Category Archives: education

Simon Fraser University – SCFC861Nanotechnology, The Next Big Idea: course Week 5

Week 5, (Nov. 20, 2014) of my course called, Nanotechnology: The Next Big Idea and which is part of Simon Fraser University’s (SFU) Continuing Studies programme is also the penultimate week. Thankfully,, the technology worked a bit better this week although there was one notable blip. My Week Five PowerPoint slides and notes of a sort can be found after this brief description of the class,

Week 5: The Geo-political Situation

By establishing a National Nanotechnology Initiative in 2000, the US government established itself as a world leader in the field, eclipsing the UK. Some thirty governments have since followed suit, establishing their own nanotech initiatives. Canada, for better or worse, is not one of them.

Here’s the week 5 slide deck,

Week5_GeoPoliticsR

Here are my ‘notes’ for yesterday’s class consisting largely of brief heads designed to remind me of the content to be found by clicking the link directly after the head.

Week5_Geopolitics

Happy Reading!

Simon Fraser University – SCFC861Nanotechnology, The Next Big Idea: course Week 4

Week 4, (Nov. 13, 2014) of my course called, Nanotechnology: The Next Big Idea and which is part of Simon Fraser University’s (SFU) Continuing Studies programme proved a bit of an adventure as there were two technology breakdowns. Thankfully,, we did have about 30 uninterrupted minutes at one point. My Week Four PowerPoint slides and notes of a sort can be found in links at the end of this post.

For those who may be mildly curious, here’s a description of what was covered in the fourth week (from SFU’s course description webpage),

Week 4: Violent and Other Confrontations

Nanotechnology has provided fuel for confrontations and panics from mail bombs in Mexico to the attempted bombing of an IBM nanotech facility in Switzerland to protests that closed down public dialogue sessions in France to pre-emptive legislation by Berkeley, California’s city council.

Here’s the week 4 slide deck:

Week4_Confronations_Panics

Here are my ‘notes’ for yesterday’s class consisting largely of brief heads designed to remind me of the content to be found by clicking the link directly after the head.

Week 4_Confrontations

Happy Reading!

Simon Fraser University – SCFC861Nanotechnology, The Next Big Idea: course Week 3

Nov. 6,  2014 was week 3 of my course called, Nanotechnology: The Next Big Idea which is part of Simon Fraser University’s (SFU) Continuing Studies programme. At the end of this post you will find a link to my Week Three PowerPoint slides and notes of a sort.

For those who may be mildly curious, here’s a description of what was covered in the third week (from SFU’s course description webpage),

Week 3: Pop Culture Portrayals of Nanotechnology

In popular culture nanotech risks are often portrayed, for example, as a plot point in television programs and films, usually in a “goo” scenario. Nanotechnology is portrayed more positively as in the Iron Man Extremis story and in the Canadian video game Deus Ex, based on real research.

Here’s the week 3 slide deck:

Week3_PopCulture

Here are my ‘notes’ for yesterday’s class consisting largely of brief heads designed to remind me of the content to be found by clicking the link directly after the head.

Week3_PopCulture

Happy Reading!

MIT (Massachusetts Institute of Technology) signs agreement with Mexican university, Tecnológico de Monterrey

The deal signed by the Massachusetts Institute of Technology (MIT) and one of the largest universities in Latin America covers a five-year period and its initial focus is on nanoscience and nanotechnology. From a Nov. 3, 2014 news item on Azonano,

MIT has established a formal relationship with Tecnológico de Monterrey, one of Latin America’s largest universities, to bring students and faculty from Mexico to Cambridge [Massachusetts, US] for fellowships, internships, and research stays in MIT labs and centers. The agreement will initially focus on research at the frontier of nanoscience and nanotechnology.

An Oct. 31, 2014 MIT news release, which originated the news item, describes the deal and the longstanding relationship between the two institutions,

The agreement was celebrated today with a signing ceremony at MIT attended by a delegation from Tecnológico de Monterrey that included President Salvador Alva; the chairman of the board of trustees, José Antonio Fernández Carbajal; Mexico’s ambassador to the United States, Eduardo Medina Mora; and Daniel Hernández Joseph, the consul general of Mexico in Boston.

“We feel honored for the confidence that the MIT community has placed in us,” Alva says. “Our goal is to educate even more entrepreneurial leaders with the capacity and the motivation to solve humanity’s grand challenges. Leaders capable of creating and sustaining economic and social value. Leaders that will transform the lives of millions of people.”

The agreement sets the stage for increasing long-term cooperation and collaboration between the two universities with an initial academic program that will enable undergraduates, graduate students, postdocs, and junior faculty from Tecnológico de Monterrey to visit the MIT campus, where they will be embedded in labs and centers alongside MIT faculty and students. The participants will gain direct experience in disciplines and topics that match their interests. The program may change or expand its focus after five years.

“The goal for the first five years is to provide students and scholars from Tecnológico de Monterrey with a world-class research experience in nanoscience and nanotechnology and to accelerate research programs of critical importance to Mexico and the world,” says Jesús del Álamo, the Donner Professor of Electrical Engineering, who will coordinate the program at MIT. “And because faculty hosts of participants in the initial program will be recruited from any MIT academic department with relevant activities, we will be able to accommodate interests in nanoscale research over a very broad intellectual front.”

MIT is currently constructing a new facility, MIT.nano, that will be a key resource for future extensions of the program. The new 200,000-square-foot facility, which is being constructed on the site of Building 12 at the center of the MIT campus, will house state-of-the-art cleanroom, imaging, and prototyping facilities supporting research with nanoscale materials and processes — in fields including energy, health, life sciences, quantum sciences, electronics, and manufacturing.

In honor of the new relationship, the facility’s Computer-Aided Visualization Environment will be named after Tecnológico de Monterrey, says Vladimir Bulović, the Fariborz Maseeh Chair in Emerging Technology and faculty lead for the MIT.nano building project.

“When it is completed, MIT.nano will enable students and faculty from Tecnológico de Monterrey to learn and work in one of the most advanced facilities in the world and will give them invaluable experience at the forefront of innovation,” says Bulović, who is also the associate dean for innovation in MIT’s School of Engineering and co-chair of the MIT Innovation Initiative.

Tecnológico de Monterrey is one of the largest universities in Latin America, with nearly 100,000 high school, undergraduate, and graduate students; 31 campuses in Mexico; and 19 international locations and branches in the Americas, Europe, and Japan. This week’s agreement establishes a new relationship between MIT and Tecnológico de Monterrey, but the two institutions have a shared history.

Tecnológico de Monterrey was founded in 1943 by Eugenio Garza Sada, who graduated from MIT in 1914 with a degree in civil engineering. After studying at MIT, Garza Sada — with his brother, Roberto, who graduated from MIT in 1918 — grew his family’s brewery in Mexico into a company that today is known as FEMSA, the largest beverage company in Mexico and Latin America. Tecnológico de Monterrey’s founding director-general was León Ávalos Vez, a mechanical engineer from the MIT Class of 1929.

“We believe that both MIT and Tecnológico de Monterrey play a leadership role in shaping minds and creating knowledge, in serving as catalysts for innovation, entrepreneurship and economic growth, but they also have a responsibility to address the critical problems in the world,” says Fernández, the chairman of the board of trustees at Tecnológico de Monterrey. “This agreement will encourage the implementation of educational programs and accelerate research in nanotechnology in ways that will truly make a difference.”

The new program will commence next spring, with the first students and faculty targeted to come to MIT next summer [2015].

It’ll be interesting to note if this exchange ever reverses and MIT students start visiting Tecnológico de Monterrey campuses. It seems there’s a quite a selection with 31 in Mexico and 19 in various locations internationally.

Nanoeducation compendium (2012) from the European Commission

Michael Berger has written an Oct. 6, 2014 Nanowerk Spotlight article about the European Commission’s NANOTECHNOLOGIES: Principles, Applications, Implications and Hands-on Activities: A compendium for educators published in 2012. From the article,

The lessons, discussions on applications and hands-on experiments presented in this book have been tested and enriched by hundreds of teachers, professors and educators from about one thousand schools in 20 countries in Europe and beyond, involving about 40.000 students.

The educational materials in this compendium are organized in three self-contained modules to offer increased flexibility throughout the development of the course, addressing the fundamental concepts, the main application areas and selected hands-on experiments.

Moreover, a case study approach provides educators and teachers with practical applications and examples to discuss in class. Background materials, literature reviews, specific case studies and ideas are presented to show educators how to address nanosciences and nanotechnologies concepts. Topics dealing with the ethical, societal and safety aspects of nanotechnologies are also included to help educators encouraging class debates, referenced with other European projects and relevant webpages.

One caveat, two years later some of the material may be dated, e.g., webpages may have been moved.

There is an overview of various nanoeducation materials and organizations in the European Union provided in a Dec. 18, 2013 posting for NanoDiode (an innovative, coordinated programme for outreach and dialogue throughout Europe to support the effective governance of nanotechnologies; Note: links have been removed),

The need for education features prominently in European policy texts such as the European Commission’s Strategy for Nanotechnology of 2004 and its Nanosciences and Nanotechnologies Action Plan of 2005, which aims to ‘Promote networking and disseminate ‘best practice’s for education and training in N&N.’  Along with similar policy mandates for education on European member states and in other parts of the globe, this has resulted in a wide range of nanotechnology education activities over the last decade. The European project NANOYOU for instance organised a range of education activities such as a poster, film, contest, virtual dialogue, cards, role play, lab experiments, puzzle and games, and a website in 13 languages. In a similar fashion, the European project TimeforNano developed a range of educational materials and events (News & events, a video competition, a NanoKIT, a quiz and a website in 9 languages). The recent compendium for educators made on the basis of NANOYOU and, to a lesser extent, TimeforNano presents an extensive overview on the relevant principles, applications, implications and hands-on activities for nanotechnology education. [emphasis mine; this is the 2012 compendium mentioned in this post]

NISENet (Nanoscale Informal Science Education Network) features the compendium and offers more information and a link to it from here.

Most recently (Sept. 30, 2014 post), I featured a nanoeducation effort in Estonia The country is participating in the Quantum Spin-Off Project which offers an entrepreneurial aspect, as well as, education in the field of nanotechnology/nanoscience.

Nanotechnology education, artificial muscles, and Estonian high schools?

The University of Tartu (Estonia) announced in a Sept. 29, 2014 press release an educational and entrepreneurial programme about nanotechnology/nanoscience for teachers and students,

Led by the University of Tartu, innovative Estonian schools participate in the Quantum Spin-Off project, which aims to bring youth in contact with nanotechnology, modern science and high-tech entrepreneurship. Pupils participating in the project will learn about seven topics of nanotechnology, including the creation of artificial muscles and the manipulation of nanoparticles.

Most people have little contact with nanoscience and nanotechnologies, although the exciting nano-world has always been around us. “Most Estonian teachers do not have the experience of introducing nanoscience required for understanding the nano-world or the necessary connections that would allow visiting the experts in nanoscience and enterprises using the technology,” said the leader of the Quantum Spin-Off project, UT Professor of Technology Education Margus Pedaste, describing the current situation of acquiring nanotechnology knowledge in Estonia.

Coordinator of the project, Project Manager at the Centre for Educational Technology Maarika Lukk adds that nanoscience is interesting and necessary, as it offers plenty of practical applications, for instance in medicine, education, military industry and space.

The press release goes on to describe the Quantum Spin-Off project and the proposed nanoscience programme in more detail,

To bring nanoscience closer to pupils, educational researchers of the University of Tartu decided to implement the European Union LLP Comenius project “Quantum Spin-Off – connecting schools with high-tech research and entrepreneurship”. The objective of the project is to build a kind of a bridge: at one end, pupils can familiarise themselves with modern science, and at the other, experience its application opportunities at high-tech enterprises. “We also wish to inspire these young people to choose a specialisation related to science and technology in the future,” added Lukk.

The pupils can choose between seven topics of nanotechnology: the creation of artificial muscles, microbiological fuel elements, manipulation of nanoparticles, nanoparticles and ionic liquids as oil additives, materials used in regenerative medicine, deposition and 3D-characterisation of atomically designed structures and a topic covered in English, “Artificial robotic fish with EAP elements”.

Learning is based on study modules in the field of nanotechnology. In addition, each team of pupils will read a scientific publication, selected for them by an expert of that particular field. In that way, pupils will develop an understanding of the field and of scientific texts. On the basis of the scientific publication, the pupils prepare their own research project and a business plan suitable for applying the results of the project.

In each field, experts of the University of Tartu will help to understand the topics. Participants will visit a nanotechnology research laboratory and enterprises using nanotechnologies.

The project lasts for two years and it is also implemented in Belgium, Switzerland and Greece.

You can find more information about the European Union’s Quantum Spin-Off Project on its website (from the homepage),

The Quantum Spinoff project will bring science teachers and their pupils in direct contact with research and entrepreneurship in the high-tech nano sector, with the goal of educating a new generation of scientifically literate European citizens and inspiring young people to choose for science and technology careers. Teams of pupils, guided by their science teachers, will be challenged to create a responsible and socially relevant valorisation of a scientific paper in collaboration with actual researchers and entrepreneurs. They will visit high-tech research labs and will compete for the European Quantum Spin-Off Prize. Scientific and technological insights, creativity and responsible entrepreneurship will be all taken into account by the jury of experts. Science teachers will be trained in international and national workshops to support the inquiry learning process of their pupils.

This drive toward linking science to entrepreneurial output is an international effort as this Quantum-Spin Off project , Singapore’s A*STAR (Agency for Science, Technology and Research) and my Sept. 30, 2014 post about the 2014 Canadian Science Policy Conference  make abundantly clear.

The Innovation Society’s Nanorama Car Workshop

Thanks to a Sept. 23, 2014 news item on Nanowerk, I’ve come across this education initiative for workers in the automotive industry,

Nanomaterials and ultra-fine particles in car workshops – learn how to handle them safely by exploring the “Nanorama Car Workshop”, which is now available (in German) at http://nano.dguv.de/nanorama/bghm/. A “Nanorama” is a virtual classroom that allows its users to gather important information on safe handling of nanomaterials in a 360° work environment.

The emphasis of the “Nanorama Car Workshop” is on the handling of products containing nanomaterials and on work processes that can lead to the formation of ultra-fine particles. In the “Nanorama Car Workshop”, the user receives useful information about hazard evaluation assessment, the occupational exposure to nanomaterials and necessary protective measures.

An Aug. 25, 2014 DGUV (Deutsche Gesetzliche Unfallversicherung; German Social Accident Insurance Institution) press release, (summary available here) provides more details,

The ‘Nanorama Lab’ (http://nano.dguv.de/nanorama/bgrci/) represents the second interactive educational tool on the Nano-Platform ‘Safe Handling of Nanomaterials’ (http://nano.dguv.de) (both currently only available in German). They were developed by the Innovation Society, St. Gallen, in close collaboration with the German Social Accident Insurance Institution for the raw materials and chemical industry (BG RCI). The ‘Nanorama Lab’ offers in-depth insights into the safe handling of nanomaterials and installations used to manufacture or process nanomaterials in laboratories. Complementary to hazard evaluation assessments, it enables users to assess the occupational exposure to nanomaterials and to identify necessary protective measures when handling said materials in laboratories.

«Due to the attractive visual implementation and the interactive contents, the ‘Nanorama Lab’ offers a great introduction to protective measures in laboratories », says Dr. Thomas H. Brock, Head of the Expert Committee on Hazardous Substances of the BG RCI. The ‘Nanorama Lab’ inspires curiosity in users and instigates them to reflect on the conditions in their respective workplaces. «By exploring the ‘Nanorama Lab’, laboratory staff actively deals with occupational health and safety in laboratories and its practical implementation with regard to nanomaterials.»

The press release goes on to describe the ‘nanorama’ concept,

Presenting the ‘Nanorama Lab’, the DGUV again harnesses the interactive E-Learning tool ‘Nanorama’ developed by The Innovation Society, St. Gallen. A ‘Nanorama’ – a lexical blend of ‘Nano’ and ‘Panorama’, – is a novel 360°-E-learning module in which the user enters a virtual space and moves around in it. By completing a ‘Nanorama’, users acquire knowledge in an entertaining manner. ‘Nanoramas’ can be applied in many areas of education and communication.

The first module of the Nano-Platform, the ‘Nanorama Construction’, can be visited on http://nano.dguv.de/nanorama/bgbau/. It offers insights into the use and applications of nanomaterials in the construction industry and will soon be followed by the ‘Nanorama
Metal’. Additionally, the Nano-Platform c an be expanded with further ‘Nanorama’-modules on any given sector or trade thanks to its modular design.

There is no word as to when an English-language version may be available but you can visit the Nanomara car workshop, regardless.

You can also check out the Nano-Portal for more information about this car Nanorama and other such inititiatives.

Here’s an image from the Nanorama car workshop,

Nanorama car workshop [downloaded from http://nano.dguv.de/]

Nanorama car workshop [downloaded from http://nano.dguv.de/]

University of Oxford (UK)’s wider aspects of nanotechnology online course

Despite its designation as a summer school programme, this University of Oxford’s online nanotechnology course is being offered from Oct. 13 – Nov. 30, 2014. Here’s more from the University of Oxford, Dept. of Continuing Studies, The Wider Contest of Nanotechnology webpage,

Overview

Nanotechnology is the identification, application and use of novel behaviour that occurs at the nanoscale to solve real-world problems. The discipline requires a breadth of understanding that is much wider than just the equations and scientific principles that underlie that behaviour. This introductory course gives an overview of the current state of nanotechnology as well as introducing the implications of these new technologies for safety, regulation, and innovation. The course provides an overview of the societal and environmental implications of nanotechnology.

The Wider Context of Nanotechnology online course can be taken alone, with or without academic credit, or as part of the Postgraduate Certificate in Nanotechnology.

The result has been a high degree of confusion at all levels of society as to the ethics, safety and business implications of this emerging series of technologies. The course addresses these issues and others in emphasising the interdisciplinary nature of nanotechnology. This is important because students who specialise in nanotechnology must be trained to appreciate a range of issues beyond the confines of pure science. Nanotechnology has applications in a broad range of fields and sectors of society. A student trained in electrical engineering, for example, who goes on to specialise in nanotechnology, may undertake a research project developing nanosensors that will be implanted in human subjects. He or she will therefore need to develop new skills to appreciate the broader ethical, societal and environmental implications of such research.

The development of interdisciplinary skills involves not only learning methods of reasoning and critical thinking, but also gaining experience with the dynamics and development of effective multi-disciplinary function. Technologists must become comfortable addressing various issues as an integral part of doing advanced research in a team that might draw upon the expertise of not only engineers, but also biologists, doctors, lawyers and business people. As the project evolves knowledge of the place of nanotechnology in business becomes increasingly important. This course teaches an understanding of the basic workings of how nanotechnology innovation is exploited, together with an understanding of the dynamics of entrepreneurship

Here are some details about the Programme Director and Tutor,

Dr Christiane Norenberg

Role: Director

Christiane is the Nanotechnology HEIF Manager at the University of Oxford’s Begbroke Science Park. She received her DPhil in Materials Science from the University of Oxford in 1998 and continued with postdoctoral research. In 2001, Christiane was awarded the Royal Society Dorothy Hodgkin Fellowship for her work on the growth and characterisation of nanostructures on semiconductor surfaces. After a period as a lecturer at the Multidisciplinary Nanotechnology Centre at Swansea University, Christiane returned to Oxford in 2007 to take up her present post.

Her interests and expertise are in the areas of surface science, growth and characterisation of nanostructures on surfaces, and nanotechnology in general. Christiane also teaches nanoscience and materials science at undergraduate and postgraduate level.

Dr Keith Simons

Role: Tutor

Dr Keith Simons, a chemist by training, is an independent innovation consultant who works as an interim manager in business development and fundraising for high-technology start-up organisations. He also works for regional, national and European governments in evaluation and monitoring of publicly-funded research. Keith is also the tutor for our first course to feature Adobe Connect Professional, the Postgraduate Certificate in Nanotechnology.

He has previously been the Business Development Manager for the Crystal Faraday Partnership, a not-for-profit organisation, backed by the British government and responsible for advancing innovation in Green Chemical Technologies for the chemical and allied industries. Prior to Crystal Faraday, he worked for Avantium Technologies in Amsterdam, a start-up company that developed high throughput technologies for the chemicals and pharmaceutical industries. This built upon his experience as development chemist at Johnson Matthey in the UK where he developed accelerated techniques for catalyst development and process optimisation for pharmaceutical manufacture.

Keith has degrees from the Universities of Hull and Liverpool. He has also performed postdoctoral research at the ETH, Zurich.

I notice Dr. Norenberg received a ‘Dorothy Hodgkin’ fellowship. Coincidentally, I mentioned a play about Dorothy Hodgkin and her friendship with Margaret Thatcher (Hodgkin’s former student and a UK Prime Minister) to be broadcast on BBC 4 later this week on Aug. 20, 2014. Scroll down about 50% of the way if you want to read my Aug. 15, 2014 posting about the play and other arts and sciences news.

Getting back to the wider implications of nanotechnology, the course fee is £2400.00 and it is possible to apply for scholarships and other financial assistance.

Ontario’s special science research, writing, and presentation programme (Online Research Co-op Pilot Program) for high schoolers

A group of teenagers in Thunder Bay , Ontario participating in a pilot programme where they were mentored online by Canadian government federal scientists were profiled in a May 9, 2104 news item published by The Chronicle Journal; the newspaper of the northwest (Ontario),

Three Churchill high school students have completed a bold journey in science.

The science co-op students were each teamed up with a federal scientist in a year-long pilot project that ended this week when the students presented their research paper to a panel of experts.

Shane Wong, 17, worked on nanotechnology, materials at the size of molecules and atoms. “I think I was watching an episode of Daily Planet actually, and they mentioned nanotechnology, and I thought that was really cool,’’ Wong recalled. “When they offered this program at the school, nanotechnology was one of them.”

Wesley Willick, 16, looked at a space-based automatic identification system. “It is basically a bunch of ships at sea . . . communicating with each other, (sharing) data such as speed and where they are heading and what they are carrying . . . relaying that information up to a satellite and back down to a mainland station which can organize the data and make sure none of the ships collide,” explained Willick.

“I originally signed up for military technology and I got paired with somebody who works at the Maritime Defence Institute in Halifax,’’ Willick said. “He gave me several different options . . . and thought this was the best to do because it had more papers written on it.”

Robin Little, 17, wrote on phage therapy, a bacteria used to attack specific bacteria and which can be genetically modified, he said. “This is going to be used as an alternative medication as opposed to antibiotics, as antibiotics are extremely dangerous and poisonous,” said Little. …

Simrun Chabal, an International Baccalaureate student, also participated in the science co-op, but was unavailable to do his presentation due to other commitments.

Churchill was one of six Ontario schools involved in the pilot project.

The full title for the project is this: Ontario On-Line Research Co-op for high school students. There’s this from the project homepage,

This course has been collaboratively developed by the Canadian Young Scientist Journal and the federal Science and Technology Cluster (Science.gc.ca).

The Online Research Co-op Pilot Program has been developed to help students transition from secondary school to postsecondary education. The program matches highly motivated high school students, in grades 11 and 12, with top researchers in the fields of science and technology. Students are offered opportunities to work on research projects, interact with like-minded peers, and gain early exposure to careers in science and technology. The online format of the course makes it accessible to students across Ontario.

The program has been piloted in four schools across the province:

Earl Haig Secondary School
École secondaire publique De la Salle
Sir Winston Churchill Collegiate & Vocational Institute
St. Martin Secondary School

Additional Ontario high schools can now apply to offer this opportunity for their students. Their letters of intent should be coordinated with the program liaison ([email protected]) and submitted to the Canadian Young Scientist Journal.

The pilot program will be the topic of a workshop at the Ontario Cooperative Education Association Spring Conference (April 27 – 29, 2014) and at the Ontario Association of Physics Teachers Conference (May 24, 2014).The best On-Line Research Co-op projects will be:

profiled in the Canadian Young Scientist Journal and distributed to every high school in Ontario;
presented at the Ontario Annual Science and Innovation conference to the attention of the national academic community;
showcased on Science.gc.ca together with a Young Scientist Blog allowing students to share their experience and ideas with each other and with the general public.

Step-by-step pilot project description:

1. Choosing students

A selection process takes place at the participating high schools to choose the students who will take part in the online co-op. Students develop their cover letters and a description of science projects they would like to pursue. The co-op liaison passes the names of the successful students along with their cover letters, research requests and alternatives to the Science.gc.ca team to engage scientists interested in mentoring.

2. Finding the mentors

The Science.gc.ca team matches projects with scientists who expressed interest in mentoring and helping to develop the next generation of scientists. If no exact match is found for a particular project, the Science.gc.ca team will approach potential mentors in a similar field of study. After reviewing materials from students, the scientists agree to mentor a particular student.

3. The interview

The liaison arranges a Skype or telephone “interview” between the student, the mentor and the local co-op teacher. During the interview, the mentor and student will discuss the project and the expectations while making any mutually acceptable modifications.

4. Setting up collaboration

The Science.gc.ca team creates a separate online SharePoint site for each student and a mentoring scientist. The collaboration space allows for an easy exchange of ideas, information, assigning research topics, and reviewing work submitted over the period of one semester. The information on the roles and responsibilities of the student and the mentor are integrated into the site. As this is a pilot project, participants, teachers and mentors also have access to a forum for sharing successes, tips, and lessons learned with other teams.

5. Using collaboration spaces

Based on the interview, the mentor adapts the project expectations and deliverables and uploads them to the SharePoint site. The mentor also provides a list of resources that the student can use as well as tasks to be accomplished. The student and the mentor regularly communicate online and the student posts timely progress updates and uploads results of completed tasks. The mentor approves the student’s weekly timesheets and completes the mid-course and final evaluation forms online.

6. Measuring ongoing progress

Each collaboration site includes tools supporting ongoing interactions and measurement of student’s progress. The mentor and the co-op teacher have an opportunity to be involved as little or as much as necessary based on the course progress indicators; the mentor can decide when the student needs assistance or guidance. The student and the mentor meet half way through the course via Skype or telephone to discuss progress and if necessary modify the expectations for the deliverables and the final report. By the end of the course the student submits results in a form of project report, case study or research topic review.

7. Celebrating results

The Online Research Co-op Pilot Program supports students’ transition from high school into postsecondary institutes with a focus on 21st century career development. We will celebrate the best projects in the following ways:

Featuring them in the Canadian Young Scientist Journal distributed to every high school in Ontario;
Presenting the projects at the Ontario Annual Science and Innovation conference to the attention of the national academic community;
Creating a showcase on Science.gc.ca together with a Young Scientist Blog allowing students to share their experience and ideas.

All of the participating mentors will be recognised in a special section of Science.gc.ca for their contribution to the development of the next generation of Canadian scientists and researchers.

There’s also a plea for mentors on the project homepage,

This program allows participating scientists to mentor and shape the next generation of Canadian scientists through direct on-line contact. During a 4 month semester, students are expected to work for about 90 hours. Mentoring scientists are expected to contribute about 10 hours of their time over the same period. Early exposure to research can have a large impact on the career direction of these students. Recently, through the Canadian Young Scientist Journal, high school students demonstrated their ability to invent New Bio-science technologies, Non-voice over IP communication and more. However, these students require mentors to guide their intellectual curiosity.

Mentors have the opportunity to review the cover letter of students before accepting them as mentees. During an initial online meeting, the student and the mentor will discuss expectations and guidelines for the project. There will be generic assignments available for students (e.g., Writing a Scientific Paper, Critiquing a Scientific Paper, Report on Scientific Literature, Scientific Literature Review and Analysis), but the specifics of the project will be mutually agreed upon by both the student and mentor. An online SharePoint site will be a means for the students and mentors to share ideas, documents, and information. The mentor may be involved as little or as much as necessary in the student’s project, based on the course progress indicators. Mentorship duties may be partially designated to a graduate student in the mentor’s lab; however, all projects should provide students with the opportunity to gain knowledge and skills in science and technology research.

I’m glad to see this project and hope it is quite successful and spreads across the country in all directions.

One final comment, I am not familiar with the Canadian Young Scientist Journal (CYSJ) and after a bit of online digging, I found this description in its Wikipedia entry (Note: links have been removed),

The Canadian Young Scientist Journal (fr. Revue Canadienne des Jeunes Scientifiques) is a non-profit peer-reviewed publication covering highlight student-driven research and innovative work. It was established in May 2008 by its current editor-in-chief, Alexandre Noukhovitch[1] and is published by NRC Research Press. [emphasis mine] It provides secondary school students with an opportunity to publish the results of their research.[2] The journal is based in Toronto and is published twice per year. It works in close association with Youth Science Canada.[3] The journal includes project reports, case studies, and science book reviews authored by high school students.[4] To benefit science education and to support classroom activities, the journal publishes expert reviews along with students’ papers.

The journal was published by the Canadian federal government’s National Research Press which exists now as a brand for Canadian Science Publishing (CSP), a not-for-profit publishing group formed after the government severed it from Canada’s National Research Council. Oddly, there’s no mention of any publisher, CSP or otherwise, in the About the Journal page or elsewhere on the journal’s website but the Ads and sponsorships page does mention CSP in the Motivator category.

It’s always interesting trying to trace the network of relationships between government and non-government agencies especially since the Canadian federal government has created a number of not-for-profit agencies.I’m not trying to suggest sinister but it does get confusing when the agencies don’t think to include histories and explanations.

In the interest of clarifying things, I was involved in a project (Science Borealis; a Canadian science blog aggregator/hub/community) which was, and I think continues to to be, supported by CSP.