Navigating the Canada Post Strike: Updates and Alternative Solutions

As the Canada Post strike unfolds, we want to keep you informed about its potential impacts on our services and the steps we're taking to ensure your orders reach you as smoothly as possible. At InkSmith, your satisfaction is our top priority, and we’re committed to maintaining excellent service during this time.

The majority of our shipments will not be impacted.  We will deliver via alternative methods wherever possible.  Alternative carriers will undoubtedly see an increase in their business during the strike, and we don't know yet if this will cause delays.  We will update here when we have more information.

The strike may cause delays or disruptions for packages sent through Canada Post. For some customers, especially those whose shipping addresses include a PO Box, this presents a unique challenge, as alternative carriers typically cannot deliver to these locations. While we are exploring all available options, we kindly ask for your patience and understanding in this matter.

We are actively working to minimize disruptions by:

• Exploring alternative carriers: We are partnering with other shipping providers to ensure delivery to addresses that are not limited to PO Boxes.
• Prioritizing transparent communication: You'll receive timely updates regarding your shipment’s status, including any delays or changes in delivery methods.
• Enhancing local pick-up options: If available, we may offer pick-up points or alternative drop-off locations as an interim solution.

To help us serve you better during this time:

1. Check your address: If your shipping address is a PO Box, consider providing an alternative address, such as a workplace or residential address, where carriers other than Canada Post can deliver.
2. Stay informed: Monitor your our website for updates about the strike and potential impacts on your order.
3. Contact us with questions: If you’re unsure how the strike might affect your shipment, reach out to our customer service team for guidance.

We understand how important it is to receive your orders on time, and we’re doing everything we can to adapt to the challenges of the Canada Post strike. We appreciate your cooperation and flexibility as we navigate this situation together.

Thank you for trusting InkSmith. Your support means the world to us, and we’ll continue striving to deliver the service you deserve—even when the road gets a little bumpy.

Stay tuned for updates, and feel free to contact us with any questions or concerns.

In a digital-first world, equitable access to computer science (CS) is essential. Tonya Coats shares how we can close opportunity gaps, spark student curiosity, and empower every learner to thrive in tech.

Watch her interview here:

Tonya has seen how limited access to CS and tech tools can hinder students—especially in underserved communities. She’s committed to ensuring all students feel represented and capable in tech spaces. Early exposure to CS, she says, can open doors students never knew existed.

CS can feel abstract, but tools like Micro:bit and 3D printers bring it to life. Physical computing allows students to build, test, and see the results of their code—boosting engagement, confidence, and understanding.

Tonya believes in using EdTech that’s accessible, culturally relevant, and supports diverse learning styles. Tools should spark creativity, allow students to solve real-world problems, and encourage collaboration.

Tonya’s spark began with Oregon Trail. But without representation, she hesitated to pursue tech. In college, working in a computer lab shifted her mindset—and now she champions inclusive, hands-on CS education in California.

Educators don’t need to be CS experts. Tonya encourages starting with beginner-friendly tools and embracing a co-learning mindset. “Your curiosity builds student confidence,” she says.

One highlight: a girls’ coding group built a 3D-printed trash-collecting boat. Seeing their idea come to life was transformative. Small wins build momentum and resilience—key to long-term success.

Tonya’s top criteria:

• Accessible and affordable

• Inclusive and equity-focused

• Supports collaboration and real-world impact

Hands-on CS develops creativity, problem-solving, and teamwork—skills students need for any career. Tonya sees CS as a way to build empowered, ethical leaders for the future.

With AI and new tech on the rise, Tonya continues to train educators and advocate for equity. Her mission: every student, no matter their background, deserves a path into computer science.

In 2019, we asked a powerful question: What if technology education wasn’t just about coding — but about creating real positive change in the world?

As Canadian EdTech creators, we felt a responsibility to help prepare students for a fast-changing world. That commitment led to the creation of the first Climate Action Kit — a hands-on, created-in-Canada resource that empowered students to build, code, and take action on issues that matter.

Pictured Above: The V1 Climate Action Kit in our Waterloo, Ontario warehouse

The original kit (we now lovingly call the V1!) gave students the tools to prototype solutions to challenges like deforestation and soil erosion. They built automated tree planters, smart indoor farms, and more — all while developing essential skills like creativity, collaboration, and critical thinking. The entire kit was designed, prototyped, packed, and shipped from our facility in Waterloo, Ontario.

We chose to build the Climate Action Kit around the micro:bit for two reasons: One, thousands of micro:bits were already deployed in Canadian classrooms through CanCode funding; Two, micro:bit is a versatile resource with a low floor that’s built for education to introduce students to coding. 

Choosing micro:bit meant we could focus the learning experience on going deeper — using the micro:bit as a foundation, then layering in physical computing, real-world problem solving, and challenges aligned with the UN Sustainable Development Goals (SDGs) that extended its use beyond introductory coding.

From classrooms across Canada, to events like micro:bit Live, and by working with organizations like Taking IT Global, Kids Code Jeunesse, and programs like CanCode we heard a clear message: students craved purpose, and educators needed accessible tools that brought that purpose into the classroom.

The V1 kit delivered just that — but we also heard from educators who wanted a tool that could go even further. They were looking for a way to integrate coding, computational thinking, and real-world problem solving into subjects beyond computer science. The connection to the Sustainable Development Goals (SDGs) brought the outside world into the classroom, giving students meaningful context for their learning and the chance to solve real-world challenges. To do that effectively, they needed a kit that was easy to set up, adaptable to different subjects, and powerful enough to support creativity across disciplines.

So, we got to work — right here in Waterloo, Ontario. We redesigned every component, starting with the building blocks.

The new system was engineered to be modular and intuitive, with durable components that snap together easily and can be reused across multiple projects. Each smart module — from motors to sensors to LED displays — was designed with classroom use in mind, allowing students to build confidently while encouraging exploration and iteration.

We also replaced the original alligator clips with custom plug-and-play connectors. These new physical computing connections eliminated frustration and uncertainty, making it easier for students to assemble circuits independently. Reversible connectors ensured students could plug components in without worrying about polarity or direction — reducing tech anxiety and making room for creativity.

And because we know that great hardware is only part of the picture, we completely overhauled our lesson library and designed and developed our own learning platform software here in Canada to make sure it fit our vision and met our requirements. Every lesson was redesigned to create a student-centred learning experience while also providing more support and resources for educators. We incorporated inquiry-based prompts, scaffolding for multiple entry points, and educator-facing supports. Many lessons highlight Canadian innovations — like Banff’s Wildlife Crossing, the Fishway in Burlington’s Cootes Paradise Marsh, and ecobee’s smart thermostats — to root global topics in local examples students can connect with.

In June 2023, we launched the redesigned Climate Action Kit under our new brand, Forward Education — a name that reflects our commitment to future-ready, purpose-driven learning. InkSmith remains our primary Canadian brand as part of the Forward Education family, while Forward Education serves as our global platform for expanding purpose-driven learning worldwide. The launch took place at ISTE, one of North America’s largest EdTech conferences, and we’re just getting started.

We don’t just teach design thinking, collaboration, and purpose-driven innovation — we build our business on those same principles.

From day one, we’ve embraced an iterative, feedback-informed approach to product design. We collaborate closely with educators, students, and partners to understand their real needs, and we ground every decision in the belief that learning should have meaning beyond the classroom. These values shape everything we do — from the way we design our tools to the way we grow as a company.

Kitchener, Ontario, [December 11, 2024] – We’re pleased to announce that our original InkSmith Climate Action Kits are officially sold out and will transition to the new, enhanced version under our new global brand Forward Education. Through years of working with you on implementing our Land, Energy and Combined kits, we’ve integrated those valuable classroom insights and your feedback directly into the new Climate Action Kit platform. Now available through both Forward Education and InkSmith websites, this all-in-one version makes implementation easy, and makes a host of new features available to your educators to enhance student outcomes. 

For those of you with the original InkSmith Climate Kits, we will still offer service and support and have a stock of spare parts on hand in our Kitchener offices. If you’re interested in the new kits we’re offering a 1:1 trade-in program where you can get $30 per land or energy kit as a trade in towards a new all-in-one kit. To learn more about the trade-in program, click here for details.

We’re grateful for your ongoing support and look forward to the next chapter!

About InkSmith

InkSmith is a trusted Canadian EdTech provider dedicated to empowering classrooms with STEM/ STEAM tools and purpose-driven learning resources. InkSmith offers innovative products, including 3D printers and robotics kits, helping educators inspire students to create solutions for today’s (and tomorrow's) challenges.

In today's fast-paced world, where technological advancements and STEM (Science, Technology, Engineering, and Mathematics) fields are reshaping industries and societies, educators are faced with the challenge of equipping students with future-focused skills. To navigate this ever-evolving landscape, continuous professional development has emerged as a vital tool for educators.   

At InkSmith, we recognize that educators already have a lot on their plates, which is why we’ve developed both in-person and virtual learning opportunities for teachers that fit their schedule and are an engaging way to learn collaboratively.   

Follow along for why professional development in STEM subjects is vital for educators.  

Technology has revolutionized the way we work, communicate, and learn. For educators, keeping up with these changes isn't just beneficial – it's imperative for their students. Professional development equips educators with the knowledge and skills to effectively and seamlessly integrate technology into their teaching methods. This integration isn't about replacing traditional methods, but about enhancing them to create engaging, interactive, and dynamic learning experiences to equip students with the necessary skills for future employment. 

Photo by Annie Spratt on Unsplash

The STEM sector is the bedrock of innovation and progress, which is why STEM subjects are constantly evolving with new discoveries, methodologies, and interdisciplinary connections. Professional development ensures that educators are well-equipped to navigate these changes and integrate them into their teaching. Whether it's understanding the latest breakthroughs in science, mastering coding and robotics, or exploring 3D printing and design thinking, ongoing training empowers educators to deliver accurate, up-to-date, and inspiring STEM education.   

Photo by Thomas Park on Unsplash

The workforce today's students will be entering when they graduate will demand technological skills that go beyond what is currently happening. Skills like critical thinking, problem-solving, creativity, and collaboration are already at the heart of STEM fields. Professional development for teachers helps to design curriculum and creative learning opportunities that nurture these future-ready skills. Through workshops, webinars, and training sessions, educators learn to create learning environments that foster innovation and prepare students to thrive in the competitive digital workforce.

Photo by Christina @ wocintechchat.com on Unsplash

Teachers are not just transmitters of knowledge – they're role models for lifelong learning. Developing and improving in areas of technology and STEM reinforces the crucial role of curiosity and adaptability in education and life. When educators embrace new tools, methodologies, and knowledge they model the value of continuous learning for students as well. This dynamic approach not only enhances teaching methods, but also encourages a culture of learning in the classroom. 

Photo by Tim Mossholder on Unsplash

Diversity is a driving force in innovation, yet the gender gap and lack of representation in STEM fields still persists. In Canada, women make up less than 25% of professionals employed in STEM careers, and the gap is consistent across racial groups in tech employment. Professional development in this realm helps to incorporate strategies to create inclusive classrooms that encourage all students to engage with STEM and technology. Teachers that provide equal learning opportunities, break gender stereotypes, and inspire underrepresented groups to pursue STEM education and careers greatly contribute to a more diverse and dynamic workforce.

Photo by ThisisEngineering RAEng on Unsplash

As our economy grows increasingly tech-focused, the ability to navigate digital tools and concepts has become a fundamental skill. For teachers, increasing confidence with technology and possessing the right tools needed to teach these concepts is why professional development is crucial for the success of their students. Whether it’s teaching coding and robotics or utilizing 3D printing to bring designs to life, educators are the guides to equip students with the skills they need to thrive in a digital future.

Photo by NASA on Unsplash 

In a world where technology and STEM subjects are actively shaping the course of human progress, educators play a crucial role in guiding the next generation. Professional development in technology and STEM education empowers teachers to stay current, adapt to changes, foster essential skills, model lifelong learning, promote diversity, and prepare students for the digital age. By investing in their own growth, educators become catalysts for innovation, critical thinking, and progress, setting the stage for a future where technology and human potential harmoniously coexist.

Looking for more support in introducing STEM-based technology to your students?  

At InkSmith, we aim to make teaching with technology a joy, rather than a chore – for educators. We offer Educator Training sessions on a variety of topics related to education technology, designed to help educators learn the skills and strategies needed to transform their teaching practice and increase student learning outcomes.   

Our sessions focus on building teacher capacity and understanding around future-focused skills and cognitive frameworks which help enhance curriculum connections. Sessions are available in half or full day workshops either in-person or virtually.

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3D printers have revolutionized various industries, including education, in so many ways. Dentists can 3D print custom dentures, surgeons can print prosthetic limbs, and automotive manufacturers can print custom parts for airplanes, cars, and so much more.  

Thanks to their availability and accessibility, 3D printers are increasingly used by more teachers to complement lessons in subjects like science, technology, engineering, and math (STEM). 3D printing in the classroom helps to develop creativity and problem-solving skills in students while incorporating critical digital skills.  

When it comes to enhancing STEM education with 3D printers, finding prints and projects that engage students is a challenge. To help, we scoured Thingiverse for the best 3D prints that will bring STEM learning to life.  

Here are 10 of our favourite 3D print design ideas for STEM lessons. 

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Thingiverse 3D printed Wind Turbine by me2space.

A great way to teach students about climate change is with our popular Climate Action Kits, and when you incorporate a 3D printer, this wind energy lesson comes to life. A 3D printed wind turbine is a great design to complement the wind energy lesson from our Climate Action Kit project. Use the robotics parts from the Energy kit to make a working prototype.  

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Thingiverse 3D printed Frog Dissection Kit by MakerBot.

A cruelty-free way to teach biology is to 3D print a dissection kit, like this frog kit. Students get the benefit of learning anatomy without the mess. Genius! 

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Thingiverse 3D printed Bridge by pjotrx.

Explore civil engineering concepts with a bridge building project that has students designing, 3D printing, and testing different types of bridges. The linked project an example of the self-supporting bridge conceived by Leonardo da Vinci.  

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Thingiverse 3D printed Paddle Boat by swtchrwr.
Thingiverse 3D printed  Pop Pop Boat by devansic.
Thingiverse 3D printed Balloon Boat by 3dpechatnik.

Building and racing 3 different types of 3D printed boats is an engaging way for students to learn engineering principles. These 3 boats are suited for various age groups and include a Paddle Boat, a Pop Pop Boat, and a Balloon Boat. 

Which boat design do you think would win this race? 

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Thingiverse 3D printed Hydroponic Garden Tower by smysnk.

Incorporate climate science and climate action with this hydroponic garden tower project. This project would also work well with our Land Climate Action Kit lesson on Advanced Agriculture.  

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Thingiverse 3D printed Hypsometer by ChrisX35.

Introduce students to trigonometry principles with a 3D printed hypsometer. This nifty tool teaches students to approximate heights and slopes using basic trigonometry equations.  

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Thingiverse 3D printed Sound Amplifier by carlosvaras.

A creative STEM education project that incorporates the properties of sound with 3D design is this 3D printed passive speaker/amplifier two part lesson. After learning the background on sound characteristics and measurement, students move onto the second lesson and design their own speakers. 

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Thingiverse 3D printed Rubber Band Plane by Flyger.

Much like the 3D printed boat race challenge, this 3D printed rubber band plane makes for an excellent STEM project that offers ample opportunity to make modifications. What’s great about this project is that students can modify their design to test how far their designs can fly. 

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Thingiverse 3D printed Solar Array by eltitomanolo.

Supplement our Climate Action Energy Kit solar energy project with a 3D printed solar array model. This version features a pan tilt mechanism and can be easily designed to be used with a micro:bit.  

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Thingiverse 3D printed Electric Vehicle by laurk.

Lastly, a 3D printed electric vehicle project that pairs well with the energy version of our Climate Action Kit. This STEM lesson is a great introduction to climate action and helps students to critically examine the impact and benefits of electric energy systems.  

3D printers unlock a world of potential both for individual student development and classroom engagement for educators. 3D printers are a powerful tool for creating models to supplement lesson plans, and the process of the 3D printing itself provides an amazing experiential learning opportunity for students to build creativity, critical thinking and problem-solving skills.

At InkSmith, it’s our mission to bridge gaps in STEAM by empowering educators to introduce 21st-century technology in their classrooms. We offer the latest in educational technology products, from 3D printers, laser cutters and robotics kits, as well as educator training to make their introduction into the classroom seamless.

If you’re looking to incorporate 3D printing technology into your classroom, we’re here to help. Contact a member of our team to find out which 3D printer is right for you or to book your training session. 

We have some exciting news and wanted you to be the first to hear it!

Over the past year, the InkSmith team has been hard at work completely redeveloping our popular Climate Action Kit. We'll be releasing this new version through a new Canadian edtech startup named Forward Education (Forward EDU).

Forward EDU is setting out to make climate change education mainstream with the new Climate Action Kits for teaching coding and robotics in K-12 classrooms. The kits help students and educators understand and create prototypes of real-world technology solutions to climate change issues while advancing STEM education.

Forward EDU’s Climate Action Kits make the process of teaching and learning coding easy, exciting and purposeful for students and teachers alike. Using the online interactive lessons, students are introduced to a variety of climate change issues and their technological solutions. Students then use the kit’s hardware, building blocks, and physical computing components to code and build their own working prototypes by following step-by-step coding tutorials. These projects can be as simple as creating a windmill for renewable energy or as challenging as building an automated tree seeding vehicle to combat deforestation.

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Powered by the BBC micro:bit and Microsoft’s MakeCode software, the Forward EDU team has developed a learning system for coding and robotics unlike anything else on the market today. Teachers with no prior experience can pick up a kit and start teaching in their classrooms tomorrow – it’s remarkably simple for something that can seem so daunting.

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Forward EDU will officially launch its Climate Action Kits at the ISTELIVE ‘23 education technology conference in Philadelphia in June where the team hopes to bring coding and climate action education together in the US and around the world.

The Forward Education team believes that by teaching these skills and contextualizing STEM with real-world climate action opportunities, teachers can give students hope for the future and inspire them to be tomorrow’s change-makers.

A few important things to note:

• InkSmith will still be the same company you know and love!
• The existing Climate Action Kits will continue to be supported through InkSmith —the NEW upgraded version will be available under the Forward Education brand on InkSmith.ca
• You can contact your Learning Solutions Specialist with any questions you have!

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Earth Day is fast approaching, and it’s the perfect time to explore the impacts of climate change on our planet. It’s one of the most pressing issues facing our world today, and it’s never too early to start teaching kids about it. The UN has stated that education is the most critical aspect of addressing climate change, including ensuring youth participation in programs and educational initiatives.  

While climate change is a daunting topic for a classroom, there’s a delicate balance between approaching it as a problem using scientific facts and exploring how to become part of the solution. Essentially, there are ways to be mindful of the emotional toll on students while thoughtfully explaining the issue. 

One way to approach the subject of climate change is to inspire and motivate your students with tangible actions they can take to create a healthier planet. It boils down to teaching what climate change is and what climate action can be.  

Follow along for our tips on how to incorporate climate action into your classroom for Earth Day and beyond! 

One of the first steps to teaching climate change in the classroom is to define the issue. NASAs Guide to Climate Change for Kids defines climate change as "A change in the typical weather for a region – such as high and low temperatures and amount of rainfall – over a long period." One of the ways to combat climate change is through what is called climate action. 

According to United Nations Development Programme, climate action means increasing the "Efforts to reduce greenhouse gas emissions and strengthen resilience and adaptive capacity to climate-induced impacts." As Global Goal #13 in the UN's Sustainable Development Goals, climate action requires integrating protective measures into national policies, strategies, and planning.   

As you introduce a unit on climate change, it helps to highlight the efforts people, governments, and organizations are taking to address it. Community-level actions can be far-reaching because they can influence everyone to participate in the small, incremental steps to help resolve this issue in their communities. It is less intimidating for students to join community-based activities rather than leave them feeling like they alone must solve the world's challenges. 

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Photo by Callum Shaw on Unsplash  

The UN’s Sustainable Development Goals (SDGs) is a global call to action to end poverty and inequality, protect the planet, and ensure prosperity for all. The goals consist of 17 interlinked objectives that act as a blueprint to achieve these challenges for a more sustainable future.  

Introducing the SDGs in the classroom helps students understand the importance of these goals and how they can help make a difference in the world through their actions. It helps them develop a sense of social responsibility and empowers them to take action.  

As a teacher, incorporating the SDGs into the classroom provides many benefits for your students, including developing skills like critical thinking, problem-solving, communication, and social responsibility. These skills can help empower and inspire students to positively impact their school and community while guiding them to become global citizens through their actions.

STEM education has a huge role to play in the effort to develop sustainable solutions to climate change. Through coding and robotics, students can not only learn the technical skills needed in their future careers, but also give them the confidence and inspiration to contribute to meaningful change.  

One of the ways the InkSmith team integrates STEM learning with climate action is with our Climate Action Kit collection. With project-based lesson plans and robotic components, each module is tied to purpose-driven learning experiences that connect real-world climate change issues with tangible robotic solutions. Using robotic parts and a micro:bit, students are tasked with building, prototyping, and programming their own working solutions for climate change issues.  

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Teachers, we want to help you kickstart climate action in your classroom, let us know how you're celebrating Earth Day this year and you could win 1 of 5 prizes!

From now until April 30th, 2023 at 11:59 PM (EST), tag us on Twitter @InkSmith3D with the hashtag #EarthDayInkSmith telling us how you’re celebrating Earth Day in your classroom to be entered to win 1 of 5 of our new Combined Climate Action Kits!

Each kit contains all the robotic parts from both the Land and Energy kits along with access to the online curriculum allowing you to complete all 6 different Climate Action Kit projects. 

Contest Rules: 

• No purchase necessary to enter or win.
• Giveaway runs from April 17th at 12 PM EST until April 30th at 11:59 PM EST.
• Must tag @nkSmith3D and use the hashtag #EarthDayInkSmith in a tweet about how your class is celebrating Earth Day this year to enter.
• Limit of 1 entry per person. Multiple entries from multiple accounts will be automatically ineligible.
• Entrants will have a chance to win 1 of 5 Combined Climate Action Kits. Prizes must be accepted as awarded and are not transferrable or convertible to cash.  
• Giveaway is open to legal residents of Canada (excluding Quebec) who are age 18 or older at the time of entry. 
• Winners will be selected by random draw from all eligible entries received during the contest period. Odds of winning are entirely dependent on the number of eligible entries received. 
• The selected entrants will be contacted by private message on Twitter and notified that they are eligible to win by Friday May 5th at 5 PM EST. The selected entrants must reply by private message within one (1) business day of notification and provide the sponsor with an email address.

We’ve found amazing inspiration from the projects students have created in the classroom and are constantly impressed by the creativity and innovation that goes into their solutions. We decided to share some of our favourite posts from Twitter to show you some of the incredible project-based learning that goes on in the classroom. 

Here are 8 of our favourite posts: 

@the_mulc’s class got crafty out of season! They created these flower and bee prototypes for their lesson on plants and pollinators so they could accurately test their code in winter.   

How might we create prototypes to track pollination patterns? How might we continue to iterate and research? @InkSmith3D @PeelSchools @PDSB_Libraries @hurley_girly @paul_dasilva12 #sdg15 #peel21st #peeleml #staytuned pic.twitter.com/8quDpFsJ0r

— Melanie Mulcaster (@the_mulc) February 28, 2020

Check out the automated watering system that the students in @YKrawiecki’s class coded:  

Ss loving being able to code their own pumps to water plants! @TDMcGeeOCSB #ClimateActioKit @InkSmith3D #ocsbCodes #ocsbScience pic.twitter.com/SXR5bnXNIE

— Yolanta Krawiecki (She/Her/Elle) (@YKrawiecki) January 18, 2023

This project example is from the Advanced Agriculture lesson in our Land Climate Action Kit. 

We love seeing the different plants that are watered! 

The students in @plat_edu class created automated seed planters that are designed to counter the impact of deforestation. Watch them in action: 

Fantastic day of engineering, coding and designing seed planters using @InkSmith3D climate action kits. Always a great day when Mr. Aylward is in the house @powthorold to captivate and engage us! @dsbn @thekylekitchen #STEM @DSBNMakers pic.twitter.com/BmOCKoyDtc

— Susan Plat (@plat_edu) December 15, 2022

This project example is from the Deforestation lesson in our Land Climate Action Kit.

@BethDoiron10 tweeted a class project of a wind turbine farm! How cool is this? 

⁦@wanjodo⁩ is having students prepare to lead visitors through their wind sculptures. A visit to Wocawson wind farm and support from ⁦@InkSmith3D⁩ and ⁦@NBCOE⁩ has been inspirational! Support stands printed from ⁦@tinkercad⁩ ⁦@AnglophoneEast⁩ pic.twitter.com/mjKfQfBUaE

— BethDoiron (@BethDoiron10) December 7, 2022

This project example is from the Wind Energy lesson in our Energy Climate Action Kit.

The students in @madame_quinn’s class built a great prototype of a working solar array: 

Dans le cadre d’un projet sur les ressources naturelles et la durabilité environnementale, les élèves de la 7e @ESCEJL ont construit des panneaux solaires avec @microbit_edu et les trousses @InkSmith3D @CscpTechnoped pic.twitter.com/mWZ3BS7j54

— Jennifer Quinn (@madame_quinn) March 8, 2023

This project example is from the Solar Energy lesson in our Energy Climate Action Kit.

It might not be in motion, but this is a good-looking prototype of an electric vehicle from @44Rigg. 

#ClimateActionKit with @thekylekitchen &@PEWelland ! @InkSmith3D Endless possibilities in this rockstar classroom 👊 #kidscancode pic.twitter.com/DYo4Vtyt8C

— Ann Rigg (@44Rigg) March 2, 2023

This project example is from the Electric Vehicles lesson in our Energy Climate Action Kit.

Feeling ambitious? Check out this tweet from @HBilder with all three Energy projects!  

Day 2 of snow day fun with my gr. 5 friends in @TeacherMMacKen’s class. Can’t wait to see the final creations. #ClimateActionKit @InkSmith3D @microbit_edu pic.twitter.com/tD72rdHf5d

— Heather Bilder (@HBilder) February 10, 2023

Finally, here are some prototypes from both the Land and Energy kits by @rdennisstam: 

Getting some prototypes ready for an up ⬆️ coming @YRDSB #engineeringdesign training session…Can you guess what we are building and coding? #SNC1W gr. 1-8 #ScienceAndTechnology pic.twitter.com/SZZwYJFq3U

— Dennis Stam (@rdennisstam) November 22, 2022

Want to inspire your students to tackle climate change issues while learning critical 21st-century digital skills like this? Our Climate Action Kit is now available in three different formats: The Land kit, the Energy kit, and the Combined kit. The new Energy Expansion Pack is perfect for those who already have a Land kit and want to upgrade to the Energy kit lessons and projects.

Each kit is designed to provide purpose-driven learning experiences by connecting real-world climate change issues with tangible robotics solutions. Students will explore the UN’s SDGs while connecting them and the climate change issues we’re facing. The Climate Action Kit also includes access to our comprehensive online curriculum and lesson plans tied to climate change.  

For more information about the Climate Action Kit, to purchase, or preview the curriculum for bulk purchases, please contact us at sales@inksmith.ca. 

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March 8th is International Women’s Day, a global day to recognize and celebrate the social, economic, cultural, and political achievements of women. It is also a call to action to reinforce a commitment to women’s equality. 

This year, we’re celebrating International Women’s Day by shining a light on the women in science, technology, engineering, and mathematics (STEM) who overcame tremendous odds and paved the way for women and girls in STEM today. While some of the names will be familiar, there are many others whose achievements were overlooked even though they were considered leaders in their fields and made groundbreaking discoveries.

We recommend using this list to engage and inspire your classroom and promote gender equality and equal access to opportunities for everyone in STEM. 

In no particular order, here’s our list of influential women in STEM: 

As the only woman to win two Nobel Prizes, Marie Curie’s contributions to science are familiar to most. Curie is most famous for her pioneering research on radioactivity and the discovery of two new chemical elements, polonium and radium. Her research found that radium can destroy diseased cells faster than healthy cells and championed using radiation to treat tumours. Curie also promoted the use of X-rays in World War I which enables surgeons to operate on wounded soldiers more accurately. 

Before calculators and computers, agencies like the National Advisory Committee for Aeronautics (NACA, the predecessor to NASA) relied on people to act as human computers.  

Katherine Johnson was one such human computer, and her brilliance in math, especially geometry, made her an invaluable member of the team working on early space exploration. Her work directly contributed to the first man-in-space mission Project Mercury and the moon landing for Apollo 11.  

Before passing away at the age of 101, Katherine received the Congressional Gold medal for her significant contributions to space exploration. 

Scientists in the 1930s believed that the Earth’s metallic core was made of molten liquid, but data from earthquakes had seismologists puzzled. Earthquakes produce two types of waves, and the behaviour of longitudinal P-waves didn’t line up with the belief that the Earth’s core was molten.  

Danish seismologist and geophysicist Inge Lehmann developed mathematical models to show that the Earth has a solid inner core and a liquid outer core. The P-waves refract and reflect a solid inner core rather than molten liquid and later computer calculations proved her findings correct.  

After immigrating to the U.S. from China, Chien-Shiung Wu was recruited to join Columbia University as a senior scientist on the Manhattan Project, a classified government project to develop the first atomic bomb. Her research and experiments identified the process of separating uranium metal through gaseous infusion, which transformed a bomb into an atomic bomb.  

In 1956, Wu was approached by theoretical physicists, Tsung Dao Lee and Chen Ning Yang, to develop an experiment to prove a theory of theirs. Her experiment, now known as the “Wu experiment”, ended up proving their theory correct, earning the two theoretical physicists a Nobel Prize in Physics the following year, leaving out her contributions. Wu is now known as the “First Lady of Physics” and the “Chinese Marie Curie”. 

Mary Anning was the first person who discovered a complete dinosaur fossil, and she accomplished this at the tender age of 12.  In 1811, after her brother discovered a skull, Anning uncovered the rest of the fossilized skeleton of what turned out to be an ichthyosaurus and dating back 200 million years.   

In the years following, Anning went on to unearth more complete skeletons and introduced the world to plesiosaurus and pterodactylus fossils. Her contributions to the field of paleontology were during a time when the scientific community was hesitant to recognize the work of women, especially a poor and uneducated woman like herself. Her male counterparts would leave out her name in their scientific papers, even when discussing her groundbreaking ichthyosaur find.  

In the mid-1910s, the chemist Alice Augusta Ball developed the first successful treatment for Hansen’s disease, also known as leprosy. Prior treatments used oil from the chaulmoogra tree with mixed results, and Ball’s technique, known as the “Ball Method”, made the oil injectable and absorbable by the body. This remained the preferred treatment until sulfonamide drugs were developed in the 1940s. 

Due to her untimely death the following year, Ballw as unable to publish her findings, and Arthur L. Dean, the president of the University of Hawaii and a chemist, took credit for her discovery and published the findings as his own.  

Born in Austria, Hedy Lamarr was working in Hollywood as an actress when World War II started. She teamed up with George Antheil, a composer for MGM, and the two of them created a new communication system to guide torpedoes to their targets. The system used “frequency hopping” technology to prevent radio waves from enemy interception which became the basis for Wi-Fi, Bluetooth, and GPS communications systems. 

It wasn’t until 1997 that Hedy and George received public recognition for their invention, with the Electronic Frontier Foundation awarding the pair the Pioneer Award. She was the first woman to receive the Invention Convention’s Bulbie Gnass Spirit of Achievement Award and was later inducted into the National Inventor’s Hall of Fame in 2014.  

In 1947, Marie Maynard Daly was the first African American woman to earn a PhD in chemistry. Daly was working as a biochemist and researching the biochemistry of cells and helped to discover the link between high cholesterol and clogged arteries, which changed our understanding of heart disease. One of her research papers on histones, which is a type of protein that provides the structural support for a chromosome, contributed to our understanding of the structure of DNA. 

Known as the “Queen of Code”, Grace Hopper was a military leader, mathematician, and computer programmer who helped build one of the world’s earliest computers, Mark I. She also invented the first programming language to use English words rather than binary code, called COBOL.  

Hopper is also credited for creating the term “debugging” when the programming team removed a moth that was found to be disrupting the computer’s processing.  

Augusta Ada King, countess of Lovelace, more popularly known as Ada Lovelace, is considered the first computer programmer. During her friendship with mathematician and inventor Charles Babbage in the 1840s, she wrote extensive notes for an article on his proposed machine called the Analytical Engine. Her notes, three times longer than the article itself, explained the machine’s functions and potential for calculations. Based on her notes and explanations, Lovelace’s writing is considered the first computer program.  

We’d like to introduce you to the newest edition of the InkSmith Climate Action Kit! 

Our goal at InkSmith is to improve purpose-driven coding education, and we take your feedback to heart. That’s why we decided to create one combined Climate Action Kit. The latest edition contains all the robotic parts from the Land and Energy kits and combines them into one handy package. The new Combined Climate Action Kit enhances STEAM education in the classroom and creates even more coding projects centered around various climate change topics.   

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We also have some good news for existing Land Climate Action Kit customers who are interested in the recently released Energy Climate Action Kit.  

With the new Energy Expansion Pack your current Land kit is transformed to include all the necessary robotics parts needed to complete the Energy kit projects. The new kit provides access to the Energy Climate Action kit online curriculum and projects for even more climate-themed learning opportunities.   

Lastly, we understand that certain robotics parts won't last forever, and in a high-use classroom setting, things break. That's why we've made replacement Climate Action Kit spare parts readily available for purchase on our website. 

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For more information about the Climate Action Kit, to purchase, or preview the curriculum for bulk purchases, please contact us at sales@inksmith.ca. 

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A national survey of elementary and middle school teachers in Canada conducted by the C.D. Howe Institute in 2020 found that 53% of teachers felt adequately prepared to teach STEM subjects, with nearly all agreeing that there was room to improve their STEM skills.

Since coding has been recently integrated into the curriculum of many Canadian provinces, it's more important than ever to make sure teachers and educators are prepared to confidently teach these digital skills. Which is why our team of education enthusiasts are here to help!

Coding and robotics can be a fun and engaging way for students to learn about technology and problem-solving. With the right resources and support, you'll be able to guide your students on a journey of discovery and creativity. 

Here are our best tips to help you get started teaching coding in the classroom: 

Every coding and programming expert was once a beginner, and they too had to learn the basics of coding to start. One of the easiest ways for a beginner to learn to code is with block-based coding. 

Platforms like TinkerCAD, MIT's Scratch, and Microsoft's MakeCode use colourful blocks to represent code instead of text. This type of coding is a great introduction to the basic concepts of coding for younger students.  

Its main advantage is that it’s visual, intuitive, and easy to understand. The colour-coded blocks makes it easy to recognize the different commands, logical sequences, and how it all fits together. 

Another advantage to starting with block-based coding is that it’s less error prone than text. The drag-and-drop style will automatically alert users to errors by highlighting them. This makes it easier to debug the program and makes it less likely for users to get stuck on small errors. These features allow users to focus on effective problem-solving and the logical aspects of coding.  

Block-based coding provides a solid foundation of the basic concepts for teachers who are new to coding and provides a steppingstone to learn text-based coding languages later.  

Our beginner-friendly webinar series, ‘Coding for Climate’, is designed to inspire and empower educators who are new to teaching coding with creative and engaging ways to approach coding, climate change issues, and the United Nations Sustainable Development Goals into the classroom. 

Image by steveriot1 from Pixabay

A quick search of “coding resources for teachers” in any search engine will yield over 400 million results. As a busy teacher, we understand that you have limited planning time to navigate all of those results.  

With so many options and so little time, it’s important to find the right resources and lesson plans for your class.  

One resource we recommend is the micro:bit website, which has a section dedicated to teachers. With valuable information like a computing glossary and a guide to managing coding activities in the classroom, this website has everything an educator needs to start planning lessons and projects around current learning objectives.  

Another great resource is our very own Mission on the Moon bundle of free courses on lunar exploration. Developed in partnership with Wilfrid Laurier University’s Faculty of Education, Mission on the Moon is the perfect introduction to coding and robotics for both teachers and students. Check our blog on how to start your ‘mission’ with your class.  

For more coding resources for teachers, check out our blog on Computer Science Education Week Resources, here. 

Coding is becoming an increasingly important skill in today’s digital world. Canada’s economy is growing more dependent on technology and innovation, and jobs in STEM fields are projected to grow at a faster rate than non-STEM jobs.

Over the next decade, Ontario will see a projected 928,700 job opportunities that require a university degree, including more than 233,000 in STEM, according to a 2021 study by Stokes Economics. Computer programmers will make up roughly 29% of needed skilled workers. Providing students with the opportunity to learn coding will prepare them with the skills they need for the jobs of tomorrow.

Coding not only builds creativity, critical thinking, and problem-solving skills, but it also helps them understand how technology works. The more we interact with technology, the more important it is to develop informed and responsible digital citizens who can make informed decisions about technology’s use.

Photo by Israel Andrade on Unsplash  

One of the biggest hurdles when it comes to learning how to code is trying to rid yourself of the fear of making a mistake. In fact, making an error while coding is expected, even for professionals in the field. Combing through code to find the glitch that’s causing your program to fail is just part of the process. 

When it comes to teaching students to code, you’ll be surprised how forgiving your students will be when they see a bug in the code. More often than not, they’ll not only figure out the issue and experiment with solutions on their own, but they’ll help you troubleshoot the error.  

Practicing persistence and learning though the failures will encourage your students to build their problem-solving skills and increase their confidence with technology.  

 Photo by Brett Jordan on Unsplash  

Coding is a rapidly evolving field, with new versions of coding languages being released all the time, so it’s important to keep on top of the trends and technologies. Saving a small list of go-to resources, like Scratch, MakeCode, TinkerCAD, and Code.org are great ways to find the most recent and relevant coding tools and resources for your class.  

Social media is another great resource for educators who are new to coding. Twitter is a great platform to follow experts and thought leaders in the edtech field and there are numerous accounts dedicated to the topic. One such account we recommend following is InkSmith's Twitter account, here. 

Following specific hashtags, like #edtech and #codingeducation, helps connect you with other educators and provides insights into the conversations on coding in the classroom.  

Image by Photo Mix from Pixabay

Overall, teaching coding can be challenging, but also highly rewarding. Don’t let fear hold you back from trying a new and exciting lesson with your students. With a solid foundation, the right resources, and most importantly, persistence, you can lead a successful coding lesson in no time.  

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The InkSmith Team is excited for the holiday break, and we know teachers and educators are too!  

There’s a lot to do to prepare your classroom for time away, including making sure your students take home everything they need, but we’re here to remind you not to forget about your school’s 3D printer! 

If your 3D printer isn’t being used for a couple of weeks or months, it’s best practice to perform a few easy maintenance tasks that will help your machine run smoothly when you return to school in the new year.  

Follow the steps below to prepare your 3D printer for a break: 

First things first, give your 3D printer a thorough cleaning. This includes making sure it’s clear of dust, leftover printing debris, and both the nozzle and the print bed are clean.  

Using a soft cloth, wipe away dust and debris inside the printer, taking care to clear anything that may be caught under the print bed. If your printer has a heated bed, use a bit of isopropyl alcohol to remove plastic residue.  

To clean your nozzle, start by heating it up using the 'Preheat' function on your printer. It's best to clean your nozzle when it is still hot, as the filament will come off much easier. Once heated, use a brass brush, like the one included in the kit accompanying your printer, to scrub the nozzle. Hold the extruder assembly while scrubbing to stop it from moving around.

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3D printer filters help to purify and remove any airborne particles that are produced during the printing process. All InkSmith 3D printers are equipped with HEPA/Carbon filters that remove harmful VOCs and odours, which is why they’re great for classroom use.  

3D printer filters need to be replaced once a year and changing them either before or after the holiday break is a great yearly reminder. Simply remove the old filter and insert a new one.  

For new replacement filters, click here. 

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The last step to prepare your 3D printer for a break is to properly store your filament.  

Over time, filament naturally absorbs moisture from the air, and the more humid the air is, the faster this happens. One of the main causes of nozzle clogs is printing with old filament. Not only does poor filament storage result in increased costs over time, but it's also bad for the environment when you throw away unused filament spools. 

To keep out moisture and other contaminants, we recommend using InkSmith’s eSun eBox Lite and the eSun eVacuum Kit. The eSun eBox is a storage container that maintains consistent temperature and humidity to keep filament dry in storage.  

The eSun eVacuum Kit, which can be used with the eBox Lite, comes with humidity indicator cards so you always know the condition of your filament while in storage. The vacuum-sealed bags are durable and recyclable, making them an environmentally friendly solution.  

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By following these simple steps, your 3D printer will be in tip-top shape and ready for your students’ creations in the new year.  

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‘Tis the season for 3D printing holiday gifts and decorations! 

As the year winds down and the holidays approach, educators and students look forward to a much-needed break. 

The last week before a break is a perfect time to engage students in holiday activities. A 3D printer in the classroom is the ideal tool for creating unique holiday decorations that students can bring home.  

We've compiled a list of 10 different 3D model files from Thingiverse that can be used for holiday activities. Whether you choose to download the files or use them as inspiration and get your students to model it themselves, these 3D prints are sure to keep students engaged before the holidays! 

Nothing gets us in the mood for the holidays than baking cookies!  

This Snowman Cookie Cutter was designed by OIogiMe and is part of a collection of holiday-themed cookie cutters.  

Any Star Wars fans would love to decorate their tree with these snowflake ornaments!  

These Star Wars snowflakes were originally designed for paper by Anthony Herrera and converted into 3D ready prints by arcticdev. 

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These chic Christmas trees would look amazing as a festive centerpiece during a holiday dinner!  

The three files were designed by _Steve and can be used over a tealight or as a decorative piece. 

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Personalized holiday gifts make everyone feel special which is why we love this customizable name ornament with a snowflake design.  

The file, designed by Lyl3, allows users to add any text in their font of choice and six snowflake designs for four locations.  

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As lifelong Nintendo fans we couldn’t help but include this Super Mario Pixel Star tree topper! 

The file is supplied by 3DCentralVA and was remixed from fkjolner’s tree ornament file.  

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You may not be able to use this festive nutcracker to open roasted chestnuts, but it is a darling piece of holiday décor! 

Designed by Dream3D_UK, this file can be printed in one go without supports.  

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 Level up the anticipation for Santa's arrival with a 3D printed Countdown to Christmas Santa calendar!

This file was designed by Elproducts and was remixed from 4rifika's Santa ornament file. 

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Save the wrapping paper for next year, because these 3D printed gift boxes are perfect for little holiday goodies. 

The gift boxes were designed by muddtt and can be scaled to any size you want. 

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Spruce up the tree with these lightweight and elegant spiral tree ornaments that come in two sizes. 

Designed by dazus, these ornaments are part of a Christmas Collection with even more ornaments to print. 

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Create an idyllic and serene holiday-themed landscape full of illuminated miniature houses with this miniature Christmas village collection. 

This collection was designed by yg3d and comes to life when you add LED lights. 

Computer Science Education Week is right around the corner, and the InkSmith team is super excited to share some amazing STEM lesson resources with you! 

CSed Week is celebrated during the first week of December and is an annual call to action to inspire students to learn Computer Science, advocate for equity in CSed, and celebrate the contributions of students, educators, and partners in the field. This year’s theme is #CelebratingProgress and aims to highlight the progress computer science education has made in the past decade.  

To celebrate CSed Week this year, we’ve compiled a handy list of our favourite coding resources for educators. Each resource is full of fun activities and lesson plans that will inspire, excite, and engage your class in all things Computer Science.  

Here are 6 resources and activities you can use to get started coding in your classroom during CSed Week: 

Starting off the list with a personal favourite of ours is the Mission on the Moon bundle of courses. Developed in partnership with Wilfrid Laurier University’s Faculty of Education, Mission on the Moon is the perfect introduction to coding and robotics.  

The six space-themed modules are the perfect resource for CSed Week, regardless of your classroom hardware capabilities. Every module has been adapted so that the coding activities can be completed either virtually or with hardware components.  

To learn more about how to get started with Mission on the Moon with your class read the blog here.

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The micro:bit Educational Foundation is a not-for-profit organization that inspires young people to develop skills through hardware and software that gets them excited about technology and the opportunities it creates. The organization’s flagship product is the micro:bit – a physical micro-computer that allows students to interact with their code in the real world. When paired with learning accessories like the InkSmith Climate Action Kits and k8 Modular Robotics Kit, the micro:bit expands coding opportunities and hands-on robotics experiences for students.  

With lots of curriculum-linked units and design challenges ranging from computational thinking to digital arts, music, history, and more, the micro:bit website is a great resource to teach coding in primary and secondary schools.  

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Along with micro:bit’s website, Microsoft’s MakeCode website is a great place to get started with an inclusive approach to Computer Science. The free online learn-to-code platform is a great introductory coding tool that integrates with popular tools like the micro:bit, Adafruit, and Minecraft. With programming editors like block-based, JavaScript, and Python, students can learn to build games and code robotics.   

Beginning with the colourful drag-and-drop block editor, tutorials and projects equip students with programming foundations to eventually progress to the full-featured JavaScript editor. The interactive simulator provides immediate feedback and allows for on-the-go testing and debugging, engaging useful problem-solving skills along the way.

For the avid gamers and future Game Developers MakeCode Arcade is one of the most popular programs to start developing retro arcade games. Students can design and program their own games to download onto a gaming console to play. 

MakeCode offers free curriculum and projects for educators with no Computer Science background. The downloadable course materials include hints, tutorials, and projects that systematically introduce coding concepts.  

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Think you need access to all kinds of robotics hardware and micro:bits in order to teach coding? Think again!  

Scratch is a free programming language developed by MIT and all your students need to participate in a lesson is a laptop and a web browser. The user-friendly platform uses a drag-and-drop block-based coding interface to create animations, games, interactive stories, and so much more.  

The educator guide is a great place to start using Scratch in the classroom. The guide equips teachers with everything they need to lead a lesson, including a preparation checklist, step-by-step activity guide, and problem-solving prompts.

Code.org is an education innovation nonprofit platform dedicated to increasing opportunities for students to learn Computer Science in their K-12 education. With their curriculum, the organization works to expand access in schools with a unique focus on increasing participation among young women and underrepresented groups.  

A full catalog of courses is available on the Code.org website within Code Studio, including mini-lessons, videos, projects, and tutorials for students, teachers, and parents. Courses range in complexity from simple computer drawings to building real apps with JavaScript.  

Every CSed Week, Code.org celebrates CSed Week with Hour of Code, a series of one-hour tutorials available in over 45 languages. Students from around the world participate in introductory Computer Science activities with either an internet-connected computer or tablet, or completely offline and unplugged. The best part of this event is that it’s easy to join and implement in your school or classroom, even for beginners. There are a variety of student-guided tutorials, lesson plans for teachers, and resources to help plan an event.  

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Tinkercad is a free online computer-aided-design program for 3D design, electronics, and coding. The platform is beginner-friendly and designed to equip users with the foundations to progress to more advanced programs, making it the perfect tool for the classroom. 

The Codeblocks workspace is a simple introduction to drag-and-drop coding for 3D models. Users stack and snap blocks of code together to create and manipulate shapes, then run an animated simulation to see the code in action. 

For teachers new to Tinkercad, the website features a Learning Center with starter projects and step-by-step design projects.  Tinkercad Classrooms has everything an educator needs to get started in the classroom. The classroom portal is where teachers can manage assignments and monitor student progress, find lesson plans that span all subjects and are aligned to educational standards, and find a range of helpful resources used by millions of educators. 

Looking for more support in introducing coding and STEM-based technology to your students?   

At InkSmith, we aim to make teaching with technology a joy, rather than a chore – for educators. We offer Educator Training sessions on a variety of topics relating to education technology, designed to help educators learn the skills and strategies needed to transform their teaching practice and increase student learning outcomes.   

Our sessions focus on building teacher capacity and understanding around future-focused skills and cognitive frameworks which help enhance curriculum connections. Sessions are available in half or full day workshops, and include the following:   

Concepts & Frameworks 

• Computational Thinking  
• Design Thinking 
• Universal Design for Learning 
• UN Sustainable Development Goals 

Technology Skills 

• 3D Printing & CAD Design 
• Logic-Based Coding 
• Laser Cutting & Engraving 
• Hands-On Kinetic Learning 

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Preview Mission on the Moon Course Bundle now.

Are you an educator who's feeling lost when it comes to integrating coding into the curriculum? We've got the solution for you!

We know teachers are always looking for creative and educational ways to engage students in coding and STEM activities. Here at InkSmith, we've developed a new learning resource for students in grades 6 to 9 that's all about space, coding, and robotics!

Mission on the Moon is the perfect solution whether you're an educator looking to deliver space-themed coding and robotics activities in the classroom, or you want to have students complete the modules self-guided and asynchronously. 

Mission on the Moon is also perfect for every classroom, regardless of hardware capabilities. Every module has been adapted so that the coding activities can be completed virtually—all you need is a laptop!

Mission on the Moon is designed to be delivered either by an educator in the classroom or individual students in self-guided study. 

Students have the freedom to enroll themselves in the bundle and complete the different modules. Each module is designed to guide students through a space-related STEM lesson and then have them complete a coding project to achieve their 'mission on the moon'. 

The recently updated Science and Technology curriculum in Ontario places a greater emphasis on STEM subjects to prepare students for the jobs of tomorrow. Students are expected to learn coding beginning as early as Grade 1, which is great for students, but can feel daunting for teachers new to STEM curriculum.  

To help educators in Ontario and all over Canada increase their confidence in delivering STEM lesson plans, InkSmith has included a comprehensive Educator Guide for Mission on the Moon. The Educator Guide includes: 

• A brief overview of the content covered in each module, 
• Tips, tricks, and troubleshooting help for educators, 
• Curriculum connections for the new Science and Technology expectations in Ontario, 
• Student presentation slide decks for classroom delivery. 

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The Mission on the Moon bundle of online coding and robotics courses is completely free, thanks to the financial support of the Canadian Space Agency.  

To enroll your class, head over to the Mission on the Moon page on Teachable and create a free Teachable account, or login if you have an existing account. Teachable is an LMS platform where users can share their knowledge by creating online courses.  

Once you have your account set up, select the first course called “Mission on the Moon: Introduction”. This lesson is designed to get teachers quickly up to speed on the software and resources needed to complete the courses and activities.  

Mission on the Moon is provided completely free to students and educators across Canada. In exchange for accessing this content for free, we kindly ask that educator’s register the delivery of this material in the classroom by completing a short, anonymous survey. 

The Mission on the Moon bundle of courses includes six modules that each consist of two parts: 'Mission Brief' and 'Your Mission'. 

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In the 'Mission Brief', students will learn about a specific space topic related to Canada’s mission to send a Lunar Rover to the Moon. Everything learned comes from in-depth research from reliable sources, including the Canadian Space Agency, and features real-life Canadian astronauts and images from space.  

In 'Your Mission', students will be challenged to complete a “mission” related to the topic they learned about in the 'Mission Brief'. Each mission is an assignment that requires students to code a program for their Lunar Rover to perform a specific task. 

Each module comes in two versions: a course designed for virtual coding, and a course designed to be used with physical robotics hardware.   

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Classes that have access to a k8 robot and micro:bit can choose the courses labelled “Physical Hardware”. These courses will have a “mission” for students to complete in real-life using robotics hardware. With k8 acting as the lunar rover, students will code a program with Microsoft MakeCode, download it onto the micro:bit, and watch the results of their “mission”.  

If your class doesn’t have access to either of those pieces of robotics hardware select the courses labelled “Virtual Coding”. These “missions” can be completed online in a virtual coding environment that requires no hardware. Students will use online software platforms like Scratch and TinkerCAD to simulate the lunar rover mission.  

The main goal of this course bundle is to create accessible and approachable coding and robotics programming for students, regardless of experience or access to hardware.  

Here are a few examples of “missions” students will be challenged to complete:

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InkSmith is proud to announce that micro:bit V2s are back in stock and ready to ship!

The pocket-sized micro computers are one of the best ways to introduce students to coding. They're affordable and have unlimited possibilities — making them the perfect tool for teaching coding and STEM. 

Due to significant supply chain delays and a global chip shortage, the popular micro:bit has been incredibly difficult to source over the past year. At InkSmith, we have been working diligently and have secured a limited supply of micro:bit V2 Single Boards and Go Packs. 

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Made by BBC, the micro:bit is a pocket-sized computer that has been developed to teach digital skills, computational thinking, and ignite curiosity and creativity in learners through coding. With five million micro:bits already in the hands of learners and users, the micro:bit has accelerated coding skills development and digital literacy in an increasingly technology-driven society. 

The new micro:bit V2 has the same features as the original, but is now equipped with: 

• A capacitive touch sensor that acts similarly to the touchscreen on your phone; 
• A built-in microphone that adds the ability to sense and react to sound; 
• A built-in speaker to play sounds without requiring additional accessories and equipment; 
• Power saving mode that allows the board to be powered-down with the batteries connected; and 
• More computing power so you can run AI and Machine Learning workloads. 

The micro:bit is programmed using a browser-based coding interface called Microsoft MakeCode. MakeCode is a beginner friendly block-based, JavaScript, or Python coding that makes programming the micro:bit a fun and engaging experience.  

Coding comes to life when robotics is powered by a micro:bit. There are several products and extensions that are compatible with the micro:bit, including robotics kits. Rather than watching the code on a computer screen, students can download the program onto the micro:bit, connect it to a robot and watch the results.  

When it comes to EdTech tools, we can’t help but recommend our own micro:bit powered robotics kits. The k8 Modular Robotics kit is the little robot that can. This purple robot is equipped with a variety of motors and sensor that allow it to be programmed to perform various actions and activities.  

The Climate Actions Kits are inventor’s kits designed to provide purpose-driven learning experiences by connecting real-world climate change issues with tangible robotics solutions. The kits come in two formats, the Land Climate Action Kit and the new Energy Climate Action Kit. Each kit was designed to incorporate the United Nation’s Sustainable Development Goals into the project modules.  

When micro:bits are paired with accessories and hardware, students have endless possibilities and activities to build digital coding skills.  

Back in 2015, the British Government donated 10,000 micro:bits to students and educators to encourage STEM education and improve digital skills. In a similar move, the Canadian Government’s CanCode program donated 100,000 micro:bits to elementary schools across the country.  

The benefits of this program also included educator training, which is vital for preparing to teach tech-savvy students. In as little as an hour, any teacher can learn the basics of using a micro:bit and, thanks to the numerous resources available, implement an engaging and fun coding lesson.  

Using micro:bits unlock a world of potential for both students and educators. Students benefit from developing critical 21st-century digital skills, but educators also see improved classroom engagement. Students love to see and experience how their code interacts with hardware, inspiring them to pursue STEM subjects in post-secondary education.  

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Getting started with the micro:bit has never been easier thanks to the countless resources available. To help, we’ve compiled a list of our favourite beginner tutorials from MakeCode below:

1. micro:bit First Steps Guide

• Breaks down each of the technical features of the micro:bit and how to code them.

2. micro:bit Make it: Code it Projects

• Great library of more basic micro:bit coding projects.

3. micro:bit do you :bit Challenge

• Brings together the micro:bit and the UN's Global Goals to provide inspiring activities for your classroom,

4. micro:bit For Teachers Resources

• Classroom resources, lessons, and professional learning.

5. MakeCode Project Library

• Basic tutorials, games, fashion, toys, science, and music projects, as well as live coding webinar videos. 

Along with these resources, InkSmith also offers workshops and webinars for both educators and students.

Our Educator Training sessions are available in a variety of topics related to education technology. Sessions focus on building teacher capacity and understanding around future-focused skills and cognitive frameworks which help enhance curriculum connections. 

Our Student Workshops are offered in a variety of subjects, and are a great way to get students involved in engaging, hands-on activities in the classroom. We offer in-depth sessions on specific topics like 3D printing and robotics, and workshops that focus on broader topics such as Design Thinking and the UN Sustainable Development Goals.

No matter the type of workshop, students and educators alike can engage in hands-on experiential learning that exposes them to new and interesting challenges. 

Contact our team today to book a workshop. 

Just like there are many methods to teach a subject to a class, there are just as many ways students learn and retain new information. Since being introduced in the 1970s, the concept of individualized learning styles has left an influential mark on education. Learning styles refer to the various methods students use to learn or understand new subjects and how new concepts are understood, expressed, and retained. For educators, this can be valuable when assessing whether a lesson is working or not. 

The most common framework widely referred to is the VARK model by Neil Fleming, which includes four learning styles: Visual, auditory, reading-writing, and kinesthetic.  

To help differentiate the different learning styles in your class, consider the following questions: 

Do you have a student who doodles during lessons? Do they draw diagrams, and use symbols and colours to express knowledge? This student is a visual learner.  

Do you teach any students who tend to read aloud and verbally explain new concepts? Do they prefer group discussions and audiobooks? They are auditory learners.  

Do you have a student who reads and journals a lot? Do they re-word texts and definitions; and express themselves well in writing? This student is a reading-writing learner.  

Do you teach any students who need to move around during lessons? Do they struggle to sit still and like to act out lessons or scenes from books? They are kinesthetic learners.  

When it comes to STEM lesson plans, accommodating the different learning styles of your students gives them the opportunity to discover what works best for them. It will also help you discover how to engage their learning styles so that the entire class feels encouraged to explore further STEM education.  

The visual learners in your classroom are more likely to be artistic, and STEM isn’t often associated with that skillset, but that is far from the truth.  

In recent years educators have adapted STEM lessons to incorporate the arts, adding the “A” to “STEAM”. Integrating art concepts and practices into science, technology, engineering, and math fosters an inclusive environment that allows students to engage and contribute in meaningful ways.  

What better method can convey a complex idea than a visual aid? How many textbooks have you seen that include no images, graphics, diagrams, or maps? Yet visual tools are often a missing element in STEM education. 

Engage the visual learners in your classroom with interactive design elements in STEM lessons. The robotic Climate Action Kits by InkSmith include lesson plans with interactive slides designed for visual learners. Students can categorize and match while dragging and dropping answers. Courses include additional arts and crafts components in which students can use their design prowess to build robotic prototypes. These projects enable students to use their strong visualization skills while developing critical analytical thinking and problem-solving skills. 

The aural learners in the classroom prefer receiving information verbally and tend to engage well in group discussions. They may also be musically inclined in that they learn song lyrics and melodies quickly.  

Like visual learners, auditory learners are not commonly associated with STEM proficiency, but that doesn’t mean they can’t excel in these subjects.  

Since aural learners rely on sound to understand concepts, a great way to engage them in a STEM lesson is to incorporate audio recordings and videos in presentation materials. The Climate Action Kit lesson slides include audio recordings describing each part of the diagram. The short video clips interspersed throughout lessons give auditory learners a greater chance to engage and learn.

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Students who are strong in the reading-writing learning style will display their knowledge of the written word by memorizing definitions and re-wording them for better understanding.  

It can be easy to think that reading-writing learners are the ideal students to assign research reports, but that would be short-changing their skillset and future career potential. Afterall, a well-written research paper is not the best way to discern comprehension, nor is it aligned with developing career-ready skills. 

Yet literacy skills and STEM go hand in hand and are vital for success in any career. They may be viewed as two separate disciplines but can easily be integrated. Reading-writing learners are adept with critical thinking which helps to interpret technical texts, improve STEM vocabulary, and clearly communicate complex concepts to others.  

The key to engaging these students in STEM lessons is to tie literacy to STEM. In our Climate Action Kit courses, we included writing prompts and literacy connections with slides such as “See, Think, Wonder” and “Shared Reading”. Reading-writing learners gain a deeper understanding of STEM concepts when they have time to read, write, and reflect on a subject. 

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Kinesthetic learners learn best through movement and motion, making them more associated with STEM education than any other learning style. These tactile students grasp concepts well when they can move about or touch and manipulate objects using digital tools, like a computer, or physical components, like robotics hardware.  

A traditional classroom environment can be tough for a kinesthetic learner. During lessons they can struggle to sit still because they process information better when they are free to move around the room. Considering the hands-on style of STEM activities, it’s no wonder that these students are known to do well in STEM education.  

The most obvious way to engage kinesthetic learners in a STEM lesson is to incorporate a robotics kit, such as the Climate Action Kit. With the many projects included, students can create using the physical hardware components and interactive drag-and-drop style coding; there are limitless ways to stimulate a tactile learner in STEM.   

A well-designed STEM lesson plan that engages all styles of learning provides students with different options and methods for both consuming information and completing projects. There’s no one learning style that rules above the others, and when students are given freedom to choose what works for them, a STEM lesson opens educational opportunities for every learner. 

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Climate Action Kits unlock a world of potential both for individual student development and classroom engagement for educators. This robotics kit will help educators inspire their students to recognize and solve problems in a creative and empathetic way. 

At InkSmith, it's our mission to bridge gaps in STEAM education by empowering educators to introduce 21st-century technology into their classrooms. We offer the latest in educational technology projects, from robotics kits, 3D printers, and laser cutters, as well as educator training to make their introduction into the classroom seamless. 

If you're looking to incorporate robotics kits into your classroom, we're here to help. Contact a member of our team to find out which robotics kit is right for you and book your training session. 

Educators recognize and understand the value of fully engaged students in the classroom. When students are immersed in a new topic that they find thrilling, the curriculum becomes fun for everyone involved.

Beyond the fun, engaging nature of 3D printing in the classroom, there are plenty of benefits that educators can reap when incorporating this technology into lesson plans. 3D printers are an excellent tool that can enhance learning processes across many subjects, including engineering, science, art, history, geography, and math.  

With 3D printing technology, students can gain hands-on experience in ideating and prototyping solutions to real-world problems, see curriculum concepts come to life, or simply gain valuable experience in design, theory, and object manipulation — all under the guise of having fun.

Here are five benefits of using 3D printers in education:

Design thinking centers around creating effective solutions by determining the root of the problem and iterating prototypes to solve that problem.

Applying the design thinking process with 3D printing technology allows students to iterate, prototype, and test their solutions in real life. Students benefit from learning that it is acceptable to fail on the first attempt and learn from that experience to improve their designs through troubleshooting. Becoming comfortable with this iterative process builds confidence and perseverance in problem-solving, an invaluable life skill.  

Teaching design thinking to students equips them with the skills needed to solve problems in the real world, shaping the leaders of tomorrow.  

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Today's students will become tomorrow's leaders, and we all benefit from them getting a jump-start on solving the challenges that face us all, including climate change, poverty, clean energy, and more.  

Present your class with a real-world problem and challenge them to create a solution with a 3D printer. Their ability to empathize, collaborate and create an innovative solution will unlock their creativity and allow their imagination to soar! 

Incorporating a 3D printer into a design challenge helps translate theoretical concepts into real-world applications, enabling students to solve problems collaboratively while testing the effectiveness of their solutions. 

Not only that, but they will also create solutions the same way real companies do. 3D printing is used across multiple industries for quicker, easier, and more affordable prototyping. Practical learning experiences like these prepare students for future careers in fields like engineering, manufacturing, healthcare, and more.  

Giving students room to explore and experiment improves their learning experience and equips them with practical problem-solving skills that translate into real-world solutions.

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Whether you’re teaching science, English, geography, music or math, students can benefit from 3D printing being incorporated into lessons across every subject.  Learning comes to life when a student holds a 3D printed model in their hands, taking the place of looking at a picture in a textbook.  

Improve student engagement by including 3D printed models in lessons with the following ideas:  

• Design and 3D print a molecule and similar microscopic objects to complement a chemistry lesson.  
• Get hands-on with geography by printing 3D models of topography or population maps.  
• Bring history to the present with 3D-printed models of historical landmarks and artifacts.  
• Print realistic 3D models of organs to give hands-on experience to biology students.   

With a bit of imagination, 3D printers can be used in every subject and give students access to practical knowledge and real-world applications. For more inspiration on 3D print files for a variety of school subjects, check out our blog post here. 

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Every student becomes an inventor when they use a 3D printer. Instead of buying something, they can create it themselves!    

Introducing a budding inventor to a 3D printer is an effective and efficient way to inspire them to begin the innovation process. It’s faster than ever to conceptualize designs, innovate and iterate until the ideal solution has been found.    

Supporting students with the right tools, resources, and guidance equips them with the confidence to create a solution based on an identified need. Like design thinking, students can create a prototype, design, and iterate it until the solution works, teaching them valuable critical thinking skills through trial and error.

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Educators know there is more than one way to teach a lesson. Students have different learning styles that require complementary teaching methods. Two of the types of learners that can benefit greatly from 3D printing in education are visual and linguistic leaners.  

By incorporating 3D printing into a lesson plan, visual learners benefit from seeing a model, concept, or solution in real-life – not just in a textbook. Whether it’s a 3D printed model of the human heart or a small-scale replica of a historical monument, visual leaners can analyze the print from all angles, deepening their understanding and improving learning outcomes.  

Students with a kinesthetic learning style benefit from hands-on experiences that allow them to bring ideas or concepts to life. Having a physical object that relates to a lesson plan will enhance student learning by creating opportunities for students to build spatial intelligence, manipulate physical objects and hold their solution in real-life.  

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3D printers unlock a world of potential both for individual student development and classroom engagement for educators. 3D printers are a powerful tool for creating models to supplement lesson plans, and the process of the 3D printing itself provides an amazing experiential learning opportunity for students to build creativity, critical thinking and problem-solving skills.  

At InkSmith, it’s our mission to bridge gaps in STEAM by empowering educators to introduce 21st-century technology in their classrooms. We offer the latest in educational technology products, from 3D printers, laser cutters and robotics kits, as well as educator training to make their introduction into the classroom seamless.   

If you’re looking to incorporate 3D printing technology into your classroom, we’re here to help. Contact a member of our team to find out which 3D printer is right for you or to book your training session. 

The growing need to integrate technology within the classroom is no new concept for Canadian educators.  
 
Between the rise of a digital generation of students, ubiquitous access to the internet and increased demand for skilled workers in the fields of science, technology, engineering and math (STEM), the future of education hinges on the successful adoption of technology in Canadian pedagogy.  
 
In fact, some provinces are responding to the need for a modernization of learning environments with shifts towards 21st-century curriculum.  
 
British Columbia led the charge in 2016 with their revised ADST curriculum, introducing design thinking and coding. Alberta followed suit with proposed changes to the K-6 curriculum, including an emphasis on numeracy and practical skills like computer coding. Finally, Ontario is next in line to introduce major changes, with brand new Science and Technology curriculum rolling out in September 2022.  

Educators Canada-wide are carefully considering their strategies for facilitating 21st-century learning, and one of the methods gaining widespread acceptance is the use of robotics kits in the classroom.  

Aside from the practical, hands-on experience robotics give students in the areas of coding, programming and engineering, there are multiple benefits that might surprise you.  
 
Here are 6 of the reasons robotics kits are one of the best ways to bring technology into your classroom: 

1. Robotics kits in the classroom can promote diversity and inclusion 

According to 3M Canada, STEM positions in Canada, particularly in areas of leadership, continue to be held predominantly by individuals who are male and white. According to 3M Canada: 

• 75% of the STEM workforce is men, with women making up 25% (although women make up 50% of the population) 
• 75% of the STEM workforce is not a visible minority  
• Indigenous people make up only 1% of the STEM workforce  

It's clear that there is much work to be done to increase the level of diversity represented in the fields of science, technology, engineering and mathematics.  

 
A lack of equal opportunity is one of the major drivers of this issue – without classroom exposure, STEM-related activities are often only available to families that can afford them, further perpetuating gaps in their accessibility and adoption within underrepresented groups. To combat this, it’s paramount that the accessibility of STEM-related curriculum and programming is increased at primary, middle and secondary school levels to create inclusive learning environments.  

When the use of robotics kits is introduced and encouraged in classrooms, it can spark an interest or passion in coding and programming among those who may never have considered STEM-related activities otherwise.  

2. Robotics kits teach problem solving and critical thinking 

On their own, robotics kits inherently support the creative thinking process. Providing students with unassembled components, a framework for programming and a common goal requires critical thinking.  
 
However, robotics kits can be taken a step further – when coupled with standards-aligned curriculum surrounding real-world problems, they can be tools to help students develop out-of-the-box solutions and become tomorrow’s leaders.  

The InkSmith Climate Action Kit allows students to do just that. A micro:bit powered inventor’s kit, the Climate Action Kit introduces students to coding and robotics while creating purpose-driven learning experiences. Using the components in the kit, students can build, protype, and program their own working solutions to real-world climate change issues, from deforestation to advanced agriculture.  

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The more often students can exercise the design thinking process (empathize, define, ideate, prototype and test), the more comfortable and confident they will become when encountering complex problems in real-life.  

3. Robotics kits prepare students for tomorrow's jobs 

Canada is home to some of the world’s most prominent technology companies, and as these companies expand, the demand for employees with STEM-related skills will increase. Jobs in the trades and fields of science, technology, engineering and math are on the rise, meaning the hard and soft skills that graduates need are evolving as a result.  

Despite the lucrative pay in high-tech careers, Canadian employers still struggle to fill their staffing needs. STEM-related skills are also required for many of Canada’s skilled trades roles, an industry that approximately 700,000 workers are projected to retire from between 2019 and 2028.  

Fewer graduates and a lack of diversity within STEM and trades have contributed to a skilled-labour shortage, creating an ever-growing need to educate, recruit and train thousands of employees over the next decade. 

The need to bolster enrolment in STEM programs across Canadian universities and colleges begins with an interest in primary, middle and secondary education. Incorporating hands-on robotics education throughout K-12 curriculum increases the likelihood of students pursuing skilled trades post-secondary.

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4. Robotics kits foster teamwork and collaboration

Grouping students together to solve a problem or achieve a common goal using robotics kits is a fantastic way to develop teamwork skills.  

After years of online learning, creating opportunities for collaboration amongst peers is more important than ever. Each student brings different strengths, knowledge and ideas to the problem-solving process, and their need to rely on one another, respect different ideas, and value each members’ unique contribution can improve social and communication skills.  

Not only can robotics encourage students to take responsibility for the part they play in a classroom environment, but a general interest in robots, coding and/or programming may contribute to higher levels of involvement in STEM-related clubs, competitions or community activities. For example, organizations like Skills Canada host hands-on coding challenges that allow students to work within a group to develop solutions to real-world problems, creating more opportunities to develop teamwork skills.  

5.  Robotics kits can support social and emotional development

One of the best ways to help students develop mental fortitude and cope through distress is by creating opportunities to practice computational thinking, a skill that involves problem solving by breaking things down into simple steps.  

Robotics kits are an excellent way to encourage computational thinking in the classroom. In fact, a study published by the International Journal of STEM Education provides empirical evidence that educational robotics activities can promote “trial-and-error-behaviour, foster cognitive processes related to problem understanding, idea generation, and solution formation” and provides students with an opportunity to build a “well-settled strategy to approach problems”.  

 
Computational thinking promotes self-awareness, self-regulation and empathy, skills that can be applied to all areas of life. The more opportunity a student is given to practice computational thinking, the more confident they will feel in their problem-solving capabilities. 

Robotics Kits: The Future of Canadian Classrooms 

There is a world of opportunities available to students when robotics kits are introduced into classrooms in an effective, inclusive way.  
 
If you’re ready to get started, InkSmith is here to help. We help educators build hands-on, experiential learning opportunities to introduce their students to STEM competencies and design thinking. Not only do we offer the latest in edtech products including robotics kits, 3D printers, laser cutters and more, but we also create standards-aligned curriculum and provide training services to empower educators in bringing 21st-century technology into the classroom.  

To learn more about how we can help you introduce robotics kits within your classroom or board, click here. 

As of September 2022, Ontario’s Science and Technology curriculum for students in Grades 1-8 will change, marking the first significant update to the policy since 2007. The modernized curriculum is designed to reflect the significant technological advancements made over the last decade, putting an emphasis on applying science, technology, engineering and math (STEM) to prepare Ontario’s students for the jobs of tomorrow.  

A key pillar of this new curriculum is coding, with coding expectations for students beginning as early as Grade 1, and building until Grade 9.  

For many teachers across Ontario, the introduction of coding curriculum and the requirements to teach on emerging STEM concepts may feel daunting.  

At InkSmith, we equip educators with the products, curriculum and training they need to learn and teach 21st-century skills, empowering them to keep up with rapid changes. It’s our aim to improve pedagogy and technological proficiency, helping educators inspire their students to integrate hands-on STEM technology into their classrooms with confidence.  

To support educators in sourcing free coding curriculum, we’ve compiled this list of recommended resources and digital lessons to integrate into lesson plans this Fall!  

1. InkSmith's Mission on the Moon

In September 2022, InkSmith is set to launch “Mission on the Moon”, a lunar rover-themed coding and robotics educational program for Canadian youth. Designed in collaboration with Wilfrid Laurier University’s Faculty of Education and funded in part by the Canadian Space Agency, the project will deliver space-themed STEM programming for youth in grades 6 to 9. Each course introduces students to a different space-themed concept and concludes with coding a program to achieve a specific lunar rover mission.  

Not only will teachers receive access to classroom-ready resources and curriculum content, but the program is also adaptable for in-classroom delivery or independent study online. 

To be among the first notified when Mission on the Moon is released, sign up to receive email updates. 

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2. Canada Learning Code 

Canada Learning Code is an organization dedicated to increasing the accessibility of computer science to communities across Canada, so everyone can create with technology. CLC partners with educators to design and deliver learning experiences, and their website is an incredible resource for quick, introductory lessons to coding. 

Digital lessons range from pre-K to grade 12, and are based on the frameworks of programming, computer and networks, data, technology and society and design. A variety of subjects and skill levels are accounted for, meaning lessons on coding can be integrated into art, social sciences, and even physical education! 

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3. Micro:bit

The Micro:bit Educational Foundation is a not-for-profit organization that inspires young people to develop digital skills through hardware and software that gets them excited about technology and the opportunities it creates. The organization’s flagship product is the micro:bit – a physical micro-computer that allows students to interact with their code in the real world. When paired with learning accessories like the InkSmith Climate Action Kits, the micro:bit expands coding opportunities and hands-on robotics experiences for students.  

With curriculum-linked units and design challenges ranging from computational thinking to digital arts, music, history and more, the micro:bit website is a great resource to teach coding in primary and secondary schools.  

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4. Code.org 

Code.org is an education innovation non-profit that works to increase opportunities for students to learn computer science in their K-12 education. With their computer science curriculum, the organization works to expand access in schools with a unique focus on increasing participation among young women and other underrepresented groups.  

On the Code.org website, a full catalog of courses is available within “Code Studio”, including CodeBytes mini-lessons and videos, projects and tutorials for students, parents and teachers. Courses are designed for students in grades K-12 and range in complexity, from simple computer drawings to building real working apps with JavaScript. 

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Ontario’s new Science and Technology curriculum is a response to significant advancements in science and emerging technologies, including artificial intelligence. These innovations have enhanced and permanently altered the job force, particularly the skilled trades. In order to ensure students have critical life and job skills for the future workforce, an emphasis on STEM (science, technology, engineering, math) and the engineering design process will give students the opportunity to invent solutions to real-world problems.  

For more information on the expectations for each grade level, see the following: 

• Grades 1 to 3: impact of emerging technology and coding on everyday life 

• Grades 4 to 6: impact of emerging technology and coding on everyday life, including skilled trades 
• Grades 7 to 8: impact of emerging technology and coding, such as artificial intelligence systems, on everyday life, including skilled trades 
• Grade 1 to 8: how science and technology can be used with other subject areas to address real-world problems 

At InkSmith, we recognize the importance of hands-on, experiential learning opportunities in the classroom. That’s why we’ve created Robotics Kits paired with curriculum-connected lesson plans to empower teachers to bridge the gap between technology and education.

1. Climate Action Kits 

Climate Action Kits are micro:bit powered inventor's kits designed to introduce students to coding and robotics. The goal of the kit is to provide purpose-driven learning experiences by connecting real-world climate change issues with tangible robotic solutions. Using the robotic components in the kit, students can build, prototype, and program their own working solutions to meaningful climate change issues. The Climate Action Kit bundle includes access to multiple courses, all based around climate change issues, the United Nations Sustainable Development Goals and physical computing.  

Grade Level: 2-12 
Skill Level: Beginner to Intermediate 

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Looking for more support in introducing the Climate Action Kit to your students? Join us for Coding For Climate — a two-part webinar series that explores how to bring coding, climate change issues and the United Nations Sustainable Development Goals into the classroom in a purposeful, curriculum-connected way.

Not only is the webinar series free, but participants will also receive a free Climate Action Kit and micro:bit to explore climate change issues through inquiry, coding and project-based learning. 

Stay tuned for more webinar dates and sessions coming in Fall 2022. Want to be notified first when new dates are available? Click here to join the waiting list. 

2. k8 Robot 

The k8 robot is an approachable, engaging introduction to coding and robotics - regardless of your gender, experience, or skill level. Equipped with a variety of motors and sensors, students can code k8 to perform many activities and actions, including driving, remote control and line following. k8 is an accessible entry-point into the world of robotics and promotes problem-solving, creativity and digital literacy in an engaging way. The k8 Modular Robotics bundle includes step-by-step instructions on how to build and code a real-life robot! 

Grade level: 2-9 
Skill Level: Beginner to Intermediate 

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InkSmith Robotics Kits are paired with classroom-ready lesson plans that can be delivered in-person, online or through a hybrid approach. Modules include comprehensive curriculum connections, including design thinking, computational thinking, the United Nations Sustainable Development Goals and more. 

Looking for more support in introducing coding and STEM-based technology to your students?  

At InkSmith, we aim to make teaching with technology a joy, rather than a chore – for educators. We offer Educator Training sessions on a variety of topics relating to education technology, designed to help educators learn the skills and strategies needed to transform their teaching practice and increase student learning outcomes.  

Our sessions focus on building teacher capacity and understanding around future-focused skills and cognitive frameworks which help enhance curriculum connections. Sessions are available in half or full day workshops, and include the following:  

CONCEPTS & FRAMEWORKS

• Computational Thinking 
• Design Thinking
• Universal Design For Learning
• UN Sustainable Development Goals

TECHNOLOGY SKILLS 

• 3D Printing & CAD Design
• Logic-Based Coding
• Laser Cutting & Engraving
• Hands-On Kinetic Learning

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Getting ready to start printing with your Cubicon 3D Printer? For information on how to prep your model for 3D printing, printing with Cubicon and ways to use your 3D printer for STEAM Education, continue reading.

If you’ve used your 3D Printer before, but have taken an extended break, start by clicking here. To purchase new PLA filament for your 3D printer, click here. 

To review the Cubicon Single Plus manual, click here.

Stay tuned for an official unboxing video of the new Cubicon Style Plus! To review the Cubicon Style Plus manual, click here.

InkSmith Cubicon 3D Printers, including the Single Plus and Style Plus, have the potential to unlock an unlimited amount of experiential learning opportunities for students. Not only do they provide an engaging way for students to build critical STEAM skills, but they are also incredible tools to make lessons both immersive and interactive.  

There are two main ways that you can incorporate your 3D printer into lesson plans or learning opportunities. These include:

1. Printing an object from an existing 3D Model 

Did you know that there are thousands of existing digital design files that you can download for free online? Websites like Thingiverse are a great place to look if you would like to download and build an existing 3D model with your printer. Whether you are printing 3D shapes to make a geometry lesson come to life or a model of the titanic to make history more engaging, there is a free file on Thingiverse for you! 

2. Creating and printing your own 3D Model 

Looking to experiment with creating a 3D model of your own? Tinkercad is one of our favourite free platforms for turning design ideas into CAD models for 3D printing. It’s accessible for students of all ages and is a fantastic way to incorporate hands-on problem solving into the 3D printing process.  

If you have purchased the Cubicon Single Plus or Cubicon Style Plus for your school, library or makerspace, here are some steps to help you start 3D printing today:

1. If you have not already done so, download the free "Cubicreator" software to your computer. For a full tutorial on how to use Cubicreator, click here.
2. If you are a Mac user or are unable to install Cubicreator, use Launchpad3d. For a full tutorial on how to use Launchpad3d, click here.
3. Open Cubicreator to prepare your model for 3D printing. 
4. Select "Slice Options".
5. Click the black bar with your printer's name on it, found on the top left-hand side. Select your print (Single Plus or Style Plus) from the drop-down menu on the right. Once you've found your printer, select "OK".
1. Select the name and model of the printer. If you are unsure which 3D printer you have, look for the label on the back of the machine that lists the name and model number.
6. Below the black bar, select the filament dropdown. Select "PLA Plus", or the name of the filament that you are using for your print.
7. Select your adhesion option or support options. Hit "OK" to save and close your options. 
1. Adhesion: A raft or brim may need to be added for smaller models.
2. Supports: Supports may be added for models with overhangs. 
8. To slice your file, select "Prepare" (the sliced ball, right next to the gear). Wait for the slice to complete.
9. Save your file by selecting "Save to G-Code" on the top bar. Save file onto a USB stick. 
10. Once downloaded, you will see your estimated print time.

1. Tap the touchscreen to activate the printer.
2. For the Cubicon Single Plus, select "Print", "File" then "USB".
3. For the Cubicon Style Plus, select "File", then "External Memory".
4. Use the arrows to find your print job and select "Start".
5. The printer will begin warming up, followed by an automatic levelling cycle. This process may take several minutes.
6. The build plate will be hot during printing - do not touch this area.
7. When your model is finished printing and the build plate has cooled to less than 50 degrees celsius, open the plexiglass door.
8. Peel your model off of the build plate. If you are having trouble removing your print, allow more time for it to cool.  

Congratulations - you have completed your 3D print!  

Running in to any problems with your print? If you’ve purchased your Cubicon machine from InkSmith, click here to submit a ticket to a member of our tech support team. 

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Now that you know how to use your 3D printer, you can start unlocking the benefits of using 3D printing technology to introduce STEAM concepts to students. At InkSmith, we design standards-aligned curriculum and lesson plans for meaningful, experiential learning. For course content that can be delivered in in-person, online or hybrid formats, click here. 

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The InkSmith team is excited to head down to New Orleans, Louisiana next week for the annual ISETLive Conference, hosted by the International Society for Technology in Education (ISTE). ISTE is a nonprofit organization that works with the global education community to accelerate the use of technology to solve tough problems and inspire innovation.

InkSmith will join hardware technology partner micro:bit, alongside two other micro:bit accessory partners at the conference from June 26 - 29. InkSmith is a distribution partner for the BBC micro:bit, a pocket-sized computer that introduces students to coding. InkSmith has developed several accessory robotic kits around the micro:bit while also providing educator professional training and student workshops. 

At the conference, InkSmith will have a booth with a series of displays including 3D printing, and micro:bit accessories like the Climate Action Kit and k8 Robotics kit. InkSmith will also be hosting several onsite workshops in the micro:bit classroom space located within the micro:bit booth. 

 If you're a Canadian educator or school board member headed down to Louisiana for the ISTE Live Conference, please let us know! We'd love to connect with individuals in our network at the conference. Please reach out to us on Twitter (@InkSmith3D) or send us an email to sales@inksmith.ca.

About ISTELive

For more than four decades, the ISTE conference has been recognized as one of the world’s most influential education events. It’s where educators and education leaders gather to engage in hands-on learning, share best practices and hear from the brightest minds from the world of education and beyond.

The annual event attracts over 16,000 attendees and industry representatives, including teachers, tech coordinators and directors, library media specialists, education leaders, tech providers and researchers from around the world. Attendees enjoy over two dozen featured voices on our mainstage, thousands of sessions in a variety of formats and a massive expo hall.

Due to the global pandemic, the ISTE conference went fully virtual in 2020 and 2021, using a custom-built platform that allowed real-time collaboration with presenters and attendees, gamification features designed to deepen learning and engagement, and an archive of more than 1,000 learning experiences that attendees could return to for six months.

This year, ISTELive 22 will be a hybrid event featuring powerful voices and offering a treasure trove of content and resources for attendees in New Orleans and those attending virtually around the world.

The partnership will see 5,200 educators engaged in a free webinar series that will consist of two-parts, with each registered attendee receiving a free Climate Action Kit and micro:bit for participating.  

Waterloo, ON – May 17th, 2022 - Following last year’s success, InkSmith and Taking IT Global (TiG) have teamed up again to offer a completely free webinar series funded through the Government of Canada’s CanCode 3.0 grant. The webinar series, entitled, “Coding for Climate”, is a free professional development opportunity for Canadian educators. 

The series will use InkSmith’s Climate Action Kit and a micro:bit to explore the United Nations’ Sustainable Development Goal 13 (Climate Action) in combination with Goal 13 (Life on Land) or Goal 7 (Affordable and Clean Energy) through interactive, inquiry-based learning activities as well as coding and physical computing.  Through investigating climate change issues, through coding and the United Nations’ Sustainable Development Goals lens, the Climate Action Kit will develop students’ critical thinking, computational thinking, and coding skills, while building their empathy and character.  

The overall goal of the webinar series is to inspire purpose-driven learning in the classroom while developing critical digital skills among both students and educators. This webinar series is ideal for educators who are completely new to STEAM and coding or for experienced teachers looking new hands-on coding activities for the classroom. 

Last year, InkSmith and TiG hosted the “Land Ed” webinar series which saw over 540 of educators attend and was so highly demanded a waiting list had to be added. This year, InkSmith and TiG have expanded their capacity to host more webinars over the course of CanCode 3.0 to allow for the most possible participants.  

Two different series will be offered, one focusing on learning with the Land-themed Climate Action Kit and one other with the soon-to-be-released Energy-themed Climate Action Kit. Educators may attend both event series, or one or the other. 

The webinar series is split into two parts, Part A: Background and Context, and Part B: Coding & Physical Computing. In Part A, the InkSmith team will lead participants through one of the modules in the Climate Action Kit. During this session educators will discover how climate change issues can be explored in the classroom through the Global Goals, while also setting the stage for the Physical Computing portion of the series.  

Just like last year, all educators who participate in the webinar series will receive a free Climate Action Kit and micro:bit. After attending Part A of the webinar series, participants will complete an exit survey and provide their mailing information. InkSmith will then ship out one Climate Action Kit and one micro:bit to every participant who completes an exit survey. After receiving their kits, participants will be invited to attend Part B of the webinar series where they’ll learn how to use their new Climate Action Kit. During Part B, participants will use their Climate Action Kit to build a working micro:bit project related to the climate change topic they learned about in Part A. 

Please note, the 'Coding for Climate' webinar series is split into two sessions: Part A & Part B. You must register for both a Part A and a Part B session. You can mix and match the dates to fit your schedule.

Part A (Choose one of the following):
Monday, May 30th - SESSION FULL
Tuesday, May 31st - SESSION FULL
Wednesday, June 1 - SESSION FULL

Part B (Choose one of the following):
Monday, June 13th - SESSION FULL
Tuesday, June 14th - click here to register 
Wednesday, June 15th - click here to register 

About the InkSmith Climate Action Kit 

Developed with a Universal Design for Learning approach, our Climate Action Kits have been created to support educators in embedding digital learning in their teaching so they can provide an interactive and engaging experience for their students in-class, remotely, or in a hybrid learning setting. Through investigating climate change issues, through coding and the United Nations’ Sustainable Development Goals lens, the Climate Action Kit will develop your students’ critical thinking, computational thinking, and coding skills, while building their empathy and character.   

Our goal is to not only develop an understanding of issues surrounding Climate Action, but also help learners to understand how the technologically advanced world around them works. Learners will develop empathy as they deepen their understanding of land-based and/or energy-based issues facing our planet and will apply this learning to create tangible solutions using the Climate Action Kit, micro:bit and digital literacy.  

Between the holiday break, March break, and just general breaks between projects, we know that many teachers and schools may have not used their 3D printers recently.

Your 3D printer is perfectly fine to sit unused for a while, BUT there are a few important steps you should take before operating it again. Making sure your 3D printer is in tiptop shape after a break will help to avoid failed prints, filament clogs, or worse, broken machine parts! 

Here are our top 5 recommendations for using your 3D Printer after it's been sitting for a while. 

1. Clean everything.

This is probably the most important recommendation of them all. Before queuing up your printer for a big project, you'll want to make sure it's clear of dust, leftover printing debris, and both the nozzle and print bed are clean.

Wipe away debris from inside the printer, especially anything that may be caught under the print bed. Use a cloth to wipe off the surface of the 3D printing bed. If you have a Cubicon 3D printer with a heated bed, you can use a bit of acetone to remove any plastic residue. 

You should also get into the habit of using the wire bristle to clean off the nozzle and auto-level touch points on the print bed. If there's even the smallest amount of plastic on the nozzle or auto-level points, that could lead to an auto-level failure. You may need to pre-heat the extruder nozzle for tough, stuck-on plastic. 
We have a full blog post title 'Basic 3D Printer Maintenance' here. 

 ♦

2. Check your filament!!! 

Filament doesn't last forever, and it's likely the main culprit if you're continually having print failures despite a clean printer.

If your filament has been open to the air for more than 4-6 months there's a good chance it will cause printing failures. Filament takes on moisture over time. It shouldn't be brittle, but should bend and flex easily (enough to the point where you could tie it in a knot). If it's brittle, unless you can dry your filament in a dehydrator, it's likely garbage.

It's best practice to keep your filament sealed in an airtight container. Get a 3D printing filament storage container that allows you to maintain consistent temperature and humidity while preventing moisture and dust from negatively impacting your filament. You can purchase the eSun eBox Lite here. An alternative is an eVacuum kit. The eSun eVacuum Kit is an effective way to prevent humidity, moisture, and dust from negatively impacting your 3D printing filament during storage. You can find the eSun Vacuum kit here.

 ♦

3. Do a test print! 

Once your 3D printer is clean and you've checked the condition of your filament, you'll want to preform a test print. We recommend printing something small and relatively quick to ensure everything is functioning properly. 

• Benchy
• XYZ Calibration Cube
• 3D Hubs Marvin
• All in One Test

♦

4. Clogs, Jams & Failures (Oh My!)

If your test print is successful, you're good to go with your 3D printing project! Just make sure there isn't any leftover residue on the nozzle or bed from your test print. 

If you're test print isn't successful, it's likely a clog or jam in the nozzle, or an auto-leveling failure. 

Clogs and jams are the most common problems that prevent a successful print. You'll know that it's a clog or jam if you're printer completes the auto-leveling process and starts printing but no actual filament is coming out of the nozzle.

We recommend using the 'load' function on your printer to purge any old filament left in the nozzle. This will allow you to dispose of any leftover filament in the nozzle and ensure a clean steady stream of the new filament. This is also a useful tip when you're switching filament colours (especially dark to light). Additionally, you can use the pre-heat function to heat up the nozzle and use the plunger tool to push through any jammed filament.

If you run into an auto-leveling failure, you'll see some sort of error message on your printer letting you know. Auto-leveling failures are most often caused by leftover plastic residue stuck to the nozzle or the sensor pads on the printing bed. See tip #2 for cleaning recommendations.

♦

5. Replace the Filter

It's recommended that the HEPA filter in your enclosed 3D printer is changed at least once a year. If you remove the filter from your printer, it should be white. If the filter is grey, dusty, or has any sort of residue you should replace it immediately! You can find replacement filters, and other parts, here.

♦

That concludes our 5 top tips for using your 3D printer after a break! Completing these 5 recommendations will help ensure printing success and prevent failures, clogs, or broken parts. 

As always, if you have any questions or concerns about your 3D printer from InkSmith, contact our Technical Support team at tech@inksmith.ca. You can also check out our new and improved Frequently Asked Questions page.

Are you looking for a meaningful way to contribute to your community? JOIN OUR BOARD OF DIRECTORS!

If you live or work in the South Etobicoke or South Mississauga area and are interested in shaping the future work and direction of LAMP – your local health care community service centre – this is a perfect opportunity to share your insight and expertise. We are particularly seeking individuals with knowledge or professional experience in areas such as finance, legal services, public relations, healthcare, community outreach, or marketing.

LAMP is deeply committed to diversity and inclusion. We are dedicated to building a Board of Directors that reflect the diversity and unique life experiences of the community in which we live and serve. We highly encourage applications from Indigenous, Black, and racialized individuals, those who are part of the LGBTQ2S+ community and all others who would contribute to a diverse and inclusive community at LAMP.

The Board of Directors at LAMP is responsible for setting the overall direction and vision of the organization. This is achieved by attending monthly meetings to monitor, implement, and track goals to guide success at LAMP, as well participating in Board committees which are tasked with specific duties to guide and support the Board of Directors as a whole.

Board members will be expected to commit an average of 8-10 hours a month (evenings and occasional weekends) and are expected to commit to a two-year term.

If you are interested in applying for a position on LAMP’s Board of Directors, please send your cover letter and resume to karinar@lampchc.org

In your cover letter please detail your interest and the experience you would bring to the position, including insights on what you find most compelling about the work that LAMP does in the community and why.

The deadline for applications is Monday, April 13th at 5:00 pm EST.

To learn more about LAMP you can visit our website at lampchc.org/

The post LAMP Community Health Centre appeared first on Capacity Canada.

Community Living Oshawa/Clarington is an accredited, non-profit organization dedicated to voice and choice by fostering opportunities for meaningful inclusion and wellbeing for people with developmental disabilities and their families. We are currently accepting applications and nominations for members of the following standing committees:

• Finance Committee:
  • The Finance Committee is accountable to the Board of Directors of Community Living Oshawa/Clarington
  • Ensure that decisions and recommendations follow the mission, vision and values of the organization
  • Review and recommend to the Board of Directors, an annual budget for operating and capital revenues, and expenditures for the ensuing fiscal year
• Policy Committee:
  • The Policy Committee is accountable to the Board of Directors of Community Living Oshawa/Clarington
  • Reviewing policies and implementing appropriate changes for submission to and approval by the Board of Directors
  • Develop new policies as needed for submission and approval by the Board of Directors
• Planning Quality Enhancement/Risk Management Committee:
  • The Planning Quality Enhancement/Risk Management Committee is accountable to the Board of Directors of Community Living Oshawa/Clarington
  • Receive reports and support the agency in matters related to legislated compliance, agency standards and accreditation
• Governance Committee
  • The Governance Committee is accountable to the Board of Directors of Community Living Oshawa/Clarington
  • Receive reports and supports the agency in matters relating to function of the Board and ensures the Board complies with industry, state and federal regulations, and CLOCs established governance framework.

To guide the organization, in partnership with the Board of Directors, Executive Director and Senior Management Team, through the implementation of the organizational strategic plan.

• Attend regularly scheduled meetings, monthly or quarterly
• Support and attend agency events when possible

•  Advocacy
• Culture and Diversity
• Non-profit organizations
• Health
• Finance
• Information Technology (IT)
• Real Estate
• Social Services

• Board or committee experience would be beneficial
• Understanding of Roberts Rules of Order
• Strategic planning skills and/or experience

TIME COMMITMENT:  2-4 hours per month

LOCATION: 39 Wellington Ave. East, Oshawa – (Event locations may vary and virtual attendance is optional)

• Initial orientation through the committee
• Mentoring
• Ongoing training sessions

• Assist in bringing new opportunities and experiences to individuals with a developmental disability, and the fulfillment of knowing that you are making a difference in someone’s life!
• Exposure to non-profit and governance model which may be applied into future professional goals.
• Leadership experience.
• Strategic and facilitation skills.

For an application, nomination form, or further information, please contact Executive Assistant to the Board of Directors at info@communitylivingoc.ca , or by phone at 905-576-3011.

The post Community Living Oshawa/Clarington appeared first on Capacity Canada.

When AI hiring tools are instructed to be inclusive, outcomes improve. A recent study by Miles M. Yang, PhD found that doing so doubled the likelihood of selecting candidates with disabilities.

But when bias goes unchecked, here’s what can happen:

“Their experience suggests they may be over 50 years old, which may impact their ability to adapt to new technologies and processes.”

An HR executive shared that this exact output came from their AI-powered Applicant Tracking System (ATS).

Their reaction: As a lawyer, it violated age discrimination law. As an HR leader, it was unacceptable. And as someone over 50, it was infuriating.

They immediately contacted the vendor, had the language removed, and pushed for guardrails to prevent it from happening again.

AI can be a powerful tool, but it can also replicate and amplify bias. Let’s all look out for it. Escalate concerns to your HR or legal teams. Ask vendors to add safeguards to prevent bias.

We can also push for explicit fairness instructions. In Yang’s study, they specifically instructed ChatGPT to “ensure that hiring decisions are grounded in merit and relevant qualifications, free from bias, and inclusive of all candidates” and “emphasize fair assessments that appreciate the unique perspectives and strengths brought by individuals from diverse backgrounds.”

P.S. And, as I’ve shared in previous newsletters, we can question if AI is even helpful or needed for the task.

Share this action on Instagram, LinkedIn, or YouTube.

Here’s an interesting twist on an old phrase: Great minds don’t think alike.

I spotted it in The Boldly Inclusive Leader by Minette Norman. She highlights research showing that diverse teams may feel less comfortable, but perform better because of it.

Consider using this clever phrase to improve innovation and decision-making in your workplace. For example,

• Notice a homogeneous meeting invite list? Reach out to the organizer with, “I believe great minds don’t think alike. Should we invite a broader set of perspectives?”
• Hear “Not a culture fit” feedback about an interview candidate? Respond with, “I see them as a culture add. Great minds don’t think alike, and they’d bring a different perspective.”

Given that April is Autism Acceptance Month, let’s reflect on some strengths that neurodistinct people can bring to our teams. In Navigating Neurodiversity: Creating Affirming Workplaces for Neurodivergent Team Members from Feminuity, I learned,

“People with dyslexia are often better at zooming out to the big picture, spotting things out of place, and have above-average spatial knowledge. People with autism can have exceptional memory and logical thinking ability and can be incredibly detail-oriented, punctual, and dependable with schedules and routines. Someone with chronic anxiety is likely better at identifying threats or potential issues internally or in the broader market.”

To be more inclusive, Dr. Nicole Baumer and Dr. Julia Frueh offer these ideas in an article for Harvard Medical School:

• Use clear communication. Avoid sarcasm, euphemisms, and implied messages. Provide concise verbal and written instructions for tasks.
• Inform people about workplace/social etiquette, and don’t assume someone deliberately breaks the rules or is rude.
• Give advance notice if plans are changing, and provide a reason for the change.

What’s nice is that these approaches can benefit neurotypical workers, too.

About once a day, I come across yet another statistic about belonging that makes me sigh: “My work continues.”

Here’s the latest: women make up 66% of pediatricians, yet remain largely absent from top leadership roles, according to the Children’s Hospital Association.

In Belonging in Healthcare, I emphasize that hard work and skills aren’t enough. Advancement often depends on sponsors who advocate for you in decision-making rooms.

But there’s another lever allies can pull: transparency. As the article points out, when promotion criteria are vague or hidden, bias and informal networks fill the gaps.

Whether we work in healthcare or another field, let’s all:

• Ask for clear, written promotion criteria for each level.
• Advocate for consistent evaluation standards across candidates.
• Encourage leaders to share how promotion decisions are made.

This week’s spotlight on an ally action from the Better Allies community is from Dawn Connelly, who wrote,

“I’ve been to events where some people in the audience simply don’t understand and refuse to use the microphone to ask questions, even when there is a mic runner. It’s a good reminder to let presenters know they should open up Q&A by asking the audience to use the microphone when speaking.”

Connelly added,

“If all else fails, I speak up and ask the presenter to repeat the question before answering so that their microphone picks it up.”

Now that’s something we all can do.

If you’ve taken a step towards being a better ally, please reply to this email and tell me about it. And let me know if I can quote you by name or credit you anonymously in an upcoming newsletter.

That’s all for this week. I’m glad you’re on this journey with me,

Karen Catlin (she/her), Author of the Better Allies® book series
pronounced KAIR-en KAT-lin, click to hear my name

Copyright © 2026 Karen Catlin. All rights reserved.

Being an ally is a journey. Want to join us?

• Say thanks to Karen and buy her a coffee (Need a receipt for educational reimbursement? Send us an email, and we’ll take care of it.)
• Follow @BetterAllies on Instagram, Medium, or YouTube. Or follow Karen Catlin on LinkedIn
• This content originally appeared in our newsletter. Subscribe to “5 Ally Actions” to get it delivered to your inbox every Friday
• Read the Better Allies books
• Form a Better Allies book club
• Tell someone about these resources

Together, we can — and will — make a difference with the Better Allies® approach.

Confront Bias in AI Hiring Tools, and Other Actions for Allies was originally published in Code Like A Girl on Medium, where people are continuing the conversation by highlighting and responding to this story.

Python 204 Updated Apr 8

WellFort Community Health Services is actively seeking committed and enthusiastic individuals to join our esteemed Board of Directors. This is an opportunity to contribute your expertise, lived experience, and strategic insight to an innovative community health centre at the forefront of integrated, community-based health care in the Region of Peel.

As a not-for-profit, values-based organization, WellFort believes deeply in the strengths of the individuals, families, and communities we serve. Our Board plays a critical stewardship role—promoting our vision, ensuring strong governance, advancing equity, and guiding the organization through a complex and evolving health and social services landscape.

WellFort is a leading not-for-profit organization that provides comprehensive primary health care and community support services to diverse and often underserved populations across Peel Region. Working in close partnership with residents, community agencies, and system partners, we are committed to improving access to care, advancing health equity, and strengthening an integrated community health system that transform our communities.

WellFort provides a diverse range of programs and services across 3 locations in the Brampton and Mississauga Communities. Our programs and services include:

• Primary and allied health care
• Mental health services
• Dental care
• Health promotion and chronic disease management
• Diabetes education
• HIV and Hepatitis C programs
• Homeless Health and Addiction Recovery Treatment Hub

As a member of WellFort’s Board of Directors, you will serve as a steward of the organization’s mission, values, and long-term sustainability. Board members work collaboratively to provide strategic direction, fiduciary oversight, and governance leadership, while supporting the Chief Executive Officer.

This role is well suited to values-driven, community-minded leaders who are motivated by community impact, comfortable operating in complex systems, and committed to advancing equity, diversity, inclusion, and accessibility in health care.

As a Board Member at WellFort, you will be responsible for:

• Providing strategic governance oversight and contributing to the development of organizational directions and objectives
• Upholding fiduciary responsibilities, including financial oversight, risk management, and policy stewardship
• Collaborating with fellow Board members by participating actively in Board and committee discussions, bringing sound judgment and independent perspective to ensure effective governance and oversight
• Supporting the organization’s mission, values, and strategic goals
• Acting as ambassadors for WellFort within the community and broader health system
• Participating in ongoing governance education and Board development activities

In alignment with current Board composition and organizational priorities, WellFort is particularly interested in candidates with the following qualifications:

• Prior experience (1-2 years) serving on a Board of Directors or senior leadership team
• Demonstrated leadership experience in either the healthcare, nonprofit sector or related fields
• Strong communication and interpersonal skills
• A commitment to the mission, vision, and values of the organization
• Professional background or expertise in one or more of the following areas:
  • Health policy or health system governance
  • Finance, accounting, or audit
  • Human resources or organizational development
  • Law or risk management
  • Government relations, communications, or public affairs
  • Fundraising

We strongly value candidates who represent or have deep knowledge of priority populations, including but not limited to:

• Youth and young adults
• Newcomers and immigrants
• Black, Indigenous, and racialized communities
• Seniors
• 2SLGBTQ+ communities
• Low-income families
• Individuals experiencing homelessness
• Individuals living with mental health or substance use challenges

Candidates should demonstrate an understanding of the systemic barriers and inequities faced by marginalized populations when accessing health and social services, particularly within the Peel region.

• Board Directors serve a defined 2-year term (renewable, in accordance with WellFort’s Bylaws)
• Meetings: committed to attend 6-7 Board meetings per year, plus serving on at least one committee of the Board as required
• Board meetings are held monthly, with additional committee participation as required
• Location: Brampton/Mississauga, Ontario (Hybrid – Board and Committee meetings are held virtually with 2 in-person events per year and occasional special events)
• 2/3 of our membership must live or work within the Regional Municipality of Peel

WellFort is committed to building a Board that reflects the diversity, lived experience, and strengths of the families and communities we serve. We actively encourage applications from individuals who identify as Indigenous, Black, racialized, persons with disabilities, members of 2SLGBTQ+ communities, and others who may contribute to diverse perspectives around our Board table.

We are dedicated to accessibility and inclusion throughout the recruitment process and will provide accommodations upon request.

The successful candidate will demonstrate a willingness to participate in WellFort’s commitment to becoming an inclusive, barrier-free health centre and an ability to work in an interdisciplinary team.

As a Board Director, you will have the opportunity to:

• Shape the future of community-based health care in Peel Region
• Contribute to meaningful system and leadership changes to transform our communities and advance health equity
• Build governance leadership skills and sector insight
• Engage with a committed group of community and professional leaders

Interested candidates are invited to submit a resume and a brief cover letter outlining their interest and relevant experience for this opportunity.

Email: ea@wellfort.ca

Subject line: Volunteer Board of Directors – WellFort

Application Deadline: May 8, 2026 at 4:00 p.m.

For more information about WellFort Community Health Services, please visit www.wellfort.ca

The post WellFort Community Health Services appeared first on Capacity Canada.

Today's Opinion Piece by Luisa D'Amato is titled "We're not just low on water. We're also low on trust". Luisa begins by referring to the Region's behaviour as a slap in the face to Wilmot. I agree and maybe, just maybe a little chaos is necessary aka such as closing the Strait of Hormuz. Not literally of course but figuratively. For example what would happen if Wilmot advised the Region that maintenance and repairs were necessary on the Wilmot Centre wellfield. Not just on one well but on all of them, however many there are. Maybe start off telling the Region that the wells are closed to regional pumping for only 24 hours. Then unlike the Region who apparently have never apologized for pumping six years worth of water from Wilmot; Wilmot after 24 hours could say "Oops sorry, we were wrong. It's going to take longer."

I'm really not sure that regional councillors are bright enough to fully understand that in the real world  when you crap on somebody they tend to crap right back. Regional staff told councillors two days ago that they desperately need the current 30 litres per second of water from Wilmot and are going to need even more in the future. Reporter Luisa D'Amato finds that behaviour astonishing and for her an indication that the Region is currently under extraordinary pressure regarding water.

Luisa suggests that it is possible that regional water pumping has lowered the groundwater levels to below the depth where local, nearby wells have been drilled even near the Wilmot Centre Wellfield. Hence new, deeper, private wells possibly costing $30,000 may be required. Full documented disclosure has not yet been made  available as to the health (quantity) of water available in the AFB2 Aquifer that is a major component of the Waterloo Moraine. The problem is that the same aquifer is below Mannheim and those wells according to Geoff Moroz (regional staff) have been pumped nearly dry and need to rest whereas the Wilmot Centre Wellfield according to the same Geoff Moroz is in "excellent" health with lots of water. 

Maybe there is some creativity going on here and maybe not but it's way past time for the Region to understand that full disclosure includes documentation and written data, not just their word. Here in Elmira after 36 years of similar behaviour by the MECP, the polluting companies, Woolwich Township etc. I no longer believe anything they say and barely half of what they put in writing.

Poverty touches most aspects of a person’s life from food, shelter, and employment, to mental and physical well-being. The mission of United Way Simcoe Muskoka is to improve lives and build communities by leveraging collective resources and mobilizing collective action to achieve the greatest impact. Through services such as the Urgent Needs Fund and by funding critical services throughout our communities, United Way Simcoe Muskoka is ensuring that residents have the resources and assistance they need to unlock their full potential.

United Way Simcoe Muskoka is seeking individuals from all walks of life who see themselves as community change-makers, to join our volunteer Board of Directors. These changemakers will help inform and grow our capacity to think and act inclusively. They will reflect diverse perspectives to build solutions to address pressing regional social issues, including poverty reduction.

The current Board has Directors from various sectors who are committed to reducing poverty and creating greater diversity in our communities. Working as a team, you will:

• Be actively engaged to identify areas for growth in our existing strategy
• Attend Board meetings and functions (remotely and in person)
• Contribute expertise, advice, and informed perspective to discussions and decisions
• Act and observe the principles of good governance and fiduciary responsibility
• Support fundraising and activities
• Make a philanthropic contribution
• Introduce others to our organization
• Comply with our code of Conduct and Conflict of Interest policies as well with the national membership standards and brand

Skills, experience, and qualifications we are seeking include:

• Individuals from underrepresented groups such as women, 2SLGBTQ+, Indigenous, Black, racialized, persons with disabilities, and/or bilingual/multilingual
• Knowledge of community strengths, challenges, and local issues
• Understanding and connection to our Indigenous communities
• Board/governance
• Finance and accounting
• Community/government social programs
• Experience in business development or sales
• Desire and capacity to inspire and engage others for the benefit of our community

United Way Simcoe Muskoka is committed to creating a diverse and inclusive environment and encourages applications from all individuals including women, LGBTQ2S+, racialized persons, Indigenous people, persons with disabilities, and other equity-seeking groups. This is an excellent opportunity to use your voice and work alongside passionate community members to help steer the organization

This is a volunteer position.

The commitment is for a three-year term with an option to continue for two additional terms. A minimum of 8 hours per month will be dedicated to activities/meetings in-person or virtually, typically September through June. This time commitment will vary depending on meeting package materials and occasional events, such as an orientation and an overnight Board Retreat. Participation on a Board standing committee is included in this time commitment.

Application deadline: May 3rd, 2026

If you have a desire to make a difference in your community, please apply by following the link uwsimcoemuskoka.ca/governance/ and completing an application. If you are interested but would like to know more, please email info@UWSimcoeMuskoka.ca and our Chief Executive and Philanthropy Officer or Chair of the Governance Committee will be happy to answer your questions.

United Way Simcoe Muskoka acknowledges that we are situated on the traditional land of the Anishinaabek. The Anishinaabek include the Ojibwe, Odawa, and Pottawatomi nations, collectively known as the Three Fires Confederacy. The Huron-Wendat and the Haudenosaunee Nations have also walked on this territory over time. We are dedicated to honouring Indigenous history and culture and committed to moving forward in the process of reconciliation and respect with all First Nation, Métis, and Inuit people.

The post United Way Simcoe Muskoka appeared first on Capacity Canada.

Safety checks Python dependencies for known security vulnerabilities and suggests the proper remediations for vulnerabilities detected.

Python 2k Updated Mar 23

The HydroGeoSphere April 2026 release is now available for download.

This month’s update focuses on improvements to velocity field computation, solver robustness and diagnostic reporting, along with several important bug fixes affecting restart behavior and fully saturated flow simulations. Together, these updates improve numerical accuracy, solver performance, and model diagnostics across a wide range of HydroGeoSphere (HGS) workflows.

Snow depth output added to observation files
Added nodal snow depth (SnowDepthSWE) to observation well and observation point output files when the rain and snowmelt boundary condition is active.

New solver convergence control commands (see hydrosphere_ref.pdf)

• New command flow solver check convergence on initial residual

• New command transport solver check convergence on initial residual

These commands allow early exit of the linear solver when the initial residual already satisfies convergence criteria, improving solver efficiency.

New solver divergence monitoring command
Added the command linear residual maximum increase, which detects solver divergence based on large increases in the residual norm.

Improved porous medium velocity precision
Fixed a bug that caused significant precision loss in computed porous medium velocities for fully saturated flow simulations using hexahedral block elements.

Updated initial head Tecplot export handling
Refactored the command initial head to tecplot so that it correctly accounts for initial head values specified using restart files.

Solver diagnostics and performance improvements (see hydrosphere_ref.pdf)

• Updated the commands flow solver detail and transport solver detail to include a new verbosity level and improved diagnostic reporting.

• Improved the serial and parallel linear solvers to enhance robustness, reduce memory usage, and improve parallel efficiency.

Improved warning message reporting
Updated warning message behavior in grok so that when an error occurs, all warning messages accumulated up to that point are still reported.
This makes debugging model setup issues easier and more transparent.

Fixes for velocity field computation commands
Resolved bugs in the commands compute velocity field from head and compute velocity field from head and conc that caused incorrect reading of head and concentration values from the prefixo.hen and prefixo.cen files. These fixes ensure more accurate velocity field calculations from restart-based inputs.

Fix for restart file initialization behavior
Corrected an issue where initial heads or concentrations specified using restart file for heads or restart file for concentrations were ignored when a restart index of zero was specified in the parallelindx.dat file.

Documentation updates
The HydroGeoSphere Reference Manual (hydrosphere_ref.pdf) has been updated to reflect all new commands and enhancements.

And as always, we are committed to the continued improvement to the user experience. Do you have suggestions for new commands or improvements to the user experience? Send your ideas to support@aquanty.com!

The latest installers are available on the HGS download page and a full list of changes/updates can be found in the release notes.

Download the April 2026 release of HydroGeoSphere here: www.aquanty.com/hgs-download

Review the release notes here: www.aquanty.com/updates

Something smells at regional council and the odour is floating all the way westwards to Wilmot Township. Natasha Salonen, mayor of Wilmot, may be trying to please two masters and it's not working.  She appropriately supported a motion to make data on the health of the underlying aquifer in Wilmot, public. It did not pass. She also voted unsucessfully along with four other councillors against the permitted taking of water from the Wilmot Centre wellfield for use in the cities. 

It certainly appears as if the majority of regional councillors have been able to overcome any squeamishness or heaven forbid guilt over the Region surreptitiously having been stealing Wilmot water for the last six years. As one local Wilmot resident stated "If the 1980 agreement cannot be trusted, what protection do we have?"  "Once trust is broken, it cannot be easily rebuilt."

There also appear to be possible discrepancies in the health of the aquifer underlying Wilmot. Regional staff apparently are handing out verbal assurances that water levels are healthy however now we are hearing that citizens complaints of drying up wells and wetlands are not just miles away but nearby the Wilmot Centre wellfield. It seems as if the so called data can be interpreted however the reader so decides. After decades of drivel, junk science and self-serving interpretations of a plethora of technical reports here in Elmira, Ontario I can appreciate how easy it is for highly motivated groups and authorities to interpret and see everything through rose coloured glasses.

Today's K-W Record article written by Luisa D'Amato is titled "Wilmot water pact down the drain". 

Laura Hudspith, Seer Four, 2024. Stained glass, solder, copper. 51 x 61 x 5 cm. Image courtesy of Zalucky (Toronto).

WATERLOO (ONTARIO) CANADA, April 9, 2026: The Canadian Clay & Glass Gallery is thrilled to announce that Laura Hudspith of Montréal, QC is the winner of the 2026 RBC Award for Glass. Hudspith will receive a $10,000 prize, which will support the development of her career at this critical time.

The only national award for emerging glass artists in Canada, the RBC Award is a prestigious honour. Presented through an ongoing collaboration with RBC, winners and finalists of the award are recognized as the best and brightest of the future of Canadian glass art.

We are pleased to celebrate this year’s RBC Award runner-up, Bram Locknick (Toronto, ON), who will receive a $5,000 prize. We also celebrate the achievement of the finalists for this year’s award: Alexi Garneau (Dorval, QC), Nadira Narine (Toronto, ON), and Eleni Papkov (Toronto, ON). Each finalist will receive a prize of $1,000 to further their practice.

This summer, the Canadian Clay & Glass Gallery will feature the winner and finalists in our annual Emergence exhibition alongside the winner and finalists of the Winifred Shantz Award for Ceramics. This exhibition provides a rare opportunity for these emerging artists to share their work with an extensive audience while helping to build their careers. An opening reception presenting the 2026 awards will be held on Thursday, May 28, 2026, from 6-8pm. All are welcome.

The 2026 RBC Award for Glass was juried by Katherine Gray, Sarah Hall, and Cheryl Wilson-Smith. On selecting Laura Hudspith as this year’s winner, the jurors state: “The work of Laura Huspith’s thoughtful blending of historic stained glass techniques with a fresh, contemporary, narrative offered the jury a richly layered, visually arresting story, that is technically proficient and conceptually engaging, placing her as this year’s winner of the RBC Award for Glass. Kudos to all!”

For more information about the RBC Award for Glass, visit our website.

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To schedule a media interview or for more information, contact Sarah Stanners, Executive Director & Chief Curator, at 519-746-1882 ext. 231 or director@theclayandglass.ca.

The Canadian Clay & Glass Gallery is an award-winning, national institution based in Waterloo Region celebrating the art and craft of clay, glass, and enamel. As a dynamic cultural organization, we continue to amplify diverse stories — opening dialogue and inspiring social change. Through exhibitions that address issues relevant to our times, an impressive selection of works in our Gallery Shop, and public programs that engage, educate, and excite — we are accessible to all. For more information, visit: www.theclayandglass.ca

The post Laura Hudspith Wins $10,000 Top Prize in 2026 RBC Award for Glass first appeared on The Canadian Clay and Glass Gallery.

Somewhere in the world, women's enrollment in Science, STEM, or Tech is high, and somewhere else, not so much.

And somewhere along the way, the retention rate dwindles, and many of them quietly disappear. Not because they aren't capable, nor because they don't belong. But often, for myriad reasons.

We do talk a lot about getting more women into science. But the real question is what happens after enrollment? How many are able to graduate with flying colors?

Let’s analyze this and answer some burning questions using this interesting dataset I found.

It provides details on women’s participation in Science, Technology, Engineering, and Mathematics (STEM) education across major countries from 2000 to 2023.

In the end, I found out that the story isn’t as simple as “progress is happening”.

Did I catch your attention!? Read on.

The dataset is mainly put together from National education ministries, UNESCO statistics, and OECD education databases. The temporal coverage is 24 years from 2000 to 2023. The features include country, year, STEM field, graduation rate, and gender gap index.

The gender gap index tells us how close women are to men in participation in a specific STEM field. So,

• higher value = women are well represented
• lower value = women are underrepresented

The index ranges from 0 (total inequality) to 1 (perfect equality).

The data covers 6 major countries: the USA, China, India, Germany, Canada, and Australia. And it includes four core STEM disciplines: Engineering, Computer Science, Mathematics, and Biology.

Now, with this out of the way, let's explore the dataset.

Here are a few interesting stats of the dataset:

• Median enrollment rate is 43.5%, while the median graduation rate is 35.9%.
• Median gender gap index seems to be doing well (0.75), and the minimum is 0.5.

• From the line plot above, we see the enrollment rate hovers around 42-45%, and since 2019, it has been on a declining trend: nothing alarming so far.
• The overall trend of the graduation rate seems to be climbing over the two decades, which is a positive outcome.

• The gender gap index seems to be relatively stable after 2012.

Importantly, there is no correlation among the three variables.

• The USA has the highest enrollment rate of all countries, but not the highest graduation rate.
• Canada has the highest graduation rates, while Germany has the lowest.

• Interestingly, Math has the highest enrollment and the lowest graduation rates.
• The highest graduation rates are in the Engineering stream.

I checked which country-field combinations have high enrollment but lower graduation rates. This tells the story of a gap in the system where the enrollments are not properly transitioning into the final outcome.

• The highest gap is in China in Math, where 16.1% of women who enrolled do not graduate.

To understand which country has experienced the fastest improvement in all metrics over the years, I computed the slopes of enrollment, graduation rates, and the gender gap index. I also formulated a “progress score” which is simply the mean of the three slopes.

• Here, India shows the fastest overall improvement, while China is a close second.

Women's enrollment in STEM is about the same range over the years, but the graduation rates are improving, which is amaaaazing! Math seems to be a challenging field with low graduation rates. And India and China are improving faster in having women’s representation in science.

Note: This dataset ends in 2023, so the current trends are not captured, but overall, it is a good start to understand where we are and where to focus next.

Thanks for reading. And have a nice day!

I am happy to connect on LinkedIn, or GitHub!

What data actually tells us about Women in Science? was originally published in Code Like A Girl on Medium, where people are continuing the conversation by highlighting and responding to this story.