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Society's Grand Challenges in Engineering as a context for middle school STEM instruction: Briefing on proposed project

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Title: Society's Grand Challenges in Engineering as a context for middle school STEM instruction: Briefing on proposed project


1
Society's Grand Challenges in Engineering as a
context for middle school STEM instructionBrief
ing on proposed project
  • January 19 and 21, 2010
  • Investigators
  • Amy Wendt, Susan Hagness and Steven Cramer
    (Engineering)
  • Kimberly Howard and Allen Phelps (Education)

2
NSF ITEST Program
  • The National Science Foundation is seeking
    solutions to help ensure the depth and breadth
    of the STEM workforce.
  • ITEST Innovative Technology Experiences for
    Students and Teachers
  • STEM science, technology, engineering and math
  • Program solicitation link
  • NSF proposal deadline early February
  • Letters of support from participating schools
    needed by Feb. 1
  • Project duration 3 years
  • our proposed dates 9/1/2010-8/31/2013

3
UW ITEST proposal
  • Project goal
  • create interest in engineering among a larger and
    more diverse population of middle school students
  • Strategy
  • Introduce grand challenges in engineering (GCE)
    in math and science instruction
  • Create a school-based GCE community of teachers
    counselors to
  • Develop, implement and evaluate GCE instructional
    resources
  • Increase awareness of grand-challenge related
    careers that utilize math and science skills
  • Collect and use data to
  • evaluate
  • classroom implementation of instructional
    materials
  • changes in student perceptions about engineering
    and its relation to personal goals
  • improve/expand instructional resources

4
Motivation Diversity in Engineering
  • Source American Society of Engineering
    Educators, 2008
  • Down from 19.5 in 2005 and 21.2 in 1999
  • Compared to 50 in biological sciences

5
Diversity in Engineering
6
Diversity in Engineering
  • Womens Experiences in College Engineering
    Project
  • Survey of 25,000 undergraduate women in
    engineering programs at 53 institutions,1999-2001
  • A top reason why women enter engineering
  • attraction to the altruistic kind of work
    engineers do
  • Critical factor in retention
  • exposing women early on to how engineering has
    led to improvements in society and the quality of
    peoples lives

Final Report of the Womens Experiences in
College Engineering (WECE) Project, Goodman
Research Group, Inc., Cambridge, MA, April 2002.
7
Grand Challenges in Engineering
http//www.engineeringchallenges.org/
  • Health
  • Advance health informatics
  • Engineer better medicine
  • Reverse-engineer the brain
  • Joy of Living
  • Enhance virtual reality
  • Advance personalized learning
  • Engineer the tools of scientific discovery
  • Sustainability
  • Make solar power economical
  • Provide energy from fusion
  • Develop carbon sequestration methods
  • Manage the nitrogen cycle
  • Provide access to clean water
  • Restore and improve urban infrastructure
  • Vulnerability
  • Prevent nuclear terror
  • Secure cyberspace

8
Background New GCE course at UW
  • InterEgr 102 Cross-disciplinary approach to
    first-year engineering education
  • Builds on NAE themes
  • Highlights opportunities to positively shape the
    worlds future
  • Case studies format
  • Modules prepared by both instructors and students
  • Based on existing literature news articles,
    government reports and research journals
  • Wide range of presentation topics
  • Students
  • Write written reports
  • Prepare/deliver
  • Oral presentations
  • Poster presentations

9
GCE at UW course for 1st year students
Theme 1 Engineering challenges on a personal
scale Diagnosis/treatment of disease, assistive
technologies, rehab engineering, biometrics,
Theme 2 Engineering the Wisconsin Idea Energy,
regional eco-systems, transportation, security,
Theme 3 Engineering for developing
communities Water, housing, health care,
lighting, energy, information,
Theme 4 Engineering the megacity Pollution,
transportation, energy, natural disasters,
security,
Theme 5 Global engineering challenges Energy,
terrorism, biodiversity, pandemics, climate
change,
Theme 6 Engineering beyond planet Earth Space
travel, inhabiting space, near-earth objects,
extraterrestrial communication,
10
GCE at UW example course content
  • Topic early detection/warning to prevent
    earthquake damage
  • Seismometers commonly used to locate the
    epicenter after the quake has occurred
  • How?
  • Exploit differences between P and S waves1
  • Nondestructive P (primary) wave speed 6-7 km/s
  • Destructive S (secondary) wave speed 3-4 km/s
  • Interactive illustrations on National Geographic
    web site
  • http//www.nationalgeographic.com/forcesofnature/i
    nteractive/index.html?sectione
  • Locate an earthquake Lab 6
  • Lets try it ourselves!

11
Snapshot from GCE case study
  • Determining location of earthquake epicenter
  • Seismometers commonly used to locate the
    epicenter after the quake has occurred
  • Example 3 stations record seismic activity
  • Where is the epicenter?

tp10 s ts30 s
B
C
tp20 s ts50 s
60 km
A
tp0 ts10 s
P wave speed 6 km/s S wave speed 3 km/s
12
Snapshot from GCE case study
  • Determining location of earthquake epicenter
  • Seismometers commonly used to locate the
    epicenter after the quake has occurred
  • Example 3 stations record seismic activity
  • Where is the epicenter?

B
C
60 km
A
How far away?
P wave speed 6 km/s S wave speed 3 km/s
13
Snapshot from GCE case study
  • Determining location of earthquake epicenter
  • Seismometers commonly used to locate the
    epicenter after the quake has occurred
  • Example 3 stations record seismic activity
  • Where is the epicenter?

B
C
60 km
A
60 km
P wave speed 6 km/s S wave speed 3 km/s
14
Snapshot from GCE case study
  • Determining location of earthquake epicenter
  • Seismometers commonly used to locate the
    epicenter after the quake has occurred
  • Example 3 stations record seismic activity
  • Where is the epicenter?

How far away?
B
C
60 km
A
P wave speed 6 km/s S wave speed 3 km/s
15
Snapshot from GCE case study
  • Determining location of earthquake epicenter
  • Seismometers commonly used to locate the
    epicenter after the quake has occurred
  • Example 3 stations record seismic activity
  • Where is the epicenter?

120 km
B
C
60 km
A
P wave speed 6 km/s S wave speed 3 km/s
16
Snapshot from GCE case study
  • Determining location of earthquake epicenter
  • Seismometers commonly used to locate the
    epicenter after the quake has occurred
  • Example 3 stations record seismic activity
  • Where is the epicenter?

How far away?
B
C
60 km
A
P wave speed 6 km/s S wave speed 3 km/s
17
Snapshot from GCE case study
  • Determining location of earthquake epicenter
  • Seismometers commonly used to locate the
    epicenter after the quake has occurred
  • Example 3 stations record seismic activity
  • Where is the epicenter?

180 km
B
C
60 km
A
P wave speed 6 km/s S wave speed 3 km/s
18
Snapshot from GCE case study
  • Determining location of earthquake epicenter
  • Seismometers commonly used to locate the
    epicenter after the quake has occurred
  • Example 3 stations record seismic activity
  • Where is the epicenter?

B
C
60 km
A
epicenter
P wave speed 6 km/s S wave speed 3 km/s
19
Alignment with instructional standards
  • This instructional task (determining the location
    of the earthquake epicenter) directly aligns with
    Mathematical Practice standards that are being
    proposed for the State Common Core Standards in
    math.
  • See http//www.corestandards.org/Standards/inde
    x.htm
  • Quoting the proposed Mathematics Practice
    standard
  • Proficient students expect mathematics to make
    sense. They take an active stance in solving
    mathematical problems. When faced with a
    non-routine problem, they have the courage to
    plunge in and try something, and they have the
    procedural and conceptual tools to carry through.
    They are experimenters and inventors, and can
    adapt known strategies to new problems. They
    think strategically.
  • More specifically, this task requires or could be
    developed in ways that students are required to
    demonstrate the following standards
  • Construct viable arguments
  • Make sense of complex problems
  • Look for and make use of structure

20
Impact of GCE course at UW
  • Higher female representation than other UW
    Introduction to Engineering courses

UW GCE course
Other engineering intro. courses
21
Societys Grand Challenges in Engineering as a
Context for Middle School Instruction in STEM
  • Proposal in preparation for submission to the NSF
    ITEST program

22
UW team members
  • Amy Wendt, Electrical and Computer Engineering
  • Susan Hagness, Electrical and Computer
    Engineering
  • Steven Cramer, Civil and Environmental
    Engineering
  • Kimberly Howard, Counseling Psychology
  • Allen Phelps, Education Leadership

23
UW ITEST proposal
  • Project goal
  • create interest in engineering among a larger and
    more diverse population of middle school students
  • Strategy
  • Introduce grand challenges in engineering (GCE)
    in math and science instruction
  • Create a school-based GCE community of teachers
    counselors to
  • Develop, implement and evaluate GCE instructional
    resources
  • Increase awareness of grand-challenge related
    careers that utilize math and science skills
  • Collect and use data to
  • evaluate
  • classroom implementation of instructional
    materials
  • changes in teacher/student perceptions about
    engineering, and its relation to student personal
    goals
  • improve/expand instructional resources

24
Current status
25
Goal GCE awareness through multiple channels
  • Heighten awareness of GCE throughout the school
  • Teachers
  • Counselors
  • Peers
  • Shape students sense that STEM careers are
    possible interesting for them
  • Messages guided by Social Cognitive Career Theory
    (SCCT)
  • Self efficacy belief that one possesses the
    capability to perform STEM-related activities
  • Outcomes expectations engaging in STEM-related
    activities advances ones personal goals

26
Social Cognitive Career Theory
27
Innovation and Research Network
28
GCE Implementation instructional pilot
  • Pilot GCE module will provide alternative,
    context-rich approaches to teaching core content
  • GCE module duration 1-3 weeks
  • GCE module will include instructional materials
    that
  • Address state/regional standards for the topic
  • GCE material will complement instructional
    content to create a story line for the content
  • Before/after student questionnaire on perceptions
    about engineering

29
Pilot GCE module development
  • UW participants will research GCE topics for
    inclusion in pilot module
  • UW and Madison area school participants will
    develop instructional activities to complement
    GCE material academic year 2010-2011
  • Summer Institute 2011
  • All participants gather on UW-Madison campus for
    one week
  • UW participants will provide overviews of
  • Grand Challenges in Engineering
  • Social Cognitive Career Theory
  • GCE middle school pilot module status
  • All will discuss, refine, modify and improve
    pilot module
  • Middle school educators will finalize module
    curriculum and implementation plan for their
    schools

30
Timeline
31
How to participate?
  • Commit a team of 3-5 educators from your school
    participation from summer 2011 to the end of the
    2011-2012 academic year
  • Local schools may also participate in GCE module
    development during the 2010-2011 academic year
  • Travel expenses stipend and travel expenses
    provided for Summer Institute participation
  • We request letters of commitment to be included
    in our proposal to NSF
  • Use school letterhead
  • Submit to Prof. Amy Wendt by Monday, Feb. 1
  • Email pdf copy to wendt_at_engr.wisc.edu
  • Or fax to 608-262-1267

32
Summary ( input for letter of commitment)
  • UW-Madison proposal entitled Societys Grand
    Challenges in Engineering as a Context for Middle
    School Instruction in STEM
  • To be submitted to NSF ITEST program 3 year
    project
  • Goal
  • attract and retain a more diverse pool of
    students, particularly women, into the technology
    workforce
  • Motivation
  • studies showing an attraction among female
    students to the kind of altruistic work engineers
    do
  • Strategy
  • develop curriculum-specific grand challenges
    instructional modules appropriate for middle
    school
  • teacher/counselor training to support classroom
    use of these materials
  • Evaluate changes in teacher/student perceptions
    about engineering, and its relation to student
    personal goals
  • Instructional materials
  • will be modeled after the "Grand Challenges"
    curriculum currently in use at the UW Madison
    College of Engineering
  • school teams (3-5 participants/school) will
    contribute to module development at working
    Summer Institutes at UW-Madison in 2011 and 2012
  • will be piloted in schools during 2011-12 and
    2012-13 school years
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