Tag Archives: ASPIRES

The decade that was (2010-19) and the decade to come (2020-29): Science culture in Canada (5 of 5)

At long last, the end is in sight! This last part is mostly a collection of items that don’t fit elsewhere or could have fit elsewhere but that particular part was already overstuffed.

Podcasting science for the people

March 2009 was the birth date for a podcast, then called Skeptically Speaking and now known as Science for the People (Wikipedia entry). Here’s more from the Science for the People About webpage,

Science for the People is a long-format interview podcast that explores the connections between science, popular culture, history, and public policy, to help listeners understand the evidence and arguments behind what’s in the news and on the shelves.

Every week, our hosts sit down with science researchers, writers, authors, journalists, and experts to discuss science from the past, the science that affects our lives today, and how science might change our future.

THE TEAM

Rachelle Saunders: Producer & Host

I love to learn new things, and say the word “fascinating” way too much. I like to talk about intersections and how science and critical thinking intersect with everyday life, politics, history, and culture. By day I’m a web developer, and I definitely listen to way too many podcasts.

….

H/t to GeekWrapped’s 20 Best Science Podcasts.

Science: human contexts and cosmopolitanism

situating science: Science in Human Contexts was a seven-year project ending in 2014 and funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). Here’s more from their Project Summary webpage,

Created in 2007 with the generous funding of the Social Sciences and Humanities Research Council of Canada Strategic Knowledge Cluster grant, Situating Science is a seven-year project promoting communication and collaboration among humanists and social scientists that are engaged in the study of science and technology.

You can find out more about Situating Science’s final days in my August 16, 2013 posting where I included a lot of information about one of their last events titled, “Science and Society 2013 Symposium; Emerging Agendas for Citizens and the Sciences.”

The “think-tank” will dovetail nicely with a special symposium in Ottawa on Science and Society Oct. 21-23. For this symposium, the Cluster is partnering with the Institute for Science, Society and Policy to bring together scholars from various disciplines, public servants and policy workers to discuss key issues at the intersection of science and society. [emphasis mine]  The discussions will be compiled in a document to be shared with stakeholders and the wider public.

The team will continue to seek support and partnerships for projects within the scope of its objectives. Among our top priorities are a partnership to explore sciences, technologies and their publics as well as new partnerships to build upon exchanges between scholars and institutions in India, Singapore and Canada.

The Situating Science folks did attempt to carry on the organization’s work by rebranding the organization to call it the Canadian Consortium for Situating Science and Technology (CCSST). It seems to have been a short-lived volunteer effort.

Meanwhile, the special symposium held in October 2013 appears to have been the springboard for another SSHRC funded multi-year initiative, this time focused on science collaborations between Canada, India, and Singapore, Cosmopolitanism and the Local in Science and Nature from 2014 – 2017. Despite their sunset year having been in 2017, their homepage boasts news about a 2020 Congress and their Twitter feed is still active. Harking back, here’s what the project was designed to do, from the About Us page,

Welcome to our three year project that will establish a research network on “Cosmopolitanism” in science. It closely examines the actual types of negotiations that go into the making of science and its culture within an increasingly globalized landscape. This partnership is both about “cosmopolitanism and the local” and is, at the same time, cosmopolitan and local.

Anyone who reads this blog with any frequency will know that I often comment on the fact that when organizations such as the Council of Canadian Academies bring in experts from other parts of the world, they are almost always from the US or Europe. So, I was delighted to discover the Cosmopolitanism project and featured it in a February 19, 2015 posting.

Here’s more from Cosmopolitanism’s About Us page

Specifically, the project will:

  1. Expose a hitherto largely Eurocentric scholarly community in Canada to widening international perspectives and methods,
  2. Build on past successes at border-crossings and exchanges between the participants,
  3. Facilitate a much needed nation-wide organization and exchange amongst Indian and South East Asian scholars, in concert with their Canadian counterparts, by integrating into an international network,
  4. Open up new perspectives on the genesis and place of globalized science, and thereby
  5. Offer alternative ways to conceptualize and engage globalization itself, and especially the globalization of knowledge and science.
  6. Bring the managerial team together for joint discussion, research exchange, leveraging and planning – all in the aid of laying the grounds of a sustainable partnership

Eco Art (also known as ecological art or environmental art)

I’m of two minds as to whether I should have tried to stuff this into the art/sci subsection in part 2. On balance, I decided that this merited its own section and that part 2 was already overstuffed.

Let’s start in Newfoundland and Labrador with Marlene Creates (pronounced Kreets), here’s more about her from her website’s bio webpage,

Marlene Creates (pronounced “Kreets”) is an environmental artist and poet who works with photography, video, scientific and vernacular knowledge, walking and collaborative site-specific performance in the six-acre patch of boreal forest in Portugal Cove, Newfoundland and Labrador, Canada, where she lives.

For almost 40 years her work has been an exploration of the relationship between human experience, memory, language and the land, and the impact they have on each other. …

Currently her work is focused on the six acres of boreal forest where she lives in a ‘relational aesthetic’ to the land. This oeuvre includes Water Flowing to the Sea Captured at the Speed of Light, Blast Hole Pond River, Newfoundland 2002–2003, and several ongoing projects:

Marlene Creates received a Governor General’s Award in Visual and Media Arts for “Lifetime Artistic Achievement” in 2019. …

As mentioned in her bio, Creates has a ‘forest’ project. The Boreal Poetry Garden,
Portugal Cove, Newfoundland 2005– (ongoing)
. If you are interested in exploring it, she has created a virtual walk here. Just click on one of the index items on the right side of the screen to activate a video.

An October 1, 2018 article by Yasmin Nurming-Por for Canadian Art magazine features 10 artists who focus on environmental and/or land art themes,

As part of her 2016 master’s thesis exhibition, Fredericton [New Brunswick] artist Gillian Dykeman presented the video Dispatches from the Feminist Utopian Future within a larger installation that imagined various canonical earthworks from the perspective of the future. It’s a project that addresses the inherent sense of timelessness in these massive interventions on the natural landscape from the perspective of contemporary land politics. … she proposes a kind of interaction with the invasive and often colonial gestures of modernist Land art, one that imagines a different future for these earthworks, where they are treated as alien in a landscape and as beacons from a feminist future.

A video trailer featuring “DISPATCHES FROM THE FEMINIST UTOPIAN FUTURE” (from Dykeman’s website archive page featuring the show,

If you have the time, I recommend reading the article in its entirety.

Oddly, I did not expect Vancouver to have such an active eco arts focus. The City of Vancouver Parks Board maintains an Environmental Art webpage on its site listing a number of current and past projects.

I cannot find the date for when this Parks Board initiative started but I did find a document produced prior to a Spring 2006 Arts & Ecology think tank held in Vancouver under the auspices of the Canada Council for the Arts, the Canadian Commission for UNESCO, the Vancouver Foundation, and the Royal Society for the Encouragement of the Arts, Manufactures and Commerce (London UK).

In all likelihood, Vancouver Park Board’s Environmental Art webpage was produced after 2006.

I imagine the document and the think tank session helped to anchor any then current eco art projects and encouraged more projects.

The document (MAPPING THE TERRAIN OF CONTEMPORARY ECOART PRACTICE AND COLLABORATION) while almost 14 years old offers a fascinating overview of what was happening internationally and in Canada.

While its early days were in 2008, EartHand Gleaners (Vancouver-based) wasn’t formally founded as an arts non-for-profit organization until 2013. You can find out more about them and their projects here.

Eco Art has been around for decades according to the eco art think tank document but it does seemed to have gained momentum here in Canada over the last decade.

Photography and the Natural Sciences and Engineering Research Council of Canada (NSERC)

Exploring the jack pine tight knit family tree. Credit: Dana Harris Brock University (2018)

Pictured are developing phloem, cambial, and xylem cells (blue), and mature xylem cells (red), in the outermost portion of a jack pine tree. This research aims to identify the influences of climate on the cellular development of the species at its northern limit in Yellowknife, NT. The differences in these cell formations is what creates the annual tree ring boundary.

Science Exposed is a photography contest for scientists which has been run since 2016 (assuming the Past Winners archive is a good indicator for the programme’s starting year).

The 2020 competition recently closed but public voting should start soon. It’s nice to see that NSERC is now making efforts to engage members of the general public rather than focusing its efforts solely on children. The UK’s ASPIRES project seems to support the idea that adults need to be more fully engaged with STEM (science, technology, engineering, and mathematics) efforts as it found that children’s attitudes toward science are strongly influenced by their parents’ and relatives’ attitudes.(See my January 31, 2012 posting.)

Ingenious, the book and Ingenium, the science museums

To celebrate Canada’s 150th anniversary in 2017, then Governor General David Johnston and Tom Jenkins (Chair of the board for Open Text and former Chair of the federal committee overseeing the ‘Review of Federal Support to R&’D [see my October 21, 2011 posting about the resulting report]) wrote a boo about Canada’s inventors and inventions.

Johnston and Jenkins jaunted around the country launching their book (I have more about their June 1, 2017 Vancouver visit in a May 30, 2017 posting; scroll down about 60% of the way]).

The book’s full title, “Ingenious: How Canadian Innovators Made the World Smarter, Smaller, Kinder, Safer, Healthier, Wealthier and Happier ” outlines their thesis neatly.

Not all that long after the book was launched, there was a name change (thankfully) for the Canada Science and Technology Museums Corporation (CSTMC). It is now known as Ingenium (covered in my August 10, 2017 posting).

The reason that name change was such a relief (for those who don’t know) is that the corporation included three national science museums: Canada Aviation and Space Museum, Canada Agriculture and Food Museum, and (wait for it) Canada Science and Technology Museum. On the list of confusing names, this ranks very high for me. Again, I give thanks for the change from CSTMC to Ingenium, leaving the name for the museum alone.

2017 was also the year that the newly refurbished Canada Science and Technology Museum was reopened after more than three years (see my June 23, 2017 posting about the November 2017 reopening and my June 12, 2015 posting for more information about the situation that led to the closure).

A Saskatchewan lab, Convergence, Order of Canada, Year of Science, Animated Mathematics, a graphic novel, and new media

Since this section is jampacked, I’m using subheads.

Saskatchewan

Dr. Brian Eames hosts an artist-in-residence, Jean-Sebastien (JS) Gauthier at the University of Saskatchewan’s College of Medicine Eames Lab. A February 16, 2018 posting here featured their first collaboration together. It covered evolutionary biology, the synchrotron (Canadian Light Source [CLS]) in Saskatoon, and the ‘ins and outs’ of a collaboration between a scientist an artist. Presumably the art-in-residence position indicates that first collaboration went very well.

In January 2020, Brian kindly gave me an update on their current projects. Jean-Sebastin successfully coded an interactive piece for an exhibit at the 2019 Nuit Blanche Saskatoon event using Connect (Xbox). More recently, he got a VR [virtual reality] helmet for an upcoming project or two.

After much clicking on the Nuit Blanche Saskatoon 2019 interactive map, I found this,

Our Glass is a work of interactive SciArt co-created by artist JS Gauthier and biologist Dr Brian F. Eames. It uses cutting-edge 3D microscopic images produced for artistic purposes at the Canadian Light Source, Canada’s only synchrotron facility. Our Glass engages viewers of all ages to peer within an hourglass showing how embryonic development compares among animals with whom we share a close genetic heritage.

Eames also mentioned they were hoping to hold an international SciArt Symposium at the University of Saskatchewan in 2021.

Convergence

Dr. Cristian Zaelzer-Perez, an instructor at Concordia University (Montreal; read this November 20, 2019 Concordia news release by Kelsey Rolfe for more about his work and awards), in 2016 founded the Convergence Initiative, a not-for-profit organization that encourages interdisciplinary neuroscience and art collaborations.

Cat Lau’s December 23, 2019 posting for the Science Borealis blog provides insight into Zaelzer-Perez’s relationship to science and art,

Cristian: I have had a relationship with art and science ever since I have had memory. As a child, I loved to do classifications, from grouping different flowers to collecting leaves by their shapes. At the same time, I really loved to draw them and for me, both things never looked different; they (art and science) have always worked together.

I started as a graphic designer, but the pursuit to learn about nature was never dead. At some point, I knew I wanted to go back to school to do research, to explore and learn new things. I started studying medical technologies, then molecular biology and then jumped into a PhD. At that point, my life as a graphic designer slipped down, because of the focus you have to give to the discipline. It seemed like every time I tried to dedicate myself to one thing, I would find myself doing the other thing a couple years later.

I came to Montreal to do my post-doc, but I had trouble publishing, which became problematic in getting a career. I was still loving what I was doing, but not seeing a future in that. Once again, art came back into my life and at the same time I saw that science was becoming really hard to understand and scientists were not doing much to bridge the gap.

The Convergence Initiative has an impressive array of programmes. Do check it out.

Order of Canada and ‘The Science Lady’

For a writer of children’s science books, an appointment to the Order of Canada is a singular honour. I cannot recall a children’s science book writer previous to Shar Levine being appointed as a Member of the Order of Canada. Known as ‘The Science Lady‘, Levine was appointed in 2016. Here’s more from her Wikipedia entry, Note: Links have been removed,

Shar Levine (born 1953) is an award-winning, best selling Canadian children’s author, and designer.

Shar has written over 70 books and book/kits, primarily on hands-on science for children. For her work in Science literacy and Science promotion, Shar has been appointed to the 2016 Order of Canada. In 2015, she was recognized by the University of Alberta and received their Alumni Honour Award. Levine, and her co-author, Leslie Johnstone, were co-recipients of the Eve Savory Award for Science Communication from the BC Innovation Council (2006) and their book, Backyard Science, was a finalist for the Subaru Award, (hands on activity) from the American Association for the Advancement of Science, Science Books and Films (2005). The Ultimate Guide to Your Microscope was a finalist-2008 American Association for the Advancement of Science/Subaru Science Books and Films Prize Hands -On Science/Activity Books.

To get a sense of what an appointment to the Order of Canada means, here’s a description from the government of Canada website,

The Order of Canada is how our country honours people who make extraordinary contributions to the nation.

Since its creation in 1967—Canada’s centennial year—more than 7 000 people from all sectors of society have been invested into the Order. The contributions of these trailblazers are varied, yet they have all enriched the lives of others and made a difference to this country. Their grit and passion inspire us, teach us and show us the way forward. They exemplify the Order’s motto: DESIDERANTES MELIOREM PATRIAM (“They desire a better country”).

Year of Science in British Columbia

In the Fall of 2010, the British Columbia provincial government announced a Year of Science (coinciding with the school year) . Originally, it was supposed to be a provincial government-wide initiative but the idea percolated through any number of processes and emerged as a year dedicated to science education for youth (according to the idea’s originator, Moira Stilwell who was then a Member of the Legislative Assembly [MLA]’ I spoke with her sometime in 2010 or 2011).

As the ‘year’ drew to a close, there was a finale ($1.1M in funding), which was featured here in a July 6, 2011 posting.

The larger portion of the money ($1M) was awarded to Science World while $100,000 ($0.1 M) was given to the Pacific Institute of Mathematical Sciences To my knowledge there have been no followup announcements about how the money was used.

Animation and mathematics

In Toronto, mathematician Dr. Karan Singh enjoyed a flurry of interest due to his association with animator Chris Landreth and their Academy Award (Oscar) Winning 2004 animated film, Ryan. They have continued to work together as members of the Dynamic Graphics Project (DGP) Lab at the University of Toronto. Theirs is not the only Oscar winning work to emerge from one or more of the members of the lab. Jos Stam, DGP graduate and adjunct professor won his third in 2019.

A graphic novel and medical promise

An academic at Simon Fraser University since 2015, Coleman Nye worked with three other women to produce a graphic novel about medical dilemmas in a genre described as’ ethno-fiction’.

Lissa: A Story about Medical Promise, Friendship, and Revolution (2017) by Sherine Hamdy and Coleman Nye, two anthropologists and Art by Sarula Bao and Caroline Brewer, two artists.

Here’s a description of the book from the University of Toronto Press website,

As young girls in Cairo, Anna and Layla strike up an unlikely friendship that crosses class, cultural, and religious divides. Years later, Anna learns that she may carry the hereditary cancer gene responsible for her mother’s death. Meanwhile, Layla’s family is faced with a difficult decision about kidney transplantation. Their friendship is put to the test when these medical crises reveal stark differences in their perspectives…until revolutionary unrest in Egypt changes their lives forever.

The first book in a new series [ethnoGRAPIC; a series of graphic novels from the University of Toronto Press], Lissa brings anthropological research to life in comic form, combining scholarly insights and accessible, visually-rich storytelling to foster greater understanding of global politics, inequalities, and solidarity.

I hope to write more about this graphic novel in a future posting.

New Media

I don’t know if this could be described as a movement yet but it’s certainly an interesting minor development. Two new media centres have hosted, in the last four years, art/sci projects and/or workshops. It’s unexpected given this definition from the Wikipedia entry for New Media (Note: Links have been removed),

New media are forms of media that are computational and rely on computers for redistribution. Some examples of new media are computer animations, computer games, human-computer interfaces, interactive computer installations, websites, and virtual worlds.[1][2]

In Manitoba, the Video Pool Media Arts Centre hosted a February 2016 workshop Biology as a New Art Medium: Workshop with Marta De Menezes. De Menezes, an artist from Portugal, gave workshops and talks in both Winnipeg (Manitoba) and Toronto (Ontario). Here’s a description for the one in Winnipeg,

This workshop aims to explore the multiple possibilities of artistic approaches that can be developed in relation to Art and Microbiology in a DIY situation. A special emphasis will be placed on the development of collaborative art and microbiology projects where the artist has to learn some biological research skills in order to create the artwork. The course will consist of a series of intense experimental sessions that will give raise to discussions on the artistic, aesthetic and ethical issues raised by the art and the science involved. Handling these materials and organisms will provoke a reflection on the theoretical issues involved and the course will provide background information on the current diversity of artistic discourses centred on biological sciences, as well a forum for debate.

VIVO Media Arts Centre in Vancouver hosted the Invasive Systems in 2019. From the exhibition page,

Picture this – a world where AI invades human creativity, bacteria invade our brains, and invisible technological signals penetrate all natural environments. Where invasive species from plants to humans transform spaces where they don’t belong, technology infiltrates every aspect of our daily lives, and the waste of human inventions ravages our natural environments.

This weekend festival includes an art-science exhibition [emphasis mine], a hands-on workshop (Sat, separate registration required), and guided discussions and tours by the curator (Sat/Sun). It will showcase collaborative works by three artist/scientist pairs, and independent works by six artists. Opening reception will be on Friday, November 8 starting at 7pm; curator’s remarks and performance by Edzi’u at 7:30pm and 9pm. 

New Westminster’s (British Columbia) New Media Gallery recently hosted an exhibition, ‘winds‘ from June 20 – September 29, 2019 that could be described as an art/sci exhibition,

Landscape and weather have long shared an intimate connection with the arts.  Each of the works here is a landscape: captured, interpreted and presented through a range of technologies. The four artists in this exhibition have taken, as their material process, the movement of wind through physical space & time. They explore how our perception and understanding of landscape can be interpreted through technology. 

These works have been created by what might be understood as a sort of scientific method or process that involves collecting data, acute observation, controlled experiments and the incorporation of measurements and technologies that control or collect motion, pressure, sound, pattern and the like. …

Council of Canadian Academies, Publishing, and Open Access

Established in 2005, the Council of Canadian Academies (CCA) (Wikipedia entry) is tasked by various departments and agencies to answer their queries about science issues that could affect the populace and/or the government. In 2014, the CCA published a report titled, Science Culture: Where Canada Stands. It was in response to the Canada Science and Technology Museums Corporation (now called Ingenium), Industry Canada, and Natural Resources Canada and their joint request that the CCA conduct an in-depth, independent assessment to investigate the state of Canada’s science culture.

I gave a pretty extensive analysis of the report, which I delivered in four parts: Part 1, Part 2 (a), Part 2 (b), and Part 3. In brief, the term ‘science culture’ seems to be specifically, i.e., it’s not used elsewhere in the world (that we know of), Canadian. We have lots to be proud of. I was a little disappointed by the lack of culture (arts) producers on the expert panel and, as usual, I bemoaned the fact that the international community included as reviewers, members of the panel, and as points for comparison were drawn from the usual suspects (US, UK, or somewhere in northern Europe).

Science publishing in Canada took a bit of a turn in 2010, when the country’s largest science publisher, NRC (National Research Council) Research Publisher was cut loose from the government and spun out into the private, *not-for-profit publisher*, Canadian Science Publishing (CSP). From the CSP Wikipedia entry,

Since 2010, Canadian Science Publishing has acquired five new journals:

Since 2010, Canadian Science Publishing has also launched four new journals

Canadian Science Publishing offers researchers options to make their published papers freely available (open access) in their standard journals and in their open access journal, (from the CSP Wikipedia entry)

Arctic Science aims to provide a collaborative approach to Arctic research for a diverse group of users including government, policy makers, the general public, and researchers across all scientific fields

FACETS is Canada’s first open access multidisciplinary science journal, aiming to advance science by publishing research that the multi-faceted global community of research. FACETS is the official journal of the Royal Society of Canada’s Academy of Science.

Anthropocene Coasts aims to understand and predict the effects of human activity, including climate change, on coastal regions.

In addition, Canadian Science Publishing strives to make their content accessible through the CSP blog that includes plain language summaries of featured research. The open-access journal FACETS similarly publishes plain language summaries.

*comment removed*

CSP announced (on Twitter) a new annual contest in 2016,

Canadian Science Publishing@cdnsciencepub

New CONTEST! Announcing Visualizing Science! Share your science images & win great prizes! Full details on the blog http://cdnsciencepub.com/blog/2016-csp-image-contest-visualizing-science.aspx1:45 PM · Sep 19, 2016·TweetDeck

The 2016 blog posting is no longer accessible. Oddly for a contest of this type, I can’t find an image archive for previous contests. Regardless, a 2020 competition has been announced for Summer 2020. There are some details on the VISUALIZING SCIENCE 2020 webpage but some are missing, e.g., no opening date, no deadline. They are encouraging you to sign up for notices.

Back to open access, in a January 22, 2016 posting I featured news about Montreal Neuro (Montreal Neurological Institute [MNI] in Québec, Canada) and its then new policy giving researchers world wide access to its research and made a pledge that it would not seek patents for its work.

Fish, Newfoundland & Labrador, and Prince Edward Island

AquAdvantage’s genetically modified salmon was approved for consumption in Canada according to my May 20, 2016 posting. The salmon are produced/farmed by a US company (AquaBounty) but the the work of genetically modifying Atlantic salmon with genetic material from the Chinook (a Pacific ocean salmon) was mostly undertaken at Memorial University in Newfoundland & Labrador.

The process by which work done in Newfoundland & Labrador becomes the property of a US company is one that’s well known here in Canada. The preliminary work and technology is developed here and then purchased by a US company, which files patents, markets, and profits from it. Interestingly, the fish farms for the AquAdvantage salmon are mostly (two out of three) located on Prince Edward Island.

Intriguingly, 4.5 tonnes of the modified fish were sold for consumption in Canada without consumers being informed (see my Sept. 13, 2017 posting, scroll down about 45% of the way).

It’s not all sunshine and roses where science culture in Canada is concerned. Incidents where Canadians are not informed let alone consulted about major changes in the food supply and other areas are not unusual. Too many times, scientists, politicians, and government policy experts want to spread news about science without any response from the recipients who are in effect viewed as a ‘tabula rasa’ or a blank page.

Tying it all up

This series has been my best attempt to document in some fashion or another the extraordinary range of science culture in Canada from roughly 2010-19. Thank you! This series represents a huge amount of work and effort to develop science culture in Canada and I am deeply thankful that people give so much to this effort.

I have inevitably missed people and organizations and events. For that I am very sorry. (There is an addendum to the series as it’s been hard to stop but I don’t expect to add anything or anyone more.)

I want to mention but can’t expand upon,the Pan-Canadian Artificial Intelligence Strategy, which was established in the 2017 federal budget (see a March 31, 2017 posting about the Vector Institute and Canada’s artificial intelligence sector).

Science Borealis, the Canadian science blog aggregator, owes its existence to Canadian Science Publishing for the support (programming and financial) needed to establish itself and, I believe, that support is still ongoing. I think thanks are also due to Jenny Ryan who was working for CSP and championed the initiative. Jenny now works for Canadian Blood Services. Interestingly, that agency added a new programme, a ‘Lay Science Writing Competition’ in 2018. It’s offered n partnership with two other groups, the Centre for Blood Research at the University of British Columbia and Science Borealis

While the Royal Astronomical Society of Canada does not fit into my time frame as it lists as its founding date December 1, 1868 (18 months after confederation), the organization did celebrate its 150th anniversary in 2018.

Vancouver’s Electric Company often produces theatrical experiences that cover science topics such as the one featured in my June 7, 2013 posting, You are very star—an immersive transmedia experience.

Let’s Talk Science (Wikipedia entry) has been heavily involved with offering STEM (science, technology, engineering, and mathematics) programming both as part of curricular and extra-curricular across Canada since 1993.

This organization predates confederation having been founded in 1849 by Sir Sandford Fleming and Kivas Tully in Toronto. for surveyors, civil engineers, and architects. It is the Royal Canadian Institute of Science (Wikipedia entry)_. With almost no interruption, they have been delivering a regular series of lectures on the University of Toronto campus since 1913.

The Perimeter Institute for Theoretical Physics is a more recent beast. In 1999 Mike Lazirides, founder of Research In Motion (now known as Blackberry Limited), acted as both founder and major benefactor for this institute in Waterloo, Ontario. They offer a substantive and imaginative outreach programmes such as Arts and Culture: “Event Horizons is a series of unique and extraordinary events that aim to stimulate and enthral. It is a showcase of innovative work of the highest international standard, an emotional, intellectual, and creative experience. And perhaps most importantly, it is a social space, where ideas collide and curious minds meet.”

While gene-editing hasn’t seemed to be top-of-mind for anyone other than those in the art/sci community that may change. My April 26, 2019 posting focused on what appears to be a campaign to reverse Canada’s criminal ban on human gene-editing of inheritable cells (germline). With less potential for controversy, there is a discussion about somatic gene therapies and engineered cell therapies. A report from the Council of Canadian is due in the Fall of 2020. (The therapies being discussed do not involve germline editing.)

French language science media and podcasting

Agence Science-Presse is unique as it is the only press agency in Canada devoted to science news. Founded in 1978, it has been active in print, radio, television, online blogs, and podcasts (Baladodiffusion). You can find their Twitter feed here.

I recently stumbled across ‘un balados’ (podcast), titled, 20%. Started in January 2019 by the magazine, Québec Science, the podcast is devoted to women in science and technology. 20%, the podcast’s name, is the statistic representing the number of women in those fields. “Dans les domaines de la science et de la technologie, les femmes ne forment que 20% de la main-d’oeuvre.” (from the podcast webpage) The podcast is a co-production between “Québec Science [founded in 1962] et l’Acfas [formerly, l’Association Canadienne-Française pour l’Avancement des Sciences, now, Association francophone pour le savoir], en collaboration avec la Commission canadienne pour l’UNESCO, L’Oréal Canada et la radio Choq.ca.” (also from the podcast webpage)

Does it mean anything?

There have been many developments since I started writing this series in late December 2019. In January 2020, Iran shot down one of its own planes. That error killed some 176 people , many of them (136 Canadians and students) bound for Canada. The number of people who were involved in the sciences, technology, and medicine was striking.

It was a shocking loss and will reverberate for quite some time. There is a memorial posting here (January 13, 2020), which includes links to another memorial posting and an essay.

As I write this we are dealing with a pandemic, COVID-19, which has us all practicing physical and social distancing. Congregations of large numbers are expressly forbidden. All of this is being done in a bid to lessen the passage of the virus, SARS-CoV-2 which causes COVID-19.

In the short term at least, it seems that much of what I’ve described in these five parts (and the addendum) will undergo significant changes or simply fade away.

As for the long term, with this last 10 years having hosted the most lively science culture scene I can ever recall, I’m hopeful that science culture in Canada will do more than survive but thrive.

For anyone who missed them:

Part 1 covers science communication, science media (mainstream and others such as blogging) and arts as exemplified by music and dance: The decade that was (2010-19) and the decade to come (2020-29): Science culture in Canada (1 of 5).

Part 2 covers art/science (or art/sci or sciart) efforts, science festivals both national and local, international art and technology conferences held in Canada, and various bar/pub/café events: The decade that was (2010-19) and the decade to come (2020-29): Science culture in Canada (2 of 5).

Part 3 covers comedy, do-it-yourself (DIY) biology, chief science advisor, science policy, mathematicians, and more: The decade that was (2010-19) and the decade to come (2020-29): Science culture in Canada (3 of 5)

Part 4 covers citizen science, birds, climate change, indigenous knowledge (science), and the IISD Experimental Lakes Area: The decade that was (2010-19) and the decade to come (2020-29): Science culture in Canada (4 of 5)

*”for-profit publisher, Canadian Science Publishing (CSP)” corrected to “not-for-profit publisher, Canadian Science Publishing (CSP)” and this comment “Not bad for a for-profit business, eh?” removed on April 29, 2020 as per Twitter comments,

Canadian Science Publishing @cdnsciencepub

Hi Maryse, thank you for alerting us to your blog. To clarify, Canadian Science Publishing is a not-for-profit publisher. Thank you as well for sharing our image contest. We’ve updated the contest page to indicate that the contest opens July 2020!

10:01am · 29 Apr 2020 · Twitter Web App

What happened? 2009 report says Canadian students are leaders in reading, math, and science; 2013 report says Canadian students are dropping out of maths and sciences

The Organization for Economic Cooperation and Development (OECD) assesses reading, mathematics, and science skills every three years (they measure results from 15 year olds in participating countries) through their Programme for International Student Assessment (PISA). Canada has participated since 2000 (PISA was launched in 1997). As recently as the 2009 assessment (the 2012 assessment does not appear to have been released yet),, Canadian students were above average in many measures, from the Canadian School Boards Association 2010 (?) posting titled, PISA Results: Canadian Students Score High in Performance, Canadian Education System Scores High in Equity,

The results of the Programme for International Assessment (PISA) 2009 were released today at the Ontario Institute for Studies in Education in Toronto. This report, which measures the “quality, efficiency and equity” of education in sixty-five countries and economies, is issued by the Organization for Economic Co-Operation and Development (OECD), in conjunction with the Council of Ministers of Education, Canada, Human Resources and Skills Development Canada and Statistics Canada. This international assessment ranks Canadian students in three domains: reading, math and science. …

Highlights of both the international report and Canadian report include:

  • Canadian students continue to be leaders in reading, math and science. [emphasis mine]
  • The overall performance of Canadian students in math and science are well above the OECD average and remain unchanged from previous PISA results. Canada is outperformed only by seven countries in math and six countries in science.
  • The Canadian gender gap: females outperform males in reading, while males outperformed females in math and science.
  • Equity, a measure of how well a country can maximize its students’ potential, was ranked as extremely high in Canada. The combination of high PISA scores with high equity demonstrates that there is a small gap between highest and lowest performing students.

Three or so years later, it appears that we have high drop out rates in the sciences and maths, from an Oct. 8, 2013 news item on the CBC (Canadian Broadcasting Corporation) website,

… Canadians are paying a heavy price for the fact that less than 50 per cent of Canadian high school students graduate with senior courses in science, technology, engineering and math (STEM) at a time when 70 per cent of Canada’s top jobs require an education in those fields, said report released by the science education advocacy group Let’s Talk Science and the pharmaceutical company Amgen Canada.

Spotlight on Science Learning 2013 compiles publicly available information about individual and societal costs of students dropping out STEM courses early.

The answer as to what happened has something  to do with when the OECD programme makes its assessment. They measure skills in 15 year olds and generally speaking that means students in grade 10, which coincidentally, is the last year math and science are required courses in most provinces, from the CBC Oct.8, 2013, news item,

Even though most provinces only require math and science courses until Grade 10, the report [Spotlight on Science published by Let’s Talk Science and pharmaceutical company Amgen Canada) found students without Grade 12 math could expect to be excluded from 40 to 75 per cent of programs at Canadian universities, and students without Grade 11 could expect to be excluded from half of community college programs. [emphasis mine]

This news about Canadian students and their failure to pursue maths and sciences according to the Spotlight on Science Learning report was included in the context (in the CBC news item) of another OECD report (released Tues., Oct. 8, 2013), which concluded that Canadian adult numeracy skills lag behind, from the Oct. 8, 2013 CBC news item,

The OECD released its first survey of adult skills Tuesday (Oct. 8, 2013), measuring the literacy, numeracy, and problem-solving skills of those aged 16 to 65 in 24 countries, including 27,000 people in Canada.

While Canadians scored far above average at problem solving in technology-rich environments and their average literacy score was around the average of OECD countries, their mean numeracy score was “significantly below the average,” the OECD said, putting Canada 13th out of 21 countries. [emphasis mine]

The Council of Ministers of Education, Canada, described the average score as “slightly below the OECD average,” but acknowledged the results suggested “this is one area that could be targeted by policymakers for improvement. [emphasis mine]

There’s a difference between ‘significantly below average’ and ‘slightly below average’ and shy of reading the report I’m not sure who to believe. In any event, our literacy skills are accounted to be good and we’re also good at problemsolving in technology-rich environments.  This latest OECD report is titled, OECD Skills Outlook 2013. Here’s more about it from the Outlook webpage (Note: Links have been removed),

This first OECD Skills Outlook presents the initial results of the Survey of Adults Skills (PIAAC), which evaluates the skills of adults in 24 countries. It provides insights into the availability of some of the key skills and how they are used at work and at home. A major component is the direct assessment of key information-processing skills: literacy, numeracy and problem solving in the context of technology-rich environments.

You can get the full report or summaries from here. As for the Spotlight on Science report, you can find it here on the Let’s Talk Science website. I’ve included the video about the report, which I think illustrates one of the key problems with Canadian children and science,

It’s (video) dull and it didn’t need to be.As for the report itself, it’s reflects a standard approach to this ‘problem’ of getting children to pursue the sciences and maths after a certain point. Personally, I think there’s a much interesting study on this topic of children and science, the ASPIRES project, in the UK, which I highlighted in my Jan. 31, 2012 posting,

One of the research efforts in the UK is the ASPIRES research project at King’s College London (KCL), which is examining children’s attitudes to science and future careers. Their latest report, Ten Science Facts and Fictions: the case for early education about STEM careers (PDF), is profiled in a Jan. 11, 2012 news item on physorg.com (from the news item),

Professor Archer [Louise Archer, Professor of Sociology of Education at King’s] said: “Children and their parents hold quite complex views of science and scientists and at age 10 or 11 these views are largely positive. The vast majority of children at this age enjoy science at school, have parents who are supportive of them studying science and even undertake science-related activities in their spare time. They associate scientists with important work, such as finding medical cures, and with work that is well paid.

“Nevertheless, less than 17 per cent aspire to a career in science. These positive impressions seem to lead to the perception that science offers only a very limited range of careers, for example doctor, scientist or science teacher. It appears that this positive stereotype is also problematic in that it can lead people to view science as out of reach for many, only for exceptional or clever people, and ‘not for me’.

Professor Archer says the findings indicate that engaging young people in science is not therefore simply a case of making it more interesting or more fun. She said: “There is a disconnect between interest and aspirations. Our research shows that young people’s ambitions are strongly influenced by their social backgrounds – ethnicity, social class and gender – and by family contexts. [emphases mine]

Families and support systems make a huge difference in children’s lives and their aspirations, scientific or otherwise.

In sum, up until 2009 Canadian children seemed to have good skills in literacy, maths, and sciences at the age of 15, which is the same year courses in maths and sciences are no longer required (in most provinces). According to the Spotlight on Science Learning 2013 report, most children choose not take those maths and sciences courses after grade 10 despite the fact that they are needed for most higher education. This lack of interest appears to be reflected in the OECD’s recent report, OECD Skills Outlook 2013, which noted that Canadian adults’ numeracy skills lag behind that of many of their counterparts in other countries (although we compare well with high literacy and other skills). While I find the Spotlight on Science Learning 2013 report interesting, the UK’s ASPIRES project has taken what seems to me a more fruitful approach to children and science.

Bottom line: I think we need more imagination in our approach and we need to better include the kids themselves (a couple of interactive demonstrations just aren’t involving enough), and we need to make science, etc. engaging for the entire community.

Alberta’s (Canada) science education gets shout-out from UK’s (United Kingdom) Parliamentary Under Secretary of State for Education, Elizabeth Truss

On July 11, 2013 Elizabeth Truss, UK Parliamentary Under Secretary of State for Education (H/T Nassif Ghoussoub’s Piece of Mind), spoke at an International Student Science Fair and cited Alberta’s science education and high performance, along with Singapore’s, in her speech,

So at primary, we want children to get a really solid foundation in the basics of scientific knowledge and language, backed up by more and higher quality practical work and experiments – building on the approaches to science education in high-performing jurisdictions like Singapore and Alberta.

Obviously, Truss is making a case for science and technology education as preparation for the future in a speech that amongst other things emphasizes “non-artificial intelligence,”

As the future comes hurtling towards us, the most important resource any country can boast is not physical, nor technological – but human.

Every leap forward, every flash of insight, relies not on infrastructure, capital or regulatory regimes – important as they are.

But on people. On their brains, their knowledge and their determination to succeed.

On the schoolchildren and students of today – the innovators of tomorrow.

We don’t know yet precisely what skills will be needed in the future.

But as technology transforms the working world – and jobs polarise between the low-skilled and the very high-skilled, highly-educated – we know that the value of high-level skills is growing.

The 21st century will need people who are equally comfortable manipulating numbers, words and lines of computer code; who have the skills and the knowledge to understand both foreign languages and mathematical equations. Rounded individuals who can analyse and think logically, who have mastered both arts and sciences.

Never mind Bitcoin, education is the currency of the future.

International evidence has proved that countries with successful education systems grow more quickly.

Given Truss is speaking at an International Student(s) Science Fair (this is the only site [ ISSF 2012] that seemed to fit the description), it does seem like she’s speaking to the ‘converted’. Students at an international science fair have shown a fair degree of interest and commitment and this speech while inspiring doesn’t address one of the major problems described in a rather interesting UK research project on children’s science attitudes. From my Jan. 31, 2012 posting,

One of the research efforts in the UK is the ASPIRES research project at King’s College London (KCL), which is examining children’s attitudes to science and future careers. Their latest report, Ten Science Facts and Fictions: the case for early education about STEM careers (PDF), is profiled in a Jan. 11, 2012 news item on physorg.com (from the news item),

Professor Archer [Louise Archer, Professor of Sociology of Education at King’s] said: “Children and their parents hold quite complex views of science and scientists and at age 10 or 11 these views are largely positive. The vast majority of children at this age enjoy science at school, have parents who are supportive of them studying science and even undertake science-related activities in their spare time. They associate scientists with important work, such as finding medical cures, and with work that is well paid.

“Nevertheless, less than 17 per cent aspire to a career in science. These positive impressions seem to lead to the perception that science offers only a very limited range of careers, for example doctor, scientist or science teacher. It appears that this positive stereotype is also problematic in that it can lead people to view science as out of reach for many, only for exceptional or clever people, and ‘not for me’.

Professor Archer says the findings indicate that engaging young people in science is not therefore simply a case of making it more interesting or more fun. She said: “There is a disconnect between interest and aspirations. Our research shows that young people’s ambitions are strongly influenced by their social backgrounds – ethnicity, social class and gender – and by family contexts. [emphases mine]

In that 2012 posting, I also featured a US project where researchers developed an intervention for stimulating more adolescent interest in science and technology studies by focusing on the adolescent students’ parents.

Both the UK’s ASPIRES project and the US project suggest getting children to pursue education and careers in STEM (science, technology, engineering, and mathematics) fields has more to do with family and social culture than is often recognized.

Adding a somewhat ironic wrinkle to this discussion is a finding from a study by the Brookings Metropolitan Policy program that 20% of all jobs in the US—not 4%-5% of jobs as claimed by the US National Science Foundation—could be described as STEM jobs. From the June 10, 2013 article for Fast Company by Ariel Schwartz,

…, STEM jobs aren’t limited to workers with advanced degrees–50% don’t even require a bachelor’s degree. Many of the more blue-collar STEM jobs are in fields like construction, plant and system operation, and repair (telecommunications equipment, aircraft, computer, office machine, etc.).

The irony is that family members who think that science careers are for other ‘smart and exceptional’ people may themselves have a STEM-based job/career. You can find the Brookings Institute report here. It should be noted this report The Hidden STEM Economy) has a unique definition of STEM, from the Schwartz article,

The Institute explains in a press release: “Previous studies classified workers as STEM only if they worked in a small number of professional occupations, but the Brookings definition classifies occupations according to the level of knowledge in STEM fields that workers need to perform their jobs. As a result, many nonprofessional jobs in manufacturing, health care, construction, and mining industries could be considered STEM jobs.”

Take for example, car mechanics. Today’s mechanics need to know about computers and fairly complex electronics, such as lithium-ion batteries, in addition to standard mechanics. (BTW, In the late 1980s, I had a coop student job at a school board where even then they trying to integrate electronics and information technology into their trades education programmes.)

If you have the time, I do recommend reading Truss’s speech (by following either the link to Nassif’s website or the direct link to the speech) and/or Schwartz’s article.

Science attitude kicks in by 10 years old

There’s a lot of talk these days about STEM (Science, Technology, Engineering, and Mathematics) in the field of education. It seems that every country that has produced materials about innovation, economic well being, etc.  in English and I’m guessing all the other countries too (I just can’t read their materia]s) want more children/young people studying STEM subjects.

One of the research efforts in the UK is the ASPIRES research project at King’s College London (KCL), which is examining children’s attitudes to science and future careers. Their latest report, Ten Science Facts and Fictions: the case for early education about STEM careers (PDF), is profiled in a Jan. 11, 2012 news item on physorg.com (from the news item),

Professor Archer [Louise Archer, Professor of Sociology of Education at King’s] said: “Children and their parents hold quite complex views of science and scientists and at age 10 or 11 these views are largely positive. The vast majority of children at this age enjoy science at school, have parents who are supportive of them studying science and even undertake science-related activities in their spare time. They associate scientists with important work, such as finding medical cures, and with work that is well paid.

“Nevertheless, less than 17 per cent aspire to a career in science. These positive impressions seem to lead to the perception that science offers only a very limited range of careers, for example doctor, scientist or science teacher. It appears that this positive stereotype is also problematic in that it can lead people to view science as out of reach for many, only for exceptional or clever people, and ‘not for me’.

Professor Archer says the findings indicate that engaging young people in science is not therefore simply a case of making it more interesting or more fun. She said: “There is a disconnect between interest and aspirations. Our research shows that young people’s ambitions are strongly influenced by their social backgrounds – ethnicity, social class and gender – and by family contexts. [emphases mine]

I was particularly struck by the fact that attitudes are positive but, by age 10, researchers are already observing that children are concluding ‘it’s not for me’.

Here’s a little more about the ASPIRES project,

The ASPIRES research team, led by Louise Archer, Professor of Sociology of Education at King’s, is tracking children’s science and career aspirations over five years, from ages 10 to 14. To date they have surveyed over 9000 primary school children and carried out more than 170 interviews of parents and children. After the age of 10 or 11 children’s attitudes towards science often start to decline, suggesting that there is a critical period in which schools and parents can do much to educate the next generation of the options available to them. [emphasis mine]

As for the report ‘Ten Science Facts and Fictions’, you may be in for a surprise if you’re expecting a standard academic study. It’s very colourful and illustrated with cartoons; each fact/fiction has its own page and only one; it summarizes and aggregates other research; and the whole report is 16 pp.  It’s easy reading and the reference notes mean you can follow up and read the research studies yourself.

On a note related to the conclusions made the ASPIRES researchers, I came across a Jan. 27, 2012 news item on Medical Xpress about a US study where researchers attempted an intervention designed to encourage more teens to study science,

In a different intervention study aimed at changing teen behavior in math and science, researchers did not target the students themselves but rather their parents. The goal was to increase students’ interest in taking courses in science, technology, engineering, and mathematics (STEM). “We focus on the potential role of parents in motivating their teens to take more STEM courses, because we feel that they have been an untapped resource,” says Judith Harackiewicz of the University of Wisconsin, Madison. [emphasis mine]

The participants consisted of 188 U.S. high school students and their parents from the longitudinal Wisconsin Study of Families and Work. Harackiewicz and her colleague Janet Hyde found that a relatively simple intervention aimed at parents – two brochures mailed to parents and a website that all highlight the usefulness of STEM courses – led their children to take on average nearly one semester more of science and mathematics in the last two years of high school, compared with the control group. “Our indirect intervention,” funded by the National Science Foundation, “changed the way that parents interacted with their teens, leading to a significant and important change in their teens’ course-taking behavior,” Harackiewicz says.

Given Dr. David Kent’s panel at the 2011 Canadian Science Policy Conference (David’s interview about the panel is in my Oct. 24, 2011 posting) where he noted we have too many science graduates and not enough jobs, I’m wondering if we’re going to see a Canadian effort to encourage more study in STEM subjects. It wouldn’t surprise me; I have seen policy disconnects before. For example, there’s a big effort to get more children and teens to study science while graduate students from the universities have difficulty finding employment because the policy didn’t take the end result (the sector [e.g. universities] that needed people [science professors] when the policy was instituted had already started to shrink and 10 years later no one needs these graduates) into account.