STEM Fellow Training
2014-15
Coordinator:
Coach:
Sandra Preiss
Carly Monfort
Tonight’s Goal:
Exploring Engineering
Scientific Method &
Engineering Design Process
What is Engineering?
•
The application of scientific or mathematical principals used to design a
solution to a problem.
•
A problem-solving process that uses scientific discoveries to produce
solutions and technologies for societal problems and needs.
•
The production of an artifact or process.
Examples:
•
Aerospace Engineer: May redesign a wing shape to allow for better air
flow.
•
Systems Engineer: May design a better manufacturing process for crayon
manufacturing.
•
Computer Engineer: May design a 3-D computer application to model
airflow patterns through a turbine engine.
What is the Difference?
What to take away…
•
Hypothesis driven
•
Innovation driven
•
Investigation
•
Redesign
•
Focuses on acquiring new
knowledge based on your
hypothesis.
•
Application of knowledge
gained from the Scientific
Method
•
Repetitive from a statistical
analysis
•
Reiterative
•
Artifact (could be a method,
process or something tangible)
•
Research is to inform the
design.
•
Often part of the EDP
Example
Which type of light best
supports plant growth?
What participant
discovers:
White light
(sunlight) is most
effective at
supporting growth.
 Design a growth plan to help
a plant grow in a specific
environment.
What participant
discovers:
There are factors
associated with plant
growth. Several
variables such as light,
water, climate, and
species
Engineering “Habits of Mind”
Engineering in K-12 Education: Understanding the Status and Improving the Prospects
National Academy of Engineering & National Research Council of The National Academies
Are students equipped with essential “habits of mind,” skills necessary for
success in the 21st century?
o
o
o
o
o
o
Systems Thinking – “recognize essential interconnections in the technological
world”
Creativity – “inherent in the engineering design process.”
Optimism – “possibilities and opportunities can be found in every challenge and
every technology can be improved.”
Collaboration – “leverages the perspectives, knowledge, and capabilities of
team members to address a design challenge.”
Communication – “essential to effective collaboration, to understanding
particular wants and needs of a ‘customer,’ and to explaining and justifying the
STEM
final design solution.”
Experiences
Attention to Ethical Considerations – “impacts of engineering on people
and
the environment…”
How do we provide the experiences to foster these habits of mind?
Educational experiences outlined by Ohio
Department of Education
o
Scientific inquiry: activities through which students develop
knowledge and understanding of scientific ideas as well as an
understanding of how scientists study the natural world.4
Teachers need to model scientific inquiry by teaching with inquiry.
o
21st Century Skills: include: creativity and innovation; critical
thinking, problem solving and communication; information, media
and technological literacy; personal management, productivity,
accountability, leadership and responsibility; and interdisciplinary,
project-based, real-world learning opportunities.5
4 Research
Council (1996), National Science Education Standards (Washington, DC: National Academy Press), p 192.
5 http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=119;
ORC §3301.079 A (1):
http://codes.ohio.gov/orc/3301.
Overview for Model Curriculum Review
Ohio Department of Education, July 2011
Educational experiences outlined by Ohio
Department of Education
o
Technological Design: a problem or project-based way of
applying creativity, science, engineering and mathematics to meet
a human need or want. Modern science is an integrated endeavor.
Technological design integrates learning by using science,
technology, engineering and mathematics and fosters 21st
Century Skills.
o
Technology and Engineering: Technology modifies
the natural world through innovative processes, systems,
structures and devices to extend human abilities. Engineering is
design under constraint that develops and applies technology to
satisfy human needs and wants. Technology and engineering,
coupled with the knowledge and methods derived from science
and mathematics, profoundly influence the quality of life.
Overview for Model Curriculum Review
Ohio Department of Education, July 2011
Innovation
-Define the Problem
-Define Constraints
-Analyze the Market
-Increase Stimulus
-Increase Diversity
-TEST, TEST, TEST
-Redesign….and back to the start
http://www.ideo.com/60minutes/
Encouraging Innovation
o
Generate classroom experiences that encourage
divergent thinking.
o
Provide opportunities for stimulus
o
Encourage collaboration
o
Encourage evolution of understanding and conceptual
design.
o
Offer experiences for application of knowledge
o
Embrace failure as part of the learning process.
o
Assess and model experiences that are representative
of the “real world”.
o
Embrace diversity of thought
Application of Knowledge
through Career Connections
The attainment of knowledge is most
meaningful when students translate
their understanding into practical
application.
The incorporation of knowledge,
application and innovation are key to
our Nation’s economic success.
Application of Knowledge
through Career Connections
Images By:
Richard C. Overbaugh and Lynn Schultz
Old Dominion University
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Collaboration
Personalities:
Creating a Powerful Team
“Collaboration is the ability to work together
toward a common vision. The ability to direct
individual accomplishments toward
organizational objectives. It is the fuel that
allows common people to attain uncommon
results."
-Andrew Carnegie
Team Collaboration Challenge
o
Your team is required to make as many paper
footballs as possible in 15 minutes.
o
Lead Fellows will be Project Managers, and will
identify areas of need to shift workers as
necessary
o
All other Fellows will be assigned tasks after a 4
minute planning session
• All paper footballs must have the same dimensions
• All paper footballs must have a brand name/logo
• Only complete paper footballs will be counted
Hurdles for Collaboration
Distance- physical and mental
Dominance- oppressive hierarchy
Dissonance- dueling priorities or disrespect for
peers/ group goals
Discomfort- lack of knowledge, lack of meaningful
personal relationships
Let’s Focus for a bit on
Building a Collaborative Environment
Personality Profiling
Dr. Gary Smalley & Dr. John Trent
Personality Test
Initially created to promote healthy marital
and familial relationships, the Smalley
personality tests helps one explore the
personality strengths and needs of those
who participate.
Personality Exercise
Dr. Gary Smalley & Dr. John Trent
Personality Test
1.
Individually complete the following worksheet.
2.
At each row, rank the word that is most like you
with a 4 and progressively least like you with a rank
of 3,2,1. (4 most like you, 1 least like you)
3.
For example:
3
4.
Bold
2
Fun
1
Adaptable
4
Detailed
Once all 19 rows are complete, total the columns.
Who are you?
Your dominating personality characteristics are
represented by the column with the highest score.
If you have a second column that is within 1-3 points
your personality tends to reflect both temperaments.
Column 1: Lion
Highest Total
Column 2: Otter
Highest Total
Column 3: Golden Retriever
Highest Total
Column 4:Beaver
Highest Total
Pack of Furry Critters

Understanding temperaments even on the broadest
scale will help when dealing with colleagues, family
members and people in general this understanding
can lead to smoother projects, meetings and
environments.

Be a steward of this knowledge:
 Use this knowledge to improve your communication,
understanding, and expectations of your peers!

Keep in mind that an individual may not exhibit all
strengths and weaknesses that are listed as
characteristics of their personality type.
Perceived
Weaknesses
Perceived
Strengths
Visionary
Practical
Cold
Productive
Domineering
Strong-willed
Unemotional
Independent
Unforgiving
Decisive
Sarcastic
Leader
Self-sufficient
Goal Oriented
What they value most:
Results
Thrive on Opposition
Enjoy difficult assignments
Lion
Perceived
Strengths
Perceived
Weaknesses
Outgoing
Responsive
Warm
Friendly
Talkative
Enthusiastic
Compassionate
Creative
Inspirating
Undisciplined
Unproductive
Exaggerates
Egocentric
Unstable
What they value most:
Affirmation
Otter
Perceived
Strengths
Perceived
Weaknesses
Calm
Easy-going
Dependable
Quiet
Objective
Diplomatic
Humorous
Loyalty
Peacemaker
Learned Leader
Realistic
Selfish
Procrastinator
Unmotivated
Indecisive
Fearful
Worrier
What they value most:
Relationships
Golden Retriever
Perceived
Weaknesses
Perceived
Strengths
Analytical
Self-disciplined
Industrious
Organized
Aesthetic
Sacrificing
Detail oriented
Deep thinkers
Problem solving
Moody
Self-centered
Touchy
Negative
Unsociable
Critical
What they value most:
Correctness
Beaver
How to best work with different
personalities
Let them have fun (be
creative)
Be brief
Make them feel appreciated
(build personal relationships)
relationship from tasks
Help them achieve (help
them set goals & make
decisions)
Be prepared with evidence
Allow them to bloom
(encourage participation &
seek their wisdom)
Help them get to the bottom
line
Draw up a scheduled
approach
Be prepared (present
Help them focus (link tasks to information logically)
goals)
Separate personal
Be thorough (always follow
through)
Homework
o
Begin Forum Discussion on potential standards of
interest for curriculum development on Basecamp
o
Read Would You Drink That?, a unit of curriculum
posted on Basecamp