[under construction – the academy is planned for summer 2021, but some details have not yet been finalized]
In the summer of 2021 the Institute for Computing in Research will inaugurate the Research Skills Academy in Santa Fe. The Academy’s goal is to prepare motivated high school (and very motivated middle school) students with skills needed to do research. Students may sign up for the Research Skills Academy at the sign-up page.
Research skills: library and web research, analyzing data sets, graphical visualization (including animation), writing, programming, …
Academic awareness: a tour of every major academic field, including a discussion of what research is done in those fields. (Anthropology, art, biology, chemistry, classics, computer science, economics, engineering, history, languages, linguistics, literature, mathematics, music, philosophy, physics, political science, psychology, sociology, theater, …)
Tools: ideas are important, but the real barrier between the mind and its expression in a scholarly output is the use of tools. We teach the use of advanced tools for research at many levels, including version control, advanced text editing, typesetting, the panorama of web development, …
Specificity: students list a top area of interest, and we pool guest-scientist and lecturer knowledge to guarantee presentations on that topic.
Soft skills: communication, time management, project management, …
Citizenship: digital citizenship, understanding under-representation, better allies
Writing in the content area: instruction on writing up research results, as well as college and scholarship applications.
Personal or partnered projects: in addition to instruction and lectures, students will have plenty of time to practice the skills and work on personal projects.
Giving presentations: most presentations are lousy. How do you go beyond that? Topics are: reading the room, giving talks that are not “reading bullet points”, slide preparation along the lines of the TED talk principles, …
Dates in 2021: Monday-Thursday of the three weeks of June 28, July 5, July 12
Times: Lectures from 9:00am to 10:30am. Free form discussions of the lecture from 10:30am to 11:30am (possibly with kahoot/quiz about the lecture that students work together). Scrum from 12:30pm to 1pm. Individual (or self-formed small group) work from 1:00pm to 3:00pm.
Lecturers: lectures will be given by the community of researchers and scholars at the Institute for Computing in Research.
College credit: college credit will be given for the lecture series, as well as for the overall research experience. [details not yet firm]
Support for individual projects: the Institute’s scientists and former interns will be available in chat rooms for support with research and computing problems.
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The Research Skills Academy was founded by Santa Fe students:
|Hajer Maaz, Monte del Sol||Reign Lopez, Capital High School|
|Rubén Hernández O’kelly, Santa Fe High School||Valentina Hussey, Mandela International|
Maaz, Lopez, Hernandez, and Hussey designed the curriculum and schedule, assisted by Rhonda Crespo and Mark Galassi at the Institute for Computing in Research.
Examples of research problems
Students will work on projects that involve looking at a question from many different angles. Different problems come with different angles of interest, but they almost always have several.
The examples below are just that: examples. Students can come up with their own projects, which should offer insights when analyzed through the lens of several academic disciplines.
Instant messaging and privacy
The situation: messaging solutions offered by companies (telecoms, social media companies, …) are riddled with privacy and security problems.
Students would research the topic efficiently and in a multi-faceted way. They would produce individual or group reports in which they analyze this question from several angles:
State of the market: what companies propose, why do companies offer zero-cost instant messaging? What is the real revenue flow of instant messaging? What products offer what features?
History: what is the historical arc of communications and the compromise of communications?
Real consequences: case studies of government or corporate intrusion that has caused damage.
Digital citizenship issues: is the customer really “the product” for these companies? How about “vendor lock-in”? How are the Free/Open-source solutions different?
Underlying tech: what is end-to-end encryption? How do the approaches of telegram and signal differ?
The science of deadly conflicts
Lewis Richardson did early work in studying the statistics of warfare. Students should rapidly research the findings of analytical studies of war data, and write a report. The report could look at this problem from several angles, including:
History: what is the historical arc of deadly warfare intensity? What are its milestones and what innovations do they relate to?
Statistics: how do you quantify this phenomenon in a way that gives useful insight? How can one explain the statistical distributions that come up in this study to a non-mathematical readership?
Visualization: what visualizations of this data bring home the important points discussed above?
Video games and game engines
angles: history, current tech for hardware, effect on evolution of hardware industry, current tech for software, psychology of video games, scope of the industry, sociology of generations, tales of the programmers
Art conservation, theft, and forgery
angles: chemistry, forensics, archaeology, history of art, style, computer analysis
Music: the art and the industry
angles: musician career biographies, style and genre, workings of recording studios, “follow the money” for label/artist interaction, Amanda Palmer and crowdfunding, owning media versus subscription approaches, …