ENGINEERS AS TEACHERS
Helping scientists and engineers communicate scientific concepts to the public
Course Overview
Iridescent is a science & engineering education non-profit organization whose
mission is to: Use science and engineering to develop persistent curiosity and
show that knowledge is empowering.
A former USC aerospace engineering graduate student, Tara Chklovski,
founded the organization in 2007. The “Engineers as Teachers” program aims to
help scientists and engineers communicate knowledge, collaborate constructively
with peers, and to inspire underserved children with cutting-edge research using
hands-on design challenges.
http://iridescentlearning.org/programs/engineers-as-teachers/
As part of this class, you will develop and teach a family science course to
children and their families at local elementary schools in the South Bronx. The
course you design will consist of 5 sessions held once a week for two hours.
Content of family science sessions highlight applications of basic physics
concepts and emphasize the engineering design process. The content is
designed to show participants the exciting action at the forefronts of science,
technology and engineering.
Objectives
Students will be able to:
● Present an engaging story based on key aspects of an engineering
research field
● Utilize clear, visually appealing multimedia tools and powerful
communication techniques
● Develop solid, meaningful lesson plans and engineering design
challenges
Lesson Plan Development
During this course students will develop quality lesson plans while instructors and
peers provide meaningful feedback to ensure groups are well-prepared. This
semester the peer review process will be used to ensure the quality of the
science explanations and the engineering design problems. Lesson plans will
additionally be evaluated by an external reviewer who will offer suggestions,
answer science questions, and help ensure students have a firm grasp of the
concepts that they will be teaching.
Assignments / Fellowship Requirements
Backpack - https://iridescent1.backpackit.com/welcome
The course will use Backpack, a web-based project management and
collaboration tool used by Iridescent. Students will be given access to the system
and course announcements will be posted regularly to Backpack. Backpack will
be your primary website for all working documents, reflections, feedback and
finalized lesson plans.
Grade Breakdown
Holds will be placed on grades for students who have not returned all borrowed materials. Please
note: Attendance to all family science sessions, class meetings, and volunteer sessions is
MANDATORY. Missing a Family Science Course will result in an automatic failure and
ineligibility to receive the stipend.
Class attendance and punctuality
Reflections/Mentor Meetings
Assessment and Use of Evaluations/Participant work
Lesson Plan Presentations (practice and final)
Midterm, Final Presentation Report
20%
20%
20%
20%
20%
Attendance Policy
 Students are required to attend all class sessions, and all assigned teaching
sessions.
 Tardiness or absence will reduce your grade.
 If you have an uncontrollable absence or tardiness, contact your Iridescent
mentor immediately
Reading Reflections
Write a 2-paragraph reflection on the reading. This reflection is designed to
improve your teaching skills, so the more comprehensive and thoughtful, the
more your teaching will improve. Within the reflection, focus on the following
question:
 How can you use your understanding of this idea/concept in your teaching?
Five SPECIFIC examples per reading.
 Post your reading reflection assignment on BACKPACK
Self-Reflections/Evaluations
Unless otherwise instructed, write a 1-page journal-style reflection on your
teaching experience and observation feedback. Remember, this reflection is to
improve YOUR teaching skills, the more analytical, the more engaging your
teaching will be and the more your students will learn. Within the journal, touch
upon each of the following questions:
 What did I do well?
 What do I need to work on?
 What are some specific ways I can improve?
Mentor Meetings and Office Hours
 Students are required to meet with a professor mentor biweekly over the
course of the semester.
 During meetings, students may discuss any achievements or challenges but
must also ensure that their lesson plan’s experiment is challenging, aligns
with the lesson’s learning objective and allows participants to redesign
key aspects
 CC EasT professors on all emails when coordinating mentor meetings, and
when emailing a thank you note.
EasT Requirements
Weekly Readings and Responses
Lesson Plan 1 - Introductory Group Plan (Due February 15, 2012)
Lesson Plan 2 - (Due February 29, 2012)
Lesson Plan 3 - (Due March 7, 2012)
5 Design Videos (objectives for videos will be explained prior to filming)
2 Eddie Videos (objectives for videos will be explained prior to filming)
NYU-Poly EasT Course Biweekly Outline
Week
1
Objective
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Icebreakers
Empowering
“YOU” to be
able to
relate, excite
and enable
others
Introduction
to Hunt’s
Point,
population
of students
and
background
s.
Lesson/Conversation/Group
Share
●
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Map Walk: 2
pictures,
Choosing a topic or
theme (4
people/group) and
subtopics
Goals
Pre-Course EasT Survey
This survey will only take a minute. The data will be collected as a whole and there will be
no personal distinction or affiliation to the survey.
https://docs.google.com/a/iridescentlearning.org/spreadsheet/viewform?formkey=dGJ6UVhMNTdwdE0xO
Reflection on First Day.
Please write a reaction/reflection to our first course meeting. This does not need to be
lengthy, just an accurate account to possible things you learned or would like to share.
Please add reaction/reflections to the comment section located on the right next to this
paragraph. (if you move your cursor to the right hand corner of the first sentence you
should see a little comment bubble appear)
Assignment – Reading Response
Write a paragraph about an object and/or experience from your childhood, in the spirit of
Feynman’s radios. What do you remember about the excitement, curiosity and persistence
it sparked in you? Add your response as a comment to this note.
Richard_P_Feynman-Surely_Youre_Joking_Mr_Feynman.pdf
6 Feb, 35.9 KB
Download x-mind
Below are the concept maps that were made on Saturday (Please note these images will be
uploaded to view Monday Morning 3.6.12). Find and download the image of your map and
create an x-mind concept map. (only one person in the group needs to make the
x-mind…however everyone needs to be shared in the document so that you may add on
at anytime this week.) If you do not have your groups e-mail address please refer to the
contact sheet below in order to share your document.
Over the course of the week build-out your concept map with more ideas and possible
designs. (we will share these new maps on Saturday)
Please remember to share your documents with me.
http://www.xmind.net/
2
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When have
you learned
best?
What is a
lesson plan?
What is the
constructivi
st approach
to
questioning?
●
Why is it essential to remain in touch with the child within?
Concept mapping
main interest and
topic and subtopics Download and read the short excerpt written by Thomas Harvey.
(generate a material
The assignment is located at the end of the document.
list)
Thomas Harvey- Listen to your Kids-.pdf
14 Feb, 82.3 KB
Reflection on 2.11.12
Please write a reflection/reaction to our second course meeting.
As a reminder I posted the following main segments we followed below:
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Images from Hunts Point
Silent paper stacking (pre-assessment)
Where have you learned best? (Google doc)
What is in a lesson plan?
Concept Map sharing (Xmind)
Lesson Plan, Tinker time!
Pedagogies of Engagement: Classroom-Based Practices
What does an engaging classroom look like? Read the following article and reflect on
your current style of learning at either Cooper or NYU-Poly. Do you learn in a PBL format?
What would you change in your current classes in order to follow the “keep it flowing” model?
Finally, what does an engaging classroom look like? Do you believe group learning is a
better approach to learning engineering and scientific concepts? Does your current
lesson plan follow the PBL format, is it engaging? (explain)
Smith-Pedagogies_of_Engagement.pdf
14 Feb, 488.5 KB
Lesson Plan Basics
I will be adding a sample lesson plan tomorrow. (2.15.12) It is very important that you
have your entire lesson plan outlined with a finalized design. Please make sure you
include images, movies, and demos in your write-up.
LessonPlanFramework.pdf
14 Feb, 118.3 KB
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Reflection on 2.17.12
Please write a reflection/reaction to our third course meeting. As a reminder I posted the
following main segments we followed below:
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finalizing ideas, designs, demos, delivery
Helping High School Explainers with solenoid design
teaching Lesson Plan #1
feedback session on Lesson Plan #1
Designing Sub-topics and a Story for Lesson Plan #2
Watch the following video made by Tara Chklovski (founder of Iridescent). Using the methods
shown around 3:48 please sub-topic the 2nd lesson plan that you will be working on this
Friday. Place ALL sub-topic ideas on your x-mind. Highlight the subtopics you will be using
to generate and cover for your 2nd lesson.
Write a reflection on what story you and your partner will try to cover based on your
sub-topics, and shared interests/ideas. Please post your story in the comment section to this
section.
http://www.youtube.com/watch?v=_MTHu38fFjk&feature=youtu.be
Point Sheet/Lesson Plan Flow
Using the exact same model that you and your partner wrote prior to teaching your lesson.
Review your finalized lesson and write a flow sheet that will be used when you teach your
lesson plan. (this is the flow board you wrote on the dry erase boards). Indicate which
sections will be taught by each person by highlighting sections in color…for example all of
the red highlighted section will be taught by John and all of the blue highlighted sections will
be taught by Chloe.
This flow sheet will be printed and placed wherever you need throughout the room in order to
use while you are teaching your lessons. It is important that your main topics and transitions
are outlined so you are able to stay on task and remember each major point.
E-mail finalized Lesson Plan #1
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Reflection on 2.14.12
Please write a reflection/reaction to our third course meeting. As a reminder I posted the
following main segments we followed below:
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choosing a second lesson plan concept and design
commenting on body language and teaching
taking an idea and researching it and finding a more challenging design with a real-world
story
taking engineering concepts and using the sticky-note system to narrow your focus and
design
Group’s x-mind Theme Page
Please copy the link to your groups x-mind page here in the comment section. Discuss if there are areas y
focus on.
X-mind “Sticky Note” engineering Principles LP #1 and 2 1
Please post the engineering principles you have made for lesson plan #2 using the sticky note
concept. Please generate an x-mind for the engineering principles for Lesson Plan #1.
K-8 Science Standards (Scope and Sequence)
Skim through the NYC Science standards for k-8. Write a reaction to the standards in which
students are held. Why do you believe students do not master these skills each year and
instead fall further behind in science education.
American education through the eyes of Jonathan Kozol
Jonathan Kozol is a former educator who has become an activist and voice for all minorities
living in low socioeconomic standing neighborhoods. He specifically targeted the South Bronx
and East Harlem in the mid-nineties and researched and sought to learn why there were such
disparities and segregation allowable in NYC. Please watch Kozol’s videos and write a reaction to your ow
For those interested—his book, “Amazing Grace,” is a depiction of what he learned from his
relationships and observations of the South Bronx and East Harlem.
Video #1: http://www.youtube.com/watch?v=SgkZKTPEspg
Video #2: http://www.youtube.com/watch?v=R09EfxHuIXA&feature=related
Video #3: http://www.youtube.com/watch?v=YDMEFUWnxKs&feature=related
Video #4: http://www.youtube.com/watch?v=TQsoU6CyGQw&feature=related
Video #5: http://www.youtube.com/watch?v=7jYfzwneh6U&feature=related
Video #6: http://www.youtube.com/watch?v=g_H5dOD1XgQ&feature=related
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Reflection on 3.2.12
Please write a reflection/reaction to our third course meeting. As a reminder I posted the
following main segments we followed below:
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Activating vocabulary and engineering principles using conversation/activities
Discussion of why students are not learning required skills following K-8 standards
Discussion of Kozol’s interest in the South Bronx aligned with Iridescent’s interest
The importance of consistant evolving curriculum and your future family science
Course Teaching Lesson Plan #2 and feedback
Making a backpack page for your curriculum.
I added your names to an sample backpack page. To make a page, click on the button
“make a new page” located on the top right of this page. Each group member can make one
section (do not worry about the introduction LP). Please add your link to the comment
bubble and share your page with Miriam, Aaron, and Paige.
Research 4 Schools Participating in Family Science
Research the 4 schools listed below in depth. Please write a short description of each school
commenting on the following:
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o
o

school size, leadership, interesting points/features, teacher-student ratios, comments posted,
school mission, test scores, percentage of free-lunch, percentage of E.L.L
Four Schools:
P.S. 48 Joseph R. Drake http://www.ps48.org/
Hyde Leadership Charter School http://www.hydebronxny.org/
St. Athanasius http://www.stathanasiusbronx.org/
Bronx Charter School for the Arts http://www.bronxarts.net/
Read each of their websites given above and then research them using the following websites:
www.insideschools.org
http://www.nytimes.com/schoolbook/
The NYtimes schoolbook website has a few articles on some of the above mentioned schools
Lesson Plans #1,2,3,4
Your ultimate goal this week is to have four completely finished lesson plans by Friday. I am
not going to have you finalize your lesson plans in standard format until next week. This
week I want you to focus on ALL of the comments, suggestions, and feedback given to you.
Each area of your lesson plans should be complete and your designs tested and ready for
family science. Friday we will be working on your introductory lesson and I will also ask you
to make each of your designs for Lessons 1,2,3,4 so we can see them working and finalize
the materials needed for each.
Make sure to include demos (and demo materials), pictures, videos, and materials in your
lesson plans.
The importance of starting a conversation/dialogue with your students:
Everyone’s lesson plans on Friday were very positive and showed a vast improvement from
your first lesson plans. The resounding skill that partners need to work on is being able to
feel more comfortable “letting go.” Letting go means that you are not providing all of the
content and information to your classroom. Instead you are actively engaging your audience
in providing you with the answers, supplying new information, and feeling as if they are
contributing to the learning process.
Constructivist teaching is providing problem based learning that the classroom diagnoses
and solves together. Each week you will be presenting your class with a problem and specific
principles that will help them solve that problem. It is essential that in your introduction and
story you activate your audience by including them in the dialogue between you and your
partner. The following TedTalk video is based on how to reformat teaching math. This
same model can easily be used in teaching science and engineering. Please watch the video
and comment on this style of learning as well as if you agree to this
approach and why.
http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html
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Reflection for past 2 weeks
Reflect on changes, new ideas, and designs that you have thought of or modified in the past
two weeks.
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School Schedule and Introduction
Final groups. Please refer to your prior investigation of each school and write a short
introduction that includes the theme of your course and a basic breakdown about what your
students will learn.
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7
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Thursday (5:30-7:30)—Shien, Raven, Howard, Alexis: Bronx Arts
Friday (5:30-7:30)—Kingsley, Cindy, Alex: Hyde Leadership Charter School
Saturday (10:00-12:00)—Chloe, Allison, John, Tim: P.S. 48
Saturday (2:00-4:00)—Jon, Kuang, Sanjay: St. Athanasius
Bringing it All Together
Round robin of designs. Each group will present their five designs for each week and teach
their introductory lesson plan with a translator.
Pre and Post Assessment
Each group will present their pre and post assessments for each lesson and receive
Feedback.
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Curiosity Machine
Shoot Videos
Shoot Eddies
Learning Tool- grading and analysis
Teacher Log for Week 1
9
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Curiosity Machine
Shoot Videos
Shoot Eddies
Learning Tool- grading and analysis
Teacher Log for Week 2
10
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Curiosity Machine
Shoot Videos
Shoot Eddies
Learning Tool- grading and analysis
Teacher Log for Week 3
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Curiosity Machine
Shoot Videos
Shoot Eddies
Learning Tool- grading and analysis
Teacher Log for Week 4
12
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Final Reflection
These are the same questions that will hopefully be asked to some of you for video interviews,
however I would like everyone to reflect on each question in written form. Please E-mail
Miriam, Aaron, and Paige your reflections.
 What new skills have you learned from your EasT experience?
 What impact do you believe you have had on your Family Science group?
 Do you believe it is important that engineers teach Family Science and why?
 How can you apply what you have learned and experienced through EasT in a professional setting?
 Would you take part in EasT again and what changes would you make?
Videos
Your final videos must be shot, edited, and completed by Friday. If you want feedback on any
of them please e-mail the URL to Miriam, Aaron, and Paige.
When you have finished your videos please do the following:
 upload them to youtube do not make them public, please choose the setting that allows
only people you share the URL to view video
 post your URL on your backpack page under each lesson
 upload each video on wetransfer.com or yousendit.com and send them to :mairanna@iridescentlearn

when you e-mail them to Marianna please use the following in your title:
o Lesson#1-Group Member Names- Theme/name of video)
One/two page quick demo sheet
Part 1: Family Science Lesson Documentation
For each of your lessons, submit a one/two-page document with the following sections.
Please see sample lessons on posted on Backpack for format. Each team should submit 5.
Each lesson should be submitted as a separate document and should consist of
the following:
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a. Short description of the lesson background, story and applications
b. List of materials (Collect)
c. A list of steps that will provide enough direction to someone on how to create their own
design. Remember this shouldn’t be a list of step-by-step
instructions where every design will look exactly the same.
d. Include pictures of a sample design activity or sketches if helpful
e. Questions that will allow for reflection after completing the activity (Reflect)
Please post these on your Backpack below your uploaded video URL
Build a Nano Microscope.pdf
5 May, 288.8 KB
Week 5 Nano Water Filtration.docx
5 May, 1.1 MB
Final Celebration Presentation
1) For each lesson:
A. Title the page – Week # – Lesson Name
B. Create a graph of the results for that lesson (bar graph).
c. Write an analysis that includes answers to the following for each graph
(this should be written as a whole narrative and not answered separately for each
question)...your analysis does not need to be long, just a concise description that
demonstrates the following:
C. Any patterns you noticed throughout the assessments?
D. What evidence did you observe or hear while teaching this lesson that supports/doesn’t
support the results of the graph? Use the learning goals to describe the evidence to
support results
E. Do you think that the results accurately evaluate your students’ learning of the
engineering design process for this session? Note: for many participants this may be
their first time participating in family science. We don’t expect them to immediately
understand the process as we have discussed in class.
F. Did you run out of time, not give participants enough time to fill the sheets out or any
other reasons you feel the results may not be accurate?
G. Anything else you notice from the participants’ drawings or answers?
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2) How did your group change throughout the course”
Did your theme change based on the activities you designed or the lessons you were able to
create?
(you can use pictures to demonstrate this, or quotes from team members)
3) What will you be able to take away from this experience (again please feel free to
demonstrate this in anyway…interpretive dance is acceptable:) This is also a time for you
group to reflect on personal gains, or aspects you struggled with throughout the course
4) Has this experienced changed your view on education or how people are educated, if so
how
5) Lastly….Please feel free to include anything from your experience, pictures, drawings,
quotes from kids, team quotes, struggles, what you would like to see change, or overall
parts Miriam, Aaron, Paige, and the rest of EasT may have missed out on along your
EasTward journey.