STEM in
Modular
Environments
Which curriculum?
How Do We Get STEM?
Whose definition?
Whose money?
Which program area?
What industry?
Which school?
What is it?
HUH?
What is STEM
S – Science
T – Technology
E – Engineering
M – Mathematics
Food Science Technicians
Architectural and Engineering Managers
Accountants
Aerospace Engineering and Operations
Technicians
Biofuels/Biodiesel Technology and Product
Development Managers
Food Scientists and Technologists
Biochemical Engineers
Architectural and Engineering Managers
Aerospace Engineers
Brownfield Redevelopment Specialists and Site
Managers
Forest and Conservation Technicians
Biochemists and Biophysicists
Auditors
Agricultural Engineers
Climate Change Analysts
Forest and Conservation Workers
Chemical Engineers
Business Intelligence Analysts
Aircraft Mechanics and Service Technicians
Environmental Engineering Technicians
Foresters
Chemical Equipment Operators and Tenders
Business Teachers, Postsecondary
Architects, Except Landscape and Naval
Environmental Engineers
Geneticists
Chemical Plant and System Operators
Computer and Information Research Scientists
Architectural and Engineering Managers
Environmental Science and Protection
Technicians, Including Health
Health Specialties Teachers, Postsecondary
Chemical Technicians
Computer and Information Systems Managers
Architectural Drafters
Environmental Science Teachers, Postsecondary
Home Economics Teachers, Postsecondary
Chemistry Teachers, Postsecondary
Computer Hardware Engineers
Architecture Teachers, Postsecondary
Environmental Scientists and Specialists,
Including Health
Industrial-Organizational Psychologists
Chemists
Computer Network Architects
Automotive Engineering Technicians
Architectural and Engineering Managers
Log Graders and Scalers
Engineering Teachers, Postsecondary
Computer Network Support Specialists
Automotive Master Mechanics
Atmospheric, Earth, Marine, and Space
Sciences Teachers, Postsecondary
Logging Equipment Operators
Natural Sciences Managers
Computer Numerically Controlled Machine Tool
Programmers, Metal and Plastic
Automotive Specialty Technicians
Chemistry Teachers, Postsecondary
Medical Scientists, Except Epidemiologists
Soil and Plant Scientists
Computer Programmers
Avionics Technicians
Engineering Teachers, Postsecondary
Computer Science Teachers, Postsecondary
Biomedical Engineers
Geoscientists, Except Hydrologists and
Geographers
225
Microbiologists
Agricultural Engineers
Molecular and Cellular Biologists
Agricultural Sciences Teachers, Postsecondary
Computer Systems Analysts
Chemical Engineers
Hydrologists
Natural Sciences Managers
Agricultural Technicians
Computer User Support Specialists
Civil Drafters
Natural Sciences Managers
Neuropsychologists and Clinical
Neuropsychologists
Animal Breeders
Database Administrators
Civil Engineering Technicians
Actuaries
Atmospheric, Earth, Marine, and Space
Sciences Teachers, Postsecondary
Nursery and Greenhouse Managers
Animal Scientists
Electrical Engineering Technicians
Civil Engineers
Park Naturalists
Architectural and Engineering Managers
Electronics Engineering Technicians
Computer Hardware Engineers
Business Teachers, Postsecondary
Precision Agriculture Technicians
Biochemists and Biophysicists
Engineering Teachers, Postsecondary
Construction Managers
Mathematical Science Teachers, Postsecondary
Mathematical Technicians
Psychologists, All Other
Biofuels Production Managers
Financial Quantitative Analysts
Cost Estimators
Psychology Teachers, Postsecondary
Biofuels/Biodiesel Technology and Product
Development Managers
Graphic Designers
Electrical Engineering Technicians
Mathematicians
Range Managers
Bioinformatics Technicians
Information Security Analysts
Electrical Engineering Technologists
Natural Sciences Managers
Operations Research Analysts
School Psychologists
Biological Science Teachers, Postsecondary
Mechatronics Engineers
Electrical Engineers
Soil and Plant Scientists
Biological Technicians
Natural Sciences Managers
Electromechanical Engineering Technologists
Physicists
Soil and Water Conservationists
Biologists
Operations Research Analysts
Electromechanical Equipment Assemblers
Physics Teachers, Postsecondary
Risk Management Specialists
Statisticians
Biomass Power Plant Managers
Security Management Specialists
Electronics Engineering Technicians
Zoologists and Wildlife Biologists
Biostatisticians
Software Developers, Applications
Electronics Engineering Technologists
Statisticians
Mechatronics Engineers
Chemical Technicians
Software Developers, Systems Software
Electronics Engineers, Except Computer
Architectural and Engineering Managers
Microsystems Engineers
Clinical Psychologists
Telecommunications Engineering Specialists
Engineering Teachers, Postsecondary
Astronomers
Mining and Geological Engineers, Including
Mining Safety Engineers
Cooks, Institution and Cafeteria
Video Game Designers
Environmental Engineering Technicians
Atmospheric and Space Scientists
Counseling Psychologists
First-Line Supervisors of Food Preparation and
Serving Workers
Environmental Engineers
Atmospheric, Earth, Marine, and Space
Sciences Teachers, Postsecondary
Biochemists and Biophysicists
Natural Sciences Managers
Nuclear Engineers
Dietetic Technicians
Fish and Game Wardens
Fire-Prevention and Protection Engineers
Nuclear Equipment Operation Technicians
Dietitians and Nutritionists
Fishers and Related Fishing Workers
Forest and Conservation Workers
Chemists
Nuclear Monitoring Technicians
Engineering Teachers, Postsecondary
Food Batchmakers
Foresters
Engineering Teachers, Postsecondary
Health Specialties Teachers, Postsecondary
Petroleum Engineers
Environmental Compliance Inspectors
Materials Engineers
Geodetic Surveyors
Product Safety Engineers
Environmental Restoration Planners
Materials Scientists
Human Factors Engineers and Ergonomists
Nanosystems Engineers
Software Developers, Applications
Epidemiologists
Mechanical Engineering Technicians
Industrial Engineering Technicians
Natural Sciences Managers
Software Developers, Systems Software
Fallers
Mechanical Engineering Technologists
Industrial Engineers
Nuclear Equipment Operation Technicians
Transportation Engineers
Farm and Home Management Advisors
Mechanical Engineers
Industrial Safety and Health Engineers
Nuclear Medicine Technologists
Transportation Planners
Farm and Ranch Managers
Water/Wastewater Engineers
Manufacturing Engineers
Nuclear Monitoring Technicians
Transportation Vehicle, Equipment and Systems
Inspectors, Except Aviation
First-Line Supervisors of Agricultural Crop and
Horticultural Workers
Wind Turbine Service Technicians
Marine Architects
Photonics Engineers
The Real Questions
 Why
do we need to integrate and
connect STEM within our curricula?
 How do we integrate and connect STEM
within all curricula?
Source: U.S. Department of
Commerce
Elementary Missions Labs
•
•
•
•
Science Instruction
designed to engage
students in core
science concepts.
Aligned to National
Science Standards.
Emphasizes a teambased, student
directed delivery
model.
Integrates math,
technology, language
arts, and careerrelated content.
Inquiry-Based, Real World Learning
Through Hands-On Activities
 Promotes
•
•
•
•
Higher
Level
Thinking Skills:
Creating
Analyzing
Evaluating
Applying
Builds STEM Literacy at the
Elementary Level



Earth Science
Life Science
Physical Science

Examples:
Crime Lab,
Motion and Force,
Human Machine,
Air and Water,
Microscopes,
Ecosystems
Fosters “Soft Skills”
for 21st Century Learning

Cooperative Learning
Communication
Collaboration
Team work

Students Assume Roles:



•
•
•
•
Commander
Materials Specialist
Information Specialist
Communication Specialist
Expands Scientific Knowledge




Observation
Evidence (data
collection)
Argument
Real World
Applications
Educator Confidence




Increased comfort
level
with teaching science.
Realization that it’s ok
to not know
everything!
Teachers learn
alongside
their students.
Clearer understanding
of STEM.
Increased Level of Student and
Teacher Engagement





Each student assumes a
different role in their
Mission; role changes from
Mission to Mission.
Different Missions going on
simultaneously
Classroom management
and
processes very important
Teacher questioning very
crucial
Opportunities for
volunteers (Community
Involvement)
Preparation for Middle and
High School STEM Labs


Familiarity with lab
instruments
Microscopes,
beakers,
graduated
cylinders,
spring scales, etc.
Familiarity with lab
procedures and
safety
Cross Curricular Integration







Measurement,
Calculations,
Formulas
Career Exploration
Non-fiction Text
Writing/Journaling
Data Collection
Engineering
Concepts
Technology
Pitsco Math Academy
Overview
•
IPL’s - Individualized Prescriptive Lessons
•
CGA’s - Cumulative Group Activities
•
Modules - Experimental sessions that relate
the math concepts to reality
•
Expeditions - New approach that combines
the best of CGA’s and Modules with a
Problem Based Learning experience. Pilot
Data
 It
is what it is – Data
 What we anticipated vs. what we learned
 Anticipated that students would perform
better
based on level of engagement.
 What we learned was that we can’t rely
fully on the suggested implementation to
move the students forward
 We learned that parts of the process are
stronger than others.
What have we learned?
 What
is
successful
 What needs
improvement
Next Steps




Revised
Deployment
Student
success/engagem
ent
Modules increase
the rigor
Relevance to the
real world
and careers
Classroom Management
 One
of the most
important
strategies in the
Math Lab is to
ensure that
classroom
management is
established and
expected
PITSCO CTE STEM LAB
OVERVIEW
•
•
•
•
•
Turn key installation- Pitsco handles everything
from the furniture, software, lab materials and
basic management system.
Lab space includes 12 stations each with
1,2or 3 Module titles. My lab has 25 separate
titles.
Curriculum is delivered via an online server.
Module titles have built in assessments: pretest, 4 benchmark assessments, 3 formative
assessments and a post-test.
Student driven environment
ENGAGEMENT
•
•
•
•
•
Students work in teams.
Students apply science, math, language arts,
technology, communication and engineering
concepts.
Students follow the same protocols for each
title they visit. They know what to expect.
Students create, figure it out, make it work
and learn from their mistakes.
Students learn from new and old technologies.
CAREER CONNECTION AND
PARTNERSHIPS

Career Connections




Engineering Week
Advanced Manufacturing Week
NCSU-BSE Program
Partnerships




FRC-East
Kenan Institute
Craven Community College- New Bern and Havelock
campuses
STEM-East
CROSS CURRICULAR
INTEGRATION AND EXTENTIONS
OF LEARNING



The Modules concept blends learning.
My students use content specific vocabulary
to communicate concepts, they complete
technical writing assignments, apply math
and science concepts to solve problems or
answer questions and create products that
illustrates learning.
I collaborate with all ELA, Math, Science and
some resource teachers to determine
overlaps.
Words of Wisdom

Lab management









Preparation
Personnel
Processes
Punctuality
Privileges
Teacher is still the teacher, but becomes a facilitator of
learning, not a sage on the stage.
Teachers want to know in order to anticipate student
questions. However, this is in conflict with modes of
creativity. If we already know, how do we grow
Tis better to discover rather than receive.
While CCS has utilized Pitsco for curriculum, there are
several other vendors who produce similar modular
based products. We fully recommend site visits to see
all products to determine the right fit for your situation.
Future of STEM Programs
in CCS


Consumable Funding
Plan to Expand




Examine needs of curricula, labor
market, and economy
The great search for $$$
Community awareness progressing
to community partnerships
Alignment – Horizontal, Vertical, and
Diagonal.