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pre-proposal.html
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pre-proposal.html
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<html lang="en">
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<meta charset="utf-8">
<title>Pre-proposal presentation</title>
<meta name="description" content="G.C. Millar Committee Meeting Presentation">
<meta name="author" content="NCSU GeoForAll Lab members">
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<!-- <h3 style="font-size:37px">Geospatial Analytic Approaches for Assessing Human Cognition</h3> -->
<br> <br><h3 style="font-size:32px"> Maps & Minds: Geospatial Analytics for Studying Human Cognition</h3>
<h6 style="color:grey;font-size:20px"></h6>
<h6 style="color:grey;font-size:28px">Garrett C. Millar</h6><br>
<!-- <br> -->
<img width="190px" src="img/ncstate_seal.png">
<br><br>
<!-- <br> -->
<h3 style = "font-size: 26px">Preliminary Oral Examination</h3>
<h6 style = "color:grey;font-size:26px">November 4th, 2020 </h6><br>
<ul>
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<td><img src="img/helena_mitasova.jpg" style="width: 100%"></td>
<td style = "border-bottom: 0px; vertical-align: middle">Helena Mitasova <br>
Committee Chair<br>
<highlight style="background-color: #b4b4b4 ; font-size:.7em">Geospatial Analytics</highlight>
<td><img src="img/ross_meentemeyer.jpg" style="width: 100%"></td>
<td style = "border-bottom: 0px; vertical-align: middle">Ross Meentemeyer<br>
Committee Member<br>
<highlight style="background-color: #b4b4b4 ; font-size:.7em">Geospatial Analytics</highlight>
<td><img src="img/laura_tateosian.jpg" style="width: 100%"></td>
<td td style = "border-bottom: 0px; vertical-align: middle">Laura Tateosian <br>
Committee Member <br>
<highlight style="background-color: #b4b4b4; font-size:.7em">Geospatial Analytics</highlight></font>
<td><img src="img/aaron_hipp.jpg" style="width: 100%"></td>
<td td style = "border-bottom: 0px; vertical-align: middle">Aaron Hipp <br>
Committee Member <br>
<highlight style="background-color: #b4b4b4; font-size:.7em">Geospatial Analytics</highlight></font>
</tr>
<aside class="notes">
<ul>
<li > Initial thank you's to each member
<ul>
<li >
</ul>
<li > With that said, lets keep this relaxed with an open discussion, meaning please dont hold your questions until the end! Lets get some interesting conversations going!!
<br><br>
<li > As you all know, I'm extremely interested in how people think and behave.
<!-- If you didn't know that, let's just say I'll have done well today if you can leave understanding why in the world a Psychologist is trying to get a doctorate in Geospatial Analytics. -->
Specifically human cognition and behavior; and I always have been. My PhD research started in Psychology--studying how people interact with technology, so that technology can be improved. Yet, I didn't really care much for the context which people's cognition and behavior we're being studied in. At least, I wasn't all that passionate about it, that is, computer and software applications. I saw bigger problems that could benefit from a deeper understanding and even possible solutions. Problems more related to the world. Geo-spatial problems. The environment, climate change, people's detachment from the natural world, the list goes on.
<li > I basically wanted (want) to understand, from the human perspective, where these problems were coming from, and why. So I started thinking of questions like: How we can learn about the world, how we interact and experience it, and how we can help protect and sustain it. Questions about the world that, if answered, could be used to improve it. The same idea applied in my initial Psychology research, improving technology by studying how we use it.
<li > Well, turns out, you need to know a thing or two about the world to be able to even dream about starting to answer questions like those. And then know even more about the complex spatial stuff that take place on it! But, once I became a full-time Gesopatial Analytics student, and picked up a thing or two, I began discovering more and more exciting, and really interesting ways to start trying to answer my questions about people and the world.
<li > I wanted to tackle these questions, not only from the human perspective, but now with newly-learned, geospatial analytic approaches. And those that know me pretty well, know I have trouble over-involving / over-committing myself to research projects. So I've made an effort to keep this brief for all of our sakes ;D
<li > That said, today I will basically be showing you some different, <b>but equally exciting</b> ways I've developed and have used to began exploring, <i>or navigating </i>if you will, <b>'The Mind'</b>. And thus, comes my PhD Dissertation Research title:
<b><i>Navigating the Mind: Geospatial Analytic Approaches for Assessing Human Cognition</i></b>
<br>
<li > Discussion of title (working) and its implications ?
<ul>
<li > Colon can be taken out (Ross) -- hehe
</ul>
<!-- <li > So I look at the title as more or less an umbrella, an umbrella that has gotten bigger and bigger with each research project I've undertaken the past 3 years. And now, its quite large. Basically, it'd be one damn effective umbrella if caught out in the rain.
<li > I of course will talk about each research topic and project that lives under this umbrella title. But I wanted to first discuss why this umbrella exists in the first place. That is, the reason why I've been here for 3 years, and how the hell I'm still here.
<ul>
<li > I apologize if I'm paying too much homage to my Philosphy minor here, but I want you all to consider all of the issues the earth sees today. With the direction data and common sense point, our world is in danger of malfunctioning. Climate change, detachment from the natural world, and how I like to think of it: continued clicking of a “remind me later” button prompted by a virus protection software. I believe this comes from our mindset as people to live <b>ON</b> the world, instead of living <b>WITH IT</b>.
<li > If we cannot learn to live with the world, it will soon crash. And no, there is no new model coming out the next year.
<li >This, as I’ve so bluntly put it, seemed like a much more important technological problem to solve, how we as people can live the world, instead of on it. That is:
<ol>
<li > how we can learn about the world (dissertation chapter 1)
<li > how we interact with and experience the world (dissertation chapter 2)
<li > and then eventually help the world in the ways that we can(dissertation chapter 3)
</ol>
<li >And that is what has led me to my current research, using geospatial analytics to navigate people's cognition and behavior, to discover how we live with the world, so that it can become a better place to live in.
</ul> -->
</ul>
</aside>
</table>
</section>
<section data-background="white">
<h3 >Pre-CGA Background & Experience</h3>
<ul style = "margin-left:12%;margin-right:12%">
<!-- <p ><strong>Pre-CGA Background & Experience</strong> -->
<!-- <br> -->
<hr>
<li class="fragment condensed">Designed and ran studies on student learning and intelligent tutoring systems in science domains
<li class="fragment condensed">Measured student learning using eye-tracking, physiological devices, and facial recognition software (emotions)
<br>
<hr>
<p2 class="fragment condensed">
<highlight style="background-color:#eeeeee">MetaTutor IVH Project</highlight>
Designed and tested intelligent multi-agent hypermedia systems for collecting student learning data (e.g., eye-tracking, log-files, facial expressions of emotions) to support STEM learning.
<br><br>
<highlight style="background-color:#eeeeee">Crystal Island Project</highlight> Worked with colleagues in Computer Science to design studies examining how students learn about science and literacy from game-based learning environments.
</p2>
</ul>
<aside class="notes">
<ul>
<li > Before we get into the nitty gritty, I did think it would be useful to first talk about what I did for the first 1-2 years before coming here to the center.
<li > Talk and discuss from content on slide
<li> And, I like to think this gave me the experience and background to become the lead user experience researcher here at the center.
</ul>
</aside>
</section>
<section data-background="white">
<h3 style="font-size:36px">Navigating the Mind: Geospatial Analytic Approaches for <br>Assessing Human Cognition</h3>
<br>
<br>
<!-- <h3> Outline</h3><br> -->
<ul style = "margin-left:12%;margin-right:12%">
<p ><strong>Completed Work</strong>
<hr>
<p2>
<highlight style = "background-color:lightgray">Chapter 1</highlight> Tangible Landscape: A Hands-on Method for Teaching Terrain Analysis
<br>
<br>
<highlight style = "background-color:#eeeeee"> Other Work</highlight> Increasing Underrepresented High School Students' STEM Career Awareness and Interest: An Informal Geospatial Science Program</p2>
<br>
<br>
<br>
<p><strong>Ongoing Work </strong>
<hr>
<p2>
<highlight style = "background-color:lightgray">Chapter 2</highlight> Space-time Analytics of Human Physiology for Urban Planning
<br>
<br>
<highlight style = "background-color:lightgray">Chapter 3</highlight> PoPS: A Spatial Decision-Making Support Framework for Plant & Pest Management Scenarios</p2>
<br><br>
</ul>
<aside class="notes">
<ul>
<li > And now, my working Dissertation Outline
<li > And before we discuss the chapters and what they involve, I wanted to reiterate my three questions posed on the title slide. Those were:
<ol>
<li > How we can learn about the world
<li > How we interact and experience it
<li > How we can help protect and sustain it
</ol>
<br>
<li > These three questions have formed the Dissertation titles being shown to you now:
<ol>
<li > To start, we consider how we can learn about the world, in this case by using tangible user interfaces in the hopes they can help people learn about spatial concepts. So, we have <b>Dissertation Chapter 1</b> :
<i>Tangible Landscape: A Hands-on Method for Teaching Terrain Analysis</i>)
<ul>
<li > <i>Note that other work not included as a dissertation title still deals with the overaching learning question (GAPS)</i>
</ul>
<br>
<li > Then, we move onto How we interact and experience the world, investigated usng mobile sensing technologies in <b>Dissertation Chapter 2: </b>
<i>Space-time Analytics of Human Physiology for Urban Planning </i>
<br><br>
<li > Lastly, we look into ways we can help protect and sustain the world, specifically the ability to predict and manage the spread of plant disease in <b>Dissertation Chapter 3: </b>
<i>PoPS: A Spatial Decision-Making Support Framework for Plant & Pest Management Scenarios</i>
</ol>
<br>
<li > We'll of course be discussing each of these chapters in further detail for the rest of today, but wanted to ensure the connection was made between my overaching questions, and the chapters to-be-in my dissertation.
</ul>
</aside>
</section>
<section data-background="white">
<h3> <highlight style = "background-color:lightgray">Chapter 1</highlight> Tangible Landscape: A Hands-on Method for Teaching Terrain Analysis </h3>
<ul>
<li class="fragment fade-in"> <b>Research Objective</b>: Test the effectiveness of a hands-on method for teaching spatial concepts using Tangible Landscape
<ul>
<li class="fragment fade-in">Tested students’ acquisition & transfer of knowledge
<li class="fragment fade-in">Examined students’ ratings of the system’s usability & user experience
</ul>
</ul>
<aside class="notes">
<ul>
<li > Our first chapter comes from my very first work done here at the center (research with Tangible Landscape), and is basically the research idea that brought me here in the first place: <i>advancing education about spatial concepts though tangible user interfaces (TUIs)</i>
<br><br>
<li ><b><i> Basically, is it easier, or even simply more fun, to learn about the world and its related spatial concepts if you get your hands a little dirty in the process (hands-on approach) ? </i></b>
<br><br>
<!-- <li > That is, how we can learn about the world (dissertation chapter 1) -->
<li > To do this, we used Tangible Landscape to develop 3 tangible teaching lessons to teach the concepts of hydrology (water flow), geomorphology (referenced to as Landforms), and grading (or, Earthwork / Cut & fill).
<li > And in efforts to test the effectiveness of using a TUI to teach spatial concepts (specifically Terrain Analysis), these lessons were used in a pilot study, where graduate Landscape Architecture students were tested before & after each tangible lesson in order to examine any increases in spatial learning.
<li > Ratings of Tangible Landscape's usability and user experience were also collected.
</ul>
</aside>
</section>
<!-- Methods: Tangible Lessons -->
<section>
<h3>Interaction, Feedback, & Example Solutions </h3>
<img class="stretch" src="img/Taskprogress_19.jpg">
<aside class="notes">
<ul>
<li > This graphic shows the type of interaction for each lesson, the feedback given to students, and the final solution for them to learn the correct answer (whether or not the task was completed correctly).
<li > Looking at the first column on the left (showing the Drain Task from the Water Flow lesson), you can see:
<ul>
<li > the student placing the marker to denote the highest point from which water will flow into the target point,
<li > the feedback presented to represent where the water would flow and
<li > the solution showing the correct placement of the marker.
</ul>
</ul>
</aside>
</section>
<section data-background="white">
<h3>Evaluation Materials</h3>
<table class= "condensed" width="100%" style = "font-size:.5em">
<!-- <col width="5%"> -->
<col width="33%">
<!-- <col width="5%"> -->
<col width="48%">
<tr class = "border_bottom_solid border_top no_space" style = "font-size:1.2em">
<td style="text-align:left; vertical-align: middle"><highlight style = "background-color:lightgray">Topographic Map Assessment (TMA)</highlight><br><br>
<p style="text-align:left; vertical-align: middle">Assessed students’ acquisition & <br>transfer of spatial skills.
</td>
<td><img src="img/TMA_TL_TMA.png" style="width: 90%;vertical-align: middle"></td>
</tr>
<tr class= "border_bottom_solid no_space" style = "font-size:1.2em">
<td style="text-align:left; vertical-align: middle"><highlight style = "background-color:lightgray">Tangible Lesson Assessments: Landforms</highlight><br><br>
<p style="text-align:left; vertical-align: middle">Measured student’s knowledge specific <br>to content in the landforms lesson
<td><img src="img/test_landform_test.png" style="width:90%;vertical-align: middle"></td><br>
</tr>
<tr class= "border_bottom_solid no_space" style = "font-size:1.2em;vertical-align: middle">
<tr class= "border_bottom_solid no_space" style = "font-size:1.2em">
<td style="text-align:left; vertical-align: middle"><highlight style = "background-color:lightgray">Tangible Lesson Assessments: Cut & Fill</highlight><br><br>
<p style="text-align:left; vertical-align: middle">Measured student’s knowledge specific <br>to content in the cut and fill lesson
<td><img src="img/test_cutfill_test.png" style="width:90%;vertical-align: middle"></td>
</tr>
</table>
<aside class="notes">
<ul>
So to assess 3D spatial learning using TUIs, we used the following evaluation methods:
<ol>
<li> the Topographic Map Assessment,
<li> 2 Tangible Lesson Assessments,
<li> and a User Experience Survey.
</ol>
<br><br>
<li> And I will describe each in detail....
<br><br>
<li> So, we administered the Topographical Map Assessment (developed by Newcombe & colleagues) to measure students' overall acquisition & transfer of spatial skills, given to participants in the 1st session & 2 weeks after the last session
<ul>
<li> And what I mean by "Spatial Skills" here is that students are able to understand how elevation is encoded on topographic maps & how 3D terrain shape is represented on maps)
</ul>
<li> 2 Tangible Lesson assessments were also adminstered before and after each tangible lesson (minus Water Flow; TMA had hydrology questions..), which measured student’s spatial knowledge specific to the content being taught in each tangible lesson.
<ul>
<li> So, the landforms assessment tested them on geomorphology concepts introduced to them with Tangible Landscape, and the cut & fill assessment was structured the same way, just for eath moving / grading concepts instead.
</ul>
<!-- <li> Overall, the TMA contains 3 types of topographic map test items:
<ol>
<li> elevation items–require an understanding of how elevation is represented through contour lines;
<li> shape items–comprehension of 3D shapes within the represented terrain;
<li> shape and elevation items–contain both the aforementioned constructs.
</ol> -->
</ul>
</aside>
</section>
<section data-background="white">
<h3 >Results & Contributions</h3>
<ul >
<!-- <p><strong>Results & Contributions</strong> -->
<!-- <br> -->
<hr>
<li class="fragment fade-in"> Tangible Landscape supports both improved user experience as well as marginal, task-specific knowledge building
<li class="fragment fade-in"> Several implications for the design and implementation of tangible teaching methods for learning about Landscape Architecture (and other topics)
<br>
<hr>
<p2>
<br>
<highlight class="fragment condensed" style="background-color:#eeeeee">Acknowledgements</highlight>
<ul>
<li class="fragment fade-in"> Software design & development:
Drs. Anna Petrasova, Vaclav Petras, Payam Tabrizian, and Brendan Harmon
</ul>
<ul>
<li class="fragment fade-in"> Study implementation: Carla Delcambre of the Landscape Architecture department and her Grading and Drainage course at North Carolina State University
</ul>
<br>
<highlight class="fragment condensed" style="background-color:#eeeeee">Reference</highlight><br>
<ul>
<li class="fragment fade-in">
<strong>Millar, G. C.</strong>,
Tabrizian, P., Petrasova, A., Petras, V., Harmon, B., Mitasova, H., & Meetenmeyer, R. K. (2018).
<strong><a target="_blank" href= "https://www.researchgate.net/publication/322355724_Tangible_Landscape_A_Hands-on_Method_for_Teaching_Terrain_Analysis">
Increasing Underrepresented High School Students' STEM Career Awareness and Interest: An Informal Geospatial Science Program
</a>
</strong> <i> American Geophysical Union, Fall Meeting 2018, December 12, 2018</i>.
</ul>
</p2>
</ul>
<aside class="notes">
<ul>
<li > Our findings showed overall, that participants performed significantly
better on the Cut & Fill (earth moving) assessment after having completed the analogous task with Tangible Landscape.
<li > And this can potentially be explained by the ability to directly feel, grasp,
and manipulate the various tangible materials as well as the projected visual feedback which helped them better understand the effects of their changes.
<br><br>
<li > Also, results from the User Experience Survey highlight how Tangible Landscape allows users to try, see & feel, and directly experience multiple variations
of a given solution.
<li > ** <b>Specifically, action is reversible with Tangible Landscape, and this encourages users to explore without risk of consequence. </b>
<br><br>
<li > Acknowledgements
<li > I lastly wanted to mention my gratitude for being able to have our paper published in, and presented at the ACM SIGCHI Conference on Human Factors in Computing Systems, the premier international conference for Human-Computer Interaction. Our paper, was even awarded an Honorable Mention Award for CHI 2018, ranking it among the top 5% of all submissions to the conference!!!
</ul>
</aside>
</section>
<section data-background="white">
<h3> <highlight style = "background-color:lightgray">Other work</highlight> Increasing Underrepresented High School Students’ STEM Career Awareness and Interest: An Informal Geospatial Science Program</h3>
<ul>
<li class="fragment fade-in"> <b>Research Objective</b>: Develop activities with Tangible Landscape and other related curricula lessons to increase underrepresented high school students' spatial thinking and interest in GIS (STEM)
<li class="fragment fade-in"> Lead evaluative procedures for:
<ul>
<li class="fragment fade-in">Improving student competence in science
<li class="fragment fade-in">Nurturing student enthusiasm for science
<li class="fragment fade-in">Interesting students in research or other science-related careers
</ul>
</ul>
<aside class="notes">
<ul>
<li > I also wanted to briefly go over some of my work that won't necessarily lead to any dissertation chapters, but was the very first project I was on as a student here at the center: <b>GAPS - Geospatial Applications for Problem Solving</b>
<li > And is another way I've explored how we can learn about the world. This time more focused on how high school students can learn about it, and more importantly be excited about doing so!!
<li > So, GAPS is a free Saturday program for high school students interested in using the latest cutting-edge technologies in the geospatial sciences to solve real-world problems, and in learning about all the exciting benefits of a career in the geospatial sciences.
<li > And my main responsibilities included:
<ol>
<li> developing and running activities with Tangible Landscape and other related curricula lessons to increase underrepresented high school students' spatial thinking and interest in GIS (STEM) and...
<li> Lead the evaluative efforts on the program as a whole, basically to see whether or not the program was an effective way to get students excited about geospatial science and science in general
<li> I did this by focusing on the three overall goals you see on the slide, (which will revisit here in a moment):
<ol>
<li > Improving student competence in science
<li > Nurturing student enthusiasm for science
<li > Interesting students in research or other science-related careers
</ol>
</ol>
</ul>
</aside>
</section>
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<h3>Developed Activities</h3>
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Water Flow
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<img style = "width:300px" src="img/gaps_water_flow.png">
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Trail Planning
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<img style = "width:300px" src="img/gaps_trails.png">
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Landforms
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Channeling
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<img style = "width:300px" src="img/gaps_channeling.png">
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Cut & Fill
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Ponding
</td>
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<img style = "width:300px" src="img/gaps_ponding.png">
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</table>
<br>
<p class=" condensed" style = "font-size: 20px">See Developed TL Activity Website:<a target="_blank" href = "https://gcmillar.github.io/Tangible-Landscape-Activities-GAPS/index.html"> gcmillar.github.io/Tangible-Landscape-Activities-GAPS/index.html</a></p>
<aside class="notes">
<ul>
<li > I just wanted to quickly let you get an idea of what these TL activities really consisted of:
<ol>
<li > <u>Water Flow</u>: Students are asked to assume the role of a landscape contractor as they try to find appropriate villa construction sites across a mountainous territory.
<li > <u>Trail Planning</u>: Students are assigned to plan a low-intensity hiking route in the Smoky Mountains meant for seniors and children.
<li > <u>Landforms</u>: Students use given sand to create the required landforms and label them with the colored markers.
<li > <u>Channeling</u>: Students are tasked with reshaping the topography with the overall goal of diverting all the simulated water from the “construction site” to the “stormwater drain” located downhill.
<li > <u>Cut & Fill</u>: students must modify the given landscape using cut and fill projection (basic and advanced)
<li > <u>Ponding</u>: Students are given a limited amount of sand to build a damn on a stream to impound the maximum volume of water possible.
</ol>
</aside>
</section>
<!-- Timeline -->
<section data-background="img/timeline_intro.png" data-background-size="100%" >
<aside class="notes">
<ul>
<li> The GAPS program operated on Saturdays, for 8 weeks.
<li> Each Saturday was focused on certain topics and lessons designed to introduce the students to Geospatial science, Geographic Information Systems (GIS), and advanced geovisualization technologies (such as Tangible Landscape)
</aside>
</section>
<section data-background= "img/timeline_day1.png" data-background-size="100%">
<aside class="notes">
<ul>
<li> For the first day (or first Saturday), designed with the overall theme of Space & Place, the sudents took part in ...
<ul>
<li>GeoGuessr (place identification game) </li>
<li>Mental Mapping Exercise; </li>
<li>Peer Interpretation </li>
<li>Spatial Identity Exercise</li>
<li>Introduction to Maps </li>
</ul>
</ul>
</aside>
</section>
<section data-background= "img/timeline_day2.png" data-background-size="100%">
<aside class="notes">
<ul>
<li> The second day focused on Tools & Tech ...
<li> What is GIS? Mapping tutorial and computer exercises, introduction to geoviz technologies
</li>The Power of Maps: real-world applications of geospatial science
<li>Citizen Science: contributing to a real project by mapping trees
</ul>
</aside>
</section>
<section data-background= "img/timeline_day3.png" data-background-size="100%">
<aside class="notes">
<ul>
<li> Then, Modeling & Geovisualization was the topic of interest for the 3rd Saturday, where students went on a field trip to NC State's Geovisualization lab to . . .
<li> Projections: how do we represent the world on a map?
<li> Virtual Reality demonstrations
<li> Tangible Landscape demonstrations; hands on modeling of the environment
<li> 3D City design activity: how do we plan the next generation city using maps?
</ul>
</aside>
</section>
<section data-background= "img/timeline_day6.png" data-background-size="100%">
<aside class="notes">
Project Team breakouts and mentoring
</aside>
</section>
<section data-background= "img/timeline_day8.png" data-background-size="100%">
<aside class="notes">
Project Fair: project teams present their map projects to parents and GIS professionals (who judged student projects)
Students were evaluated by a panel of 3 judges, consisting of a high school teacher, and 2 geospatial professionals. They judged the project teams on their ability to describe concepts and explain their project.
</aside>
</section>
<section data-background="white">
<h3> Results & Contributions </h3>
<ul >
<!-- <p><strong>Results & Contributions</strong> -->
<!-- <br> -->
<hr>
<li class="fragment condensed">Goal 1: Improving student competence in science </li>
<ul>
<li class="fragment condensed">Average 3.39 (out of 4) on being able to explain background material during project presentations </li>
</ul>
<li class="fragment condensed">Goal 2: Nurturing student enthusiasm for science </li>
<ul>
<li class="fragment condensed">56% of participants indicated an increased interest in learning science </li>
</ul>
<li class="fragment condensed">Goal 3: Interesting students in research or other science-related careers </li>
<ul>
<li class="fragment condensed">80% of parents stated their child gained skills to use in a STEM career</li>
</ul>
<hr>
<p2>
<highlight class="fragment condensed" style="background-color:#eeeeee">Acknowledgements</highlight>
<ul>
<li class="fragment fade-in"> Program facilitation: Drs. Eric Money, Kyle Bunds, Helena Mitasova
</ul>
<br>
<highlight class="fragment condensed" style="background-color:#eeeeee">Reference</highlight><br>
<ul>
<li class="fragment fade-in"> <strong>Millar, G. C.</strong>,
Money, E.S., Bunds, K.S., Mitasova, H., & Meetenmeyer, R. K. (2018).
<strong><a target="_blank" href = "https://gcmillar.github.io/presentations/agu2018#/">Increasing Underrepresented High School Students' STEM Career Awareness and Interest: An Informal Geospatial Science Program</a>
</strong> <i> American Geophysical Union, Fall Meeting 2018, December 12, 2018</i>.
</ul>
</p2>
</ul>
<aside class="notes">
<ul>
<li > I also wanted to mention this research was presented at AGU and although I don't plan to write a separate paper on it, there will be collaborative paper coming from it in the spring which I will co-author.
</ul>
</aside>
</section>
<section data-background="white">
<h3> <highlight style = "background-color:lightgray">Chapter 2</highlight> Space-time Analytics of Human Physiology for Urban Planning </h3>
<ul>
<!-- <li class="fragment fade-in"> Geospatial Externship in NL -->
<li class="fragment fade-in"><b>Research Objective</b>: Using mobile sensing to improve the understanding of how people experience their environment.
<li class="fragment fade-in">How?
<ul>
<li class="fragment fade-in">Examining spatial variation in people’s physiological responses in relation to the surrounding environment, to provide urban planners objective metrics on how individuals experience urban design elements.
</ul>
<li class="fragment fade-in">CHIPS cycle highway project (with Ondrej Mitas, Joost de Kruijff, Lisette Hoeke, Paul de Coevering)
<li class="fragment fade-in">CELTH Storysperience project (with Ondrej Mitas, Moniek Hover, Marcel Bastiaansen, Wilco Boode)
<br>
</ul>
<aside class="notes">
<ul>
<li> Now, with the research that is admittedly my personal favorite, and not to mention the most geospatal analytic intensive, we can begin discussing how we interact with and experience the world (dissertation chapter 2)
<li> Instead of investigating how people interact with computers, I started to become interested in how people not only interact with the world, but also how they experience it.
<li> So to do this, I started levaraging mobile sensing technologies like smart watches to try and improve our understanding of not only how people behave, but more importantly, how they experience their environment.
<li> This is done with additional hopes that understanding how we experience our cities, can naturally give rise to more informed design and development of our cities, thus resulting in the ability to call our cities "Smart"
<li> That is, cities that are able to operate in a sustainable, efficient and intelligent manner, encompass hopes of more efficient and greener living, increasingly oriented toward people's needs and a resulting betterment of their daily lives.
</ul>
<ul>
<li> I was given the opportunity to explore this research with two projects:
<ol>
<li> CHIPS: Cycle Highways Innovation for smarter People Transport and Spatial Planning
<li> CELTH: Centre of experience, leisure, tourism, & hospitality
<li> And while I wont be discussing this 2nd one, CELTH, I wanted to note how many amazing opportunities it provided me:
<ul>
<li> I was introduced to concepts of indoor mapping . . .
</ul>
</ol>
</ul>
</aside>
</section>