The Laker/Lutz News

Serving Lutz since 1964 and Pasco since 1981.
Proud to be independently owned.

Madeline Murch

Electronic Arts encourages girl coders to ‘Get in the Game’

By

When Madeline Murch headed off for summer camp in late July, she had high expectations.

After all, the Sunlake High student was one of just 15 young women selected to take part in a summer program presented by Electronic Arts Inc., a global interactive entertainment company.

“Going into the experience, I had really high hopes for it,” said Murch, one of 57 applicants for the program. “It was just everything I hoped for, and more.”

Pasco eSchool’s Madeline Murch of shows off her MoCap avatar during ‘Get in the Game,’ a summer program for local high school girls that explored the applications of STEAM (science, technology, engineering, arts and math) in video game development. (Courtesy of Electronic Arts/ Carol Berru-Linsenmayer)

The young woman from Land O’ Lakes said she’s been interested in computers and gaming from a young age, and both her mom and her uncle know how to code.

She learned about EA’s “Get in the Game” summer camp from her computer science teacher, Lea Weber, who sent the link to her.

Madeline decided to apply for the week-long camp that took place at the EA Tiburon studio, in Maitland.

Since the campus doesn’t have housing, it wasn’t clear if  Madeline would be able to go.

But, her mom, Renee, stepped up — taking her to the camp. They stayed in an area hotel.

“I just really thought it was a great opportunity that we couldn’t pass up,” Renee said. “It seemed like she’s always had an affinity for coding and gaming. I thought if she saw what went on at the studio, she might really like it and want to pursue that.”

Besides, Renee added, “they’re (EA) leaders in video game development. So, there’s no better place to start than there.”

EA, based in California, is a global leader in digital interactive entertainment. The company develops and delivers games, content and online services for Internet-connected consoles, mobile devices and personal computers. It has more 300 million registered players around the world.

Madeline said a typical day at “Get in the Game” camp would include presentations and hands-on work.

The presentations were interesting and informative, she said.

“They were all on totally different topics, which was cool. We got to see every single aspect of the video games,” the 16-year-old said.

“During the second half of the day, we actually were working on developing a game while we were there. So, we broke into small groups, and we had a couple of software engineers who would help us every day.

“Some days, we did more interactive things,” she said.

For example, Madeline said she saw technology used to make realistic 3D renderings of people’s faces.

“We got to play around with some of their motion capture technology,” she added.

And, one of the artists they met, who gave a presentation on story-telling, had actually worked at Pixar and Disney Animation, she said.

The week was enjoyable and inspiring, Madeline said. “I definitely think that I want to continue learning how to code, and I want to pick up another coding language.

“I think that after this week at EA, I’d like to maybe be a software engineer,” she added.

Reducing the gender gap
Encouraging more young women to consider careers in the technology sector is precisely the point of the week-long summer camp, according to Daryl Holt, vice president and group chief operating officer of EA SPORTS Worldwide Studios.

Holt came up with the idea for the camp, which began last year with 10 participants and expanded this year to 15 young women.

Fifteen female coders from local high schools showcase their ‘golden tickets’ guaranteeing them an internship interview with Electronic Arts (EA) while pursuing STEAM subjects in college. Also shown are Daryl Holt, vice president and group chief operating officer of EA SPORTS Worldwide Studios (far right), and Seth Reichelson, computer science teacher at Lake Brantley High School and ‘Get in the Game’ coding instructor (far left).

Madeline was the only participant from Pasco County.

Holt explained the motivation for creating the camp.

“We were seeing a lack of gender diversity in those fields. That’s no secret,” he said.

“We’ve got to solve the supply problem,” he said.

The tech sector can’t rely on going into elementary and middle schools and giving a talk that might light a flame — to inspire young girls to pursue careers in these fields, he said.

“We’re not trying to ignite a spark, we’re trying to fan a flame,” Holt said.

The program was designed for “young women who already had some exposure to coding,” he said.

Applicants had to submit a teacher recommendation and an essay, explaining why they were interested in the camp.

The essays played a big role in the selection process, he said.

For instance, an essay writer might say something like: “I’m truly interested in this, and one of the things holding me back is that I don’t have access to a computer. I have to go to the library to do it (coding),” he said.

Holt’s reaction? “Wow, here’s someone that is taking the extra step to do what they are passionate about and the way they’re having to do go about doing it, is certainly a demonstration of their dedication to it.

“Not only can we fan that flame, we might be able to make it easier for them.”

The camp aims to educate, entertain and energize the young women, Holt said.

“Whether it’s at EA, or some other technology-based company, we want them to go on and do great things,” he said. “We want them to plan and we want them to train, but we also want them to dream and believe — because that combination is what will truly take them to the next level,” Holt said.

While at the camp, the young women work with mentors and they’re invited to stay in touch with them after they leave.

They also can earn the right to interview for an internship, and they get to take the laptop they’ve been working on home with them, Holt said.

“Our expectation is that they have it in their power to do this, to follow their dreams in an educational pursuit. And then, we’ll be talking to them later about an internship that hopefully leads to a career,” Holt said.

Computer and video game industry facts

  • 90% of parents pay attention to the game their child plays
  • 75% of Americans have at least one gamer in their household
  • 63% of gamers play with others
  • 56% of gamers have a creative hobby (singing, writing, etc.)
  • 32% of gamers play a musical instrument

Source: The Entertainment Software Association

Published August 28, 2019

Helping Puerto Rico, one click at a time

By

As the island of Puerto Rico tries to pick up the pieces after the devastating landfall of Hurricane Maria, a group of students at Sunlake High School offered their help in the recovery efforts — via classroom computers nearly 1,200 miles away.

Sunlake High School geography teacher Anne Cullison introduced her classes to a collaborative project called The Humanitarian OpenStreetMap Team. (Courtesy of Sunlake High School)

On Oct. 2 and Oct. 3, students in teacher Anne Cullison’s Advanced Placement (AP) Geography class participated in a collaborative project called The Humanitarian OpenStreetMap Team, a nonprofit that does emergency mapping in the wake of disasters.

Cullison’s two classes, comprised of mostly freshman, mapped areas affected in Puerto Rico using what’s called OpenStreetMap, a web project that uses open-source geospatial data, and satellite imagery to create better, digitally available maps of the area.

Over the course of two days, Cullison’s students mapped and validated everything from buildings and streets, to homes and parking garages.

The exercise, also performed by numerous volunteers worldwide, serves a critical resource when relief organizations, such as the American Red Cross and Federal Emergency Management Agency (FEMA), are responding to disasters — by providing more details on the island’s roads and buildings, in part to give them information about who needs help and how to get there.

Cullison explained relief organizations working in Puerto Rico struggle to help those trapped in rural areas in the interior of the island, due to little data on roadways and buildings. Small towns may also not be labeled on maps, so in some cases, aid workers may not even know which towns exist.

But, with up-to-date maps, “the Red Cross…can go in and start actually checking destroyed things and go, ‘OK, well that was a building,’” Cullison said.

“It could also give them data about areas that may be without power or what kind of infrastructure needs to be rebuilt,” she said.

Hurricane Maria unleashes her fury

Puerto Rico was hit by Hurricane Maria, a Category 5 Hurricane, on Sept. 20. More than 1,500 roads and bridges were damaged after the hurricane. Rebuilding them could cost more than $240 million, transportation officials estimate. Forty-five deaths have been reported in Puerto Rico alone, as of Oct. 10. (Courtesy of U.S. Department of Defense)

Hurricane Maria, a Category 5 Hurricane, hit Puerto Rico on Sept. 20 after barreling into Dominica.

Regarded as the worst natural disaster on record in Dominica, Hurricane Maria also caused catastrophic damage and a major humanitarian crisis in Puerto Rico.

More than 1,500 roads and bridges were damaged after the hurricane, and rebuilding them could cost more than $240 million, transportation officials estimate. There also have been 45 known deaths in Puerto Rico alone, as of Oct. 10.

The Humanitarian OpenStreet Map Team seeks to help emergency responders help people affected in disaster zones.

The group was initially organized after the Haiti earthquake in 2010. At the time, the maps available of the country were on paper, and mostly outdated.

A loose network of volunteers started using OpenStreetMap, to create better, digitally available maps of the area.

Since then, emergency disaster mappers have worked to coordinate their responses to provide more directed, higher quality maps — to give disaster response workers better information.

Cullison explained OpenStreetMaps differs from Google Maps, as Google Maps is proprietary software that doesn’t allow third parties to label buildings and residential areas and so on.

“If you pull up a Google Map of Puerto Rico, it’s going to look essentially like (OpenStreetMaps), but there’s nothing you do with it,” Cullison said.

OpenStreetMaps, however, can provide relief organizations data about the types of infrastructure that needs to be rebuilt in a certain area by detailing, “exactly what was there” prior to a natural disaster.

As an example closer to home, Cullison pointed out Google Maps has labeled streets and large buildings, like Sunlake High School, but not her own residential neighborhood.

“None of the homes around here are mapped…so we would have some of the exact same problems,” the high school teacher said.

Geography teacher brings her lessons to life
Cullison herself learned about humanitarian mapping last spring, when she participated in the American Geological Society teacher fellowship program. She was one of 50 teachers selected for the program, which was held at Columbia University in New York City.

Besides Sunlake, volunteers from other universities — including Boston University, Trinity College, Miami (Ohio) University, the University of Miami, Rutgers (New Jersey) University and University of Nebraska Omaha — held simultaneous “mapathons” for Puerto Rico on their own campuses.

Meanwhile, other worldwide emergency mapping projects also are being done for Mexico, following a trio of September earthquakes, and for Bangladesh, after experiencing devastating flooding during monsoon season.

Madeline Murch, a freshman Advanced Placement geography student, marks buildings on OpenStreetMap, to gives relief organizations in Puerto Rico information about who needs help and how to get there. (Kevin Weiss)

Many of Cullison’s students, including freshman AP student Madeline Murch, found the two-day humanitarian activity worthwhile.

“It’s really nice knowing that you can help other people, just from sitting in your class and doing work at a computer, but knowing that it’s still helping others. I feel like it’s time well spent,” Murch said.

Diego Montoya, another freshman AP student, agreed that it’s great to be able to help others.

He also noted: “This class just kind of opened my eyes a bit to what’s actually going on in the world, rather than what’s going on just like in technology.”

The way Cullison sees it, the exercise has both philanthropic and educational benefits.

“This is kind of getting them some hands-on use in terms of GIS software and the layers,” she said. “We were already a little bit behind because of our own hurricane in losing (school) days, but I decided this was worth it so I pushed our schedule a little bit farther to get them into this, for them to see what we can actually do with geography.”

Throughout the year, Cullison plans to introduce her classes to other geographic-related software techniques, like Esri, an international supplier of geographic information system (GIS) software.

“It’s different than a regular geography course. It’s not just about, ‘Here’s a map and let’s talk about the culture in one place.’” said Cullison, who’s taught geography and social studies for 13 years.

Instead, students in her AP class learn about global development, migration, culture and religion, resource disparity, political geography and urban development, among other topics.

“We have the interplay between the human aspect and the physical aspects and where they come together,” Cullison explained.

“Kids come out more understanding, more caring, because they understand a little bit more about the world. They really start to understand the plight of some of the other people around the world, instead of having the veil of a fairly privileged upbringing.”

Published Oct. 18, 2017