive groves in Türkiye

Türkiye is one of the world’s leading producers of olives, but the industry has been challenged in recent years by unprecedented floods, droughts, and other destructive forces of nature resulting from climate change. To help farmers in the western part of the country monitor the health of their olive trees, a team of students from Istanbul Technical University developed an early-warning system to identify irregularities including abnormal growth.

“Almost no olives were produced last year using traditional methods, due to climate conditions and unusual weather patterns,” says Tayfun Akgül, project leader of the Smart Monitoring of Fruit Trees in Western Türkiye initiative.

“Our system will give farmers feedback from each tree so that actions can be taken in advance to improve the yield,” says Akgül, an IEEE senior member and a professor in the university’s electronics and communication engineering department.

“We’re developing deep-learning techniques to detect changes in olive trees and their fruit so that farmers and landowners can take all necessary measures to avoid a low or damaged harvest,” says project coordinator Melike Girgin, a Ph.D. student at the university and an IEEE graduate student member.

Using drones outfitted with 360-degree optical and thermal cameras, the team collects optical, thermal, and hyperspectral imaging data through aerial methods. The information is fed into a cloud-based, open-source database system.

Akgül leads the project and teaches the team skills including signal and image processing and data collection. He says regular communication with community-based stakeholders has been critical to the project’s success.

“There are several farmers in the village who have helped us direct our drone activities to the right locations,” he says. “Their involvement in the project has been instrumental in helping us refine our process for greater effectiveness.

“For students, classroom instruction is straightforward, then they take an exam at the end. But through our EPICS project, students are continuously interacting with farmers in a hands-on, practical way and can see the results of their efforts in real time.”

Looking ahead, the team is excited about expanding the project to encompass other fruits besides olives. The team also intends to apply for a travel grant from IEEE in hopes of presenting its work at a conference.

“We’re so grateful to EPICS in IEEE for this opportunity,” Girgin says. “Our project and some of the technology we required wouldn’t have been possible without the funding we received.”

A purpose-driven partnership

The IEEE Standards Association sponsored both of the proactive environmental projects.

“Technical projects play a crucial role in advancing innovation and ensuring interoperability across various industries,” says Munir Mohammed, IEEE SA senior manager of product development and market engagement. “These projects not only align with our technical standards but also drive technological progress, enhance global collaboration, and ultimately improve the quality of life for communities worldwide.”

For more information on the program or to participate in service-learning projects, visit EPICS in IEEE.

On 7 November, this article was updated from an earlier version.

NextWave STEM is a leader in K-12 STEM education. Using the “five essentials” (leadership, self-development, team development, strategic thinking, civic-mindedness and innovation), the company’s vision is to empower students and educators to excel in a continuously changing world. Since its founding in 2017, NextWave STEM has partnered with more than 500 schools and community organizations nationally, served more than 200,000 students, and created award-winning STEM programs in emerging technologies. Schools and community organizations who have partnered with NextWave STEM report improved student attendance, increased student interest in STEM-related courses and careers, and increased teacher confidence in teaching STEM and emerging technologies.

NextWave STEM is a visionary leader that understands the needs of tomorrow and how to best equip and inspire the leaders of tomorrow with the tools and skills to be successful. By combining the project-based learning of STEM with innovative, emerging technologies, the company works to improve academic outcomes, close the achievement gap, and open new opportunities post high school and throughout one’s career.

The company makes STEM education engaging for students, easy for teachers and affordable for partners. Their solutions include award-winning curricula, hands-on exploration kits, and professional development. Courses cover: robotics and artificial intelligence, drones and coding, 3D printing and modeling, cybersecurity, entrepreneurship, and solar and renewable energy, and more. Courses are designed to help students develop the 21st Century skills needed to master problem solving and critical thinking, and be prepared for the influx of STEM-related careers, while professional development helps teachers master the facilitation of STEM education.

NextWaveSTEM® was born in Chicago as the brainchild of our founder, Udit Agarwal (pictured). While working as an IT analyst for Chicago Public Schools, Udit saw the need for excellent and easy-to-implement STEM education. He knew the importance of the education system and the economy at large to empower students with the 21st-century skills of Science, Technology, Engineering, and Math as well as Critical Thinking, Problem Solving, and Innovation. Nonetheless, he didn’t see it being taught in a way that was fun for kids—while also meeting state and national standards.

As Udit learned more and became more interested in robotics, he started researching how to bring robotics classes to schools. He started putting the pieces together to start NextWaveSTEM. In 2017, Udit launched NextWaveSTEM® by offering after-school programming in Chicago. Today, at NextWaveSTEM, Udit’s company offers in-person and virtual courses for schools and turn-key curricula in Robotics, Drone Coding, Artificial Intelligence, 3D Printing, and more at K-12 schools nationwide.

“For our students, we hope to spark a new way of learning using real-world applications and inquiry-based learning,” says Udit. “For our fellow educators, we offer authentic support from our own educators, curriculum developers, and executive team.”

For these reasons and more, Udit Agarwal of NextWaveSTEM earned an EdTech Leadership Award for his visionary work in our field as part of The EdTech Awards from EdTech Digest. Learn more.

The post NextWaveSTEM appeared first on EdTech Digest.

Marina Umaschi Bers has long been at the forefront of technological innovation for kids. In the 2010s, while teaching at Tufts University, in Massachusetts, she codeveloped the ScratchJr programming language and KIBO robotics kits, both intended for young children in STEM programs. Now head of the DevTech research group at Boston College, she continues to design learning technologies that promote computational thinking and cultivate a culture of engineering in kids.

What was the inspiration behind creating ScratchJr and the KIBO robot kits?

Marina Umaschi Bers: We want little kids—as they learn how to read and write, which are traditional literacies—to learn new literacies, such as how to code. To make that happen, we need to create child-friendly interfaces that are developmentally appropriate for their age, so they learn how to express themselves through computer programming.

How has the process of invention changed since you developed these technologies?

Bers: Now, with the maker culture, it’s a lot cheaper and easier to prototype things. And there’s more understanding that kids can be our partners as researchers and user-testers. They are not passive entities but active in expressing their needs and helping develop inventions that fit their goals.

What should people creating new technologies for kids keep in mind?

Bers: Not all kids are the same. You really need to look at the age of the kids. Try to understand developmentally where these children are in terms of their cognitive, social, emotional development. So when you’re designing, you’re designing not just for a user, but you’re designing for a whole human being.

The other thing is that in order to learn, children need to have fun. But they have fun by really being pushed to explore and create and make new things that are personally meaningful. So you need open-ended environments that allow children to explore and express themselves.

The KIBO kits teach kids robotics coding in a playful and screen-free way. KinderLab Robotics

How can coding and learning about robots bring out the inner inventors in kids?

Bers: I use the words “coding playground.” In a playground, children are inventing games all the time. They are inventing situations, they’re doing pretend play, they’re making things. So if we’re thinking of that as a metaphor when children are coding, it’s a platform for them to create, to make characters, to create stories, to make anything they want. In this idea of the coding playground, creativity is welcome—not just “follow what the teacher says” but let children invent their own projects.

What do you hope for in terms of the next generation of technologies for kids?

Bers: I hope we would see a lot more technologies that are outside. Right now, one of our projects is called Smart Playground [a project that will incorporate motors, sensors, and other devices into playgrounds to bolster computational thinking through play]. Children are able to use their bodies and run around and interact with others. It’s kind of getting away from the one-on-one relationship with the screen. Instead, technology is really going to augment the possibilities of people to interact with other people, and use their whole bodies, much of their brains, and their hands. These technologies will allow children to explore a little bit more of what it means to be human and what’s unique about us.

This article appears in the November 2024 print issue as “The Kids’ Inventor.”

A new study finds that individualistic reward-seeking behaviors in mice can predict their responses to nicotine. Conducted in a semi-natural environment called Souris-City, the research observed how male mice developed distinct reward-seeking strategies when isolated from peers.

A recent study highlights a novel gene, lipin1, that regulates axon regeneration in the central nervous system, offering new hope for treating spinal cord injuries. The research shows that inhibiting lipin1 enhances lipid metabolism in neurons, activating crucial pathways like mTOR and STAT3 that promote nerve regeneration.

A recent study found that vitamin D deficiency during childhood accelerates the aging of the thymus, a crucial organ in training immune cells. As the thymus ages, it becomes less effective at filtering out cells that could mistakenly attack the body's own tissues, increasing the risk of autoimmune diseases like type 1 diabetes.

New research suggests that the Y chromosome may be responsible for the higher prevalence of autism in males, shifting focus away from protective factors on the X chromosome. Analyzing genetic data, researchers found that individuals with an additional Y chromosome were twice as likely to have an autism diagnosis, while an extra X chromosome had no effect on autism risk.

Anti-NMDAR encephalitis, a rare autoimmune disease, can cause extreme psychiatric symptoms such as hallucinations, paranoia, and memory loss, often mimicking bipolar disorder or schizophrenia. This condition, often affecting women in their 20s to 30s, results from antibodies attacking brain receptors essential for cognition and memory.

One of Shane Woods’ favorite memories as executive director of Girlstart, a nonprofit that aims to empower girls in the sciences, was as a participant taking her own goddaughter to the organization’s back-to-school extravaganza.

Parsing education data into snack-sized servings.

They zipped through activities with rockets and robots, and Woods asked her goddaughter — named Sailor — what she thought of it all when they were heading home.

“She said, ‘I always liked science. Now I know I can do science,’” Woods recalls. “Unprompted — I didn't ask about careers. For her to have that connection lets us know that her perception is already there of, ‘I can do it.’”

The question for the adults who care about girls like Sailor, Woods says, then becomes: How do we sustain that interest?

That is one of the questions and challenges at the center of a recently released report based on the Girls’ Index, a survey of 17,500 girls in fifth through 12th grades that includes questions about their goals for the future and perception of science, technology, engineering and mathematics as potential careers.

While women are not just outpacing men in degrees — girls are doing better academically and completing high school on time more frequently than boys — the push for parity has been moving at a glacial pace in STEM. Though on the rise, women are still underrepresented in both degrees and employment in the sciences and technology.

Ruling Our Experiences — a nonprofit that studies the aspirations, behaviors and opinions of girls — compares results from the 2023 survey to those similarly gleaned in 2017.

Their researchers found that while girls who say they’re interested in STEM grew by 10 percentage points to 55 percent, compared to survey results five years prior, the number of girls who describe themselves as confident or smart enough to earn their dream job has plummeted.

“I want everybody who has a girl in their sphere of influence to be aware of this data, because I think that we all have a role in creating a generation of more confident, competent, and capable girls,” Lisa Hinkelman, founder and CEO of Ruling Our Experiences, says, “whether it's in the STEM arena, or in other spaces where girls’ voices and opinions are needed.”

High Interest, Lower Participation

Girls are interested in science and math. More than half of girls in every age group surveyed said they were considering a STEM career, according to the report, and overall interest is up by 10 percent since 2017 — something that holds steady among grade levels, income levels and ethnicities. Interest increased the most among the youngest girls, those in fifth and sixth grade, by 20 percent.

That doesn’t mean that girls are ready to dive into the field.

The report found a myriad of outside factors and social pressures that may be keeping girls from taking STEM classes or seeing themselves in science jobs.

The share of girls who say they are good at math and science fell sharply from 73 percent in 2017 to 59 percent in 2023, and that includes girls whose grades show they excel in those subjects.

“I think that should be especially concerning when we're thinking about the need to ensure that girls have increased representation in the STEM field, in that it's more than just exposing them to STEM opportunities,” Hinkelman says. “We also have to be simultaneously addressing these confidence challenges and their perceptions of their abilities that are simultaneously impacting what they might do next.”

Researchers also expressed concern that gender stereotypes and misconceptions about math and science could be deterring girls from taking those classes as they advance through school. About 28 percent of high school girls reported that they avoid classes with low female enrollment.

Overall, 56 percent of girls say they have felt excluded from an activity because of their gender, and the majority report feeling “pressured to fit into the specific stereotypes that are thought to be appropriate and expected for girls and women.” About the same amount said they avoided taking on leadership roles for fear of being seen as bossy.

In Girlstart’s work introducing girls in 24 school districts across three states to the world of STEM, which includes after-school programs, summer camps and an annual conference, Woods says that the organization strives to both provide role models and foster kinship. Girls already hear the message that there aren’t enough women in science and technology, she adds, and being the first or only girl in a science class isn’t necessarily attractive to them.

“Our girls like community, our girls like relationships, so what Girlstart does is provide that support network of peers who are like-minded,” Woods says. “You may be the only girl in your physics class at that high school, but hopefully through us you know of other girls in physics classes throughout the city, that you all have a network of support, that you are not doing this alone.”

STEM fields also have a messaging problem.

About 89 percent of girls said they want a career where they can help others, but they don’t necessarily see that happening in the sciences. Less than half of girls responded that they wanted both a service career and a STEM career.

“This gap may exist partly because of the stereotype that women are natural caregivers, steering girls towards traditional helping professions,” the report states. “However, STEM fields offer numerous ways to make a positive impact — from developing new medicines to solving environmental issues. By showing girls how STEM careers align with their desire to help, more diverse talent could be attracted to these fields.”

Crisis of Confidence

The data shows a troubling trend when it comes to how girls reported feeling about their abilities and potential.

The percentage of girls who consider themselves confident in 2023 dipped for nearly every grade level compared to 2017, with the largest drop among fifth and sixth graders. The share of girls who say they are not sure if they are smart enough for their dream career increased in every age group.

The confidence issues girls face extend beyond their perceptions of math and science. About 57 percent said they don’t feel cared for at school, and only 39 percent said they feel a sense of belonging at school.

Hinkelman says she was surprised by the particularly sharp drop in confidence reported by girls in fifth through seventh grades.

“I think girls are internalizing a lot of messages from the world that are telling them that they're not good enough, or they're not smart enough, or that there's certain kinds of jobs or careers that aren't really for them,” Hinkelman says. “For many girls, they have an overall low opinion of themselves and their opportunities and their abilities. I think we see that reflected when it comes to their perceptions of their abilities in STEM-specific areas as well.”

The education system on the whole needs to start building confidence in the sciences at the same time students are gaining competence in STEM subjects, she adds.

Woods says that in a digital world built on a system of “likes,” girls need environments where they know where they don’t have to be perfect so long as they are proud of what they’re doing.

The numbers support what Woods sees in her work. The study found that confident girls were 20 percent more likely than their peers to say they wanted a STEM career. The report found among girls who feel supported and accepted at school also showed more interest in STEM — 50 percent more than their peers.

Girls need to know “that they can take risks in that space, that it is safe to learn from one another, to fail in front of each other to get back up and take it as a lesson or a success,” Woods explains. “That is really what's critical in changing how girls see themselves in these careers and what they can do, so we have to reinforce that STEM will allow them to change the world.”

© VectorMine / Shutterstock

Co-founded by the creator of the Canvas LMS, Devlin Daley, and former Googler, Ryan Brown (pictured l-r), Derivita is an affordable, all-in-one supplemental math courseware platform. Derivita offers educators the opportunity to easily create and deliver their math activities, assignments, and assessments directly within their existing LMS course, from any device, including smartphones and tablets.

The Derivita platform includes a Math Item Bank with 125,000+ items, covering concepts from Middle School to Calculus III (and beyond). Each item is equipped with 10s-100s of randomizations, immediate and personalized feedback, and fully, worked-out solutions.

Educators can also author their own questions or utilize SpotCheck to create formative math assessments in real-time to increase class engagement.

Derivita offers a grading interface with intuitive reporting and the ability to review digital student submissions alongside images of handwritten work to support data-informed decisions.

Derivita works with a growing number of schools, districts, and higher-education institutions in 29 states across the country. In Charleston County School District (CCSD), the second largest district in South Carolina, Derivita was adopted to support the Illustrative Mathematics curriculum in Grades 6-8 and Algebra 1, Geometry, and Algebra 2. As a result, CCSD saw a significant increase in student engagement and Algebra 1 test scores (“C” or better) increased over 10% from 2021 to 2022.

Derivita also partners with a number of state and regional organizations including: the Utah Education Network (UEN), Utah STEM Action Center, and the Texas Community College Teachers Association (TCCTA) to offer discounted pricing, implementation support, and professional development.

For these reasons and more, Derivita is a Cool Tool Award (finalist) for “Best Math Solution” as part of The EdTech Awards 2024 from EdTech Digest. Learn more.

The post Derivita appeared first on EdTech Digest.

On a bright, sunny day, a group of first-graders eagerly begins a science investigation called “Shadow Town.” The teacher gathers them in a circle and asks, “What causes shadows?” It’s a good question. The students are all familiar with shadows, have had fun with them and no doubt played shadow puppets, but that’s different from being able to explain them. Many suggestions are shouted out as students’ imaginations get fired up by the mystery of light and darkness.

The teacher takes the students outside to test their ideas. “Can I run away from my shadow?” one student wonders. Another asks, “Can I trick my shadow into disappearing?” As they experiment with shadows, predict their movements, explore how light interacts with different materials, and discuss what they see with their partners, the students learn not just about the mechanics of shadows but also about the scientific process of inquiry and investigation. Through this exploration, they begin to apply their newfound knowledge to solve a real-world problem: why the town of Rjukan, Norway, spends much of the year in shadow and how different solutions could work.

Combining phenomena-based learning with 3D science standards helps students see science as a way to make sense of the world around them. They become more motivated to learn and more capable of thinking critically about the challenges they will face in the future.

“Shadow Town,” a module in the K-8 curriculum Twig Science, is an example of phenomena-based learning in action, an approach that taps into students' natural curiosity to make sense of the world around them. In this context, phenomena are simply observable events or situations. They play a crucial role in science education because they provide students with concrete, engaging examples of scientific concepts in the real world. They provide great opportunities to develop student inquiry — students see something happening, ask questions about it and conduct research to learn more about it.

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In "Shadow Town," students investigate why the town of Rjukan, Norway, spends much of the year in shadow.
Image credit: Imagine Learning

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Phenomena in the Context of 3D Science

Phenomena-based learning also aligns with the Next Generation Science Standards (NGSS) and other three-dimensional (3D) science standards that emphasize a comprehensive, integrated understanding of science. These standards were designed to move science education away from rote memorization and toward engaging students in practices real scientists use to explore and model the world, fostering deeper understanding of scientific concepts and developing skills like critical thinking, collaboration and communication.

The NGSS and other 3D science standards are structured around three dimensions of science learning:

1. Science and Engineering Practices (SEPs): These involve the skills and behaviors that scientists and engineers engage in, such as asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, and constructing explanations.
2. Crosscutting Concepts (CCCs): These overarching concepts bridge disciplinary boundaries, such as patterns, cause and effect, energy and matter, structure and function, and stability and change.
3. Disciplinary Core Ideas (DCIs): These are fundamental ideas in science that students should understand, divided into four domains — physical sciences, life sciences, Earth and space sciences, and engineering, technology and applications of science.

The integration of these three dimensions helps students develop a holistic understanding of science, moving beyond memorizing isolated facts to actively engaging in scientific practices and understanding the broader concepts that connect different areas of science.

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3D Learning with Twig Science

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A Motivation to Engage

Phenomena-based learning and 3D science standards naturally complement each other. Phenomena-based learning provides the context and motivation for students to engage in the practices, concepts and core ideas outlined in the standards. For example, in investigating “Shadow Town,” students engage in Science and Engineering Practices by asking questions and planning investigations to understand why shadows change. They use the Crosscutting Concept of “patterns” to observe how shadows behave at different times of the day and the Disciplinary Core Idea of Earth’s movements to explain these patterns. Through this process, they’re not just learning scientific facts but experiencing science as a dynamic, integrated discipline that helps them make sense of the world.

Recommended Resources:

• Twig Science: A comprehensive, NGSS-aligned science program full of exciting, real-world STEM challenges that spark student engagement and a long-lasting love of science.
• Unlocking Success with Phenomena-Based Science Instruction: In Twig Science, students investigate and make sense of phenomena through multiple modalities, empowering them to connect with science in the world around them.
• The Ultimate Guide to Three-Dimensional Learning: Teach real-world skills with 3D science and find resources including practical approaches, printable posters and a podcast episode.
• The Ultimate Guide to Phenomena: A guide to sparking student inquiry and discovery, including a podcast episode, a breakdown of anchor phenomena in Twig Science, and downloadable phenomena trackers.
• Open Any Door with Critical Thinking, Collaboration, Communication, and Creativity: A series of blog posts exploring the 4Cs of STEM.
• Practical Approaches to 3D Science: A foundations paper exploring Crosscutting Concepts, Science and Engineering Practices, and Disciplinary Core Ideas.

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Multimedia resources in Twig Science bring phenomena to life that students might not otherwise have access to.
Image credit: Imagine Learning

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Creating opportunities for such investigations requires thoughtful design and alignment with educational standards. In designing high-quality instructional materials and even entire curricula that support phenomena-based learning, several key areas demand attention:

• Rich, real-world phenomena: Across grades K-8, effective curricula feature carefully chosen phenomena — such as the passing of the seasons, light reflecting in a mirror or the erosion of mountains — that are relevant, observable and meaningful to students. They’re complex enough to require students to engage deeply with the dimensions of science but accessible enough to be explored through student-led inquiry and investigation.
• High-quality multimedia resources: Videos, interactive simulations and virtual labs bring phenomena to life that students might not otherwise have access to, providing dynamic, visual experiences that enhance understanding.
• Engaging and clear learning materials: Learning materials should be engaging and aligned to 3D science standards. They should guide students through the inquiry process, provide opportunities for reflection and discussion, and scaffold learning to include all students in investigations.
• An innovative assessment system: Assessment systems should help teachers evaluate student understanding of the three dimensions of the NGSS. These systems include a range of assessment strategies, from pre-exploration activities that gauge prior knowledge to formative and summative tasks, plus built-in data-reporting tools to help track student progress throughout their learning journeys.

Combining phenomena-based learning with 3D science standards helps students see science as a way to make sense of the world around them. They become more motivated to learn and more capable of thinking critically about the challenges they will face in the future. As students engage with real-world phenomena, they not only learn about science but also begin to think and act like scientists, developing a lifelong sense of wonder and inquiry that will help them deal with all kinds of challenges they will face throughout their lives, in education and beyond.

© Image Credit: Imagine Learning

New research reveals that immune responses play a crucial role in the formation of Lewy bodies, protein aggregates that mark Parkinson's disease and other neurological conditions. Using human stem cells, scientists recreated Lewy bodies in dopaminergic neurons by combining alpha-synuclein protein buildup with immune stimulation.

New research shows that severe Covid-19 infection can cause inflammation in the brainstem, potentially leading to prolonged symptoms like fatigue, breathlessness, and anxiety. Using ultra-high-resolution 7-Tesla MRI scanners, scientists observed specific brainstem areas associated with these symptoms, highlighting how immune response post-infection might affect brain health.

In a breakthrough study, researchers have imaged a network of pathways in the human brain believed to clear waste proteins that can lead to Alzheimer’s and dementia. Using advanced MRI techniques, they revealed perivascular channels that guide cerebrospinal fluid through the brain, providing strong evidence of the glymphatic system's role in waste removal.

A new study reveals that inflammation and immune system activation are closely linked to major depressive disorder (MDD), particularly in those resistant to standard antidepressants. Researchers analyzed gene expression in people with depression, finding increased immune-related gene activity, especially in those with higher inflammation.

Kognity’s new course makes students active participants in the scientific process, helps them learn critical thinking, and fosters a love for exploration.

Kognity, an edtech company that bridges the gap between Next Generation Science Standards (NGSS) curriculum and classroom implementation, now offers an Earth and Space Science course. The new course is part of the Kognity for High School Science curriculum, which was designed from the most up-to-date research and data, providing teachers with phenomena-based relevant and engaging content for their students. 

The Earth and Space Science course, like the NGSS framework, emphasizes scientific inquiry and critical-thinking skills. Through exploring topics like plate tectonics or the life cycle of stars, students become active participants in the scientific process. They gather data, design experiments, and analyze results—all building a strong foundation for success in any STEM field. The course was designed to fill a critical gap in available content for teachers and to support students who are struggling with the sciences.

Kognity delivers NGSS-aligned curricula via a digital platform that empowers teachers with options for personalized instruction. Easy adoption improves schools’ consistency, while the variety of interactive, phenomena-based content fuels student engagement in class, online, and at home.

Overcoming the challenges of scaling down Earth and Space Science to fit classroom explorations, Kognity has created a rich and engaging learning experience. Kognity meticulously unpacked standards, experimented with bundling, and integrated them with phenomena to create strong, cohesive units that promote deep learning.

Learn more.

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TinkRworks for grades K-8 is a critical piece of STEAM project-based learning initiatives for school systems nationwide. Much more than a project in a box, TinkRworks provides all the resources necessary to ensure the successful implementation of STEAM instruction. 

Every TinkRworks project includes a project-based, standards-aligned curriculum, and ready-to-teach kits designed to facilitate cross-curricular connections and supplement core curriculum. It includes access to an online education portal with classroom management tools, lesson plans, instructional slides, project build videos, activity guides, rubrics, and student assessments. Every project also provides professional development and support to empower educators from all backgrounds to teach STEAM project-based learning and ensure student success.

TinkRworks prepares future-ready leaders and career-ready innovators by strengthening essential STEAM knowledge and skills. Outcomes show improvement in classroom behavior as well as a significantly heightened student interest in pursuing STEM classes and activities. Students also show an increased desire to participate in hands-on projects and technological activities. 

Developed by teachers and engineers, TinkRworks balances teacher-led instruction with personalized student practice. It can be used in any K-8 science or STEM class as well as STEM clubs, out-of-school-time programs, afterschool enrichment, summer school or camps, and community-based learning center programs. Learn more.

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Here’s a cool tool you can use to help you find inspiration and enjoyment: The Schoolyard Podcast is a new show from School Specialty and teacher Nancy Chung. Twice each month, host Chung, also known as @FancyNancyin5th on Instagram and TikTok, will be joined by industry experts, fellow educators, and subject matter experts from School Specialty to dive into educational trends, seasonally relevant topics, and emerging and proven solutions to create an entertaining and educational listening experience.

Chung is a fun-loving 5th-grade teacher, former robotics coach, and content creator from Orange County, California, in her 26th year of teaching. She is passionate about sharing her ideas on creative projects, designing intentional learning spaces, teaching highly engaging lessons, building meaningful relationships, and cultivating a community that sparks discovery and inclusion.

Each episode will begin with a thought-provoking introduction by Chung, followed by a conversation between Chung and the episode’s guest. In the final segment, launching in episode 5 and dubbed “Tag, You’re It!,” Chung and the featured guest will answer a question submitted by a listener by tagging @SchoolSpecialty with #schoolyardtagyoureit and their question on Facebook, Instagram, Pinterest, or Twitter. Listeners who have their question answered on the air will receive a free Schoolyard Podcast t-shirt. 

The first five episodes explore:

1. “How to Make Space for Wellness and Social-emotional Learning” with Sue Ann Highland, PhD, national education strategist with School Specialty;
2. “Esports is Like a Magnet!” with Claire LaBeaux from the Network of Academic and Scholastic Esports Federations (NASEF);
3. “Extended Learning for Every Student” with Nicole Hill, a former educator, principal, and current subject matter expert with School Specialty;
4. “Setting the tone for Back to School” with Instagram influencers Stephanie Osmundson and Loreal Hemenway, collectively known as @happilyeverelementary; and
5. “Surprising Benefits of Robotics in Schools & Where to Start” with Naomi Hartl, science and STEM subject matter expert with School Specialty.

The first five episodes are available now on Apple Music, Spotify, Amazon Music, Samsung Podcasts, Podcast Index, and Listen Notes. Learn more.

The post The Schoolyard Podcast from School Specialty and Nancy Chung appeared first on EdTech Digest.