Meet the high school sport that builds robots — and the next generation of engineers
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As they work, a machine rises in their midst — a black aluminum frame loaded with advanced tech like high-powered brushless motors and 3D vision systems. Say hello to the Space Cookies, aka \u003cem>FIRST\u003c/em> Robotics Competition Team 1868, a Girl Scout troop that builds tournament robots.\u003c/p>\n\u003cp>Right now, over 3,300 high school and community teams like the Space Cookies are assembling around the world in anticipation of the upcoming season of the \u003cem>FIRST \u003c/em>(For Inspiration and Recognition of Science and Technology) Robotics Competition. This giant non-profit/sport league started in 1989 as a local program to inspire New Hampshire teens in engineering and technology fields. It has grown to encompass more than 83,000 high schoolers in 31 countries.\u003c/p>\n\u003cp>Through the fall, students meet outside the school day to develop skills in areas like component milling, gear ratios and Java coding as tools for problem-solving, gamesmanship and intelligence — both human and artificial. Local engineering and IT professionals volunteer as mentors, but older students also teach their younger teammates.\u003c/p>\n\u003cfigure id=\"attachment_62554\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62554\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg\" alt=\"\" width=\"1300\" height=\"971\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-800x598.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-1020x762.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-768x574.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 299 Valkyrie Robotics of Cupertino, Calif., tend to their robot in the pit area at the 2023 San Francisco Regional; (left) the workshop for Girl Scout Space Cookies Team 1868 displaying many awards, including a couple of their recent prestigious blue banners. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some teams take over corridors of classrooms, while others meet in neighborhood garages. Some teams are like student-led companies, with separate departments for public outreach and merch. Depending on their goals and expectations, students may participate from a few hours to a few dozen hours a week.\u003c/p>\n\u003cp>They are ramping up for January, when \u003cem>FIRST\u003c/em> will reveal the season’s game rules, kicking off a feverish eight weeks of designing, fabricating and programming fresh machines. Then it’s onto the three-day regional tournaments that serve as qualifiers for April’s world \u003cem>FIRST\u003c/em> Championship in Houston.\u003c/p>\n\u003cfigure id=\"attachment_62556\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 5419 Berkelium team members, from Berkeley High School in Berkeley, Calif., test a prototype system to shoot cones onto poles. Caroline Soffer (second from left), 16, is a competitive gymnast and a designer. “I’m never going to be a pro gymnast, while there’s a very, very good chance that I’m going to end up in engineering or computer science,” she says. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The tournaments are a whirring, banging combination of science fair, Pac-Man and March Madness played by demon-possessed lawnmowers. Robots compete in alliances of 3-vs-3 on a volleyball-sized playing area in two-and-half minute matches. 2023’s season-specific tasks involved gathering up yellow traffic cones and inflatable purple cubes to deposit on poles or in slots at either end. Each match starts with fifteen seconds of autonomous action, when robots are programmed to score points on their own. Then, behind a plexi shield, the humans step up to control their mechanical avatars, and it’s on – speed, power, grace, defense, teamwork, showboating and the occasional collision with bits of plastic and metal flying around. Yes, those safety glasses are necessary.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Robotics competitions are nothing new, but over the last few years, the \u003cem>FIRST\u003c/em> Robotics Competition has evolved from a fascinating after-school activity to having a real impact on the tech and engineering world, and colleges are catching on.\u003c/p>\n\u003cp>“We like to see evidence of project-based learning, working in teams, hands-on experience and that sense of discovery,” says Jennifer Cluett, dean of admissions at Worcester Polytechnic Institute. In 2022, WPI added a custom question to the Common App, asking about students’ experience in competitive robotics. Cluett says 218 of 1365 enrollees in WPI’s freshman class this year have participated in\u003cem> FIRST.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_62557\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62557\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg\" alt=\"\" width=\"1300\" height=\"865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-800x532.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-768x511.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Spartan Robotics control board and pistol-grip controller from 2022, when robots had to catapult giant tennis balls into a basket and dangle from a chin-up bar. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was just blown away by these students and their robots, with team logos and t-shirts and buttons, sponsors and cheering sections. It was like Texas high school football,” says Jonathan Hoster, associate admissions director at the Syracuse College of Engineering. Two years after he first saw a tournament in 2014, Syracuse earmarked ten scholarships for \u003cem>FIRST\u003c/em> alumni.\u003c/p>\n\u003cfigure id=\"attachment_62558\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62558\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Ivy Mahncke, 18, who had very little mechanical experience before joining Lowell High School Team 4159 CardinalBotics in San Francisco, Calif., will major in engineering with robotics at Olin College of Engineering. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A who’s-who list of \u003cem>FIRST\u003c/em> sponsors — including Boeing, Dow, Coca Cola, Amazon, FedEx, Johnson & Johnson, Apple, Ford, and Disney — shows how eager big businesses are to prime the pipeline. Demand for workers in fields like automation and connectivity, against recent declines in engineering college graduates, makes a resume showing multiple years of hands-on high school robotics increasingly desirable in corporate America.\u003c/p>\n\u003cp>“Traditionally we would look very heavily at a college GPA. But increasingly companies are looking for more well-rounded employees,” says Jody Howard, vice president of innovation and emerging technology at Caterpillar Inc. “What’s so interesting about \u003cem>FIRST\u003c/em> is that, while they may be coming out with robotic or programming skills, it’s really the teaming and problem-solving that make them stand out.”\u003c/p>\n\u003cfigure id=\"attachment_62559\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62559\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg\" alt=\"\" width=\"1300\" height=\"970\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-800x597.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-1020x761.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-160x119.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-768x573.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The hand-like effector on Archbishop Mitty High School Team 1351 TKO’s robot (left) telescopes and tilts to handle game pieces. (Right) Team 971 Spartan Robotics are known for their innovative tech. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Howard compares a \u003cem>FIRST\u003c/em> team scrambling to put a damaged robot back into the fray with a Caterpillar on-site service engineer cooperating with a client to rush one of their autonomous mining trucks back on line. “They already have experience going through the process under pressure,” she says.\u003c/p>\n\u003cp>Lara Fernando is a senior leader on Team 971 Spartan Robotics at Mountain View High School, in Mountain View, Calif. — a few miles from the Space Cookies. Two years ago, she was hired as a paid intern at agricultural technology startup FarmX. “I was the youngest person in the building, 15 years old, and the first woman there. From robotics I already had the skills to be there with the college engineering majors — soldering circuit boards, assembling sensors, running 3D printers.”\u003c/p>\n\u003cp>Besides providing capable personnel, high school \u003cem>FIRST\u003c/em> teams may also contribute tech back to the industry, from debugging open source code to coming up with innovative rapid prototyping approaches. At a higher level, engineers who mentor Spartan Robotics say John Deere’s weed-killing agribots now use an AI framework originally created for the team’s 2017 robot to climb ropes and fire Wiffle Balls.\u003c/p>\n\u003cfigure id=\"attachment_62560\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62560\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Kevin Mendoza, 15, a member of Team 8048 Churrobots of East Palo Alto, Calif., cleans dust particles off a gearbox component. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As impressive as these contributions may be, gritty problem-solving is a far more central element of the \u003cem>FIRST\u003c/em> ethos. Anika Zhou, 16, quit basketball to make more time for design and mechanical work with the Space Cookies. She thinks what sets the robotics team apart from school is, “They let us make mistakes.”\u003c/p>\n\u003cp>Celien Bill, 17, technical manager for Team 5419 Berkelium of Berkeley High School in Berkeley, Calif., estimates he spent over 200 hours last season tuning their cone launching system. “Getting it to work the first time was super exhilarating. That feeling lasts about 10 minutes … and then you go back to improving.”\u003c/p>\n\u003cp>“In the long term, winning and losing have about the same benefit — all the benefit is in the process,” says Dirk Wright, lead mentor for Berkelium. “You can’t understate the importance of self-confidence. It opens up a huge amount of opportunities.”\u003c/p>\n\u003cp>Plus, it’s a lot of fun.\u003c/p>\n\u003cfigure id=\"attachment_62561\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62561\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The 2023 Sacramento Regional at UC Davis involved 46 teams and over 1,000 students. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At competitions, there are team flags, zebra-striped referees, huge video screens, people dressed as vikings and penguins, face paint, singalongs to “Sweet Caroline” and parents in funny hats cheering in the stands. There also are hundreds and thousands of other high schoolers in their team t-shirts, roaming between the pit area and playing field, checking out everybody and every machine.\u003c/p>\n\u003cp>Besides on-field triumph, teams vie for more than 20 other awards, in categories from Rookie All Star to Gracious Professionalism. Only one, the Engineering Inspiration Award, for which sponsor NASA will cover registration fees for the \u003cem>FIRST \u003c/em>Championship in Houston, has any real material value. The prestige prizes are the blue gym banners that tournament victors and major community award winners can hang in their workshops.\u003c/p>\n\u003cfigure id=\"attachment_62562\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62562\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 6238 Popcorn Penguins of Santa Clara County, Calif. won the Team Spirit Award at the 2023 Sacramento Regional. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But anybody can take home that warm glow of satisfaction when, in the midst of a big competition, one of their peers walks by, nods and says, “Cool robot.”\u003c/p>\n\u003cfigure id=\"attachment_62563\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62563\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Lara Fernando (upper right corner, black sleeves extended upward) and Spartan Robotics explode the moment they know they have won the 2023 San Francisco Regional and qualified for Houston. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Photos and Reporting by Mark Leong/Redux Pictures\u003c/em>\u003c/p>\n\u003cp>\u003cem>Visual design by LA Johnson\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by LA Johnson and Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Meet+the+high+school+sport+that+builds+robots+%E2%80%94+and+the+next+generation+of+engineers+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The FIRST Robotics Competition has evolved from a fascinating after-school activity to having an impact on the tech and engineering world, involving tens of thousands of teens across the globe.","status":"publish","parent":0,"modified":1697056275,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1634},"headData":{"title":"Meet the high school sport that builds robots — and the next generation of engineers | KQED","description":"The FIRST Robotics Competition has evolved from a fascinating after-school activity to having an impact on the tech and engineering world, involving tens of thousands of teens across the globe.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The FIRST Robotics Competition has evolved from a fascinating after-school activity to having an impact on the tech and engineering world, involving tens of thousands of teens across the globe.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Meet the high school sport that builds robots — and the next generation of engineers","datePublished":"2023-10-07T20:26:14.000Z","dateModified":"2023-10-11T20:31:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Mark Leong, LA Johnson","nprImageAgency":"Mark Leong for NPR","nprStoryId":"1200615634","nprApiLink":"http://api.npr.org/query?id=1200615634&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/10/07/1200615634/meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-enginee?ft=nprml&f=1200615634","nprRetrievedStory":"1","nprPubDate":"Sat, 07 Oct 2023 06:01:00 -0400","nprStoryDate":"Sat, 07 Oct 2023 06:01:28 -0400","nprLastModifiedDate":"Sat, 07 Oct 2023 06:01:28 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62512/meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-engineers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a Thursday night inside a NASA hangar in Mountain View, Calif., a group of teenage girls cluster around two large tables strewn with wires, hex wrenches and laptops. As they work, a machine rises in their midst — a black aluminum frame loaded with advanced tech like high-powered brushless motors and 3D vision systems. Say hello to the Space Cookies, aka \u003cem>FIRST\u003c/em> Robotics Competition Team 1868, a Girl Scout troop that builds tournament robots.\u003c/p>\n\u003cp>Right now, over 3,300 high school and community teams like the Space Cookies are assembling around the world in anticipation of the upcoming season of the \u003cem>FIRST \u003c/em>(For Inspiration and Recognition of Science and Technology) Robotics Competition. This giant non-profit/sport league started in 1989 as a local program to inspire New Hampshire teens in engineering and technology fields. It has grown to encompass more than 83,000 high schoolers in 31 countries.\u003c/p>\n\u003cp>Through the fall, students meet outside the school day to develop skills in areas like component milling, gear ratios and Java coding as tools for problem-solving, gamesmanship and intelligence — both human and artificial. Local engineering and IT professionals volunteer as mentors, but older students also teach their younger teammates.\u003c/p>\n\u003cfigure id=\"attachment_62554\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62554\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg\" alt=\"\" width=\"1300\" height=\"971\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-800x598.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-1020x762.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-768x574.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 299 Valkyrie Robotics of Cupertino, Calif., tend to their robot in the pit area at the 2023 San Francisco Regional; (left) the workshop for Girl Scout Space Cookies Team 1868 displaying many awards, including a couple of their recent prestigious blue banners. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some teams take over corridors of classrooms, while others meet in neighborhood garages. Some teams are like student-led companies, with separate departments for public outreach and merch. Depending on their goals and expectations, students may participate from a few hours to a few dozen hours a week.\u003c/p>\n\u003cp>They are ramping up for January, when \u003cem>FIRST\u003c/em> will reveal the season’s game rules, kicking off a feverish eight weeks of designing, fabricating and programming fresh machines. Then it’s onto the three-day regional tournaments that serve as qualifiers for April’s world \u003cem>FIRST\u003c/em> Championship in Houston.\u003c/p>\n\u003cfigure id=\"attachment_62556\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 5419 Berkelium team members, from Berkeley High School in Berkeley, Calif., test a prototype system to shoot cones onto poles. Caroline Soffer (second from left), 16, is a competitive gymnast and a designer. “I’m never going to be a pro gymnast, while there’s a very, very good chance that I’m going to end up in engineering or computer science,” she says. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The tournaments are a whirring, banging combination of science fair, Pac-Man and March Madness played by demon-possessed lawnmowers. Robots compete in alliances of 3-vs-3 on a volleyball-sized playing area in two-and-half minute matches. 2023’s season-specific tasks involved gathering up yellow traffic cones and inflatable purple cubes to deposit on poles or in slots at either end. Each match starts with fifteen seconds of autonomous action, when robots are programmed to score points on their own. Then, behind a plexi shield, the humans step up to control their mechanical avatars, and it’s on – speed, power, grace, defense, teamwork, showboating and the occasional collision with bits of plastic and metal flying around. Yes, those safety glasses are necessary.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Robotics competitions are nothing new, but over the last few years, the \u003cem>FIRST\u003c/em> Robotics Competition has evolved from a fascinating after-school activity to having a real impact on the tech and engineering world, and colleges are catching on.\u003c/p>\n\u003cp>“We like to see evidence of project-based learning, working in teams, hands-on experience and that sense of discovery,” says Jennifer Cluett, dean of admissions at Worcester Polytechnic Institute. In 2022, WPI added a custom question to the Common App, asking about students’ experience in competitive robotics. Cluett says 218 of 1365 enrollees in WPI’s freshman class this year have participated in\u003cem> FIRST.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_62557\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62557\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg\" alt=\"\" width=\"1300\" height=\"865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-800x532.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-768x511.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Spartan Robotics control board and pistol-grip controller from 2022, when robots had to catapult giant tennis balls into a basket and dangle from a chin-up bar. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was just blown away by these students and their robots, with team logos and t-shirts and buttons, sponsors and cheering sections. It was like Texas high school football,” says Jonathan Hoster, associate admissions director at the Syracuse College of Engineering. Two years after he first saw a tournament in 2014, Syracuse earmarked ten scholarships for \u003cem>FIRST\u003c/em> alumni.\u003c/p>\n\u003cfigure id=\"attachment_62558\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62558\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Ivy Mahncke, 18, who had very little mechanical experience before joining Lowell High School Team 4159 CardinalBotics in San Francisco, Calif., will major in engineering with robotics at Olin College of Engineering. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A who’s-who list of \u003cem>FIRST\u003c/em> sponsors — including Boeing, Dow, Coca Cola, Amazon, FedEx, Johnson & Johnson, Apple, Ford, and Disney — shows how eager big businesses are to prime the pipeline. Demand for workers in fields like automation and connectivity, against recent declines in engineering college graduates, makes a resume showing multiple years of hands-on high school robotics increasingly desirable in corporate America.\u003c/p>\n\u003cp>“Traditionally we would look very heavily at a college GPA. But increasingly companies are looking for more well-rounded employees,” says Jody Howard, vice president of innovation and emerging technology at Caterpillar Inc. “What’s so interesting about \u003cem>FIRST\u003c/em> is that, while they may be coming out with robotic or programming skills, it’s really the teaming and problem-solving that make them stand out.”\u003c/p>\n\u003cfigure id=\"attachment_62559\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62559\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg\" alt=\"\" width=\"1300\" height=\"970\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-800x597.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-1020x761.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-160x119.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-768x573.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The hand-like effector on Archbishop Mitty High School Team 1351 TKO’s robot (left) telescopes and tilts to handle game pieces. (Right) Team 971 Spartan Robotics are known for their innovative tech. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Howard compares a \u003cem>FIRST\u003c/em> team scrambling to put a damaged robot back into the fray with a Caterpillar on-site service engineer cooperating with a client to rush one of their autonomous mining trucks back on line. “They already have experience going through the process under pressure,” she says.\u003c/p>\n\u003cp>Lara Fernando is a senior leader on Team 971 Spartan Robotics at Mountain View High School, in Mountain View, Calif. — a few miles from the Space Cookies. Two years ago, she was hired as a paid intern at agricultural technology startup FarmX. “I was the youngest person in the building, 15 years old, and the first woman there. From robotics I already had the skills to be there with the college engineering majors — soldering circuit boards, assembling sensors, running 3D printers.”\u003c/p>\n\u003cp>Besides providing capable personnel, high school \u003cem>FIRST\u003c/em> teams may also contribute tech back to the industry, from debugging open source code to coming up with innovative rapid prototyping approaches. At a higher level, engineers who mentor Spartan Robotics say John Deere’s weed-killing agribots now use an AI framework originally created for the team’s 2017 robot to climb ropes and fire Wiffle Balls.\u003c/p>\n\u003cfigure id=\"attachment_62560\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62560\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Kevin Mendoza, 15, a member of Team 8048 Churrobots of East Palo Alto, Calif., cleans dust particles off a gearbox component. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As impressive as these contributions may be, gritty problem-solving is a far more central element of the \u003cem>FIRST\u003c/em> ethos. Anika Zhou, 16, quit basketball to make more time for design and mechanical work with the Space Cookies. She thinks what sets the robotics team apart from school is, “They let us make mistakes.”\u003c/p>\n\u003cp>Celien Bill, 17, technical manager for Team 5419 Berkelium of Berkeley High School in Berkeley, Calif., estimates he spent over 200 hours last season tuning their cone launching system. “Getting it to work the first time was super exhilarating. That feeling lasts about 10 minutes … and then you go back to improving.”\u003c/p>\n\u003cp>“In the long term, winning and losing have about the same benefit — all the benefit is in the process,” says Dirk Wright, lead mentor for Berkelium. “You can’t understate the importance of self-confidence. It opens up a huge amount of opportunities.”\u003c/p>\n\u003cp>Plus, it’s a lot of fun.\u003c/p>\n\u003cfigure id=\"attachment_62561\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62561\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The 2023 Sacramento Regional at UC Davis involved 46 teams and over 1,000 students. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At competitions, there are team flags, zebra-striped referees, huge video screens, people dressed as vikings and penguins, face paint, singalongs to “Sweet Caroline” and parents in funny hats cheering in the stands. There also are hundreds and thousands of other high schoolers in their team t-shirts, roaming between the pit area and playing field, checking out everybody and every machine.\u003c/p>\n\u003cp>Besides on-field triumph, teams vie for more than 20 other awards, in categories from Rookie All Star to Gracious Professionalism. Only one, the Engineering Inspiration Award, for which sponsor NASA will cover registration fees for the \u003cem>FIRST \u003c/em>Championship in Houston, has any real material value. The prestige prizes are the blue gym banners that tournament victors and major community award winners can hang in their workshops.\u003c/p>\n\u003cfigure id=\"attachment_62562\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62562\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 6238 Popcorn Penguins of Santa Clara County, Calif. won the Team Spirit Award at the 2023 Sacramento Regional. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But anybody can take home that warm glow of satisfaction when, in the midst of a big competition, one of their peers walks by, nods and says, “Cool robot.”\u003c/p>\n\u003cfigure id=\"attachment_62563\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62563\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Lara Fernando (upper right corner, black sleeves extended upward) and Spartan Robotics explode the moment they know they have won the 2023 San Francisco Regional and qualified for Houston. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Photos and Reporting by Mark Leong/Redux Pictures\u003c/em>\u003c/p>\n\u003cp>\u003cem>Visual design by LA Johnson\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by LA Johnson and Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Meet+the+high+school+sport+that+builds+robots+%E2%80%94+and+the+next+generation+of+engineers+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62512/meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-engineers","authors":["byline_mindshift_62512"],"categories":["mindshift_20579","mindshift_20639"],"tags":["mindshift_21188","mindshift_20967","mindshift_21818","mindshift_434","mindshift_20947","mindshift_47","mindshift_21522","mindshift_21817"],"featImg":"mindshift_62513","label":"mindshift"},"mindshift_60885":{"type":"posts","id":"mindshift_60885","meta":{"index":"posts_1591205157","site":"mindshift","id":"60885","score":null,"sort":[1674558024000]},"guestAuthors":[],"slug":"how-to-create-a-stem-dream-culture-for-all-students","title":"How to create a STEM dream culture for all students","publishDate":1674558024,"format":"audio","headTitle":"How to create a STEM dream culture for all students | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Can you imagine a class where students have uninterrupted time to play, dream and create with their peers? Giving students the room to be curious and imaginative is fundamental to building what former math and science teacher \u003c/span>\u003ca href=\"https://twitter.com/chrisemdin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Christopher Emdin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> calls a dream culture. “If you give young people the space and time to play and dream, something is activated within them that supports them in every facet of their lives,” said Emdin, who is an education professor at the University of Southern California. He’s a firm believer that a dream culture is key to deepening students’ engagement and sense of belonging in science, technology, engineering and math (STEM) disciplines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who are girls, Black and Latinx are likely to experience doubts about their STEM abilities due to the lack of diversity in these fields. \u003c/span>\u003ca href=\"https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black and Latinx people are underrepresented in STEM jobs. And while women make up half of the STEM workforce, they remain underrepresented in various professions, including computer and engineering jobs. Emdin’s book \u003c/span>\u003ca href=\"https://leadered.com/publications/stemsteammakedream/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“STEM, STEAM, Make, Dream”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outlines how teachers can make STEM education more inclusive, support students in reimagining their relationship to STEM subjects and help their learners become better dreamers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Show that STEM is subjective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM, a concept popularized in the early 2000s, merges together four powerful areas of study, and schools have increasingly sought to prepare students to pursue careers in these fields. Teachers may see objectivity and cold hard facts as the best way to promote rigor in STEM learning, but Emdin thinks this perspective is limiting because it does not acknowledge that life experiences and perspectives shape scientific inquiry. “To be objective is to be at a place of detachment from the human experience,” writes Emdin in his book. “It’s being at a place where one is not connected to how people feel or experience this world.” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2735658390&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recognizing subjectivity in STEM can make it more culturally relevant to students. Teachers who want to embrace STEM’s subjectivity can acknowledge that many cultures have STEM traditions that may not be included in textbooks. Additionally, women’s contributions to STEM \u003c/span>\u003ca href=\"https://www.pbs.org/video/the-secret-of-life-1633038089/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have been largely erased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Emdin told MindShift that centering diverse people’s scientific and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54983/10-nonfiction-childrens-books-that-humanize-mathematics\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">mathematical discoveries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reveals how bias has long been a part of the discipline and invites students to connect to a more robust picture of STEM.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Subjectivity means knowing who you are, where you are, where you’ve been within [STEM], and then bringing that to the discipline to help the discipline heal from its missteps historically,” said Emdin. In his book, he spotlights \u003c/span>\u003ca href=\"https://mariobenabe.com/bio/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">math educator Mario Benabe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who teaches high school students about \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SEiTHJdNAg4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">indigenous methods for measurement and calculation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and ethnomathematician Ron Eglash, who \u003c/span>\u003ca href=\"https://csdt.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">created lesson plans about the math principles involved in cornrow hair braiding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Indigenous Mathematics\" width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/SEiTHJdNAg4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Embrace emotions in the scientific process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emotions might not be the first things that come to mind when one thinks about STEM education. However, putting emphasis on feelings over facts can give students permission to bring their authentic selves to STEM classes. “For teachers with the goal to connect learners to STEM, the emotions that either exist or do not exist are essential to understand,” Emdin writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a student feels frustrated because they’re struggling to balance an equation, teachers can reassure them that big feelings are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">natural when solving tough problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers may say that being frustrated doesn’t mean that they are not smart enough or that STEM is too hard for them. It could mean that they identified an area where they need more support, information or practice. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2007.00004.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">emotions can lead to deeper learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enable students to access their passion for academic subjects. If a student is feeling apathetic, they may be communicating that they need more culturally relevant examples to stoke their interest and help them feel more invested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not demeaning or anti-rigorous for you to begin conversations around STEM with emotion,” said Emdin. “We can teach that way and still get our intellectual rigor and academic heft.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>See students as scientists \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students remember their bad experiences with learning STEM, which can lead to \u003ca href=\"https://www.kqed.org/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it\" target=\"_blank\" rel=\"noopener\">feelings of disconnection or fear\u003c/a>. “I’ve seen children in sixth grade who, when introduced to a scientific algebraic formula, will literally shrink in their seats and break out in sweats,” Emdin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help young people develop a positive STEM identity, he recommends that teachers point out students’ science-mindedness, which is “the skills, traits, attributes and dispositions of the most prolific and brilliant scientists and mathematicians of our time.” Instead of focusing on a student’s content knowledge or rote memorization, teachers can uplift skills that students are using all the time in social interactions and hobbies. For instance, a teacher might notice and compliment a child’s keen observation skills, analytical nature or the questions they pose. Then, teachers can note how well-known experts in STEM have these same traits. For example, they might mention that the way a student asks questions reminds them of Nobel Prize-winning physicist \u003ca href=\"https://www.nobelprize.org/prizes/physics/1922/bohr/biographical/\" target=\"_blank\" rel=\"noopener\">Niels Bohr\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You start attaching their inherent characteristics that they’ve used to form their identity with STEM. And slowly you build upon those inherent strengths, and then you introduce more in-depth scientific skills,” said Emdin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5969448/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that adding an arts component to STEM education, also known as STEAM, can provide another avenue for students to find their identities within these subjects. “The arts are the essence of our collective humanity that awakens us to our best selves,” said Emdin, who also serves as the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SyDaOJuCb3I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">scholar/griot in residence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the Lincoln Center for Performing Arts and is the creator of \u003c/span>\u003ca href=\"https://hiphoped.com/science-genius/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science Genius\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a program that explores hip hop and science.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also encourages educators to expand the “A” in STEAM to include two more words: ancestry, which invites students to consider cultural contributions to science, and authenticity, which examines how students can bring their full selves to scientific inquiry. “It’s essential for us to be able to deconstruct [STEAM] and then reconstruct it in ways that are more inclusive, more diverse, and more honoring of indigenous knowledge, of traditional knowledges and localized knowledges,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dreaming can be powerful and transformative. When students have a strong STEM identity, they’re able to dream about themselves and the world in ways that weren’t possible before. “I think we need to offer that luxury to young people. Time should not just be an affordance of those who are privileged,” Emdin said. “Poor folks, Black and brown folks, and marginalized folks need to have the luxury of time to play and time to dream.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make STEM education more inclusive and support students in reimagining their relationship to STEM subjects. ","status":"publish","parent":0,"modified":1700528850,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1173},"headData":{"title":"How to create a STEM dream culture for all students | KQED","description":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make science, technology, engineering and mathematics (STEM) education more inclusive.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make science, technology, engineering and mathematics (STEM) education more inclusive.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to create a STEM dream culture for all students","datePublished":"2023-01-24T11:00:24.000Z","dateModified":"2023-11-21T01:07:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC2735658390.mp3?updated=1674508083","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Can you imagine a class where students have uninterrupted time to play, dream and create with their peers? Giving students the room to be curious and imaginative is fundamental to building what former math and science teacher \u003c/span>\u003ca href=\"https://twitter.com/chrisemdin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Christopher Emdin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> calls a dream culture. “If you give young people the space and time to play and dream, something is activated within them that supports them in every facet of their lives,” said Emdin, who is an education professor at the University of Southern California. He’s a firm believer that a dream culture is key to deepening students’ engagement and sense of belonging in science, technology, engineering and math (STEM) disciplines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who are girls, Black and Latinx are likely to experience doubts about their STEM abilities due to the lack of diversity in these fields. \u003c/span>\u003ca href=\"https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black and Latinx people are underrepresented in STEM jobs. And while women make up half of the STEM workforce, they remain underrepresented in various professions, including computer and engineering jobs. Emdin’s book \u003c/span>\u003ca href=\"https://leadered.com/publications/stemsteammakedream/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“STEM, STEAM, Make, Dream”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outlines how teachers can make STEM education more inclusive, support students in reimagining their relationship to STEM subjects and help their learners become better dreamers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Show that STEM is subjective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM, a concept popularized in the early 2000s, merges together four powerful areas of study, and schools have increasingly sought to prepare students to pursue careers in these fields. Teachers may see objectivity and cold hard facts as the best way to promote rigor in STEM learning, but Emdin thinks this perspective is limiting because it does not acknowledge that life experiences and perspectives shape scientific inquiry. “To be objective is to be at a place of detachment from the human experience,” writes Emdin in his book. “It’s being at a place where one is not connected to how people feel or experience this world.” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2735658390&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recognizing subjectivity in STEM can make it more culturally relevant to students. Teachers who want to embrace STEM’s subjectivity can acknowledge that many cultures have STEM traditions that may not be included in textbooks. Additionally, women’s contributions to STEM \u003c/span>\u003ca href=\"https://www.pbs.org/video/the-secret-of-life-1633038089/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have been largely erased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Emdin told MindShift that centering diverse people’s scientific and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54983/10-nonfiction-childrens-books-that-humanize-mathematics\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">mathematical discoveries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reveals how bias has long been a part of the discipline and invites students to connect to a more robust picture of STEM.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Subjectivity means knowing who you are, where you are, where you’ve been within [STEM], and then bringing that to the discipline to help the discipline heal from its missteps historically,” said Emdin. In his book, he spotlights \u003c/span>\u003ca href=\"https://mariobenabe.com/bio/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">math educator Mario Benabe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who teaches high school students about \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SEiTHJdNAg4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">indigenous methods for measurement and calculation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and ethnomathematician Ron Eglash, who \u003c/span>\u003ca href=\"https://csdt.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">created lesson plans about the math principles involved in cornrow hair braiding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Indigenous Mathematics\" width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/SEiTHJdNAg4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Embrace emotions in the scientific process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emotions might not be the first things that come to mind when one thinks about STEM education. However, putting emphasis on feelings over facts can give students permission to bring their authentic selves to STEM classes. “For teachers with the goal to connect learners to STEM, the emotions that either exist or do not exist are essential to understand,” Emdin writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a student feels frustrated because they’re struggling to balance an equation, teachers can reassure them that big feelings are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">natural when solving tough problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers may say that being frustrated doesn’t mean that they are not smart enough or that STEM is too hard for them. It could mean that they identified an area where they need more support, information or practice. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2007.00004.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">emotions can lead to deeper learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enable students to access their passion for academic subjects. If a student is feeling apathetic, they may be communicating that they need more culturally relevant examples to stoke their interest and help them feel more invested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not demeaning or anti-rigorous for you to begin conversations around STEM with emotion,” said Emdin. “We can teach that way and still get our intellectual rigor and academic heft.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>See students as scientists \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students remember their bad experiences with learning STEM, which can lead to \u003ca href=\"https://www.kqed.org/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it\" target=\"_blank\" rel=\"noopener\">feelings of disconnection or fear\u003c/a>. “I’ve seen children in sixth grade who, when introduced to a scientific algebraic formula, will literally shrink in their seats and break out in sweats,” Emdin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help young people develop a positive STEM identity, he recommends that teachers point out students’ science-mindedness, which is “the skills, traits, attributes and dispositions of the most prolific and brilliant scientists and mathematicians of our time.” Instead of focusing on a student’s content knowledge or rote memorization, teachers can uplift skills that students are using all the time in social interactions and hobbies. For instance, a teacher might notice and compliment a child’s keen observation skills, analytical nature or the questions they pose. Then, teachers can note how well-known experts in STEM have these same traits. For example, they might mention that the way a student asks questions reminds them of Nobel Prize-winning physicist \u003ca href=\"https://www.nobelprize.org/prizes/physics/1922/bohr/biographical/\" target=\"_blank\" rel=\"noopener\">Niels Bohr\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You start attaching their inherent characteristics that they’ve used to form their identity with STEM. And slowly you build upon those inherent strengths, and then you introduce more in-depth scientific skills,” said Emdin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5969448/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that adding an arts component to STEM education, also known as STEAM, can provide another avenue for students to find their identities within these subjects. “The arts are the essence of our collective humanity that awakens us to our best selves,” said Emdin, who also serves as the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SyDaOJuCb3I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">scholar/griot in residence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the Lincoln Center for Performing Arts and is the creator of \u003c/span>\u003ca href=\"https://hiphoped.com/science-genius/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science Genius\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a program that explores hip hop and science.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also encourages educators to expand the “A” in STEAM to include two more words: ancestry, which invites students to consider cultural contributions to science, and authenticity, which examines how students can bring their full selves to scientific inquiry. “It’s essential for us to be able to deconstruct [STEAM] and then reconstruct it in ways that are more inclusive, more diverse, and more honoring of indigenous knowledge, of traditional knowledges and localized knowledges,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dreaming can be powerful and transformative. When students have a strong STEM identity, they’re able to dream about themselves and the world in ways that weren’t possible before. “I think we need to offer that luxury to young people. Time should not just be an affordance of those who are privileged,” Emdin said. “Poor folks, Black and brown folks, and marginalized folks need to have the luxury of time to play and time to dream.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21250","mindshift_20684","mindshift_20980","mindshift_20967","mindshift_21223","mindshift_392","mindshift_551","mindshift_20683","mindshift_47","mindshift_21138","mindshift_391","mindshift_20759"],"featImg":"mindshift_60887","label":"mindshift_21847"},"mindshift_52919":{"type":"posts","id":"mindshift_52919","meta":{"index":"posts_1591205157","site":"mindshift","id":"52919","score":null,"sort":[1548317804000]},"guestAuthors":[],"slug":"how-to-introduce-engineering-principles-early-to-help-inspire-interest-in-stem","title":"How to Introduce Engineering Principles Early to Help Inspire Interest in STEM","publishDate":1548317804,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/how-to-build-an-engineer-start-young/\">\u003cem>STEM education\u003c/em>\u003c/a>\u003cem> was produced by\u003c/em> \u003cspan style=\"font-style: normal !msorm\">\u003cem>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003c/em>\u003c/span>, \u003cem>a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>QUINCY, Wash. — A few years ago, a young female engineer named Isis Anchalee was featured on one of her company’s recruiting posters only to be subjected to a barrage of digital feedback questioning whether she was really an engineer. People posting on Facebook and Twitter said Anchalee was too attractive to be an actual software engineer and must be a model.\u003c/p>\n\u003cp>Anchalee responded like the techie she is. She wrote a blog post about her experience and added a photo of herself with the hashtag \u003ca href=\"https://twitter.com/hashtag/ilooklikeanengineer?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Ehashtag\">#ILookLikeAnEngineer\u003c/a>. Twitter exploded with selfies of female engineers of all backgrounds and male engineers of color declaring they looked like engineers, too.\u003c/p>\n\u003cp>If she had known about the hashtag campaign and taken a look, Alessandra Gudino Aguilar, age 8, might have seen a grown-up version of herself. Alessandra, a student at Pioneer Elementary School in rural Quincy, Washington, spent part of the fall term in an enrichment class focused on teaching elementary-age students the principles of engineering design through a curriculum designed by educators and scientists at Boston’s Museum of Science.\u003c/p>\n\u003cp>“I like the process,” Alessandra said after a lesson in which she and her classmates \u003ca href=\"https://www.eie.org/eie-curriculum/curriculum-units/marvelous-machines-making-work-easier\">used simple machines to move a bag of potatoes\u003c/a> in an attempt to find the potato-moving option that required the fewest newtons, the unit of measurement for force.\u003c/p>\n\u003cfigure id=\"attachment_52924\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"wp-image-52924 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo2.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo2.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo2-768x576.jpg 768w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">Third-grader Alessandra Gudino Aguilar, 9, adjusts the simple machine, a lever, that she and her classmates are experimenting with during their STEAM enrichment class at Pioneer Elementary School in Quincy, Washington. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Ask, imagine, plan, create, improve,” Alessandra recited when asked what her engineering class was about. “You get to use a lot of your creativity more.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Alessandra is the youngest of three siblings. Her father works in construction and her mother, she said, works making French fries. A Latina student living in rural America, Alessandra is not the stereotypical future engineer. More than many professions, engineering is still dominated by white men. Forty-nine percent of the jobs in science and engineering were held by white men in 2015, according to the National Science Foundation’s report on “\u003ca href=\"https://www.nsf.gov/statistics/2017/nsf17310/digest/about-this-report/\">Women, Minorities and Persons with Disabilities in Science and Engineering\u003c/a>.”\u003c/p>\n\u003cp>Black and Hispanic women together claimed less than 4 percent of jobs in science and engineering, according to the report. Less than a third, 28 percent, of scientists and engineers working in those fields are women. Black and Hispanic men held less than 7 percent, total, of science and engineering jobs in 2015.\u003c/p>\n\u003cp>And while science and engineering degrees earned by Hispanic people have been increasing over the past decade, that same National Science Foundation report found that the number of science and engineering degrees earned by black people has actually declined.\u003c/p>\n\u003cp>High schools and colleges have been aware of the imbalance, and tried to remedy it, for years: There are many programs aimed at pulling women and students of color into science and math fields as teens and young adults. Some, like the \u003ca href=\"http://www.ansep.net/index\">Alaska Native Science and Engineering Program\u003c/a>, have been inordinately successful at guiding underrepresented students, including many young women, from middle school algebra through to a college degree in a STEM subject. Other efforts, like the Hour of Code challenge by \u003ca href=\"https://hourofcode.com/us\">Code.org\u003c/a>, are more about exposing kids to the world of science and engineering than about shepherding individual students through years of education.\u003c/p>\n\u003cfigure id=\"attachment_52921\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-52921\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo5.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo5.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo5-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo5-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo5-768x576.jpg 768w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">During their STEAM enrichment class at Pioneer Elementary School in Quincy, Washington, Emmett Bogle, 9, pulls a bag of potatoes up a ramp, while classmates Madilynn Mendoz-Felix, 8, and Mason Duran, 9, check the force reading and Hector Quintero-Ruesga, 9, records the result. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Museum of Science’s Engineering is Elementary curriculum is aimed at attracting potential engineers before they get distracted by whether or not they fit the stereotype. Since 2003, more than 15 million 6- to 11- year-olds at thousands of schools across the country have been taught how to think like engineers using the curriculum.\u003c/p>\n\u003cp>Initial findings from the first study of how well the curriculum works show that students taught with Engineering is Elementary learn both science and engineering better than those taught the same subjects without the eight key elements included in the Museum’s curriculum. It turns out that explicitly teaching students about the connections between engineering, science and math, teaching the engineering design process rather than just posing an engineering challenge, and helping students gather information from failed attempts all make a difference to students’ ability to absorb and retain science and engineering concepts. Researchers also found that kids’ attitudes about girls in engineering were more positive for both boys and girls after being exposed to the Engineering is Elementary curriculum.\u003c/p>\n\u003cp>The Museum of Science, a nonprofit, makes an effort to ensure both children of color and girls have access to this hands-on curriculum and are represented in the stories used to kick off each unit. The curriculum is designed to fit into a teacher’s regular schedule. There are \u003ca href=\"https://www.eie.org/eie-curriculum/curriculum-units\">20 units featuring engineering design projects that can be purchased independently\u003c/a> and used alongside or in place of science units on the same topic, like electricity, water or insects. The teacher’s guide for one unit costs $55; an accompanying storybook is $9. Materials can be also purchased from the museum, but most materials needed to complete the experiments — like rope, pulleys and cardboard — can be borrowed from home or bought cheaply at grocery or hardware stores.\u003c/p>\n\u003cp>Teacher professional development options run the gamut from a \u003ca href=\"https://www.eie.org/sites/default/files/downloads/EiE/PD/eie_pd_pricing_0.pdf\">one-day class for teachers new to the curriculum\u003c/a> to a three-day session for teachers learning to train other teachers. Costs for whole-school training sessions range from $2,500 to $10,000 depending on location. \u003ca href=\"https://www.eie.org/eie-curriculum/workshops-and-professional-development/workshops\">Independent workshops at the museum\u003c/a> can cost as little as $450.\u003c/p>\n\u003cp>Teachers whose students are mostly from low-income families are eligible for subsidized curriculum materials and professional development.\u003c/p>\n\u003cfigure id=\"attachment_52922\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-52922\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo4.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo4.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo4-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo4-768x576.jpg 768w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">First-grade students at Pioneer Elementary School in Quincy, Washington, eager to try out the ramp their teacher is demonstrating during their STEAM enrichment class, raise their hands in hopes of getting a turn. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Camille Jones, a teacher at Pioneer Elementary School, discovered Engineering is Elementary in 2014 when she went online looking for ways to teach her students engineering concepts. Jones had just joined Pioneer as a STEAM enrichment teacher. (STEAM stands for Science, Technology, Engineering, Art and Math.)\u003c/p>\n\u003cp>“I really loved what I saw,” Jones said of the stand-alone units. “I wanted a unit we could all do together [as a school]. I found a \u003ca href=\"https://www.eie.org/eie-curriculum/curriculum-units/get-other-side-designing-bridges\">civil engineering unit on building bridges\u003c/a> and thought that would be accessible to all.”\u003c/p>\n\u003cp>In one of her very first classes using the new-to-her curriculum, Jones said a struggling student blew her away with the model he built. She worked with his other teachers to pull him into the advanced STEAM class she taught despite his low grades in other subject areas.\u003c/p>\n\u003cp>“We talked so much about engineering and all the other fields and you could see him thinking, ‘Oh there is a future. I’m good at this and I want to live into that,’” said Jones, who was her state’s \u003ca href=\"http://www.farmtableteach.com/\">teacher of the year in 2017\u003c/a>.\u003c/p>\n\u003cp>Engineering as a profession is expected to grow by 8.3 percent between 2016 and 2026 and to offer an average of 126,600 open jobs each year during that time, \u003ca href=\"https://www.bls.gov/emp/tables/emp-by-detailed-occupation.htm\">according to the Bureau of Labor Statistics\u003c/a>. Some engineering fields could grow even faster. The Bureau predicts we will need 10.6 percent more civil engineers and 15.2 percent more petroleum engineers. Engineering technicians, who need a solid background in math and science but not a bachelor’s degree in engineering, will also be in high demand with approximately 40,100 openings per year on average.\u003c/p>\n\u003cp>Perhaps even more relevant to students from low-income families: Engineering jobs tend to offer steady, upper-middle class employment. The annual mean wage for all engineers as of May 2017 was $96,670, \u003ca href=\"https://www.bls.gov/oes/2017/may/naics4_541300.htm#17-0000\">according to the Bureau of Labor Statistics\u003c/a>.\u003c/p>\n\u003cp>For children growing up in a school district like Quincy’s, where apple and pear trees are far more plentiful than bachelors’ degrees, exposure to engineering as a possible future job must happen at school, said Pioneer Principal Alesha Porter. “I just want our students to know it’s possible for them to become engineers and go to college,” Porter said.\u003c/p>\n\u003cp>Both Porter and Jones are from Quincy and attended high school together in the early 2000s. Porter was among the first in her family to attend college. Jones, who had grown up, she said, with “about as much privilege as anyone is going to have” in Quincy, got to college intending to major in engineering and found herself totally unprepared for the coursework. Both women aspire to better prepare their students to pursue engineering degrees, should they choose that path.\u003c/p>\n\u003cp>The Museum of Science in Boston isn’t the only provider of engineering curricula for elementary school students. The Lawrence Hall of Science at the University of California, Berkeley, offers \u003ca href=\"https://www.amplify.com/programs/amplify-science/\">Amplify Science\u003c/a>, which incorporates engineering principles of problem solving. Various other organizations like \u003ca href=\"http://tryengineering.org/\">TryEngineering.org\u003c/a>, \u003ca href=\"https://pbskids.org/designsquad/parentseducators/index.html\">PBS Kids\u003c/a> and \u003ca href=\"https://www.nasa.gov/audience/foreducators/best/index.html\">NASA\u003c/a> offer engineering resources for K-12 classrooms.\u003c/p>\n\u003cp>There are also several single-city pilot programs offered by colleges. One, from \u003ca href=\"https://engineering.purdue.edu/EngineeringImpact/archive/2012_3/advancing-science-learning-through-engineering-design\">Purdue University in Indiana\u003c/a>, trains elementary school teachers to teach science using engineering design principles. \u003ca href=\"https://engineering.jhu.edu/sabes/research-activities/outcomes/\">American University\u003c/a> and Johns Hopkins University work together on another to offer a program at nine high-poverty schools in Baltimore that both trains teachers and instructs students in real-life engineering projects.\u003c/p>\n\u003cp>“What we tried to do was pick topics that were very relevant to the student to make it appealing to kids of that age group in Baltimore,” said Carolyn Parker, the director of the masters of arts program in teaching at American University, who leads the project. “Kids at one school,” she said, “were really bothered by the number of feral cats. They wanted to help them. So how could you build cheap structures to provide shelter for cats in the winter time?”\u003c/p>\n\u003cp>Building those structures got the kids in Baltimore excited, Parker said, and that’s what she wants to see at the elementary school level, especially for girls and students of color. “I love science,” she said. “I love imparting that excitement and interest in the world to young people.”\u003c/p>\n\u003cp>The National Science Foundation, an independent federal agency, funds Parker’s work and several other organizations that work to get engineering classes into elementary schools. The Foundation also pays for studies, like the one being conducted on Engineering is Elementary, that examine how successful these new programs are at teaching kids about science and how to solve problems like an engineer. One of the goals of the National Science Foundation is to keep the United States “at the leading edge of discovery.” That includes preparing America’s schoolchildren to take on the massive task of leading in science in the 21st century, something we are arguably not making a priority.\u003c/p>\n\u003cfigure id=\"attachment_52923\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-52923\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo3.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo3.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo3-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo3-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo3-768x576.jpg 768w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">Lesson materials from the Boston Museum of Science’s Engineering is Elementary curriculum cover the bulletin board in teacher Camille Jones’s Pioneer Elementary School classroom in Quincy, Washington. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>American elementary school students currently get little exposure to math and science. Students in first through fourth grade spent an average of just \u003ca href=\"https://nces.ed.gov/surveys/sass/tables/sass1112_20161012001_t1n.asp\">2.5 hours per week\u003c/a> on science during the 2011-12 school year, the last for which data is available, according to the National Center for Education Statistics. Performance on measures of elementary students’ science proficiency reflect the minimum focus; just \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#?grade=4\">38 percent of fourth-grade students performed at or above proficient \u003c/a>on the 2015 National Assessment of Education Progress.\u003c/p>\n\u003cp>Numerous surveys have found that nearly half of elementary school teachers feel underprepared to teach science. Confidence in teaching engineering isn’t usually surveyed because engineering is not considered a standard elementary school subject. For that reason, teacher professional development is a critical part of the success of any engineering curriculum, said Christine Cunningham, founding director of Engineering is Elementary.\u003c/p>\n\u003cp>Cunningham said the elementary school teachers she’s worked with “really want those students to be able to understand the world around them and succeed. If [teachers] come in contact with a resource that engages a student who has struggled, they will bend over backwards to get those resources into their very full classrooms.”\u003c/p>\n\u003cp>Cunningham said teachers have guided her team’s curriculum development work from the beginning and that the curriculum has become so widely used because teachers have found it effective, especially with otherwise hard-to-reach kids.\u003c/p>\n\u003cp>Engineering lessons changed everything in her fifth-grade classroom in Lawrence, Massachusetts, said Nia Keith, now the director of professional development for the Museum of Science. Kids living in Lawrence, a mostly low-income community, weren’t often exposed to engineering concepts at home and many struggled to stay engaged with typical math and science lessons at school, Keith said.\u003c/p>\n\u003cp>But when she started teaching engineering, complete with hands-on projects and searches for creative solutions, “kids who didn’t speak up or show up as leaders were suddenly throwing out ideas,” she said. “It allows for all kinds of learning to shine.”\u003c/p>\n\u003cp>Back in Quincy, a ramp made of cardboard had collapsed and the top, stuck on with masking tape, kept coming off. Without missing a beat, Alessandra and a friend found some sturdier packing tape, fixed the ramp, and resumed collecting data on whether the short steep ramp or the long shallow one was a better way to move a bag of potatoes.\u003c/p>\n\u003cp>Alessandra said later she wasn’t sure what she wanted to do when she grew up but with her calm practicality and clear interest in the project, it isn’t hard to imagine her looking at herself in the mirror in 15 years and thinking: “Well, yes, I do look like an engineer.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/how-to-build-an-engineer-start-young/\">\u003cem>STEM education\u003c/em>\u003c/a>\u003cem> was produced by\u003c/em> \u003cspan style=\"font-style: normal !msorm\">\u003cem>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003c/em>\u003c/span>\u003cspan style=\"font-style: normal !msorm\">\u003cem>,\u003c/em>\u003c/span> \u003cem>a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Few elementary school students are exposed to engineering classes. A curriculum designed by the Museum of Science Boston could help change that even as it attracts more children of color and girls to engineering. More than 15 million children have learned about the E in STEM through the museum’s inexpensive lessons.","status":"publish","parent":0,"modified":1548317804,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2475},"headData":{"title":"How to Introduce Engineering Principles Early to Help Inspire Interest in STEM | KQED","description":"Few elementary school students are exposed to engineering classes. A curriculum designed by the Museum of Science Boston could help change that even as it attracts more children of color and girls to engineering. More than 15 million children have learned about the E in STEM through the museum’s inexpensive lessons.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Introduce Engineering Principles Early to Help Inspire Interest in STEM","datePublished":"2019-01-24T08:16:44.000Z","dateModified":"2019-01-24T08:16:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52919 https://ww2.kqed.org/mindshift/?p=52919","disqusUrl":"https://ww2.kqed.org/mindshift/2019/01/24/how-to-introduce-engineering-principles-early-to-help-inspire-interest-in-stem/","disqusTitle":"How to Introduce Engineering Principles Early to Help Inspire Interest in STEM","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Lillian Mongeau, The Hechinger Report\u003c/a>","path":"/mindshift/52919/how-to-introduce-engineering-principles-early-to-help-inspire-interest-in-stem","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/how-to-build-an-engineer-start-young/\">\u003cem>STEM education\u003c/em>\u003c/a>\u003cem> was produced by\u003c/em> \u003cspan style=\"font-style: normal !msorm\">\u003cem>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003c/em>\u003c/span>, \u003cem>a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>QUINCY, Wash. — A few years ago, a young female engineer named Isis Anchalee was featured on one of her company’s recruiting posters only to be subjected to a barrage of digital feedback questioning whether she was really an engineer. People posting on Facebook and Twitter said Anchalee was too attractive to be an actual software engineer and must be a model.\u003c/p>\n\u003cp>Anchalee responded like the techie she is. She wrote a blog post about her experience and added a photo of herself with the hashtag \u003ca href=\"https://twitter.com/hashtag/ilooklikeanengineer?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Ehashtag\">#ILookLikeAnEngineer\u003c/a>. Twitter exploded with selfies of female engineers of all backgrounds and male engineers of color declaring they looked like engineers, too.\u003c/p>\n\u003cp>If she had known about the hashtag campaign and taken a look, Alessandra Gudino Aguilar, age 8, might have seen a grown-up version of herself. Alessandra, a student at Pioneer Elementary School in rural Quincy, Washington, spent part of the fall term in an enrichment class focused on teaching elementary-age students the principles of engineering design through a curriculum designed by educators and scientists at Boston’s Museum of Science.\u003c/p>\n\u003cp>“I like the process,” Alessandra said after a lesson in which she and her classmates \u003ca href=\"https://www.eie.org/eie-curriculum/curriculum-units/marvelous-machines-making-work-easier\">used simple machines to move a bag of potatoes\u003c/a> in an attempt to find the potato-moving option that required the fewest newtons, the unit of measurement for force.\u003c/p>\n\u003cfigure id=\"attachment_52924\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"wp-image-52924 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo2.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo2.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo2-768x576.jpg 768w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">Third-grader Alessandra Gudino Aguilar, 9, adjusts the simple machine, a lever, that she and her classmates are experimenting with during their STEAM enrichment class at Pioneer Elementary School in Quincy, Washington. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Ask, imagine, plan, create, improve,” Alessandra recited when asked what her engineering class was about. “You get to use a lot of your creativity more.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Alessandra is the youngest of three siblings. Her father works in construction and her mother, she said, works making French fries. A Latina student living in rural America, Alessandra is not the stereotypical future engineer. More than many professions, engineering is still dominated by white men. Forty-nine percent of the jobs in science and engineering were held by white men in 2015, according to the National Science Foundation’s report on “\u003ca href=\"https://www.nsf.gov/statistics/2017/nsf17310/digest/about-this-report/\">Women, Minorities and Persons with Disabilities in Science and Engineering\u003c/a>.”\u003c/p>\n\u003cp>Black and Hispanic women together claimed less than 4 percent of jobs in science and engineering, according to the report. Less than a third, 28 percent, of scientists and engineers working in those fields are women. Black and Hispanic men held less than 7 percent, total, of science and engineering jobs in 2015.\u003c/p>\n\u003cp>And while science and engineering degrees earned by Hispanic people have been increasing over the past decade, that same National Science Foundation report found that the number of science and engineering degrees earned by black people has actually declined.\u003c/p>\n\u003cp>High schools and colleges have been aware of the imbalance, and tried to remedy it, for years: There are many programs aimed at pulling women and students of color into science and math fields as teens and young adults. Some, like the \u003ca href=\"http://www.ansep.net/index\">Alaska Native Science and Engineering Program\u003c/a>, have been inordinately successful at guiding underrepresented students, including many young women, from middle school algebra through to a college degree in a STEM subject. Other efforts, like the Hour of Code challenge by \u003ca href=\"https://hourofcode.com/us\">Code.org\u003c/a>, are more about exposing kids to the world of science and engineering than about shepherding individual students through years of education.\u003c/p>\n\u003cfigure id=\"attachment_52921\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-52921\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo5.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo5.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo5-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo5-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo5-768x576.jpg 768w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">During their STEAM enrichment class at Pioneer Elementary School in Quincy, Washington, Emmett Bogle, 9, pulls a bag of potatoes up a ramp, while classmates Madilynn Mendoz-Felix, 8, and Mason Duran, 9, check the force reading and Hector Quintero-Ruesga, 9, records the result. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Museum of Science’s Engineering is Elementary curriculum is aimed at attracting potential engineers before they get distracted by whether or not they fit the stereotype. Since 2003, more than 15 million 6- to 11- year-olds at thousands of schools across the country have been taught how to think like engineers using the curriculum.\u003c/p>\n\u003cp>Initial findings from the first study of how well the curriculum works show that students taught with Engineering is Elementary learn both science and engineering better than those taught the same subjects without the eight key elements included in the Museum’s curriculum. It turns out that explicitly teaching students about the connections between engineering, science and math, teaching the engineering design process rather than just posing an engineering challenge, and helping students gather information from failed attempts all make a difference to students’ ability to absorb and retain science and engineering concepts. Researchers also found that kids’ attitudes about girls in engineering were more positive for both boys and girls after being exposed to the Engineering is Elementary curriculum.\u003c/p>\n\u003cp>The Museum of Science, a nonprofit, makes an effort to ensure both children of color and girls have access to this hands-on curriculum and are represented in the stories used to kick off each unit. The curriculum is designed to fit into a teacher’s regular schedule. There are \u003ca href=\"https://www.eie.org/eie-curriculum/curriculum-units\">20 units featuring engineering design projects that can be purchased independently\u003c/a> and used alongside or in place of science units on the same topic, like electricity, water or insects. The teacher’s guide for one unit costs $55; an accompanying storybook is $9. Materials can be also purchased from the museum, but most materials needed to complete the experiments — like rope, pulleys and cardboard — can be borrowed from home or bought cheaply at grocery or hardware stores.\u003c/p>\n\u003cp>Teacher professional development options run the gamut from a \u003ca href=\"https://www.eie.org/sites/default/files/downloads/EiE/PD/eie_pd_pricing_0.pdf\">one-day class for teachers new to the curriculum\u003c/a> to a three-day session for teachers learning to train other teachers. Costs for whole-school training sessions range from $2,500 to $10,000 depending on location. \u003ca href=\"https://www.eie.org/eie-curriculum/workshops-and-professional-development/workshops\">Independent workshops at the museum\u003c/a> can cost as little as $450.\u003c/p>\n\u003cp>Teachers whose students are mostly from low-income families are eligible for subsidized curriculum materials and professional development.\u003c/p>\n\u003cfigure id=\"attachment_52922\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-52922\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo4.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo4.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo4-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo4-768x576.jpg 768w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">First-grade students at Pioneer Elementary School in Quincy, Washington, eager to try out the ramp their teacher is demonstrating during their STEAM enrichment class, raise their hands in hopes of getting a turn. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Camille Jones, a teacher at Pioneer Elementary School, discovered Engineering is Elementary in 2014 when she went online looking for ways to teach her students engineering concepts. Jones had just joined Pioneer as a STEAM enrichment teacher. (STEAM stands for Science, Technology, Engineering, Art and Math.)\u003c/p>\n\u003cp>“I really loved what I saw,” Jones said of the stand-alone units. “I wanted a unit we could all do together [as a school]. I found a \u003ca href=\"https://www.eie.org/eie-curriculum/curriculum-units/get-other-side-designing-bridges\">civil engineering unit on building bridges\u003c/a> and thought that would be accessible to all.”\u003c/p>\n\u003cp>In one of her very first classes using the new-to-her curriculum, Jones said a struggling student blew her away with the model he built. She worked with his other teachers to pull him into the advanced STEAM class she taught despite his low grades in other subject areas.\u003c/p>\n\u003cp>“We talked so much about engineering and all the other fields and you could see him thinking, ‘Oh there is a future. I’m good at this and I want to live into that,’” said Jones, who was her state’s \u003ca href=\"http://www.farmtableteach.com/\">teacher of the year in 2017\u003c/a>.\u003c/p>\n\u003cp>Engineering as a profession is expected to grow by 8.3 percent between 2016 and 2026 and to offer an average of 126,600 open jobs each year during that time, \u003ca href=\"https://www.bls.gov/emp/tables/emp-by-detailed-occupation.htm\">according to the Bureau of Labor Statistics\u003c/a>. Some engineering fields could grow even faster. The Bureau predicts we will need 10.6 percent more civil engineers and 15.2 percent more petroleum engineers. Engineering technicians, who need a solid background in math and science but not a bachelor’s degree in engineering, will also be in high demand with approximately 40,100 openings per year on average.\u003c/p>\n\u003cp>Perhaps even more relevant to students from low-income families: Engineering jobs tend to offer steady, upper-middle class employment. The annual mean wage for all engineers as of May 2017 was $96,670, \u003ca href=\"https://www.bls.gov/oes/2017/may/naics4_541300.htm#17-0000\">according to the Bureau of Labor Statistics\u003c/a>.\u003c/p>\n\u003cp>For children growing up in a school district like Quincy’s, where apple and pear trees are far more plentiful than bachelors’ degrees, exposure to engineering as a possible future job must happen at school, said Pioneer Principal Alesha Porter. “I just want our students to know it’s possible for them to become engineers and go to college,” Porter said.\u003c/p>\n\u003cp>Both Porter and Jones are from Quincy and attended high school together in the early 2000s. Porter was among the first in her family to attend college. Jones, who had grown up, she said, with “about as much privilege as anyone is going to have” in Quincy, got to college intending to major in engineering and found herself totally unprepared for the coursework. Both women aspire to better prepare their students to pursue engineering degrees, should they choose that path.\u003c/p>\n\u003cp>The Museum of Science in Boston isn’t the only provider of engineering curricula for elementary school students. The Lawrence Hall of Science at the University of California, Berkeley, offers \u003ca href=\"https://www.amplify.com/programs/amplify-science/\">Amplify Science\u003c/a>, which incorporates engineering principles of problem solving. Various other organizations like \u003ca href=\"http://tryengineering.org/\">TryEngineering.org\u003c/a>, \u003ca href=\"https://pbskids.org/designsquad/parentseducators/index.html\">PBS Kids\u003c/a> and \u003ca href=\"https://www.nasa.gov/audience/foreducators/best/index.html\">NASA\u003c/a> offer engineering resources for K-12 classrooms.\u003c/p>\n\u003cp>There are also several single-city pilot programs offered by colleges. One, from \u003ca href=\"https://engineering.purdue.edu/EngineeringImpact/archive/2012_3/advancing-science-learning-through-engineering-design\">Purdue University in Indiana\u003c/a>, trains elementary school teachers to teach science using engineering design principles. \u003ca href=\"https://engineering.jhu.edu/sabes/research-activities/outcomes/\">American University\u003c/a> and Johns Hopkins University work together on another to offer a program at nine high-poverty schools in Baltimore that both trains teachers and instructs students in real-life engineering projects.\u003c/p>\n\u003cp>“What we tried to do was pick topics that were very relevant to the student to make it appealing to kids of that age group in Baltimore,” said Carolyn Parker, the director of the masters of arts program in teaching at American University, who leads the project. “Kids at one school,” she said, “were really bothered by the number of feral cats. They wanted to help them. So how could you build cheap structures to provide shelter for cats in the winter time?”\u003c/p>\n\u003cp>Building those structures got the kids in Baltimore excited, Parker said, and that’s what she wants to see at the elementary school level, especially for girls and students of color. “I love science,” she said. “I love imparting that excitement and interest in the world to young people.”\u003c/p>\n\u003cp>The National Science Foundation, an independent federal agency, funds Parker’s work and several other organizations that work to get engineering classes into elementary schools. The Foundation also pays for studies, like the one being conducted on Engineering is Elementary, that examine how successful these new programs are at teaching kids about science and how to solve problems like an engineer. One of the goals of the National Science Foundation is to keep the United States “at the leading edge of discovery.” That includes preparing America’s schoolchildren to take on the massive task of leading in science in the 21st century, something we are arguably not making a priority.\u003c/p>\n\u003cfigure id=\"attachment_52923\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-52923\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo3.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo3.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo3-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo3-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/01/Lillian-Mongeau-Mongeau-ElementaryEngineering-photo3-768x576.jpg 768w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">Lesson materials from the Boston Museum of Science’s Engineering is Elementary curriculum cover the bulletin board in teacher Camille Jones’s Pioneer Elementary School classroom in Quincy, Washington. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>American elementary school students currently get little exposure to math and science. Students in first through fourth grade spent an average of just \u003ca href=\"https://nces.ed.gov/surveys/sass/tables/sass1112_20161012001_t1n.asp\">2.5 hours per week\u003c/a> on science during the 2011-12 school year, the last for which data is available, according to the National Center for Education Statistics. Performance on measures of elementary students’ science proficiency reflect the minimum focus; just \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#?grade=4\">38 percent of fourth-grade students performed at or above proficient \u003c/a>on the 2015 National Assessment of Education Progress.\u003c/p>\n\u003cp>Numerous surveys have found that nearly half of elementary school teachers feel underprepared to teach science. Confidence in teaching engineering isn’t usually surveyed because engineering is not considered a standard elementary school subject. For that reason, teacher professional development is a critical part of the success of any engineering curriculum, said Christine Cunningham, founding director of Engineering is Elementary.\u003c/p>\n\u003cp>Cunningham said the elementary school teachers she’s worked with “really want those students to be able to understand the world around them and succeed. If [teachers] come in contact with a resource that engages a student who has struggled, they will bend over backwards to get those resources into their very full classrooms.”\u003c/p>\n\u003cp>Cunningham said teachers have guided her team’s curriculum development work from the beginning and that the curriculum has become so widely used because teachers have found it effective, especially with otherwise hard-to-reach kids.\u003c/p>\n\u003cp>Engineering lessons changed everything in her fifth-grade classroom in Lawrence, Massachusetts, said Nia Keith, now the director of professional development for the Museum of Science. Kids living in Lawrence, a mostly low-income community, weren’t often exposed to engineering concepts at home and many struggled to stay engaged with typical math and science lessons at school, Keith said.\u003c/p>\n\u003cp>But when she started teaching engineering, complete with hands-on projects and searches for creative solutions, “kids who didn’t speak up or show up as leaders were suddenly throwing out ideas,” she said. “It allows for all kinds of learning to shine.”\u003c/p>\n\u003cp>Back in Quincy, a ramp made of cardboard had collapsed and the top, stuck on with masking tape, kept coming off. Without missing a beat, Alessandra and a friend found some sturdier packing tape, fixed the ramp, and resumed collecting data on whether the short steep ramp or the long shallow one was a better way to move a bag of potatoes.\u003c/p>\n\u003cp>Alessandra said later she wasn’t sure what she wanted to do when she grew up but with her calm practicality and clear interest in the project, it isn’t hard to imagine her looking at herself in the mirror in 15 years and thinking: “Well, yes, I do look like an engineer.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/how-to-build-an-engineer-start-young/\">\u003cem>STEM education\u003c/em>\u003c/a>\u003cem> was produced by\u003c/em> \u003cspan style=\"font-style: normal !msorm\">\u003cem>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003c/em>\u003c/span>\u003cspan style=\"font-style: normal !msorm\">\u003cem>,\u003c/em>\u003c/span> \u003cem>a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52919/how-to-introduce-engineering-principles-early-to-help-inspire-interest-in-stem","authors":["byline_mindshift_52919"],"categories":["mindshift_192"],"tags":["mindshift_20680","mindshift_20967","mindshift_20784","mindshift_1040","mindshift_20592","mindshift_391"],"featImg":"mindshift_52925","label":"mindshift"},"mindshift_48289":{"type":"posts","id":"mindshift_48289","meta":{"index":"posts_1591205157","site":"mindshift","id":"48289","score":null,"sort":[1503398938000]},"guestAuthors":[],"slug":"a-literacy-based-strategy-to-help-teachers-integrate-science-skills","title":"A Literacy-Based Strategy to Help Teachers Integrate Science Skills","publishDate":1503398938,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Many elementary school teachers love to teach reading and writing, but are less comfortable with science and math. It’s not a hard and fast truth, of course, but learning to read is a big focus of the early school years, so it makes sense that teachers who gravitate toward elementary school like \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/03/four-strategies-that-promote-a-growth-mindset-in-struggling-readers/\" target=\"_blank\" rel=\"noopener noreferrer\">teaching literacy\u003c/a>. But it’s also important to expose kids to science early and get them excited about the practices that define scientific inquiry. And literature may be the perfect starting point. Stories are full of tension, conflict and dilemmas that make wonderful departure points for engineering projects that weave subjects together.\u003c/p>\n\u003cp>Researchers at \u003ca href=\"http://ceeo.tufts.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Tufts Center for Engineering Education and Outreach\u003c/a> partnered with teachers to design a program they call \u003ca href=\"http://www.novelengineering.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Novel Engineering\u003c/a>, which plays on the literary strengths of elementary school teachers to help them explore hands-on science-oriented activities in their classrooms. Teachers pick a book with tension in it to read, but stop halfway to ask students to generate a list of problems the character is facing. Then students split off into pairs to design, prototype, test and iterate on solutions to their chosen problem.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They went through three or four different designs to find something that worked well.'\u003ccite>Martin Daignault, Fourth-grade teacher, Massachusetts\u003c/cite>\u003c/aside>\n\u003cp>Martin Daignault’s fourth-grade class at Winthrop School in Massachusetts tried Novel Engineering in one of the first weeks of class with Kate DiCamillo’s book, \u003cem>\u003ca href=\"http://www.katedicamillo.com/books/tiger.html\" target=\"_blank\" rel=\"noopener noreferrer\">The Tiger Rising\u003c/a>\u003c/em>. The story revolves around a boy who finds a caged tiger in the woods near his house. When the class stopped to identify problems, one boy noted that he wanted to give the tiger more freedom, but he also realized that if the tiger were free it would not only endanger the community, but that very freedom would also put the tiger at risk. During the design and engineering time, he built a leash system for the tiger.\u003c/p>\n\u003cfigure id=\"attachment_48512\" class=\"wp-caption alignleft\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48512\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Martin-e1498261521571-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Students test mouth parts they designed for creatures adapted to the salt marsh wetland near their town. The activity was based on the book \"What If You Had Animal Teeth?\" \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Later, when the class finished the story, it turned out this student had correctly predicted what would happen to the tiger a hundred pages before it did. “I think he felt tremendous pride,” Daignault said of the student, who happened to have difficulty reading. All Daignault knew about the student at this point in the year was that he had an Individual Education Program (IEP) and struggled with reading, but after this activity he saw what a deep thinker the kid was, too. That helped set them on a positive course for the rest of the year.\u003c/p>\n\u003cp>Brainstorming a list of problems in the book helped all students to read the text more deeply and got them excited to try to solve the issues they generated themselves. “Every person in the room had different takes on the big important parts of a story,” Daignault said, and the activity set a tone of exploration, deep reading and hands-on play for the rest of the year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We all agreed it was time well spent,” Daignault said of the team of fourth-grade teachers who have been working together to use Novel Engineering to deepen and extend their experience with practices in the Next Generation Science Standards (NGSS). There’s no extra time in the school year, so the week that Alicia Thomas, Gretchen Marinopoulos, Katie Norris, Robbyn Wile and Daignault spent with their classes reading, discussing, brainstorming, designing, problem-solving, testing and designing again was precious.\u003c/p>\n\u003cp>Designing a program that wouldn’t be an add-on to what teachers are already doing, but that would offer opportunities for them to experiment with interdisciplinary learning, was a goal for the Tufts staff designing Novel Engineering. Originally intended for third through fifth grade, staff now work with K-8 teachers and don’t see why it can’t work with high school as well.\u003c/p>\n\u003cp>“We really wanted to make sure it was flexible and it was based on books teachers were already using in the classroom,” said Elissa Milto, the program manager and a former classroom teacher. She understands teachers aren’t looking for a whole new curriculum, but that they do appreciate ideas that can be flexibly used within their existing standards.\u003c/p>\n\u003cfigure id=\"attachment_48515\" class=\"wp-caption alignright\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48515\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/martin2-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1180x1573.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-960x1280.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-240x320.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-375x500.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-520x693.jpeg 520w\" sizes=\"(max-width: 320px) 100vw, 320px\">\u003cfigcaption class=\"wp-caption-text\">Students in Daignault's class designed multiple versions of their adapted mouths before testing them out in the wild. \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really focused on the students’ ideas rather than the teacher coming up with the problem they’re going to solve,” Milto said. This part is crucial because it not only requires students to read and understand the book deeply, but it builds their interest and motivation for the project. Teachers also encourage students to look to the text to guide their design choices so that they make something the specific characters would use.\u003c/p>\n\u003cp>In \u003cem>\u003ca href=\"http://www.judyblume.com/books/fudge/tales.php\" target=\"_blank\" rel=\"noopener noreferrer\">Tales of a Fourth Grade Nothing\u003c/a>\u003c/em>, for example, Peter’s younger brother, Fudge, is always annoying him. At one point the 3-year-old messes with Peter’s turtle, but their Mom says Peter can’t lock the door to his room. Students might see keeping the turtle safe from Fudge as the problem, but they have to develop a system to do so without keeping the little boy out. In one class Milto observed, the students designed a pulley system that could raise and lower the turtle out of Fudge’s reach.\u003c/p>\n\u003cp>Novel Engineering is meant to be accessible to any classroom, regardless of materials, so often students are only building prototypes of their solutions, not life-size pulleys. However, Milto stresses that the solutions should be functional, not representational, and there should be a way to test if the prototype works. So, for example, does the cardboard and rope contraption hold the weight of a turtle?\u003c/p>\n\u003cp>“We don’t want it to be a craft project,” Milto said. The goal is to use literature as a way for teachers and students to get their feet wet with engineering cycles and concepts, as well as to offer authentic entry points to discussions of required science content. In one classroom Milto worked in, a group of students realized packing foam floated. That led to a whole class discussion of buoyancy and things that float or sink.\u003c/p>\n\u003cp>“The open-endedness is more scary to teachers than the engineering part,” Milto said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=MHXGvv1sXkI\u003c/p>\n\u003cp>She has observed that when teachers are less comfortable with a subject, they naturally tend to try to control the activities around it more. So when students pick the problem they work on and the materials they use -- and not every student is working on the same problem or using the same materials -- it can be a little scary at first.\u003c/p>\n\u003cp>“They really have to let themselves be open to their kids and the kids' ideas,” she said. “They don’t need to be responsible for everything.” Her team tries to help ease teachers into that mindset by having them do their own design challenge in professional development. When they experience the process they are often more open to leading it themselves.\u003c/p>\n\u003cp>\u003cstrong>PITFALLS TO WATCH OUT FOR\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Kids are used to looking for a right answer\u003c/strong>\u003c/p>\n\u003cp>While kids often love the freedom of Novel Engineering when they get the hang of it, there’s also a learning curve. Milto recommends that teachers start with a picture book so that they can go through the process quickly once as a group. Often student designs aren’t very functional at first, so picking one problem to work on as a group gives the opportunity to model critiquing a first iteration, problem-solving through any issues, and easing students into an activity that may feel strange to them at first. It also gives teachers a chance to practice facilitation before setting students loose on their own projects.\u003c/p>\n\u003cp>\u003cstrong>2. A mid-design share out is very important\u003c/strong>\u003c/p>\n\u003cp>While it’s easy to focus on the final presentation, incorporating a chance for students to get feedback from peers on their designs is often the most important part of the experience. Sometimes kids commit to an idea early and have a hard time changing direction without a moment to hear and reflect on feedback. And often it’s this mid-design check-in that spurs the most authentic and creative problem-solving.\u003c/p>\n\u003cp>\u003cstrong>3. Choose the right book\u003c/strong>\u003c/p>\n\u003cp>Since the goal of the project is to integrate literary and scientific thinking, the books that work best have concrete problems. Science fiction or fantasy doesn’t work well because the solutions shouldn’t involve magic.\u003c/p>\n\u003cp>Daignault’s team used the Novel Engineering approach with an \u003ca href=\"http://www.goodreads.com/book/show/28933778-extreme-weather\" target=\"_blank\" rel=\"noopener noreferrer\">I Survived book on extreme weather\u003c/a> to introduce the topic. One group was trying to find a solution for an uncle in the story who was caught in the storm, cut off from help. The group decided to design a bunker that could be quickly assembled when a storm came on quickly. They decided a tarp rolled over a ditch would do the trick. But when they tested how it would hold up in a tornado by blowing a fan over the top, the students realized the tarp wouldn’t hold its position. That’ when they designed stakes to secure it.\u003c/p>\n\u003cp>“They went through three or four different designs to find something that worked well,” Daignault said. Along the way they took notes on what worked, what needed changing and how they planned to redesign the bunker. They also drew diagrams that they used to guide their work. Daignault was impressed with how students stuck with the project even when they hit difficulties, and while the learning about weather didn’t go very deep in this project, it gave students prior knowledge for later learning.\u003c/p>\n\u003cp>“It really was better than something we might have come up with that would have been more contrived,” Daignault said. He’s already scheming up ways he might use the practice to integrate social studies, but also recognizes that it’s a first step for his team as they try to develop their science teaching.\u003c/p>\n\u003cp>Ultimately he’d like science to be all about kids thinking for themselves, making sense of topics, and he doesn’t think Novel Engineering goes deep enough. But, he said many people on his team weren’t comfortable with design principles or science concepts before starting the project, and afterward they are more prepared to dig deeper. He thinks a workshop model like the one his school uses for reading and writing might work. It’s something he and his team are exploring now.\u003c/p>\n\u003cp>One of the hardest parts for students is often working together. But helping them find ways to be collaborative, to compromise on ideas, and to learn from one another is also a valuable skill set and one that Daignault recognizes. But he and his colleagues are having a harder time documenting what progress looks like on those “process skills.” Milto suggested that one way to emphasize these skills is through reflection at the end. Students could write about the experience of working in a group, what was hard, what worked and what they might do differently next time.\u003c/p>\n\u003cp>One group of fourth-grade girls she worked with spent so much time planning their design that when they went to build it they didn’t have much time or many materials to use. She came back the following year and that same group of girls were able to have a clear conversation about where their process went wrong before. On their second try they set strict time limits on each stage of the project so they’d keep moving along.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’re finding that students are able to do a lot more than we give them credit for,” Milto said. She often coaches teachers to step back and let students take charge, only stepping in if they see students are so frustrated that they aren't moving forward. But rather than helping them solve the problem, she suggests questioning students to help get them unstuck. Once they have a new avenue of thought to pursue, they can keep working and continue to build their learning autonomy.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers using Novel Engineering find that students read more deeply and incorporate engineering concepts more easily when they identify problems in the stories they're reading.","status":"publish","parent":0,"modified":1503437787,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":2111},"headData":{"title":"A Literacy-Based Strategy to Help Teachers Integrate Science Skills | KQED","description":"Teachers using Novel Engineering find that students read more deeply and incorporate engineering concepts more easily when they identify problems in the stories they're reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Literacy-Based Strategy to Help Teachers Integrate Science Skills","datePublished":"2017-08-22T10:48:58.000Z","dateModified":"2017-08-22T21:36:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48289 https://ww2.kqed.org/mindshift/?p=48289","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/22/a-literacy-based-strategy-to-help-teachers-integrate-science-skills/","disqusTitle":"A Literacy-Based Strategy to Help Teachers Integrate Science Skills","path":"/mindshift/48289/a-literacy-based-strategy-to-help-teachers-integrate-science-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many elementary school teachers love to teach reading and writing, but are less comfortable with science and math. It’s not a hard and fast truth, of course, but learning to read is a big focus of the early school years, so it makes sense that teachers who gravitate toward elementary school like \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/03/four-strategies-that-promote-a-growth-mindset-in-struggling-readers/\" target=\"_blank\" rel=\"noopener noreferrer\">teaching literacy\u003c/a>. But it’s also important to expose kids to science early and get them excited about the practices that define scientific inquiry. And literature may be the perfect starting point. Stories are full of tension, conflict and dilemmas that make wonderful departure points for engineering projects that weave subjects together.\u003c/p>\n\u003cp>Researchers at \u003ca href=\"http://ceeo.tufts.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Tufts Center for Engineering Education and Outreach\u003c/a> partnered with teachers to design a program they call \u003ca href=\"http://www.novelengineering.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Novel Engineering\u003c/a>, which plays on the literary strengths of elementary school teachers to help them explore hands-on science-oriented activities in their classrooms. Teachers pick a book with tension in it to read, but stop halfway to ask students to generate a list of problems the character is facing. Then students split off into pairs to design, prototype, test and iterate on solutions to their chosen problem.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They went through three or four different designs to find something that worked well.'\u003ccite>Martin Daignault, Fourth-grade teacher, Massachusetts\u003c/cite>\u003c/aside>\n\u003cp>Martin Daignault’s fourth-grade class at Winthrop School in Massachusetts tried Novel Engineering in one of the first weeks of class with Kate DiCamillo’s book, \u003cem>\u003ca href=\"http://www.katedicamillo.com/books/tiger.html\" target=\"_blank\" rel=\"noopener noreferrer\">The Tiger Rising\u003c/a>\u003c/em>. The story revolves around a boy who finds a caged tiger in the woods near his house. When the class stopped to identify problems, one boy noted that he wanted to give the tiger more freedom, but he also realized that if the tiger were free it would not only endanger the community, but that very freedom would also put the tiger at risk. During the design and engineering time, he built a leash system for the tiger.\u003c/p>\n\u003cfigure id=\"attachment_48512\" class=\"wp-caption alignleft\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48512\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Martin-e1498261521571-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Students test mouth parts they designed for creatures adapted to the salt marsh wetland near their town. The activity was based on the book \"What If You Had Animal Teeth?\" \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Later, when the class finished the story, it turned out this student had correctly predicted what would happen to the tiger a hundred pages before it did. “I think he felt tremendous pride,” Daignault said of the student, who happened to have difficulty reading. All Daignault knew about the student at this point in the year was that he had an Individual Education Program (IEP) and struggled with reading, but after this activity he saw what a deep thinker the kid was, too. That helped set them on a positive course for the rest of the year.\u003c/p>\n\u003cp>Brainstorming a list of problems in the book helped all students to read the text more deeply and got them excited to try to solve the issues they generated themselves. “Every person in the room had different takes on the big important parts of a story,” Daignault said, and the activity set a tone of exploration, deep reading and hands-on play for the rest of the year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We all agreed it was time well spent,” Daignault said of the team of fourth-grade teachers who have been working together to use Novel Engineering to deepen and extend their experience with practices in the Next Generation Science Standards (NGSS). There’s no extra time in the school year, so the week that Alicia Thomas, Gretchen Marinopoulos, Katie Norris, Robbyn Wile and Daignault spent with their classes reading, discussing, brainstorming, designing, problem-solving, testing and designing again was precious.\u003c/p>\n\u003cp>Designing a program that wouldn’t be an add-on to what teachers are already doing, but that would offer opportunities for them to experiment with interdisciplinary learning, was a goal for the Tufts staff designing Novel Engineering. Originally intended for third through fifth grade, staff now work with K-8 teachers and don’t see why it can’t work with high school as well.\u003c/p>\n\u003cp>“We really wanted to make sure it was flexible and it was based on books teachers were already using in the classroom,” said Elissa Milto, the program manager and a former classroom teacher. She understands teachers aren’t looking for a whole new curriculum, but that they do appreciate ideas that can be flexibly used within their existing standards.\u003c/p>\n\u003cfigure id=\"attachment_48515\" class=\"wp-caption alignright\" style=\"max-width: 320px\">\u003cimg class=\"wp-image-48515\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/martin2-1020x1360.jpeg\" alt=\"\" width=\"320\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-1180x1573.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-960x1280.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-240x320.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-375x500.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/martin2-520x693.jpeg 520w\" sizes=\"(max-width: 320px) 100vw, 320px\">\u003cfigcaption class=\"wp-caption-text\">Students in Daignault's class designed multiple versions of their adapted mouths before testing them out in the wild. \u003ccite>(Courtesy Martin Daignault)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really focused on the students’ ideas rather than the teacher coming up with the problem they’re going to solve,” Milto said. This part is crucial because it not only requires students to read and understand the book deeply, but it builds their interest and motivation for the project. Teachers also encourage students to look to the text to guide their design choices so that they make something the specific characters would use.\u003c/p>\n\u003cp>In \u003cem>\u003ca href=\"http://www.judyblume.com/books/fudge/tales.php\" target=\"_blank\" rel=\"noopener noreferrer\">Tales of a Fourth Grade Nothing\u003c/a>\u003c/em>, for example, Peter’s younger brother, Fudge, is always annoying him. At one point the 3-year-old messes with Peter’s turtle, but their Mom says Peter can’t lock the door to his room. Students might see keeping the turtle safe from Fudge as the problem, but they have to develop a system to do so without keeping the little boy out. In one class Milto observed, the students designed a pulley system that could raise and lower the turtle out of Fudge’s reach.\u003c/p>\n\u003cp>Novel Engineering is meant to be accessible to any classroom, regardless of materials, so often students are only building prototypes of their solutions, not life-size pulleys. However, Milto stresses that the solutions should be functional, not representational, and there should be a way to test if the prototype works. So, for example, does the cardboard and rope contraption hold the weight of a turtle?\u003c/p>\n\u003cp>“We don’t want it to be a craft project,” Milto said. The goal is to use literature as a way for teachers and students to get their feet wet with engineering cycles and concepts, as well as to offer authentic entry points to discussions of required science content. In one classroom Milto worked in, a group of students realized packing foam floated. That led to a whole class discussion of buoyancy and things that float or sink.\u003c/p>\n\u003cp>“The open-endedness is more scary to teachers than the engineering part,” Milto said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/MHXGvv1sXkI'\n title='//www.youtube.com/embed/MHXGvv1sXkI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>She has observed that when teachers are less comfortable with a subject, they naturally tend to try to control the activities around it more. So when students pick the problem they work on and the materials they use -- and not every student is working on the same problem or using the same materials -- it can be a little scary at first.\u003c/p>\n\u003cp>“They really have to let themselves be open to their kids and the kids' ideas,” she said. “They don’t need to be responsible for everything.” Her team tries to help ease teachers into that mindset by having them do their own design challenge in professional development. When they experience the process they are often more open to leading it themselves.\u003c/p>\n\u003cp>\u003cstrong>PITFALLS TO WATCH OUT FOR\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Kids are used to looking for a right answer\u003c/strong>\u003c/p>\n\u003cp>While kids often love the freedom of Novel Engineering when they get the hang of it, there’s also a learning curve. Milto recommends that teachers start with a picture book so that they can go through the process quickly once as a group. Often student designs aren’t very functional at first, so picking one problem to work on as a group gives the opportunity to model critiquing a first iteration, problem-solving through any issues, and easing students into an activity that may feel strange to them at first. It also gives teachers a chance to practice facilitation before setting students loose on their own projects.\u003c/p>\n\u003cp>\u003cstrong>2. A mid-design share out is very important\u003c/strong>\u003c/p>\n\u003cp>While it’s easy to focus on the final presentation, incorporating a chance for students to get feedback from peers on their designs is often the most important part of the experience. Sometimes kids commit to an idea early and have a hard time changing direction without a moment to hear and reflect on feedback. And often it’s this mid-design check-in that spurs the most authentic and creative problem-solving.\u003c/p>\n\u003cp>\u003cstrong>3. Choose the right book\u003c/strong>\u003c/p>\n\u003cp>Since the goal of the project is to integrate literary and scientific thinking, the books that work best have concrete problems. Science fiction or fantasy doesn’t work well because the solutions shouldn’t involve magic.\u003c/p>\n\u003cp>Daignault’s team used the Novel Engineering approach with an \u003ca href=\"http://www.goodreads.com/book/show/28933778-extreme-weather\" target=\"_blank\" rel=\"noopener noreferrer\">I Survived book on extreme weather\u003c/a> to introduce the topic. One group was trying to find a solution for an uncle in the story who was caught in the storm, cut off from help. The group decided to design a bunker that could be quickly assembled when a storm came on quickly. They decided a tarp rolled over a ditch would do the trick. But when they tested how it would hold up in a tornado by blowing a fan over the top, the students realized the tarp wouldn’t hold its position. That’ when they designed stakes to secure it.\u003c/p>\n\u003cp>“They went through three or four different designs to find something that worked well,” Daignault said. Along the way they took notes on what worked, what needed changing and how they planned to redesign the bunker. They also drew diagrams that they used to guide their work. Daignault was impressed with how students stuck with the project even when they hit difficulties, and while the learning about weather didn’t go very deep in this project, it gave students prior knowledge for later learning.\u003c/p>\n\u003cp>“It really was better than something we might have come up with that would have been more contrived,” Daignault said. He’s already scheming up ways he might use the practice to integrate social studies, but also recognizes that it’s a first step for his team as they try to develop their science teaching.\u003c/p>\n\u003cp>Ultimately he’d like science to be all about kids thinking for themselves, making sense of topics, and he doesn’t think Novel Engineering goes deep enough. But, he said many people on his team weren’t comfortable with design principles or science concepts before starting the project, and afterward they are more prepared to dig deeper. He thinks a workshop model like the one his school uses for reading and writing might work. It’s something he and his team are exploring now.\u003c/p>\n\u003cp>One of the hardest parts for students is often working together. But helping them find ways to be collaborative, to compromise on ideas, and to learn from one another is also a valuable skill set and one that Daignault recognizes. But he and his colleagues are having a harder time documenting what progress looks like on those “process skills.” Milto suggested that one way to emphasize these skills is through reflection at the end. Students could write about the experience of working in a group, what was hard, what worked and what they might do differently next time.\u003c/p>\n\u003cp>One group of fourth-grade girls she worked with spent so much time planning their design that when they went to build it they didn’t have much time or many materials to use. She came back the following year and that same group of girls were able to have a clear conversation about where their process went wrong before. On their second try they set strict time limits on each stage of the project so they’d keep moving along.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re finding that students are able to do a lot more than we give them credit for,” Milto said. She often coaches teachers to step back and let students take charge, only stepping in if they see students are so frustrated that they aren't moving forward. But rather than helping them solve the problem, she suggests questioning students to help get them unstuck. Once they have a new avenue of thought to pursue, they can keep working and continue to build their learning autonomy.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48289/a-literacy-based-strategy-to-help-teachers-integrate-science-skills","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21101","mindshift_20967","mindshift_20784","mindshift_1040","mindshift_444","mindshift_21127","mindshift_550","mindshift_551","mindshift_20947","mindshift_391"],"featImg":"mindshift_49037","label":"mindshift"},"mindshift_43802":{"type":"posts","id":"mindshift_43802","meta":{"index":"posts_1591205157","site":"mindshift","id":"43802","score":null,"sort":[1456128118000]},"guestAuthors":[],"slug":"can-teaching-spatial-skills-help-bridge-the-stem-gender-gap","title":"Can Teaching Spatial Skills Help Bridge the STEM Gender Gap?","publishDate":1456128118,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>For all the emphasis placed on science, technology, engineering and math instruction, not much attention is given to a skill set that’s closely related with success in STEM: spatial skills.\u003c/p>\n\u003cp>The ability to mentally manipulate objects is key to success in many fields, including physics and engineering. Spatial skills are an \u003ca href=\"http://udel.edu/~roberta/pdfs/FindingMissingPiece.pdf\">early indicator\u003c/a> of later achievement in mathematics, they “\u003ca href=\"http://groups.psych.northwestern.edu/uttal/vittae/documents/Spatial%20Abilities%20and%20STEM%20education%20.pdf\">strongly predict\u003c/a>” who will pursue STEM careers, and they are \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/01/Kell-et-al.-2013b1.pdf\">more predictive\u003c/a> of future creativity and innovation than math scores. In fact, a \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/02/Wai2009SpatialAbility.pdf\">review\u003c/a> of 50 years of research shows that spatial skills have a “robust influence” on STEM domains.\u003c/p>\n\u003cp>However, women generally score lower than men on tests of spatial reasoning -- particularly measures of spatial visualization and mental rotation. Some researchers point to \u003ca href=\"https://www.psychologytoday.com/blog/sexual-personalities/201601/where-s-the-nearest-starbucks-sex-differences-in-wayfinding\">evolution\u003c/a> as the culprit, while others have tied the discrepancies to \u003ca href=\"https://news.illinois.edu/blog/view/6367/204881\">hormone\u003c/a> \u003ca href=\"http://www.nytimes.com/1988/11/18/us/female-sex-hormone-is-tied-to-ability-to-perform-tasks.html\">levels\u003c/a> or \u003ca href=\"http://www.sciencedaily.com/releases/2008/12/081217124430.htm\">brain structure.\u003c/a> As one researcher put it, “Sex differences in spatial ability are \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/7724690\">well documented\u003c/a>, but poorly understood.”\u003c/p>\n\u003cp>Sheryl Sorby said she’s not interested in arguing about why the gap exists because \u003ca href=\"http://spatiallearning.org/index.php/showcase/155-showcase-june-2012-the-malleability-of-spatial-skills-a-meta-analysis-of-training-studies\">training and practice\u003c/a> can close it.\u003c/p>\n\u003cp>“A lot of people believe that spatial intelligence is a fixed quantity -- that you either have good spatial skills or you don’t -- but that’s simply not true,” said Sorby, an \u003ca href=\"https://www.ncwit.org/profile/sheryl-sorby\">engineering professor\u003c/a>. This misperception is particularly harmful to girls who may not be encouraged to engage in spatially rich activities that would set them up for later STEM success.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We may start with this small biological difference, but it grows because of our environment,” said Sorby. For example, starting at an early age, boys are more likely to engage in activities that boost spatial reasoning. Research shows that boys \u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">play with spatial toys\u003c/a> more than \u003ca href=\"http://www.npr.org/sections/monkeysee/2013/06/28/196605763/girls-legos-are-a-hit-but-why-do-girls-need-special-legos\">girls\u003c/a> do -- and spatial toys are often \u003ca href=\"http://www.theatlantic.com/business/archive/2014/12/toys-are-more-divided-by-gender-now-than-they-were-50-years-ago/383556/\">marketed\u003c/a> \u003ca href=\"http://time.com/3989850/target-gender-signs/\">explicitly\u003c/a> to boys. In addition, \u003ca href=\"http://jpepsy.oxfordjournals.org/content/23/1/33.full.pdf\">studies\u003c/a> find that parents are “less likely to restrain the exploratory behavior of boys,” such as allowing them to \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4229936/\">roam\u003c/a> further from home than girls their same age.\u003c/p>\n\u003cp>\u003cstrong>The Ripple Effects of Spatial Reasoning\u003c/strong>\u003c/p>\n\u003cp>Boosting girls’ spatial skills can have a positive effect on other domains. Sorby believes that the small but persistent gender gap in standardized math scores can be largely explained by differences in spatial reasoning: Girls tend to do worse than boys on test items that have a spatial component.\u003c/p>\n\u003cp>A \u003ca href=\"http://spatiallearning.org/index.php/showcase/195-showcase-may-2014-spatial-ability-mediates-the-gender-difference-in-middle-school-students-science-performance\">2014 review\u003c/a> of middle school physical science exam scores found that the gender difference boiled down to a few specific questions that required mental rotation. According to one report, “after students’ scores on the mental rotation assessment were taken into account, there was no longer a gender difference in physical science scores.”\u003c/p>\n\u003cp>Early in her career, Sorby wondered if spatial skills training could help colleges retain female students in engineering, a field with an acute gender disparity. \u003ca href=\"https://ngcproject.org/statistics\">As of 2011,\u003c/a> 19 percent of all undergraduate degrees in engineering were awarded to women, and 3 percent were awarded to women of color. \u003cspan class=\"s1\">Sorby said that at many colleges, the first engineering courses for beginning students cover design graphics, which is highly spatial. \u003c/span>\u003c/p>\n\u003cp>When Sorby taught at Michigan Technological University, she noticed that some female students -- who otherwise excelled in math and science -- would struggle with the class and choose to switch majors. “They assumed they didn’t have what it took to be an engineer,” said Sorby, “when the real issue was a weakness in spatial skills.”\u003c/p>\n\u003cfigure id=\"attachment_43803\" class=\"wp-caption alignnone\" style=\"max-width: 888px\">\u003cimg class=\"size-full wp-image-43803\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Spatial-test.png\" alt='From \"Educational Research in Developing 3-D Spatial Skills for Engineering Students\" by Sheryl A. Sorby.' width=\"888\" height=\"570\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test.png 888w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-400x257.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-800x514.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-768x493.png 768w\" sizes=\"(max-width: 888px) 100vw, 888px\">\u003cfigcaption class=\"wp-caption-text\">From \"Educational Research in Developing 3-D Spatial Skills for Engineering\u003cbr>Students\" by Sheryl A. Sorby.\u003c/figcaption>\u003c/figure>\n\u003cp>To help her incoming engineering students, Sorby developed a \"short introduction to spatial visualization\" class. The course is 15 hours of instructional time -- “a miniscule amount of time” in the scheme of things -- but the payoff has been worthwhile. Sorby taught students how to sketch figures from multiple perspectives, look at cross sections of objects and create 3-D objects through paper folding exercises. Students who took the class \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/09500690802595839#.VqElBFMrKLI\">not only\u003c/a> improved their spatial skills, but also their grades in all STEM classes improved, and they were more likely to graduate with an engineering degree.\u003c/p>\n\u003cp>In ninth grade at the \u003ca href=\"https://www.columbusschoolforgirls.org/\">Columbus School for Girls\u003c/a>, students can take a version of Sorby’s spatial visualization course as a spring elective. The course is nine lessons and is taught by Linda Swarlis, director of information services. Swarlis says she often hears from graduates about how this course helped them in their college STEM classes. One young woman described how she found herself the only female enrolled in an inorganic chemistry class at a competitive college.\u003c/p>\n\u003cp>“The professor introduced the concept of \u003ca href=\"https://en.wikipedia.org/wiki/Chirality_(chemistry)\">chirality\u003c/a>, and she recognized the concept as the right hand rule in engineering, something that she learned in her spatial visualization course,” said Swarlis.\u003c/p>\n\u003cp>Given that spatial skills can be learned, what can parents and teachers do? Sorby offers these suggestions:\u003c/p>\n\u003cp>\u003cstrong>Encourage Block Play:\u003c/strong> Playing with blocks and puzzles \u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">correlates\u003c/a> with spatial development. Lego kits are particularly good for strengthening spatial visualization because kids have to examine a 2-D diagram and turn it into a 3-D model, said Sorby. She also recommends trying out some of the new engineering toys that have hit the market, such as \u003ca href=\"http://www.goldieblox.com/\">Goldiblox\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Involve Girls in Practical Spatial Tasks:\u003c/strong> When planning a road trip, hand a map to your daughters and ask them to plan the route, said Sorby. When putting together a piece of IKEA furniture, involve girls in reading the instructions and screwing it together. These types of activities build skills and confidence.\u003c/p>\n\u003cp>\u003cstrong>Hold, Build and Sketch 3-D Objects:\u003c/strong> Sketching 3-D objects improves students’ mental visualization and rotation skills. Have children build an object out of blocks and then sketch it. Then have them rotate the object and sketch it again. Recent research also suggests that “holding an object in your hand seems to help you visualize it,” says Sorby. For example, showing students a 2-D model of a molecule does not help them nearly as much as handing them a model that they can hold, turn and examine from different angles.\u003c/p>\n\u003cp>\u003cstrong>Play 3-D Video Games:\u003c/strong> \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">One study\u003c/a> found that a mere 10 hours of “playing an action video game can virtually eliminate this gender difference in spatial attention and simultaneously decrease the gender disparity in mental rotation ability.” The authors speculate that more exposure to 3-D video games “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Remember the power of expectation:\u003c/strong> “If we have a child with poor math skills, we don’t say, ‘That’s too bad -- you’ll have poor math skills for the rest of your life.’ But with spatial skills we tend to do that,” said Sorby. “Instead we need to tell kids, ‘You can develop these skills just like you develop any skill.’ ”\u003c/p>\n\n","blocks":[],"excerpt":"Many girls are encouraged to pursue STEM studies, but they can sometimes lack the spatial skills needed to excel. One professor created a training program to help all people improve their spatial skills. ","status":"publish","parent":0,"modified":1578334572,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1185},"headData":{"title":"Can Teaching Spatial Skills Help Bridge the STEM Gender Gap? | KQED","description":"Many girls are encouraged to pursue STEM studies, but they can sometimes lack the spatial skills needed to excel. One professor created a training program to help all people improve their spatial skills. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Teaching Spatial Skills Help Bridge the STEM Gender Gap?","datePublished":"2016-02-22T08:01:58.000Z","dateModified":"2020-01-06T18:16:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43802 http://ww2.kqed.org/mindshift/?p=43802","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/22/can-teaching-spatial-skills-help-bridge-the-stem-gender-gap/","disqusTitle":"Can Teaching Spatial Skills Help Bridge the STEM Gender Gap?","path":"/mindshift/43802/can-teaching-spatial-skills-help-bridge-the-stem-gender-gap","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For all the emphasis placed on science, technology, engineering and math instruction, not much attention is given to a skill set that’s closely related with success in STEM: spatial skills.\u003c/p>\n\u003cp>The ability to mentally manipulate objects is key to success in many fields, including physics and engineering. Spatial skills are an \u003ca href=\"http://udel.edu/~roberta/pdfs/FindingMissingPiece.pdf\">early indicator\u003c/a> of later achievement in mathematics, they “\u003ca href=\"http://groups.psych.northwestern.edu/uttal/vittae/documents/Spatial%20Abilities%20and%20STEM%20education%20.pdf\">strongly predict\u003c/a>” who will pursue STEM careers, and they are \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/01/Kell-et-al.-2013b1.pdf\">more predictive\u003c/a> of future creativity and innovation than math scores. In fact, a \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/02/Wai2009SpatialAbility.pdf\">review\u003c/a> of 50 years of research shows that spatial skills have a “robust influence” on STEM domains.\u003c/p>\n\u003cp>However, women generally score lower than men on tests of spatial reasoning -- particularly measures of spatial visualization and mental rotation. Some researchers point to \u003ca href=\"https://www.psychologytoday.com/blog/sexual-personalities/201601/where-s-the-nearest-starbucks-sex-differences-in-wayfinding\">evolution\u003c/a> as the culprit, while others have tied the discrepancies to \u003ca href=\"https://news.illinois.edu/blog/view/6367/204881\">hormone\u003c/a> \u003ca href=\"http://www.nytimes.com/1988/11/18/us/female-sex-hormone-is-tied-to-ability-to-perform-tasks.html\">levels\u003c/a> or \u003ca href=\"http://www.sciencedaily.com/releases/2008/12/081217124430.htm\">brain structure.\u003c/a> As one researcher put it, “Sex differences in spatial ability are \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/7724690\">well documented\u003c/a>, but poorly understood.”\u003c/p>\n\u003cp>Sheryl Sorby said she’s not interested in arguing about why the gap exists because \u003ca href=\"http://spatiallearning.org/index.php/showcase/155-showcase-june-2012-the-malleability-of-spatial-skills-a-meta-analysis-of-training-studies\">training and practice\u003c/a> can close it.\u003c/p>\n\u003cp>“A lot of people believe that spatial intelligence is a fixed quantity -- that you either have good spatial skills or you don’t -- but that’s simply not true,” said Sorby, an \u003ca href=\"https://www.ncwit.org/profile/sheryl-sorby\">engineering professor\u003c/a>. This misperception is particularly harmful to girls who may not be encouraged to engage in spatially rich activities that would set them up for later STEM success.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We may start with this small biological difference, but it grows because of our environment,” said Sorby. For example, starting at an early age, boys are more likely to engage in activities that boost spatial reasoning. Research shows that boys \u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">play with spatial toys\u003c/a> more than \u003ca href=\"http://www.npr.org/sections/monkeysee/2013/06/28/196605763/girls-legos-are-a-hit-but-why-do-girls-need-special-legos\">girls\u003c/a> do -- and spatial toys are often \u003ca href=\"http://www.theatlantic.com/business/archive/2014/12/toys-are-more-divided-by-gender-now-than-they-were-50-years-ago/383556/\">marketed\u003c/a> \u003ca href=\"http://time.com/3989850/target-gender-signs/\">explicitly\u003c/a> to boys. In addition, \u003ca href=\"http://jpepsy.oxfordjournals.org/content/23/1/33.full.pdf\">studies\u003c/a> find that parents are “less likely to restrain the exploratory behavior of boys,” such as allowing them to \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4229936/\">roam\u003c/a> further from home than girls their same age.\u003c/p>\n\u003cp>\u003cstrong>The Ripple Effects of Spatial Reasoning\u003c/strong>\u003c/p>\n\u003cp>Boosting girls’ spatial skills can have a positive effect on other domains. Sorby believes that the small but persistent gender gap in standardized math scores can be largely explained by differences in spatial reasoning: Girls tend to do worse than boys on test items that have a spatial component.\u003c/p>\n\u003cp>A \u003ca href=\"http://spatiallearning.org/index.php/showcase/195-showcase-may-2014-spatial-ability-mediates-the-gender-difference-in-middle-school-students-science-performance\">2014 review\u003c/a> of middle school physical science exam scores found that the gender difference boiled down to a few specific questions that required mental rotation. According to one report, “after students’ scores on the mental rotation assessment were taken into account, there was no longer a gender difference in physical science scores.”\u003c/p>\n\u003cp>Early in her career, Sorby wondered if spatial skills training could help colleges retain female students in engineering, a field with an acute gender disparity. \u003ca href=\"https://ngcproject.org/statistics\">As of 2011,\u003c/a> 19 percent of all undergraduate degrees in engineering were awarded to women, and 3 percent were awarded to women of color. \u003cspan class=\"s1\">Sorby said that at many colleges, the first engineering courses for beginning students cover design graphics, which is highly spatial. \u003c/span>\u003c/p>\n\u003cp>When Sorby taught at Michigan Technological University, she noticed that some female students -- who otherwise excelled in math and science -- would struggle with the class and choose to switch majors. “They assumed they didn’t have what it took to be an engineer,” said Sorby, “when the real issue was a weakness in spatial skills.”\u003c/p>\n\u003cfigure id=\"attachment_43803\" class=\"wp-caption alignnone\" style=\"max-width: 888px\">\u003cimg class=\"size-full wp-image-43803\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Spatial-test.png\" alt='From \"Educational Research in Developing 3-D Spatial Skills for Engineering Students\" by Sheryl A. Sorby.' width=\"888\" height=\"570\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test.png 888w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-400x257.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-800x514.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-768x493.png 768w\" sizes=\"(max-width: 888px) 100vw, 888px\">\u003cfigcaption class=\"wp-caption-text\">From \"Educational Research in Developing 3-D Spatial Skills for Engineering\u003cbr>Students\" by Sheryl A. Sorby.\u003c/figcaption>\u003c/figure>\n\u003cp>To help her incoming engineering students, Sorby developed a \"short introduction to spatial visualization\" class. The course is 15 hours of instructional time -- “a miniscule amount of time” in the scheme of things -- but the payoff has been worthwhile. Sorby taught students how to sketch figures from multiple perspectives, look at cross sections of objects and create 3-D objects through paper folding exercises. Students who took the class \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/09500690802595839#.VqElBFMrKLI\">not only\u003c/a> improved their spatial skills, but also their grades in all STEM classes improved, and they were more likely to graduate with an engineering degree.\u003c/p>\n\u003cp>In ninth grade at the \u003ca href=\"https://www.columbusschoolforgirls.org/\">Columbus School for Girls\u003c/a>, students can take a version of Sorby’s spatial visualization course as a spring elective. The course is nine lessons and is taught by Linda Swarlis, director of information services. Swarlis says she often hears from graduates about how this course helped them in their college STEM classes. One young woman described how she found herself the only female enrolled in an inorganic chemistry class at a competitive college.\u003c/p>\n\u003cp>“The professor introduced the concept of \u003ca href=\"https://en.wikipedia.org/wiki/Chirality_(chemistry)\">chirality\u003c/a>, and she recognized the concept as the right hand rule in engineering, something that she learned in her spatial visualization course,” said Swarlis.\u003c/p>\n\u003cp>Given that spatial skills can be learned, what can parents and teachers do? Sorby offers these suggestions:\u003c/p>\n\u003cp>\u003cstrong>Encourage Block Play:\u003c/strong> Playing with blocks and puzzles \u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">correlates\u003c/a> with spatial development. Lego kits are particularly good for strengthening spatial visualization because kids have to examine a 2-D diagram and turn it into a 3-D model, said Sorby. She also recommends trying out some of the new engineering toys that have hit the market, such as \u003ca href=\"http://www.goldieblox.com/\">Goldiblox\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Involve Girls in Practical Spatial Tasks:\u003c/strong> When planning a road trip, hand a map to your daughters and ask them to plan the route, said Sorby. When putting together a piece of IKEA furniture, involve girls in reading the instructions and screwing it together. These types of activities build skills and confidence.\u003c/p>\n\u003cp>\u003cstrong>Hold, Build and Sketch 3-D Objects:\u003c/strong> Sketching 3-D objects improves students’ mental visualization and rotation skills. Have children build an object out of blocks and then sketch it. Then have them rotate the object and sketch it again. Recent research also suggests that “holding an object in your hand seems to help you visualize it,” says Sorby. For example, showing students a 2-D model of a molecule does not help them nearly as much as handing them a model that they can hold, turn and examine from different angles.\u003c/p>\n\u003cp>\u003cstrong>Play 3-D Video Games:\u003c/strong> \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">One study\u003c/a> found that a mere 10 hours of “playing an action video game can virtually eliminate this gender difference in spatial attention and simultaneously decrease the gender disparity in mental rotation ability.” The authors speculate that more exposure to 3-D video games “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Remember the power of expectation:\u003c/strong> “If we have a child with poor math skills, we don’t say, ‘That’s too bad -- you’ll have poor math skills for the rest of your life.’ But with spatial skills we tend to do that,” said Sorby. “Instead we need to tell kids, ‘You can develop these skills just like you develop any skill.’ ”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43802/can-teaching-spatial-skills-help-bridge-the-stem-gender-gap","authors":["11087"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20967","mindshift_20784","mindshift_1040","mindshift_20825","mindshift_20877","mindshift_20530","mindshift_47"],"featImg":"mindshift_43822","label":"mindshift"},"mindshift_43685":{"type":"posts","id":"mindshift_43685","meta":{"index":"posts_1591205157","site":"mindshift","id":"43685","score":null,"sort":[1455523984000]},"guestAuthors":[],"slug":"how-engineering-class-in-9th-grade-can-excite-diverse-learners","title":"How Engineering Class in 9th Grade Can Excite Diverse Learners","publishDate":1455523984,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Engineering has been getting a lot of attention because of its real-world applications and clear job prospects, but learning to think like an engineer could be useful no matter what students decide to pursue for work. At \u003ca href=\"https://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a>, a public magnet school in Philadelphia, all ninth-graders take a one-semester introduction-to-engineering course to help them learn how to tackle big projects. That’s a skill they will need in every high school class going forward at this project-based, inquiry-centered school.\u003c/p>\n\u003cp>SLA teachers see engineering as the perfect vehicle to get students practicing the transferable skills of breaking work down into manageable pieces, working together and learning from failed attempts. By introducing students to the built world and giving some simple ways to think about problems, they’ve also empowered students to design and build improvements for the physical school environment. And that freedom to make an impact has in turn attracted a more diverse set of students to the school’s elective advanced engineering classes.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I don't like engineering because of engineering. I like engineering because of what it does for the rest of my life.'\u003ccite>Javier, Science Leadership Academy senior\u003c/cite>\u003c/aside>\n\u003cp>The engineering programs at SLA’s two campuses are run by two teachers who used to work in the industry and remember exactly which skills they were lacking coming out of college and starting their first engineering jobs. “I felt like I didn’t know how to make enough stuff,” said Chris Pilla, the engineering teacher at \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">SLA Beeber\u003c/a> (a second campus that opened two years ago).\u003c/p>\n\u003cp>Pilla worked as a mechanical engineer at Lockheed Martin before switching to teaching. “I didn’t have enough experience working on and planning out a really big project,” he told educators gathered at the school’s annual \u003ca href=\"http://2016.educon.org/\" target=\"_blank\">EduCon conference\u003c/a>. That’s what he tries to give his students in high school.\u003c/p>\n\u003cp>SLA Beeber is co-located with a middle school in a big old building that doesn’t have any of the open collaborative spaces teachers and students would like to have. But rather than seeing that as an insurmountable barrier, Pilla has incorporated the challenge of changing the physical spaces around the school into the engineering program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They started by building a makerspace to house all their tools and provide workshop space for various ambitious projects going on around the building. “There was a huge advantage of doing that over paying an architect to design and build everything,” Pilla said. Every Wednesday afternoon from 1 to 5 p.m., Pilla and a handful of committed students worked on building the makerspace into exactly what they wanted. It took six to eight months and over 1,000 hours of manpower. But because students were so involved in its design and construction, they care a lot about keeping it neat and functioning, and want to help other students learn about it.\u003c/p>\n\u003cfigure id=\"attachment_43699\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43699\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber3-1440x810.jpg\" alt=\"The SLA Beeber makerspace is in a converted classroom.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The SLA Beeber makerspace is in a converted classroom. \u003ccite>(Courtesy Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s slow, but it’s tremendous for them because they know they’re building something that will be used by the school,” Pilla said.\u003c/p>\n\u003cp>The team intentionally built big glass doors into the makerspace so students walking by get curious about what’s going on inside and drop in to find out. The students who were most involved in constructing the makerspace are now so competent with the tools and protocols of the space that they are teaching assistants for Pilla. When students newer to making come in excited to take on a project, the old hands help them get up to speed on the skills. And a lot of those projects are about improving the school itself.\u003c/p>\n\u003cp>“We want to make sure that they can take control of the physical environment where they go to school,” Pilla said. That’s a radical idea, but it has been a tremendous way to engage students who might not otherwise be interested in engineering.\u003c/p>\n\u003cp>“It’s bringing in new people who might not have been into building the makerspace itself, but now they found a need in the building and are starting to get more involved,” Pilla said. Two girls who showed no interest in making or engineering before came to him with an idea to build a reading loft. They had identified a lack of quiet reading space as a school need and are now building it. They’re also taking engineering as an elective.\u003c/p>\n\u003cp>When kids are excited about what they can design and build, it makes it easier to excite them about more traditional engineering topics, too, Pilla said. Early on in his teaching, he tried to teach students about circuits. They gave up quickly and lost interest because it wasn't connected to anything. But after they'd had a chance to prototype their own projects, build them, fail and try again, they had much more appetite for harder engineering challenges put forward by their teacher.\u003c/p>\n\u003cp>The SLA Beeber students and teachers have a lot of space to repurpose, which is both a lot of work and a luxury. At the Center City SLA campus space is tighter, but engineering teacher John Kamal still encourages his students to solve problems of design they see around the building.\u003c/p>\n\u003cp>“We’re just taking over any little places we can find,” Kamal said. Students noticed a hallway outside one classroom wasn’t being used for much, so they put up double doors and turned it into a storage room for some making equipment. Kamal and his students also converted a chemistry lab into a machine shop, putting the big equipment in the center of the room where the tables used to be and having students sit at the countertops in the back for times when direct instruction is necessary.\u003c/p>\n\u003cp>Using an engineering lens as a way of thinking about problem-solving and then letting students actually design and build solutions to those problems has made engineering a much more approachable subject to many students. Kamal said his goal has always been to draw more minority and female students into the discipline. Two years ago 70 percent of the engineering students were boys, partly because the courses were all electives. Now 41 percent of students in the program are women, up from 30 percent.\u003c/p>\n\u003cfigure id=\"attachment_43700\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43700\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber2-1440x810.jpg\" alt=\"SLA Beeber students working on projects in the makerspace.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SLA Beeber students working on projects in the makerspace. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I come from a family where everyone builds and what-not, but I was never really involved in it,” said Tiarra Bell, a senior at SLA Center City. Design drew her into engineering. She experimented with architecture and industrial design, but has really become passionate about furniture design. She now makes and sells her own furniture.\u003c/p>\n\u003cp>“It’s really cool because I’m a female and I’m teaching all the guys to do stuff,” Bell said.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON CORE SKILLS\u003c/strong>\u003c/p>\n\u003cp>Kamal and Pilla meet with an advisory group of engineering industry professionals periodically to make sure their program is truly equipping students with the skills they’ll need to go into these fields later. When they ask industry experts the core skills required for good employees, no one mentions the ability to do differential equations. Instead, the qualities experts list look a lot more like what every teacher in every subject wants to see from students.\u003c/p>\n\u003cp>The experts say students need to be able to write, to find problems, to communicate, to Google, to understand constraints. They need to be creative, take thoughtful risks and have a “fearlessness to leap.” One project the SLA teachers have devised to help students work on all these skills is a massive Rube Goldberg machine with 70 moving parts designed by 30 people working together. There are lots of opportunities to fail on this project, but Pilla said he’s going to let the project continue until students have some success.\u003c/p>\n\u003cp>“I realized I wasn’t giving kids enough time to succeed after they failed,” Pilla said. He likes this project because it requires a lot of communication and careful design, as well as the ability to break a big project down into its many pieces and work on them step-by-step.\u003c/p>\n\u003cfigure id=\"attachment_43701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber4-1440x810.jpg\" alt=\"The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As students move into higher-level engineering electives at SLA (robotics, senior engineering, astronomy and space sciences, MakerSpace, electronics and programming), they get more and more control over the problems they’ll tackle, which is a challenge in and of itself. “We are so used to coming in and having our engineering teacher giving us a problem and a set of restraints,” said Javier, a senior at SLA Center City. In the advanced engineering class, the seniors run the whole class themselves, with Kamal playing more of a coaching role.\u003c/p>\n\u003cp>“We realized this is our class, it’s not his class, and he didn’t chime in until the very end to reflect,” Javier said. He’s found it to be good practice to sit down with peers and push one another to do the best work possible. Currently they’re working on designing a solar cooker that can be built out of materials in Madagascar, since it’s too expensive to ship parts.\u003c/p>\n\u003cp>“I don’t like engineering because of engineering,” Javier said. “I like engineering because of what it does for the rest of my life.” This multitalented young man is a self-described painter, writer and endurance runner. He says when he finishes a tough calculus problem that unlocks some part of an engineering challenge, it gives him confidence that he can finish a long run.\u003c/p>\n\u003cp>“To me it’s not about becoming an engineer in college or after. It’s about the critical thinking and the challenges and the creativity that comes with it,” Javier said. There was a collective sigh of longing and admiration from the educators in the room when he said that. What teacher doesn’t want his or her students to feel that way?\u003c/p>\n\u003cp>“We as educators are trying to develop whole people and that love of learning and that connectedness across the whole of life,” Kamal said. At both SLA campuses, engineering has been woven into the fabric of the school and has become a way for this community of people to come together and devise solutions that affect everyone.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And they’re taking it beyond the school walls. Pilla says his students’ next challenge is to transform a swath of concrete outside their school into a playground and community garden for neighbors to enjoy.\u003c/p>\n\n","blocks":[],"excerpt":"Giving kids the freedom to design, build and iterate in a high school makerspace has helped excite students about engineering and bring a more diverse set of students into STEM subjects.","status":"publish","parent":0,"modified":1455523984,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1866},"headData":{"title":"How Engineering Class in 9th Grade Can Excite Diverse Learners | KQED","description":"Giving kids the freedom to design, build and iterate in a high school makerspace has helped excite students about engineering and bring a more diverse set of students into STEM subjects.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Engineering Class in 9th Grade Can Excite Diverse Learners","datePublished":"2016-02-15T08:13:04.000Z","dateModified":"2016-02-15T08:13:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43685 http://ww2.kqed.org/mindshift/?p=43685","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/15/how-engineering-class-in-9th-grade-can-excite-diverse-learners/","disqusTitle":"How Engineering Class in 9th Grade Can Excite Diverse Learners","path":"/mindshift/43685/how-engineering-class-in-9th-grade-can-excite-diverse-learners","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Engineering has been getting a lot of attention because of its real-world applications and clear job prospects, but learning to think like an engineer could be useful no matter what students decide to pursue for work. At \u003ca href=\"https://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a>, a public magnet school in Philadelphia, all ninth-graders take a one-semester introduction-to-engineering course to help them learn how to tackle big projects. That’s a skill they will need in every high school class going forward at this project-based, inquiry-centered school.\u003c/p>\n\u003cp>SLA teachers see engineering as the perfect vehicle to get students practicing the transferable skills of breaking work down into manageable pieces, working together and learning from failed attempts. By introducing students to the built world and giving some simple ways to think about problems, they’ve also empowered students to design and build improvements for the physical school environment. And that freedom to make an impact has in turn attracted a more diverse set of students to the school’s elective advanced engineering classes.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I don't like engineering because of engineering. I like engineering because of what it does for the rest of my life.'\u003ccite>Javier, Science Leadership Academy senior\u003c/cite>\u003c/aside>\n\u003cp>The engineering programs at SLA’s two campuses are run by two teachers who used to work in the industry and remember exactly which skills they were lacking coming out of college and starting their first engineering jobs. “I felt like I didn’t know how to make enough stuff,” said Chris Pilla, the engineering teacher at \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">SLA Beeber\u003c/a> (a second campus that opened two years ago).\u003c/p>\n\u003cp>Pilla worked as a mechanical engineer at Lockheed Martin before switching to teaching. “I didn’t have enough experience working on and planning out a really big project,” he told educators gathered at the school’s annual \u003ca href=\"http://2016.educon.org/\" target=\"_blank\">EduCon conference\u003c/a>. That’s what he tries to give his students in high school.\u003c/p>\n\u003cp>SLA Beeber is co-located with a middle school in a big old building that doesn’t have any of the open collaborative spaces teachers and students would like to have. But rather than seeing that as an insurmountable barrier, Pilla has incorporated the challenge of changing the physical spaces around the school into the engineering program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They started by building a makerspace to house all their tools and provide workshop space for various ambitious projects going on around the building. “There was a huge advantage of doing that over paying an architect to design and build everything,” Pilla said. Every Wednesday afternoon from 1 to 5 p.m., Pilla and a handful of committed students worked on building the makerspace into exactly what they wanted. It took six to eight months and over 1,000 hours of manpower. But because students were so involved in its design and construction, they care a lot about keeping it neat and functioning, and want to help other students learn about it.\u003c/p>\n\u003cfigure id=\"attachment_43699\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43699\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber3-1440x810.jpg\" alt=\"The SLA Beeber makerspace is in a converted classroom.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The SLA Beeber makerspace is in a converted classroom. \u003ccite>(Courtesy Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s slow, but it’s tremendous for them because they know they’re building something that will be used by the school,” Pilla said.\u003c/p>\n\u003cp>The team intentionally built big glass doors into the makerspace so students walking by get curious about what’s going on inside and drop in to find out. The students who were most involved in constructing the makerspace are now so competent with the tools and protocols of the space that they are teaching assistants for Pilla. When students newer to making come in excited to take on a project, the old hands help them get up to speed on the skills. And a lot of those projects are about improving the school itself.\u003c/p>\n\u003cp>“We want to make sure that they can take control of the physical environment where they go to school,” Pilla said. That’s a radical idea, but it has been a tremendous way to engage students who might not otherwise be interested in engineering.\u003c/p>\n\u003cp>“It’s bringing in new people who might not have been into building the makerspace itself, but now they found a need in the building and are starting to get more involved,” Pilla said. Two girls who showed no interest in making or engineering before came to him with an idea to build a reading loft. They had identified a lack of quiet reading space as a school need and are now building it. They’re also taking engineering as an elective.\u003c/p>\n\u003cp>When kids are excited about what they can design and build, it makes it easier to excite them about more traditional engineering topics, too, Pilla said. Early on in his teaching, he tried to teach students about circuits. They gave up quickly and lost interest because it wasn't connected to anything. But after they'd had a chance to prototype their own projects, build them, fail and try again, they had much more appetite for harder engineering challenges put forward by their teacher.\u003c/p>\n\u003cp>The SLA Beeber students and teachers have a lot of space to repurpose, which is both a lot of work and a luxury. At the Center City SLA campus space is tighter, but engineering teacher John Kamal still encourages his students to solve problems of design they see around the building.\u003c/p>\n\u003cp>“We’re just taking over any little places we can find,” Kamal said. Students noticed a hallway outside one classroom wasn’t being used for much, so they put up double doors and turned it into a storage room for some making equipment. Kamal and his students also converted a chemistry lab into a machine shop, putting the big equipment in the center of the room where the tables used to be and having students sit at the countertops in the back for times when direct instruction is necessary.\u003c/p>\n\u003cp>Using an engineering lens as a way of thinking about problem-solving and then letting students actually design and build solutions to those problems has made engineering a much more approachable subject to many students. Kamal said his goal has always been to draw more minority and female students into the discipline. Two years ago 70 percent of the engineering students were boys, partly because the courses were all electives. Now 41 percent of students in the program are women, up from 30 percent.\u003c/p>\n\u003cfigure id=\"attachment_43700\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43700\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber2-1440x810.jpg\" alt=\"SLA Beeber students working on projects in the makerspace.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SLA Beeber students working on projects in the makerspace. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I come from a family where everyone builds and what-not, but I was never really involved in it,” said Tiarra Bell, a senior at SLA Center City. Design drew her into engineering. She experimented with architecture and industrial design, but has really become passionate about furniture design. She now makes and sells her own furniture.\u003c/p>\n\u003cp>“It’s really cool because I’m a female and I’m teaching all the guys to do stuff,” Bell said.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON CORE SKILLS\u003c/strong>\u003c/p>\n\u003cp>Kamal and Pilla meet with an advisory group of engineering industry professionals periodically to make sure their program is truly equipping students with the skills they’ll need to go into these fields later. When they ask industry experts the core skills required for good employees, no one mentions the ability to do differential equations. Instead, the qualities experts list look a lot more like what every teacher in every subject wants to see from students.\u003c/p>\n\u003cp>The experts say students need to be able to write, to find problems, to communicate, to Google, to understand constraints. They need to be creative, take thoughtful risks and have a “fearlessness to leap.” One project the SLA teachers have devised to help students work on all these skills is a massive Rube Goldberg machine with 70 moving parts designed by 30 people working together. There are lots of opportunities to fail on this project, but Pilla said he’s going to let the project continue until students have some success.\u003c/p>\n\u003cp>“I realized I wasn’t giving kids enough time to succeed after they failed,” Pilla said. He likes this project because it requires a lot of communication and careful design, as well as the ability to break a big project down into its many pieces and work on them step-by-step.\u003c/p>\n\u003cfigure id=\"attachment_43701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber4-1440x810.jpg\" alt=\"The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As students move into higher-level engineering electives at SLA (robotics, senior engineering, astronomy and space sciences, MakerSpace, electronics and programming), they get more and more control over the problems they’ll tackle, which is a challenge in and of itself. “We are so used to coming in and having our engineering teacher giving us a problem and a set of restraints,” said Javier, a senior at SLA Center City. In the advanced engineering class, the seniors run the whole class themselves, with Kamal playing more of a coaching role.\u003c/p>\n\u003cp>“We realized this is our class, it’s not his class, and he didn’t chime in until the very end to reflect,” Javier said. He’s found it to be good practice to sit down with peers and push one another to do the best work possible. Currently they’re working on designing a solar cooker that can be built out of materials in Madagascar, since it’s too expensive to ship parts.\u003c/p>\n\u003cp>“I don’t like engineering because of engineering,” Javier said. “I like engineering because of what it does for the rest of my life.” This multitalented young man is a self-described painter, writer and endurance runner. He says when he finishes a tough calculus problem that unlocks some part of an engineering challenge, it gives him confidence that he can finish a long run.\u003c/p>\n\u003cp>“To me it’s not about becoming an engineer in college or after. It’s about the critical thinking and the challenges and the creativity that comes with it,” Javier said. There was a collective sigh of longing and admiration from the educators in the room when he said that. What teacher doesn’t want his or her students to feel that way?\u003c/p>\n\u003cp>“We as educators are trying to develop whole people and that love of learning and that connectedness across the whole of life,” Kamal said. At both SLA campuses, engineering has been woven into the fabric of the school and has become a way for this community of people to come together and devise solutions that affect everyone.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And they’re taking it beyond the school walls. Pilla says his students’ next challenge is to transform a swath of concrete outside their school into a playground and community garden for neighbors to enjoy.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43685/how-engineering-class-in-9th-grade-can-excite-diverse-learners","authors":["234"],"categories":["mindshift_20524","mindshift_20874"],"tags":["mindshift_997","mindshift_20967","mindshift_20784","mindshift_1040","mindshift_797","mindshift_20945","mindshift_885","mindshift_20877","mindshift_956","mindshift_47"],"featImg":"mindshift_43697","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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