Explore STEM Visualizations for Stakeholder Conversations

Today I explored a robust data visualization site created by Argonne Labs in partnership with Northwestern University’s Digital Youth Network. The home page of the website is shown below. 

Click on any of the green circles and you'll open data tables for nine communities on Chicago’s south side, cataloguing STEM assets from Kindergarten to career. 

The nine focus communities are shown in the map on the home page.  Open this link and you'll find an interactive version.  Below are some map views that I created in just a few minutes.

Click on the "layers" tab and you will see a menu of choices for what you want to show on your map.  For instance.

This view shows community organizations in the area who offer various forms of STEM learning opportunities.  The orange circles show census data for each census tract in the nine community areas.

In the map view above I've clicked on an icon for the Chicago Youth Programs site at 5350 S. Prairie Ave.  You can see program information in the text box to the left of the map.  This is an organization I've know for many years and is also included in my list of Chicago area volunteer-based tutor, mentor and learning programs.

Below is a map view where I've clicked on the orange circle for the census tract with the Chicago Youth Programs location.  I asked for information showing the number of youth under age 18 in the area. The map shows 678 kids out of a population of 2152 in that census tract.

The next map view shows businesses, or potential employers, in the nine community areas.  Put your curser over any black dot and find information showing who that business is. Zoom in to see what businesses are in different census tracts. 

There is a lot to explore.  Here's an article about the platform, posted in the Block Club Chicago publication.

My question is, "How will it be used to make STEM learning and career opportunities available to youth through out the area?"  

I've met in the past two years with the people who created this platform and encouraged them to dig into the history of the Tutor/Mentor Connection and the tools and strategies we piloted from 1993 to 2011 to help volunteer-based tutor/mentor programs grow in the Chicago region.  This Mapping for Justice blog is a textbook for anyone who wants to use it that way. Just read some of the "strategy" articles. 

I started building a list of Chicago tutor/mentor programs in 1993 and at the same time began learning ways to use GIS mapping to show where the programs were located and where more were needed. We published our first Directory in May 1994 at the same time as we hosted our first networking conference.  We used the directory to launch citywide volunteer recruitment campaigns in August 1995.

In 2004 an intern from India built the first on-line Tutor/Mentor Program Locator, which was a searchable database shown below.  We had organized our annual survey in 1994 to learn who offers volunteer-based tutor/mentor programs, where they were located, what age group they served, and what type of tutoring and/or mentoring did they offer, as well as what time of day did they offer services.

The search fields on the Program Locator enabled people to search for specific programs based on the categories of our survey.  This worked like most search engines. If you had an idea of what you were looking for, and where, the platform helped you narrow your search and find tutor/mentor program information in that area.

In 2008 a team from India built a new version of the Program Locator. The home page is shown below. This works differently from Google. It starts with a map of a specific area, then shows layers of information, including our data on Chicago tutor, mentor programs.

At the left you can see layers of information that can be displayed on the map.  These layers included our data about Chicago tutor/mentor programs, but also included poverty data, poorly performing schools, and assets (businesses, faith groups, colleges, hospitals) etc.

Thus, you could create a map showing the entire city.

Or you could zoom in and create a map view showing a portion of the city.  

You could add text to the map to focus on specific organizations in various community areas.

You could follow news stories with map stories. On your map you could not only show existing tutor/mentor programs, but you could add layers showing businesses, hospitals, faith groups, universities who share the same geography and who should be innovative and strategic in helping mentor-rich non-school programs grow in the area. For each part of the city the mix of programs and assets is different.

The Program Locator is now only available as an archive.  However, you can see some of the features in this PDF essay.

How to Use Chicago Tutor/Me... by Daniel F. Bassill

One of the challenges of the STEM project is building public awareness and drawing people to the platform, then teaching them to create stories on a regular basis that draw even more people to the platform and motivate them to take actions that help kids in the area have access to mentor-rich STEM learning programs that provide on-going support as kids move from 1st grade through high school, college/tech school and into jobs and careers.

Since my organization did not have advertising dollars we developed a "Rest of the Story" strategy that followed media stories with maps that showed the neighborhood and pointed to tutor/mentor programs in the area (if any) and described the need for more programs.  Below is a mid 1990s example.

The STEM project leaders could duplicate this and other strategies that I've piloted over the past 30 years.  They are all on-line and available to anyone motivated to look.  They might even add some features and functionality to their platform based on what I have done, or tried to do. 

The Tutor/Mentor Blog is an even broader text book than the Mapping For Justice blog.  Think of the sections below as chapters, or courses in a learning curriculum.  

Public awareness - click here

Using maps - click here

Media strategies - click here

Follow up to violence - click here

Mentor role in larger strategy - click here

Tutor/Mentor Institute, LLC website - click here

The challenge: Too much information.  

View this graphic in this article.  The ideas I share and websites I point to are a vast information ecosystem. It's like a university library or the library of different religious groups.  It can't be learned in a day. It needs to be part of on-going learning.

For that to happen major donors, perhaps MacKenzie Scott, need to provide money to fund programs within high schools and college that provide advance degrees for people who spend 10-20 years learning and applying these ideas.

Thanks for reading. Please share these ideas with leaders in Chicago and other cities.  Maybe you know one of these donors, or are one yourself.

Connect with me on social media platforms and share your own strategies and maps. Help build the network. Help the STEM network grow and reach more people. 

Finally, consider a year-end contribution to help me continue this work in 2024. Visit this page to use the PayPal.  

Maptitude tools using GIS for regional economic planning

Below is a map view showing three cities in Oregon, using a mapping product from Maptitude.

This map is part of an article on LinkedIn titled "How to use GIS to look at changes in employment patterns".   

In the introduction the writer says "This article explores how to use GIS (geographic information software) in local or regional economics. Many times, local or regional governments, economic geographers or regional economists are asked to look at changes in employment patterns over a specific period within a particular geography (e.g., a city, township, or county) or between several geographies where a comparative analysis is required."

This is a detailed article with step-by-step instructions for building a map-view like shown above.  You may not feel comfortable doing this work yourself, but if you understand the potential, you can share the article with others who might be able to fund this type of work in your community. 

In my June 25, 2023 article titled "Where are non-school youth development programs most needed?" and in many other articles on this blog, I've encouraged the use of GIS software to do an analysis of community areas, similar to what is described in the Maptitude article, but different in purpose. 

Here are just a few articles I encourage you to read. 

In this article I show the concept map below. 

This concept map shows layers of data that need to be collected and mapped to not only show where tutor/mentor programs are most needed, based on indicators like poverty concentrations, poorly performing schools, violence, etc., but also to show assets (businesses, colleges, hospitals, faith groups, etc) who share the same geography and who should be leading efforts to make mentor-rich youth programs available to more K-12 kids.

This 1994 Chicago SunTimes article shows me with a student from the tutor/mentor program I led at that time. In the background is a map of Chicago, with high poverty areas highlighted.  I've been trying to harness this technology for nearly 30 years!

I've never been a GIS expert myself, thus always depended on volunteers or paid staff to make maps, and map stories for me.  Since these resources were inconsistently available, I never have been able to do the type of analysis described on the Maptitude site.  

Yet, I keep pointing to maps as tools that leaders in Chicago and other cities should be using.

Youth in non-school tutor/mentor programs, high schools and/or colleges could be learning to do this type of analysis and then sharing map stories to mobilize more people to become strategically involved in helping reach K-12 youth with on-going programs that expand their networks of "who they know" while helping them through school and into adult lives.

In these articles I outline a "Rest of the Story" strategy that young people, supported by professional mentors, could be leading. 

Please share my articles and help recruit people to do this work.  If you know groups who already do this, share their website and blog addresses in the comment section and introduce them to me on social media.

Thank you for reading.  Visit this page to find my social media platforms.

Visit this page to make a contribution to help me continue to share these ideas. 

Pain and suffering around the world

Today I'm listening to news about the brutal terrorist attack in Israel, following the continuing Russian attack in Ukraine, and looking at headlines about kids killing kids in the USA.  

It's overwhelming.

A few years ago I posted a map showing disaster areas throughout the world.  Today I looked for updated information and found this detailed map on the Visual Capitalist website.

The Reliefweb website also has a map showing disasters around the world.  

As I look at the scale of these conflicts and natural disasters I ask, "How can I keep trying to help kids in  high poverty areas connect with tutors/mentors in organized, on-going non-school programs?"  That seems like such a small issue compared to these larger conflicts and disasters.

This is not a new concern for me.  Below is a graphic I created in the 1990s. 

This shows a goal of attracting a small percent of attention and philanthropy to youth tutor/mentor programs on a regular basis.

Below is another graphic that I created to show the need to divide attention and giving into slices of a pie so that a small percent goes to on-going problem solving, like helping kids entering 1st grade today be entering jobs/careers in 12 to 20 years.

Here's another. It uses the pie chart from the graphic shown at the top of this page, to emphasize how every non-profit youth program competes for a small, inconsistent, pool of donor dollars.

My goal has been to draw youth serving programs together in an on-going campaign that educates donors and increases the size of the pie, and motivates them to look for 1) where tutor/mentor programs are most needed; 2) choose a zip code you want to help; 3) look at websites for programs in that area to see what they do and what help they need; 4) then look in a mirror, and decide how, and how much, you want to help.

While we need to give attention to disasters and conflict around the world, and in America, we need to continue to devote a small slice of time and dollars to helping kids grow up safely and well-prepared to be leaders in their adult lives. 

Where are non-school youth development programs most needed?

The Heartland Alliance released its latest data tables last week.  I wonder who in Chicago is using this information to understand where youth need extra help in the non-school hours, based on levels of poverty in their community area?  

Here's an example of the data available on their site

Below is the same table, along with maps that I created from other sources. The first one shows the North Lawndale area of Chicago. 

This second one shows the Albany Park community area.

I used data provided from the Heartland Alliance in 2011 and again in 2018 to create the presentation shown below.  It includes maps for each Chicago community area, with the total number of kids age 6 to 17 and the number who fall into the poverty level.

Chicago Community Areas: Youth In Poverty-2018 from Daniel Bassill

In the above graphic for the North Lawndale area I used a map showing shootings that had been published by the Chicago SunTimes, along with a map from the Program Locator (no longer available) that my organization created in 2008.

View the presentation below to see more examples of maps being used to help determine where non-school programs are needed, where existing programs are located, and where more are needed.

Planning needed following violence in Chicago from Daniel Bassill

In early June I posted this article, asking who is doing research about youth program availability.  The two SlideShare presentations are examples of the type of analysis that needs to be done ... with much greater depth and professionalism than what I've been able to create.

Between 1993 and 2011 I operated as a non-profit organization and while funds were inconsistent we were able to pilot a process of collecting information about volunteer-based  youth tutor/mentor programs and segment that by age group served, type of program, and location.  We shared that via an on-line search table (created in 2004 and updated in 2008) which I show below.   

Since 2011 I've not been able to update or continue to develop this and now it's only available via the Internet Archive.  Had I been able to continue development we would have expanded the type of programs were were looking for, to include arts, technology and youth development categories.  

Furthermore, we would have built a fund-raising page, that would attract donors to different neighborhoods of Chicago, where websites of existing programs would provide information enabling volunteers, parents and donors to choose who to support.  I feel that creating the funding page was important because for a small organization one of the most difficult challenges of doing this work was collecting the data and keeping it up-to-date.  Having the site raise money for your organization would be a strong motivator for keeping data updated. 

Combining the fund raising feature with the maps of each community area was a strategy intended to drive resources to EVERY high poverty area of Chicago, not just the most visible areas, or the most well-known programs.

I described this fund raising strateg on this page.

The value.

Building a segmented, searchable, list of non-school youth serving programs would be a valuable resource for Chicago or any city. Helping those programs attract operating dollars and volunteers would help each program operate and constantly improve.

However, without the demographic information such as provided by the Heartland Alliance (and others that I show on this concept map), leaders, volunteers and donors don't know where programs are most needed.    Without providing the number of kids within a community area who live below the poverty line, it's impossible to gauge weather or not enough kids in each grade level are being served by existing programs.  Without segmenting the program list by type of program we might see a density of icons on a map, but still be not providing needed services in many places.

Finding a way to gather this data and use if for analysis is a huge challenge.

My hope is that philanthropists will fund work in Chicago and other cities that builds on the work my organization started in 1993 and that is shared in articles on this blog that extend back to 2008, and articles showing uses of maps that I share on the Tutor/Mentor blog, started in 2005.

Enough is Enough.

We continue to be reminded by daily media stories of the results from not having the type of support systems for too many youth that might offer hope and opportunity and serve as a disincentive for gangs, crime and violence.  

Tutor/Mentor programs are not quick fixes. Yet if leaders had embraced the strategies the Tutor/Mentor Connection was piloting in the 1990s and sustained them for the past 25 years, I feel that a lot fewer young people would be lost. 

What can you do?

If you've read this far, thank you.  As the graphic at the left illustrates, we're all able to access these articles via our computer and phones.  Start skimming through my archives. Share what you read with people in your network.  Help find the leaders and philanthropists needed to build this research capacity.

Create a new portal, available FREE via open source code, so that it can be adopted and used everywhere.   Create communities on social media where people creating and using these portals, and who are building tutor/mentor programs, can connect and learn from each other and build the public will needed to generate the flow of resources essential not only to support the platforms, but to support the thousands of youth tutor, mentor and learning programs that are needed in high poverty areas around the country.

If I can share this via a blog article, you can too!

I'm on Twitter, Facebook, LinkedIn, Instagram and Mastodon (see links here). Please follow me and introduce me to your friends. 

If you can help Fund the Tutor/Mentor Institute, LLC with a small contribution, please visit this page. 

Who is doing research about youth program availability?

 If you've read articles on this blog, going back to 2008, you'll see that the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present) have been trying to build a comprehensive, map-based, understanding of what non-school, volunteer-based tutor/mentor and learning programs exist in Chicago and where more are needed.  Over the past several years my capacity to do this work has been greatly reduced so I'm pleased to be able to point to others who seem to be filling this space.

Below is one slide from today's STEM Pathways Coop meeting, where Deanna Howlett of Northwestern University spoke to attendees about the Citywide State of STEM Landscape Survey.  

View the slides at this link.  Below is another slide from the presentation, showing the process intended to create understanding, and change, where change is needed.

I've shared ideas and strategies with those doing this research and participated in the meetings when they were on-line.  I look forward to more.

Today I did participate in an on-line webinar, hosted by Brookings.edu, focused on Racial Equity.  Here's one Tweet that I shared during the event. 

"Cross pollinate ideas". "Look across the hall". "How can we work together?" @andreperryedu #BrookingsRacialEquity

Create maps to show "who should be connected" & what the issues are. https://t.co/bpiemrdHLf pic.twitter.com/rEb5x5buRv

— Daniel Bassill (@tutormentorteam) June 8, 2023

Visit #BrookingsRacialEquity on Twitter and see my contributions and posts by others.   As I write this post and share my ideas on Twitter and other platforms I'm trying to model a practice that I wish thousands had been duplicating for the past 10 years.  

The Internet is a huge depository of information. But unless people are aggregating it in libraries like mine, or sites like https://www.brookings.edu/blog/how-we-rise/, it will be difficult to organize learning communities that are needed to build understanding and public will necessary to impact public policy in America.   In addition to its blog and huge library of research articles you can find video archives of past webinars if you search in this section on the Brookings site. 

Share this information. Build learning circles.

You can be the YOU in this graphic by sharing my post and forwarding my Tweets, along with those of other people and organizations that I point to in my library and blog articles. 

Among many problems we face one big barrier is that there is "too much information".  We need people collecting the information, but we also need people evangelizing and trying to get growing number of people to look at the information that's been collected. Then we need even more people who are facilitating understanding and helping people connect and work together to implement solutions, in places where data maps show more people need extra help.  Colleges, public schools and faith based organizations have been doing this for centuries.  We need to duplicate that process and that requires some major benefactors who make long-term investments.

I've written several hundred articles on the Tutor/Mentor blog, that just focus on this "learning" process. Here's one.  

The Step 3 graphic above is part of this concept map, showing 4 strategies that I've followed since starting the Tutor/Mentor Connection in 1993.  I invite others to build their own version and apply this in their own work.

Thanks for reading. I hope you'll borrow from what I share here, on the Tutor/Mentor Blog and on the Tutor/Mentor Institute, LLC website.  Create your own versions. Share your own maps and blog articles. Teach others to do the same.

You can connect with me on Twitter, Facebook, LinkedIn, Instagram and Mastodon.  

If you want to help fund my work, visit this page and send a small contribution.

If you want to adopt this work and embed it in your university, I'd love to hear from you. 

American Inequality site shows problems and solutions

I've used this blog for the past 12 years to share links to data-mapping platforms that identify areas of high poverty and inequality.  I host these links in this section of the Tutor/Mentor library. 

This week I learned of a new resource, called American Inequality.  Below is a screenshot from one article on the site.

Visit this page for a collection of data visualizations and articles showing "a path forward". 

One feature that I like on this site is that it not only provides an interactive map that enables you to zoom into specific parts of the country to learn more, but in the article it shares solutions that could be implemented if more people mobilized public will to solve these problems.

I've been sharing some of the data-maps I find in the concept map shown below.  

In addition to sharing these resources on this blog I've been showing ways to incorporate maps into blog articles on the Tutor/Mentor Institute, LLC blog.  

I learned about the American Inequality resource by participating in a ZOOM webinar hosted last night by the PBS News Hour Classroom.  During the webinar I asked "Who was teaching this?" and was told about a New American History site. I asked them to post the link on Twitter, which they did, as you can see below.

Thanks to @jeremybney @saribethrose & @NewsHourExtra for tonight’s discussion on data visualizations - a topic our @NewAmericanHist teams thinks about daily as we build new #OER learning resources and share w/educators & students K12 across the country https://t.co/TmiyLMHZEm pic.twitter.com/QAzkCJ5cng

— Annie Evans (@MapM8ker) May 23, 2023

I visited the site and found this Mapping Inequality lesson plan. 

If you're an educator or an activist I encourage you to browse this site an see ways to teach others to tell these stories in creative, interesting and informative ways.

I keep looking for sections on each data-mapping site that show ways students and adults can create similar, on-going, map-stories, since that's the only way we'll build the public attention, and motivation, to do the work of solving the problems shown on the maps.  It seems to me that any of these platforms could be hosting a "teach this" resource list and including the New American History site. 

Share links in the comment section to sites where you feel this is being taught. 

Unfortunately, access to all of the articles and resources on the American Inequality site is not free. There is a subscription fee.  If you can afford to pay please do. If not, use the articles that are shared at no cost and share them with others. 

Thanks for reading. I hope you'll connect with me on Twitter, Instagram, LinkedIn, Mastodon and/or Facebook. (see links here).

I don't charge a fee for anyone to use the resources on any of the blogs or websites I host, but there is a cost to me. If you can help with a small contribution, please visit this page.