Undergraduate Research and Education in Quantum Machine Learning

This Work-In-Progress paper describes a program in quantum machine learning launched in the academic year of 2021-22. The program engaged undergraduate students from STEM areas with faculty and industry mentors. Because of the COVID-19 conditions, this undergraduate engagement was offered in a virtual format. In 2022, some face-to-face meetings with presentations were also held. The program included: a) training in machine learning with quantum simulators, b) weekly presentations, and c) semester end presentations. The assessment of the program included surveys, interviews, and presentation observations. Challenges and opportunities from virtual engagement were also part of the assessment. © 2022 IEEE.

Research Experiences for Teachers in Machine Learning

Machine learning and Artificial Intelligence (AI) are national priority areas for research, education and workforce development. This work in progress paper describes a Research Experiences for Teachers program in sensors and machine learning launched in the summer of 2020. Motivated by national AI workforce needs, we designed a program that engaged high school teachers from STEM fields in machine learning research. In 2020, the program focused on AI algorithms for solar energy systems. Because of the COVID-19 conditions, the research experience was virtual and ran with a smaller teacher group than originally planned. The program included development of training content, algorithm and software training, research in solar energy monitoring, development of research reports and lesson plans, research presentations, and assessment. The assessment of the program included surveys, interviews, presentation observations, and follow-up in high school content delivery.

SYSTEMS OF CARE: A PRIMER FOR CHILD AND ADOLESCENT PSYCHIATRISTS

Objectives: This Clinical Perspectives will provide an overview of the key principles and concepts of systems of care to child and adolescent psychiatrists. The presentation will also review training issues and recent challenges addressed by systems of care and discuss the ongoing evolution of the approach. Methods: These presentations will result from a review of the literature with a focus on the recent AACAP Clinical Updates and Systems-Based Practice Tool Kits for trainees. In addition, speakers will present from their experiences as clinicians and policymakers in child-serving systems of care organizations. Results: William David Lohr, MD, will define the core values and guiding principles of systems of care. Kaye McGinty, MD, will review training issues related to preparing future child and adolescent psychiatrists for a systems-based practice. Lisa Fortuna, MD, MPH, will address current trials including disaster readiness and the COVID-19 pandemic, and how the systems of care philosophy may address these challenges. Jeff Bostic, MD, EdD, will review strategies that the National Training and Technical Assistance Center for Child, Youth, and Family Mental Health (NTTAC) employs to implement more effective systems of care programs. Melinda Jane Baldwin, PhD, LCSW, will address the future structure that systems of care may take as they evolve to better serve youth and families. Justine Larson, MD, will take themes of all presentations to summarize the essential elements of systems of care that are crucial for child and adolescent psychiatrists to understand. Conclusions: Systems of care approaches continue to evolve to improve the lives of youth and families to overcome challenges and reduce disparities. Training the future generation of child and adolescent psychiatrists in systems of care philosophies and practices will help clinicians better utilize their talents and skills within a systems-based practice. CC, DEI, PUP

Crisis Teaching Online: Reaching K-12 Students through Remote Engineering Lab-based Activities During the COVID-19 Pandemic

As schools were ordered to close due to the COVID-19 pandemic, K-12 teachers were given little time to prepare and make the transition to a remote environment. STEM teachers have the added challenge of converting lab-based activities into a virtual format. To determine how K-12 teachers can best be supported to provide distance lab-based experiences, an instructional module on adapting engineering lessons for remote delivery was incorporated into a research experience for teachers. Results revealed that teachers are concerned about the continued disruption and eager to learn techniques and best practices for teaching STEM online. © 2020