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The Ivy+ Faculty Advancement Network named six Dartmouth faculty leaders as fellows to join the consortiums yearlong Institute on Inquiry, Equity, and Leadership in the Academic Department.

The networks member universities, made up of the Ivy League and similar institutions, together send a cohort of about 50 faculty leaders to join a series of world-class scholars in higher education to help us examine academic routines, center equity in policies and norms, and ultimately lead more inclusive departments, according to FAN.

Our faculty fellows will be engaging with academic peers from across FAN member institutions to ideate and gain new insights on inclusive practices that they can bring back to their campus departments, saysShontay Delalue, senior vice president and senior diversity officer at Dartmouth and a co-chair of FAN.

This collaboration is built on a series of inquiries that examine climate and culture in the areas that these leaders have the greatest discretion to make improvements. The goal is to provide faculty leaders with tools to create equitable and inclusive spaces in their departments, across the campus, and within the academy, Delalue says.

The Ivy+ fellows were nominated by their deans and selected based on their leadership roles in departments, programs, or institutes and for their commitment to inclusive and equitable leadership, says Vice Provost for Faculty AffairsDean Lacy, a professor of government who serves on FANs executive and steering committees.

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The goal is to provide faculty leaders with tools to create equitable and inclusive spaces in their departments, across the campus, and within the academy.

Attribution

Shontay Delalue, senior vice president and senior diversity officer

Dartmouths fellows from STEM are Professor of Computer ScienceDevin Balkcom, chair of computer science, and Professor of Biological SciencesMagdalena Bezanilla, Ernest Everett Just 1907 Professor and a professor in the molecular and cellular biology graduate program.

The fellow representing the professional schools is Geisel professorMichael Whitfield, chair of the Department of Biomedical Data Science, director of the Center for Quantitative Biology, and co-director of the Burroughs Wellcome Fund Big Data in the Life Sciences Training Program.

Fellows in the humanities are Associate Professor of German StudiesVeronika Fuechtner, the chair of comparative literature and affiliate faculty in Jewish Studies and Womens, Gender, and Sexuality Studies; Associate Professor of Studio ArtTricia Treacy, chair of the Department of Studio Art; and Associate Professor of Latin American, Latino and Caribbean StudiesDesire Garcia, an affiliate of Film and Media Studies who is participating in the program as an inaugural Mellon Leadership Fellow.

The fellowship includes a series of six workshop sessions over the next academic year, kicking off in September at Columbia University. The first convening will include gatherings and discussions around the inquiry topic equity-minded workloads by design, and the fellows will be organized into crews of peers with whom they will be meeting most often, though not exclusively, over the course of the year.

At their sixth and final meeting in April, held at the University of Pennsylvania, the fellows will design and propose guidelines for interventions likely to yield systemic improvements in diversity and inclusion in the American professoriate.

The Ivy+ FAN fellows shared their thoughts about the program.

Devin Balkcom

Id like to learn how we can most successfully engage students from diverse backgrounds in computer science. How might we think about structuring our introductory courses to be most welcoming and effective? Id also like to learn about what approaches have been most successful in building, and strengthening, a vibrant and diverse community of undergraduate and graduate students who support each other both online and in person.

As interest in computer science has continued to explode, we expect to hire new faculty over the coming years. Id like to understand how we can reach the broadest group of potential faculty members working in the computer science field, and how we can attract strong teachers and scientists to join and support our diverse community.

Magdalena Bezanilla

Im honored to have been nominated as an Ivy+ FAN fellow. I have a longstanding commitment to increasing diversity in STEM. As an undergraduate, I was a physics major where I became acutely aware of the lack of diversity in my classes and among my professors. In fact, it was this lack of diversity that in part caused me to switch gears in graduate school and pursue a PhD in biochemistry, cell and molecular biology.

If I had seen myself, a Hispanic woman, more well-represented in physics, I might have pursued a career in physics. All that is water under the bridge, as I have been very happy and successful as a cell biologist. However, as I teach cell biology to undergraduates, I am reminded of how important representation and diversity are to all disciplines, especially in STEM. I am eager to meet with peers at other institutions to learn more about how we can attain a more diverse and equitable STEM environment from the undergraduate classroom to the faculty offices.

Veronika Fuechtner

I look forward to participating in the Ivy+ program as a way of understanding how other institutions foster diversity and equity, and how Dartmouth as an institution can do better in collaboration with other institutions. I do think that transparency and accountability in the way faculty are supported and mentored throughout their careers is crucial.

I look forward to collectively coming up with sustainable long-term strategies that ensure that everyone on campus feels committed to diversity and invests in this commitment beyond recruitment.

Desire Garcia

If we know anything about how change happens, we know that it must come from above and below. My own experience with the Mellon Mays Undergraduate Fellowship (first as an MMUF awardee and subsequently as a mentor) has taught me that a committed investment in the diversification of the professoriate, and by extension our academic institutions, can effect real change. I am thrilled that the Mellon Foundation has committed to effecting change at the level of academic administration.

I look forward to working with the Ivy+ Faculty Advancement Network to learn from my cohort members and to bring those lessons to Dartmouth. I see the fellowship as an opportunity to make change both within the administration and outside of it, expanding the demographics of academic leadership as well as addressing the challenges that face people of color at this institution.

Tricia Treacy

Representing Dartmouth as a 2023-2024 Ivy+ FAN fellow will bring productive conversations, interdisciplinary inquiry, and new perspectives amongst a diverse group of academic leaders. It couldnt be timelier and more crucial after the recent Supreme Court affirmative action decision. Im looking forward to collaborating with my Dartmouth colleagues on this important work.

Michael Whitfield

Participating in the Ivy+ Faculty Advancement Network will allow me to learn how colleagues in other fields have advanced equity, diversity, and inclusion in their own departments and among their trainees. I believe it is extremely important that data science researchers and our trainees bring diverse backgrounds and unique perspectives when considering the problems of the future.

I hope that becoming part of this network will enable me to work with the other fellows and key thought leaders to further develop my own leadership skills to address problems in equity, diversity, and inclusion within my department and more broadly at the Geisel School of Medicine and Dartmouth.

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Six Faculty Members Selected for the Ivy+ FAN Fellowship - Dartmouth News

GRANDVIEW Innov8.ag partnered with Washington State University Extension, the Washington Fruit Growers company and the Washington Tree Fruit Research Commission to host a Smart Orchard Field Day at Grandview Ranch Wednesday morning. The field day showcased technologies that can automate and assist orchard data collection and growth.

The founder of Innov8.ag, Steve Mantle, said that the Smart Orchard project, a collaboration between the organizations involved in hosting the field day, is in its third year of research.

Basically, the theme here today is about data and how data can be collected, analyzed and then applied to be actionable for a grower, said Mantle.

The Smart Orchard project is located on a Honeycrisp apple orchard block of the Grandview Ranch that is about twenty years old and difficult to manage, said Mantle.

Thats pretty old and gnarly and, frankly, this is Washington Fruitss redheaded stepchild, said Mantle.

The Grandview Ranch is owned and operated by Gilbert Plath, the head of Washington Fruit Growers, according to an informational packet distributed at the field day. Plath said that Washington Fruit Growers allowed the Smart Orchard project to research on the Honeycrisp block in order to see if the project could improve the crop there and help develop better technology for other orchards.

The field day featured a series of presentations on various aspects of the Smart Orchard projects technologies.

The first presentation was conducted by Bernadita Sallato, a tree fruit extension specialist with the WSU Prosser Irrigated Agriculture Research and Extension Center, WSU Intern Elijah Lin and Jill Tonne, a crop consultant with Nutrien Ag Solutions. This presentation dealt with nutrients and nutrient sample collection in the orchard.

Mantle also said that the field day was also focused on involving younger individuals in agricultural research and careers, including a number of WSU students such as Lin, a computer science major involved in hosting the field day or participating in the Smart Orchard project.

There's a key theme in here around the next generation, said Mantle. We've got a number of different students that have been engaged around here that are not typically studying agricultureSo how can we inspire those folks that there actually are really cool data opportunities and careers in agriculture and precision ag?

The next presentation was on chemical spray technologies and how they affect orchard blossom characteristics. The speakers were WSU Professor Lav Khot, WSU Regional Extension Specialist Gwen Hoheisel and Mantle.

The final presentation of the field day was on irrigation technologies, specifically sensors and data collection devices and their role in a smart orchard. It was hosted by Mike van Bavel, president of Dynamax Inc., a monitoring instrumentation manufacturer, and Val King, the director of business and development in North America for Swan Systems, a water and nutrient management service.

After the scheduled presentations the event shifted to an open-ended showcase of different technologies from informational booths hosted by various agricultural organizations and businesses, including those that presented earlier in the day.

I think the other piece here too, said Mantle, is you're seeing the turnoutreally kind of rallying us all together so that we can more be on the same page and collaborate together and ultimately end up with better offerings for growers as well. So yeah, it's going well.

Gabriel Davis may be reached at gdavis@columbiabasinherald.com.

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Shrewd apples - Columbia Basin Herald

One of the great debates in education spans more than two millennia.

Around 370 B.C., Plato wrote that his teacher Socrates fretted that writing things down would cause humans to become ignorant because they wouldnt have to memorize anything. (Ironically, the only reason we know this is because it was written down in Platos Phaedrus, still available today.)

Albert Einstein argued the opposite in 1921. It is not so very important for a person to learn facts, the Nobel laureate said, according to his biographer Philipp Frank. The value of an education in a liberal arts college is not the learning of many facts but the training of the mind to think something that cannot be learned from textbooks.

But neither of these great thinkers could anticipate how the debate would play out in the Age of Google. Not long after the search engine company was founded in 1998, psychologists began to wonder how the ability to have so much information instantly available was changing our brains. A seminal 2011 paper established the so-called Google effect, our tendency to forget information that we can easily look up on the internet.

The researchers didnt actually study how people use Google or any internet search engine. Instead they drafted a list of trivia items, such as the fact that an ostrichs eye is bigger than its brain. Then, in a series of experiments, they documented how university students were less likely to recall these facts when they thought they had saved them in a computer file for future reference. Students who were told they wouldnt be able to refer to the trivia later did much better on recall assessments.

Participants apparently did not make the effort to remember when they thought they could later look up the trivia statements they had read, the researchers wrote, and they believed that this is what was happening to the rest of us every day with Google. Because search engines are continually available to us, we may often be in a state of not feeling we need to encode the information internally. When we need it, we will look it up.

The study made a huge splash in the journal Science, followed by popular articles about the Google effect. Would we all suffer from digital amnesia and cease to learn things that were readily available at our fingertips in seconds? People argued about how serious the problem was in a modern replay of the debate that captivated Socrates and Einstein. Is it better to not waste precious brain space on inane trivia and free the mind for more substantial thoughts? Others argued some things are worth remembering even if we can look them up, and worried that our brains would atrophy without the discipline of memorization.

But here the narrative goes sideways, as it often does in scientific exploration. Other researchers couldnt replicate the Google effect when they repeated similar memory experiments. In a 2018 article, 24 researchers declared that the Google effect was one of many dubious claims in social sciences. That same year, the veracity of the Google effect was debated at the annual meeting of the Association for Psychological Science, where scholars described repeated failures. Many researchers said they didnt find that people were able to remember deleted information better than saved information. That conference generated a flurry of essays and commentaries about the confusion over how the internet was changing human cognition and memory.

The skepticism in the research community clashed with our gut feelings. So many of us, including this writer, have had the experience of quickly forgetting information that we have Googled. The debate generated yet more studies that are starting to refine our understanding of the Google effect and suggest ways to cope with it.

Subsequent researchers have since been able to replicate the Google effect when they tweaked the trivia experiment. In a paper published in 2021, University of California Santa Cruz researchers began by adding a confirmation step. Participants first took a practice quiz where they could refer to the trivia they had saved in a file. Later, when researchers intentionally crashed the save feature, those participants were terrible at remembering the facts. Participants who werent expecting to be able to refer to the information later recalled more trivia than those who were planning to refer to their notes, which had vanished.

Still, no actual Googling took place in those adjusted experiments. More interesting are experiments that directly study internet search. Another 2021 paper, Information without knowledge: the effects of Internet search on learning directly compared internet searching to giving people the answers. One might imagine that the active quest of seeking answers should improve our absorption of information, but the opposite happened. Those who were simply given the information on computer screens and told to read it learned more.

When people see how to reliably access new information using Google, they become less likely to store that information in their own memory, the authors concluded.

The problem was not that the Googlers had failed in their online research. Researchers confirmed that the Googlers had found the exact same information that other study participants had been given to read. For example, participants would receive the following instruction: Topic: Autism Treatment Options. Please search online for the apa.org page with the text about this topic to confirm details about it. They were reminded that the quiz questions would be based on the information from the website. Participants searched for the article and read it. To prove they had navigated to the correct place, participants had to copy and paste the URL from the website they accessed.

The researchers also tested whether there was a difference between Googling and clicking on internet links. The links sent people directly to the web pages that had the correct information. Again, the Google searchers lost; they performed worse on an assessment than those who accessed the exact same information through a link.

Across five different experiments, those who searched the internet not only scored lower in a quiz, but they were also just as confident that they had mastered the material. In some cases, the Google searchers were significantly more confident.

There are two lessons from this study. The first is that the stuff were Googling isnt sticking in our memories and is quickly forgotten. Its far more direct proof of the Google effect than the earlier trivia studies. The second lesson is that we are also overestimating how much weve learned from Google searches. That overconfidence is bad for learning because if we think we already know something, we might study less.

Peps McCrea, a U.K. educator and a writer, brought this Google search study to my attention in his newsletter, Evidence Snacks. His advice to teachers: Where possible, its probably best that we just teach it rather than getting our students to just Google it.

That advice runs counter to the notion that students generally learn best when they discover answers for themselves. By no means does this study suggest that all inquiry learning is wrongheaded, but it certainly does suggest that there is a time and place for direct, explicit instruction especially when the alternative is having students conduct research themselves over the internet.

McCrea also highlighted another 2021 paper, which suggests better ways to use Google. In Answer First or Google First? Using the Internet in ways that Enhance, not Impair, Ones Subsequent Retention of Needed Information, study participants who attempted a computer programming task before consulting Google for help outperformed participants who were allowed to search Google right away.

The benefit of attempting a problem before Googling was larger for people who already had computer programming experience. Thats consistent with a large body of cognitive science research that shows the importance of prior knowledge. Without it, its hard to absorb new information because we cant connect it to what we already know.(Socrates had a point; knowing things matters for learning.)

But human nature is to do the opposite and Google before trying. In a 2022 paper, Thinking first versus googling first: Preferences and consequences, the same authors confirmed that people have better recall when they think before they Google, but four out of five participants preferred to Google first. It might seem strange that thinking first helps even if you dont know the answer. But thats consistent with research dating back decades showing that even a failed attempt to remember something can boost the learning of new information. An initial act of thought helps to facilitate the formation of memories.

These studies dont resolve the old debate of what we ought to memorizethat engaged Socrates and Einstein. But it seems worthwhile to pause before Googling and take a guess. Even a wrong guess may help you remember the right information after you Google. And who knows, maybe the arcana will add to your reservoir of knowledge and will ultimately help you learn something far more worthwhile.

This story about theGoogle effect was written by Jill Barshay and produced byThe Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up forProof Pointsand otherHechinger newsletters.

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Two Six Technologies

40-year DOD, DARPA, and Military Veteran Returns to Government Service as Deputy Assistant Director

ARLINGTON, Va., Aug. 07, 2023 (GLOBE NEWSWIRE) -- Two Six Technologies, a high-growth technology company dedicated to providing products and expertise to national security customers, announced that Daniel J. Rags Ragsdale, Ph.D. has accepted a position in the Office of the National Cyber Director (ONCD) as Deputy Assistant Director for Workforce and Education. Ragsdale will assume the new position on August 14, 2023, where he will focus on cyber workforce and education, as part of the national initiative announced by The White House on July 31, 2023. He will also be called upon to lead interagency coordination efforts and to serve in a mentorship capacity.

Ragsdale brought to Two Six Technologies a 40-year record of service in the U.S. Army, the U.S. Department of Defense (DOD), and DARPA, amassing unparalleled expertise in cybersecurity and cyber operations. During his two years at Two Six, he made significant contributions, initially serving as Vice President for Research and Development, and later as Vice President for DoD Strategy. In both positions, his collaborative efforts contributed directly to the notable growth Two Six Technologies experienced in both sponsored research and sponsored transition during his tenure.

Rags as hes affectionately known joined Two Six at a critical juncture, just six months after it was formed, and his contributions to and effect on his team and the company were immediate, said Joe Logue, CEO of Two Six Technologies. Under his direction, the teams he led made a substantial impact on our organic growth and strategic expansion. Were not at all surprised Rags was recruited for this crucial role, where hell apply his dedication, passion, and leadership skills to the benefit of our countrys national security.

Chris Inglis, who served as ONCDs inaugural Director, added: "Dan is a national treasure whose innumerable contributions to the cybersecurity profession over the course of three decades have inspired my work and thousands of others fortunate to have been mentored by him. His skills, experience, and leadership abilities will be an invaluable resource for the ONCD mission, in particular for the Technology and Ecosystem Line of Effort.

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Prior to Two Six Technologies, Ragsdale served as the DODs Acting Director of Defense Research and Engineering for Modernization, where he was responsible for driving DOD-wide innovation by facilitating development and facilitation of advanced technologies for the Joint force. Before that, he was Principal Director for Cyber, responsible for coordinating cyber modernization efforts across the DOD.

Earlier positions include founding director of the Texas A&M Cybersecurity Center; DARPA Program Manager, overseeing a $175M portfolio cybersecurity, cyber operations, and behavioral science R&D programs; 30 years in the U.S. Army in a variety of operational, R&D, and educational roles; and nearly 15 years on the faculty at the United States Military Academy, West Point, culminating as Vice Dean for Education.

Ragsdale is a graduate of the U.S. Military Academy. He earned a Master of Science degree in Computer Science from the Naval Postgraduate School and a Ph.D. in Computer Science from Texas A&M University.

Over the past four decades I have had the good fortune to serve in a wide variety of leadership roles as a career Army officer, a DOD civilian, and in the private sector at Two Six Technologies, said Ragsdale. I absolutely resonate with Two Sixs people first, mission-focused mantra, and Im proud to have been part of the companys rapid growth over the past two years. I leave Two Six with a deep sense of accomplishment, and the utmost respect for its truly exceptional leadership team and consistently excellent personnel.

About Two Six Technologies

Two Six Technologies is a high-growth technology company dedicated to providing products and expertise to national security customers. The company solves complex technical challenges in five areas that are key to national security missions: cyber, information operations, electronic systems, analytics, and secure solutions.

The company offers a family of operationally deployed products including IKE, M3, Pulse, SIGMA, and TrustedKeep; a robust suite of sole source contract vehicles; and a global operational footprint that includes a technical presence in more than 40 countries, coupled with native proficiency in more than 20 languages.

Two Sixs major customers include the Department of Defense, including U.S. Special Operations Command, U.S. Cyber Command and DARPA; Department of State; the Intelligence Community; and the Department of Homeland Security. Two Six is headquartered in Arlington, VA and employs more than 650 professionals across the country.

For more information, visittwosixtech.com,@twosixtechon Twitter, and Two Six Technologies onLinkedIn.

More Information and Media Contact:David LeachTwo Six Technologies(703) 782-9473David.Leach@twosixtech.com

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Dr. Daniel J. Rags Ragsdale Tapped for Senior Role in White House Office of the National Cyber Director - Yahoo Finance

Photo illustration by Fortune; Original photo by Getty Images

Breaking into the tech world can seem like an uphill battle in todays fast-paced world.

With the ever-increasing demand for skilled software and web developers, coding bootcamps have popped up around the country as an alternative to degree programs for those seeking a shortcut to a career in coding and a potential salary increase.

With bootcamps, students can pay less money and spend less time skill-building compared to traditional education pathways and still be able to snag a job at a top company.

Many coding bootcamps also boast that more than 90% of job-eligible graduates land a job within a year of graduating. And some programs are so confident that grads will secure a job within a few months that they provide a money-back guarantee.

But are these intensive, short-term programs genuinely worth the investment? The short answer could be yesif youre willing to skip the college degree, have discipline for online coursework, and take advantage of career coaching opportunities.

An emphasis on practical skills and project-based learning

One of the key selling points of coding bootcamps is their emphasis on practical, job-ready skills with a prioritization on hands-on experience and project-based learning.

By focusing on real-world applications and industry-relevant technologies, bootcamp graduates can quickly acquire the necessary skills to enter the workforce and make an immediate impactwhile earning a respectable salary. According to the U.S. Bureau of Labor Statistics, the average annual wage for computer and IT occupations exceeds $95,000.

Bootcamps also empower students with the hard and soft skills required to land a jobsomething universities have not historically emphasized, says Seth Greenberg, vice president of program operations at Springboard, an online bootcamp with data science, software engineering, and cybersecurity courses.

Were equipping you with the skills not just to get the first job out of coming out of our programs, but also to navigate future job searches, which you are likely to do many, many times in your career, Greenberg tells Fortune.

Price-wise, an entire bootcamp can cost you less than a semester at a private university and help you avoid general education requirements that may slow your career aspirations. Many bootcamps have total costs between $10,000 and $20,000, which your post-grad salary increase may more than cover.

So, whats the real impact for bootcamp students? According to Course Report, bootcamp alums receive an average salary increase of 51%, with subsequent jobs potentially providing even more significant earnings boosts. At Springboard, in particular, software engineers see an average $28,000 increase in salary.

Coding bootcamp benefits also extend beyond graduate salary bumps. Employers often love that bootcamp candidates have a portfolio of work resulting from skills-based learning while building projects and working in groups, says Lupe Colangelo, manager of outcomes partnerships at General Assemblya firm offering web development, software engineering, and data science training.

With all these perks, learning to code via a bootcamp is gradually becoming a norm. In fact, one in 10 developers reported they learned to code from a coding bootcamp, according to Stack Overflows Developer Survey. Moreover, these camps boost the entire marketplace by training the next generation of developers in the most in-demand languages like Python, SQL and JavaScript.

Access networking and career services

With many bootcamps maintaining strong relationships with startups and large companies alike, students have immediate access to internships and direct employment opportunities after graduation. According to Colangelo, corporations, nonprofits, and even government agencies of all sizes and industries hire bootcamp graduates. Amazon and JPMorgan Chase are two of the largest employers of bootcamp grads, but John Deere and Madison Reed are also examples of landing spots.

Many bootcamps highlight their commitment to helping students search for jobs, network, and negotiate through mentorship and career coaching services.

We just believe that its not just providing access to curriculum, but also a lot of the human support, thats critical to land a job and continue to thrive in your career, Greenberg says.

Some bootcamps, including Springboard, offer a job guarantee. If eligible students cant find employment within six months of graduation, they could be eligible for a full refund. This guarantee can help ensure that time and money dedicated to a bootcamp will net real career results.

With many bootcamps having thousands of graduates, its also possible to use their alum networks to pave your path toward a position at your dream company.

Greater flexibility, accessibility compared to degree programs

Traditional college computer science programs can pose multi-year-long challenges for some students with work or family obligations. Coding bootcamps, on the other hand, stand out with their shorter learning formats. This difference is meaningful for someone eager to swiftly accelerate their tech career and those hoping to save money.

Its much, much more cost-effective. Were doing it in a much shorter amount of time and teaching you what is essential, Greenberg says.

Programs can last anywhere from just a few weeks to a few months, depending on the level of intensity. Bootcamps offer full-time immersive programs, sometimes even in-person (like these New York bootcamps), and part-time options.

A new day for students and recruiters

With ever-increasing hiring needs, employers are challenged when using traditional recruiting methods when searching for skilled tech talent. According to Colangelo, nearly nine out of 10 hiring managers are not confident that their approaches to recruiting and hiring are working. Bootcamp grads could find that theyre in the right place at the right time and ready with the necessary skills to ease employer pain pointsmaking today an intriguing time for potential bootcamp students to consider this path.

So if youre curious whether a coding bootcamp could boost your skill set and salary, the answer is a definite maybe. Bootcamps may provide a shorter, more flexible, and cheaper way to gain skills and access to career and networking services. Still, the key to finding the best bootcamp for your need will be to determine what skills your career interests require and see what educational pathway can best help you achieve that dream. Then, you can change that maybe to a yes.

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Is a coding bootcamp worth it? - Fortune