STEM+Pillars+Conversation

=** Please post notes from Session 4 in on this page**=

Yellow Group-- In Technology Room Is this really a scheduling question? 1.  How do STEM classes fit into the school day? 2.  Specific to Engineering, if there is no dedicated class, how does it fit into other courses?  §  Of the people present, 4 schools had a dedicated Engineering class (one was not offered every year)  §  Should an engineering class be taught by an outside expert? Or rather what are the ramifications of having an outside expert teach it versus a staff member? 3.  How do we deal with the fight for time and students?  §  Both within the department and without What are the goals heading back to schools? 1.  Using resources of local universities  ·  Open learning initiative at CMU ([|www.cmu.edu/oli])  ·  Online, open courses  ·  Teachers could perhaps sign on as an instructor and use the materials as fodder for an independent study (all course materials—tests, etc.—available on site)  ·  Does not require additional schedule time for course as it is online  ·  Could then set up wikis, etc., to allow students to communicate with each other  ·  Committing a full time staff member to head community outreach and programs of this sort  ·  Ensuring that this community outreach is not limited to years 9-12 2.  Identifying a starting point for engineering classes  ·  What age?  ·  Grabbing enthusiasm in middle school --making it a continuum in middle school and high school versus just a blip --starting partnerships in middle school with area STEM businesses; even if just on a guest speaker level, as long as part of a continuum and not just an isolated event --also can be done in co-curricular and extra-curricular problems  ·  Do we frame it as “problem solving” in the early years  ·  Identifying what is already in the curriculum that is STEM and using that terminology to build awareness in the students and in the school  ·  Is it taught through infusing engineering through the other STEM pillars? o  investigating the tie between problem solving, math and engineering 3.  Clarify why we are doing this  ·  Is it to encourage girls to follow STEM careers? <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Is it more general ? <span style="FONT-SIZE: 12pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> §  develop logical thinking skills in all? <span style="FONT-SIZE: 12pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> §  raising awareness of all students of STEM issues (environment, technological access, etc.) <span style="FONT-SIZE: 12pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> §  Demystify STEM? <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  What are STEM professions? What do they involve? (ex: what do engineers do?) <span style="FONT-SIZE: 12pt; FONT-FAMILY: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings"> §  Increase STEM literacy? 4.  Creating a horizontal and vertical curricular commitment to infuse STEM into a school <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Creating connections with local STEM companies to bring STEM knowledge into school (speakers, internships, etc.) <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Increased knowledge of engineering fields for college counselors <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Starting to expose students at middle school level and then carrying on with it through high school <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Does it help to frame it as “problem solving”? <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  commitment to shape staff with STEM in mind <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Breaking down territoriality <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  pointing out how problem solving and other STEM discoveries play a role in history, politics, etc.   5.   Getting the discussion started back at each school <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Chapin has a “STEM cell” that is charged with carrying on the discussion at the school <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Educating the school (appeasing the school?): <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  How will new/different STEM classes benefit the school? the students? <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  What will be offered “to be dropped” to make adding an additional course possible? <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Making it a zero sum game <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Easing into it versus running in full steam (with the knowledge that the next few classes will not benefit) <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  PR for STEM <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  posters back at school with STEM to generate curiosity 6.  Creating a Five Year Plan <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  with the knowledge that it will be easier to ease a school into introducing new STEM courses <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  It cannot be accomplished all at once <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  How do we balance introducing new/additional things to the curriculum with so many demands to get through a curriculum (for things like AP tests, etc.) <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  What do kids need to know as they leave for college, and how to we break away from using the AP to judge this? <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Creating a mission statement (for STEM? for departments?) <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Looking at other schools and how they are doing it <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Resources for how to start <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Al Gomez, ASEE Other questions/concerns: Comparisons to boys schools/brother schools <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  frustrations with boys schools automatically being thought of as “better” <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Some schools experience the opposite <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  why the push for STEM at girls schools and not boys schools? <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Is there a general push for STEM or is it more of a push at girls’ schools? What can the administration do to help support STEM initiatives? <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Support (give time) to a general STEM department (with a head?) (akin to a Performing Arts Group) <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Inclusion of non-STEM teachers to further broaden discussion <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Getting college guidance counselors to sign on to help make new courses palatable to college admissions <span style="FONT-SIZE: 12pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  ** money ** for all of the above (should STEM issues generate separate funding possibilities? funding a chair?) o  would help to buy time to build up classes by alleviating pressure of having to have full classes early on   o   and be good PR for the school o  some of these initiatives will require additional personnel which will require $$

Pink Group-- In Engineering Room

Facilitators thought it was important to strategize for some part of the day. How are we really going to make a difference? How do we make sure the 4 stem pillars are coming, are congruent, the ulitmate use for students. What's getting in the way? How do we create some kind of engineering curriculum? Engineering course? Models? Interdisciplinary?

__What is a STEM course?__
 * ==What structures should an institution put into place to ensure that STEM goals are met? (What does the institutional commitment need to be?)==
 * ==How do we get the training (professional development) in place to create engineering components in courses, or a separate engineering class?==
 * ==How do we motivate our colleagues to get interested in STEM collaboration?==
 * ==How do we create a true STEM dialogue in our institutions?==

__**Places to Help and Things to Do**__ > > **All comes back to the vocablulary** > > __**ELEMENTS THAT ARE NOT PRESENT? HOW CAN WE IMPROVE THIS?**__ > How do we market these type of courses? Robotics? > >
 * problem solving using engineering principles
 * basic sciences that they don't get a chance to do in the regular science program
 * math component, simple stats, quantitative data,
 * actual building
 * lab probes
 * genetic engineering tie into biology
 * __What are doing?__**
 * Grade 8 science class, do not push the engineer part of the building, problem is that some of us know little about engineering, teaching power tools and blue prints
 * There is stuff that we are all doing in our class that is engineering in science and even art, but we don't have that common vocab
 * If we want to have a senior engineering class we need to have that terminology that the girls will understand and want them to take the course
 * What exactly do we mean by "engineering"?
 * get the science, math, tech dept together of our schools and decide to learn
 * Project on careers for 8th grade: Girls didn't know what Engineers were or what they do, girls needed to educate the class about different careers, and they learned a lot that chemical engineering was actually more creative than they thought, presented either iMovie, iPod
 * Roland Park Contry School: 6 & 7 grade have different engineering projects coming up, participated in a Engineering thing in Maryland, so parents, girls and teachers all had a buy-in and now they have this project that has become part of their program. scale drawings, journals, write a paper that talks about the scientific process, woman engineers come in and talk about the projects, Grade 7 - mouse trap cars, 6th - plant in space, energy efficient house, month and half, presentation and competition
 * BSS - design tech lab, built into the science curriuculum, takes 8 weeks of the year, also done in grade 8 and grade 11 physics, use AUTOCAD and build bridges
 * Holten Arms has a design tech lab, started in grade 3 and then the older girls wanted to have one in their department
 * National Engineers Foundations - can lead you to curriculum, National Engineers Week
 * Woman in Engineering website
 * Heads will be getting a mailing about Engineer and what the coaltion is doing
 * TechBridge conference in Oakland, may be several branches, good ideas, link on Engineers Week
 * Universities are keen to link up with girls schools
 * Internal Mechanisms to make sure progress is made: Time is needed, need to label this a priority in order to develop this
 * Interdisciplinary is good, but need to have a set of your time, this written into the curriculum
 * ONE WAY - have an advocate and really try to push it forward
 * We all really have aspects of engineering in our areas, do we need a specific engineering track or can we just ensure that the girls are aware that this is engineering
 * Don't realize the levels and depth of the engineering world, getting that language out there! The girls don't know that they are actually doing engineering, admin doesn't realize that we are doing engineering
 * There are a lot of funds available at the national level...look for donors
 * Where do you take it into the high school level? genetic engineering is done, lego program, not addressed as engineering,
 * Computer programming courses all taught on the boys campuses and the girls can go and take the courses there.
 * Still not many girls are interested in taking these courses across the board.
 * **How do we market these type of courses? Robotics?**
 * Also a problem at the college level.
 * HTML can be introduced to get them introduced
 * Photoshop has areas where you can sneak in some coding to try to get them interested
 * isupportlearning.com - video gaming simulation, background is programming, simulation where they work in the company, have to do business proposals and end result is to build a game, offering at high school level. Must take Computers in the Modern World course before they take this and then see if another programming course comes from it
 * Trying to introduce programming in the MS, invested ALICE and STORYTELLING ALICE, background is girls like to tell stories and so they do so by programming - allows for a lot of creativity
 * SCRATCH for middle school - has math component and science component - offering workshop at MIT, works great with tablets, website for learnscratch.org, fabulour lesson ideas
 * HTML was too dry
 * In Uper School Advanced Computer Science - website with book reviews, in-service to school, but only have 1 girl to sign up, so asked teacher to rewrite course description to demphasize programming, emphasize animation and creating games, then try to introduce the language as to the depth - this is an elective grade 9+, could of course integrate this but that takes TIME, 6th grade math teacher is a tech teacher
 * wanted to do a Broadcasting course - called it Fine Arts Broadcasting, the label made it palatable to the girls
 * need to make it a credit course, girls don't sign up b/c it doens't "count" possibly do it under the guise of Fine Arts
 * computer language count as one of the Language requirement
 * no tech course is needed to graduate for many schools
 * would this not be a good thing for colleges to want?? is there a survey about what colleges want?? programming, chance to play with power tools,
 * experineced teachers think we need to teach them the technology to get into college, kids this day are more tech savy already
 * high school curruiculum is not WP, more advanced computer science
 * some computer applications is integrated, where some have extensive computer application class in the Middle School
 * break up the applications over the grades, grade 6 - PPT, grade 7 - web design, grade 8 - excel, no databases BUT then they dont' see it again and it's a long time between then and senior classes
 * spread it out over the disciplines, don't have the staff to come in and help out with the technology, MUST free up tech staff to go and partner with the discipline teacher
 * stipend for teacher mentors in the TECH area
 * __WHAT IS MONDAY MORNING GOING TO BRING? How do we create a strategy to enforce this? Sitting with your head and they say what should we do?__**
 * teachers cannot just do it on top of what they are doing, more TIME, meeting time, resources
 * what is the school willing to commit to? what is there vision
 * then pull the departments in and get them to tie-in
 * time and committment must be there
 * a new building allows a launch of a new program, modernized and updated curriuculum
 * develop a STEM department, people from each department, higher corpoarations, univiersities have depts like this
 * parochial girls school in Dallas hired a STEM coordinator
 * STEM committe - part of the 5 year plan
 * PD funding set aside and write up the interdisciplinary
 * __HOW DO WE GET COLLEGUES EXCITED?__**
 * can't be more work
 * sneak it in on them
 * bring new people on board that are savy
 * get people on board
 * then talk about, possibilites, let people get excited
 * let people know they are already doing it, just need to change their vocab
 * convince everyone it is good for the WHOLE school
 * integration
 * in-house PD not very effective, get teachers out to conferences like this and in contact with other teachers, ideas become stale
 * important to bring teachers from ALLor VARIETY of disciplines, then have them present not always the tech people
 * LAST THOUGHTS & STRATEGIES**
 * is there a form or guide like the scientific method to do in order for building/engineering
 * what is the process? step by step guideline
 * techbridge - design and build a toy, and they had a design guideline, lesson plans and PPT on site
 * theatre tech people
 * favourite books - "Strategies for Creative Problem Solving", on resource site
 * Amusesement Park problem - Asked the girls what did you get out of this? Quote: "Sturdy and safe are more important than pretty."

Orange Group-- In Math Room > WHAT IS STEM??? > -engineering as a vehicle to integrate the curriculum, it is a world for all these subjects to come together. to make applicable to real world the differenct strands. > -not just toothpaste.... talk about the structure of the tooth, the biology, the chemistry, the physical.... talking about the toothpaste module in the hallway instead of kids just talking about ions, etc. > -taking on a PROJECT vs. just following the chapters of the textbook. GROUPWORK through a case study--that's STEM! > Example: Workings of the heart-- elctricity, physiology, chemistry-- a curricular model of project case studies instead of traditional coursework. less boring! investigative, integrated curriculum is so much more connected for the students and kids are better problem solvers because of this type of a program. TOP DOWN APPROACH--like engineering--- you have to sift and analyze problems, then apply different parts of information/strands to solve each of the problems, instead of learning different parts in separate courses and putting it all together (or not!) much later. > -Inquiry-based methodology?? same thing as case study project learning?? inquiry based learning is more specific; case study projects have to do with also designing the process by which to solve the problems. > > (now we have gone off on a tangent about probes and specifics about curricula) > > -how do we go from individual experiments to consolidating the info necessary to drive this? have to take a chance, and the kids will WANT To embrace a change in how they are taught. > > -Google STEM and look at the state education depts to tap information. Maine is a big state for this, good examples of how states are driving this force. > -Middle school leads the way bec. that is who is doing integrated science programs the most. Integrated math programs have been around a long time, but it is difficult to break the tradition of Alg 1, Geom, Alg 2, etc. > > Draw themes which will help to creatively connect subjects--really helps integration! Kids love it. > > Modeling and data should happen starting in the middle school, so they understand the capacity to abstract! > > (now we are going off on a tangent about curriclar projects) > > example: Japanese school-- "traditional" lesson, but it utilized an eye chart and a problem dealing with that eye chart. Using everyday objects to create lessons and problem solving opportunities. > > A lot of teachers are uncomfortable with losing control, with having extra minutes, it's hard for teachers to not come up with answers for their students. > Silence is a great tool for driving kids to WORK to problem solve! > > Using technology is SO POWERFUL, but you need to have the support in order to make it successful. > > >

Green Group-- In Science Room > Using electives to incorporate STEM into Curriculum: > Challenge -students worried about risk of a low grade effecting their GPA. Also a problem in computer science. Lose potential STEM students to other priorities (ie sports teams) > > Solution – offer as honors designation? Offer as half credit elective. Weighted GPA grades. Title courses with college level title. Encourage enrollment in students who may be dropping other departments (ie language) to double up on STEM. Start young. Pass/fail courses. Weekend programs. Marketing the courses with hot topic courses (ie Green design) > > Challenge – Getting school to start a course > Solution - Capitalize on STEM momentum in publicity to encourage institutions, find connections with other departments. Build time into schedule > > Challenge - Longevity - what happens if the person who a teaches a STEM elective or course leaves? > > Challenge – College counselor push for APs, or courses with A’s > Solution – Education of college counselors? > > Challenge - Wiki page – Getting school to commit to time > Solutions – Partnerships with other institutions, grants can convince school to start a programs. > > Challenge – electives often offered at the upper level, how do you offer to lower levels. Do math levels dictate possibilities. > Solutions – Some are offered better to underclassmen because of previous courses > > Challenge – How do you get, and retain, girls of color in STEM courses or programs? > > > Some STEM Electives or programs offered at different schools – > Physics 2 (robotics) > Sustainable Design > Anatomy > Genetics > Earth, Atmospheres and Oceans > Meterorology > Applied Chemistry > Biochemistry > Forensics and Medical Lab Tech > Intro to Engineering > Independent Science Research > WISE program > Robotics > Microbiology > Advanced Math > Heart of Mathematics > Animal Behavior > Rocket Science > Astronomy > Research Course > Ecology/Enviromental Science > Digital Storytelling > Intro to Computer Science > AP CompSci > Marine Science > Marine science field course > Statistics > DNA > Advanced Geometry > Finance > Problem solving > Animation > Web design > Architecture > Crytptology/Codebreaking > Lego Robotics > Kinetic Sculpture > Computer Graphics (CAD) > Java Programing > EPGY (online Stanford program) > Oceanology > Neuroengineering > > Programs schools use - > Mini-mester/WinterIm electives > Center for Excellence (courses offered by teachers or professionals) > > > **__How do we take these ideas back to our schools?__** > Need cross department meetings. Need to work past “defending territory” for the different departments. Electives can be interdepartmental. Engineering as a skill vs/concept. Bring to surface ways that classes are already integrating engineering and technology and formalize it. Students (and teachers) need to know where there is overlap. Pull in experts to look at curriculum to point out places to incorporate tech and engineering. Use alums to inspire current students (Career day). > > **__Are we losing girls at upper level and college STEM because they don’t want to fail?__** > How do we prepare them for things do be difficult and they won’t do perfectly. Offer challenging pass/fail courses to get them outside their comfort zone. Use alum and their stories to show that a student can be challenged by something and still be successful in finishing a program/getting a job etc. Girls need to see HOW stem fields like engineering can HELP people. > > Potential inspirations/connections: > Engineers without Borders > National Engineers Week Foundation > Society of Women Engineers > >