STEM Future Curriculum Guide
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  • http://training.fema.gov/EMIWeb/Is/IS800B/SMs/IS800NRF_StudentManual.pdf pg 2-34
  • Higher education and functioning of society is based on what goes on in these fault lines listed above. Being able to function within these sects Hierarchy/Network and Command/Foster: Leading network theorists (Barry Wellman37, Albert-László Barabási38, Duncan Watts39, Manuel Castells40, and Yochai Benkler41) promote networks as the model for organizing society. Hierarchical command and control models are limited in their ability to respond to complex interactions and information abundance. When applied to education, this line of reasoning suggests that networked models of learning will replace existing curricular models.Epistemology/Ontology: Rapid growth of information requires higher education to change its focus from knowing (epistemology) to being (ontology)44 (see Image 4). For example, Harvard’s new “core curriculum”45 focuses on attributes and qualities of learners, rather than particular knowledge elements.how individuals are able to create and interact with information (language, Gutenberg, Internet) and,•how individuals are able to interact with each other and function in distributed (often social) networks.Image is the “Limitless Dimension of Learning” Handbook of Emerging Technologies for Learning
  • Exploring Bioethics,Cell Biology and Cancer, Emerging and Re-emerging Infectious Diseases, Human Genetic Variation, The Brain: Understanding Neurobiology Through the Study of Addiction, Sleep, Sleep Disorders, and Biological Rhythms, Using Technology to Study Cellular and Molecular Biology
  • http://blog.fema.gov/search/label/Preparedness
  • http://www.fema.gov/media/fact_sheets/nle2011_fs.shtmhttp://cees.tamiu.edu/covertheborder/TOOLS/NationalPlanningSen.pdfhttp://www.fema.gov/pdf/emergency/nrf/nrf-core.pdfhttp://training.fema.gov/EMIWeb/Is/IS800B/SMs/IS800NRF_StudentManual.pdf
  • Quantitative vs. Qualitative
  • http://iisme.org/etp/HS%20Engineering-%20Engineering. pdf

STEM Future Curriculum Guide STEM Future Curriculum Guide Presentation Transcript

  • + Preparing Students for a Future with DHS Engineering, Math, Science and Technology By: Rose Ann M. Haft
  • Science, Technology, Engineering,+ Math Hands On
  • Science, Technology, Engineering,+ Math Exacting
  • Science, Technology, Engineering,+ Math One-chance Each moment counts
  • Science, Technology, Engineering,+ Math Multi-Functional & Purpose
  • +   Preparedness Prevention  Maintenance  Exacting  Coordination and Collaboration  Teamwork and LeadershipCareers in DHS
  • + DHS Departments and Careers  Citizenship and Immigration  Information Analysis and Services Infrastructure Protection Directorate  Customs and Border Protection  Office of Inspector General  Federal Emergency  Science and Technology Management Agency Directorate  Law Enforcement Training  Secretarial Offices Center  Transportation and Security  Immigration and Customs Administration Enforcement  US Coast Guard  US Secret Service
  • + DHS Departments and Careers : STEM  Federal Emergency Management  Science and Technology Agency Directorate  Coordinating officers  Biological scientist  Program Specialists  Chemist (fire, national  Computer scientist security, response, recovery, pr eparedness, and mitigation  Engineer  Physicist  Information Analysis and Infrastructure Directorate  Transportation and Security  Intelligence operations Administration specialist  Mechanics  IT specialist  Scientists  Telecommunications Specialist  Engineers
  • + Homeland Security  Transnational Threats  National Issues  Smuggling  Disaster Preparedness and  Trafficking Recovery  Financial Crimes  Materials Transport  Proliferation of Weapons  Energy Distribution  Terrorism and Violent  Science and Technology Extremism Propagation  Information Sharing  Passenger Name Record Data  Boarder Security and Management  Energy
  • + Homeland Security Resources  All  Border Security  Publications  Travel & Trade Facilitation  Laws & Regulations  Protecting America  Counterterrorism  Laws and Regulations  Aviation Security  Chemical Security  Preparedness  Fraud & Counterfeit  Information Sharing  Communications  Infrastructure  Disaster Recovery & Response  Law Enforcement  Preparedness  Secure Identification  Immigration  Cyber Security  Enforcement  Family & Business  Benefits  Technical Resources
  • + Agriculture Economist $51-115,000/year Context of Position Possible Applications  Understand agriculture markets  Research papers  Understand legislation  Hands-on experimentation influencing markets  Debates  Global change research and analysis  Living classrooms  Energy issues and policy  Design projects analysis (energy, engines, agriculture equipment, etc.)  Sustainable development  Biology applications
  • + Aircargo Specialist Context of Job Possible Applications  Inspect airdrop equipment  Build parachutes  Knots, loops and lines  Introduce aerodynamics, center of mass  Integrity of parachutes and drag physics principles  Imperfections due to burrs, corrosion, welds, cuts, foreig  Understand the chemistry of n material, bends corrosion, welding, burrs, materials science, hazardous materials etc.  Prepares and plans baggage for drop locations and flight conditions  Research and perform scenarios of what air cargo drops would need  Complies with regulations for drop off  Weather implications: wind speed and in different countries, and direction, pressure, humidity agriculture, immigrations and foreign clearance requirements  Design airdrop and inspection equipment  Emergency preparedness  Predict drop locations
  • + Pilot $57,000+/year Context Potential Applications  Air patrol and inspection  Building radios  Perform missions  Sighting small objects  Communicates with other  Wind, pressure and humidity agencies readings
  • + Automotive Mechanic $22-$26/hr Context Possible Applications  Troubleshooting, repairing and  Build engines! overhauling  Maximize efficiency engines, transmissions, fuel injection systems, emission  Use computer software and control systems and other multimeteres to test parts of engine assemblies  Build cars – create an afterschool team (need $5-15,000 funding)  Tearing down and reassembling operational checks of systems  Lessons on hydrology, pressure systems and engines, Newton‟s laws  Use test equipment such as  Discuss emissions, global warming engine analyzers, compression and do data analysis on amounts of testers, multimeteres, etc. pollution per person
  • + Bioterrorism Research Context Possible Context  Identify pathogens and viruses  http://science- in the body education.nih.gov/supplements/ni h4/technology/guide/nih_technolo gy_curr-supp.pdf  Work on identifying ways to mitigate problems from bacteria  http://science.education.nih.gov/s and viruses upplements/nih4/technology/activ ities/activities_toc.htm  http://www.baruch.cuny.edu/tutori als/weissman/biolab/  Virtual Microscope http://www.udel.edu/biology/ketch am/microscope/scope.html
  • + Chemical Engineer $71-110,000/year Context Possible Application  Explore safer chemical  Make small chemical explosions processes in labs  Research hazardous  Works with teams materials, and ways to reduce hazards  Determine explosiveness and safety of chemicals  Perform scenarios that would require chemical safety  Determines new ways to detect hazardous chemicals  Example Lab: http://kinardf.people.cofc.edu/153 L_HONS_HonorsChemistryLabor atory/Exp2_PhysicalProperties.p df
  • + Nurse $50,000-65,000/year Context Possible Applications  Assists patience in medical  Learn about human anatomy care  Learn about blood pressure, and other bodily processes  Prepares patients for emergency and surgical care  Keep records of height, weight and blood pressure  Takes medical history  Poll students on health status  Keeps logs of information needed  Learn about sterilization and preparation for surgery  Trains health professionals on ward procedures and practices.  Emergency response training, CPR, etc.
  • + Cartographer $50-75,000/year Context Possible Applications  Make maps  Mapping projects  Incorporate design in secret missions  Use geospating software operations  Learn about geospatial and GIS software  Use GIS Technology  Map soils  Trains others on how to perform  Create overlays duties  Special needs  Hazard areas  Soil mapping  Team building and communication: blindfolding and direction  Budget costs of operations  Learn about hydrology of soils
  • + Cyber Security $50-75,000/year Context Possible Applications  Understand networks, firewalls  Try to hack others programs and outside penetration techniques  Go over ways to reduce risks  Mitigate problems  Find and analyze risk types, number of  Investigate hacks or potential hacks, computer types and user hacks friendliness  Create alerts
  • + Chemical Security $50-75,000/year Context Possible Applications  Know hazardous chemicals  Research hazardous materials  Be positioned to know  Understand chemicals explosive, corrosive and dangerous chemicals  Mitigate problems at check points  Talk with other engineers about their jobs and/or shadow  Work with team to reduce incidences  Make or watch videos of chemicals gone wrong
  • + Disaster Recovery Context Possible Applications  Prepare for disasters  Create preparedness scenarios  Work with teams to infiltrate  Do team building activities and mitigate problem areas  Environmental risk assessments  Communicate with NGOs for aide relief  Clean water  Optimize care available  Food distribution  Rebuilding  Know health risks and ways to reduce  Biological health
  • + Environmental Protection Specialist - $81-106,000/year Context Possible Applications  Perform site  Design retaining walls investigations, inspections and  Calculate hydrology or oversight of activities contamination factors  Coordinates with government  Do soil tests and statistical regulatory and enforcement analysis agencies  Research and investigate causes of pollution, hazardous waste and  Identifies milestones environmental issues in area  Have debates on scenarios  Write a technical report or procedure on work to be done
  • + General Engineer $62-97,000/year Context Possible Applications  Prepares engineering designs  Understand principles of Engineering design  Provides technical guidance on  Design a project based off design aspects of assignments  Inspect other‟s work for compliance  Approves/rejects/retains payments to contractors based  Understand laws of thermodynamics on acceptance level of  Do statistical analysis on failure and completed work. performance of engineering systems  Monitors contractor  Derive general engineering equations performance
  • + Investigative Assistant $31-50,000/year Context Possible Applications  Gather data regarding case  Do labs and lab reports assessments  Perform statistical analysis and  Do case research and trial charts preparation  Perform in class investigations  Research, assemble, compile and tabulate information for  Have students devise ways to investigations perform tasks and outsmart other classmates  Compile reports and act as a time keeper
  • + IT Specialist $60-97,000/year Context Possible Applications  Design, install, integrate, test  Design programs manage, monitor, operate and  For communication troubleshoot all network  For project coherency hardware and software that support telecommunications  For systems capabilities during deployed  Evaluate other students for bugs disaster support activities and enhance reliability and  Use computer programs to efficiency of networks. perform general tasks  Use for math applications – designing more complex operations or harder problems
  • + Marine Interdict Agent $49-63,000/year Context Possible Applications  Screen passengers, vehicles  Perform Bernoullis experiments and ships entering country  Weight of boat and substances contained within  Seize illegal substances  Learn about fluid dynamics  Rescue individuals in danger  Race boats in water  Play Battleship  Research major problems for imports, theorize solutions
  • + Physicist $50-120,000/year Context Possible Applications  Perform sonar operations  Learn principles of physics  Test lasers  Do hands on experiments  Sonar  Cryptology  Radio waves  Team work  Resonance  Circuit building  Defense projects  Cryptology and decryption  Offense and security projects
  • + Statistician $51-97,000/year Context Possible Applications  Initiate, plan, coordinate, analyze, evaluate,  Perform statistical analysis interpret and present findings and recommendations on multiple related and  Immigration unrelated statistical forecasts, studies and/or projects  Country behavior  Lead other support and subordinate  Social welfare – clean personnel assigned to assist in the development and completion of such water, food, etc. studies or projects  Create scenarios that require  Modify and adapt a variety of methods to new subject matter as well as to recurring predictive modeling or professional statistical studies and projects determine likelihood based on past results  Be responsible for final analysis and interpretations  Leadership training – tutoring  Provide expert advice and consultation. other classes
  • + Transportation Security Context Possible Applications  Recognize suspicious behavior  Create an engineered system to help lift cargo at a check  Stop at check points point  Analyze cargo found  Theorize chemical testing  Transport cargo to necessary  Efficiency locations for testing  Trends and frequency of need  Optimization of local processes
  • + Other Jobs?
  •  Collaboration+  Innovation  Protection  Security  Global Communities  Expertise, Specialization and Well- RoundednessSTEM Curriculum  Practicalfor DHS Careers:Where are we headed?  Cutting EdgeSetting an example is not the main  Rapid Thinking and Emergency Responsemeans of influencing another, it is theonly means. - Albert Einstein  Cleaner and greener vs wasteful and polluting  “The world at our fingertips”  “Standing on the shoulders of giants”
  • + What motivates students to go into and successfully work in DHS programs?
  • Excitement+   Anticipation  Project Goals  Skills Acquired  Insight  Money!STEM Motivation inthe Classroom:  PeopleTeaching kids to move forward in the  End ResultssciencesTeaching is the highest form of  The Ah-ha Feelingunderstanding - Aristotle  Location  Perspective  Others?
  • +   Motivation Interest  Memorable experiences  Practical Experiences  CommunicationWhat makes  Comprehensioneffective education?  EngagementTell me I forget. Show me I remember.Involve me and I understand –Chinese Proverb  Suggestions?
  • + Answer questions  Favorite science activity as a  Science or „lab‟ activity get the kid? most response out of now?  Most meaningful real-world  Most meaningful real-world problem to you? problem to students?
  • +   Technology in the Classroom Hands on Experiments  Working with Professionals  Real Life Problem Solving  CompetitionsSTEM Education  ChallengesProgramsThat’s what learning is. You suddenlyunderstand something you’veunderstood all your life, but in a newway. – Doris Lessing
  • + Programs  Robotics  Parent involvement  Catapult  Teacher training  Role playing  Computer design  „Cave lab‟  Company sponsored programs  Individual internships and  Data tracking sponsored study  In class activities  Field trips – Air & Space , Cryptology, Biometrics Lab
  •  Homeland Security+  Criminal Justice  Personal, Business, Legal Studies, FBI, Police, Lawyer, DHS Agent, Port Security, Forensics, Counter Terrorism, Biological/Chemical Weapons Expert, Disaster Recovery Expert  Science and Technology  Health and Safety  Forensics  Chemical and biological responses  GIS Technology  Foreign Relations  Psychology  SociologyHigh School  Social IssuesDHS Programs   Cyber Security Drug TraffickingTeaching is the achievement of shared  Arms Proliferationmeaning.- D.B.  Border ProtectionGowin, 1981, Educating  Hands On Experience  Visit Central Intelligence Agency, National Security Administration, International Spy Museum, and military bases  Hear guest speakers  Tour government institutions and meet with civilian, military and intelligence officers to understand duties and daily operations  Participate in panel discussions to explore career fields  Complete simulation project
  • +   Desire Resources  Direction  Balance  Availability  InspirationStudent Learning  WorthinessTo be able to be caught up into theworld of thought--that is being  Truth and applicationeducated. - Edith Hamilton  Costs  „Coolness Factor‟  Interest
  • + Growth Factors in Education 1. Education/Business 2. Accreditation/ Reputation 3. Transformation/Utility 4. Research/Responding 5. Formal/Informal 6. Open/ Closed Source 7. Expert/Amateur 8. Hierarchy/Network and Command/ Foster 9. Pace/Depth 10. Epistemology/Ontology
  • + Components to Learning  Self-Paced  Guided  Cohort
  •  Labs+  Design work  Teaching principles  Of Science  Of Engineering  Group work  Digital mediaIntegration  Computer based manufacturing and designTechniques  Robotics“If they use it for fun, use it for school”  Statistical analysis– Handbook for Emerging  GIS and mapping technologyTechnologies for Learning  Security  Data processing  Webinars  Research and simulations  Systems approach
  • + Media and Technology Tools  Blackboard, Angel, Prof-Desk  Windows Movie Maker (XP, Vista, 7)  Sharepoint, Groove, Chatterbox  iMovie (Mac)  Facebook, etc  Picasa 3.0  Adobe Premier Elements ($120 costs)  Photoshop.com (online image editing)  Wix.com (flash website creation)  Adobe CS4 (Creative suite)  Swishzone.com ($) Less expensive flash editing  Audacity (Single Wave Editor) Sourceforge.net  Blender – 3d Modeling  Unity – 3d game/movie creation tool  Sony Acid express (multi-track wave editor) Acidplanet.com  Alice.org – Digital story telling in 3d/introduction to programming  Blogs  Textbooks  Google Groups  Academicsuperstore.com  Journeyed.com  Wikis
  • + Microbiology and Biology Resources  Waksman Foundation for Microbiology http://www.waksmanfoundation.org/html/resource_k 12.html#b  Part IV: Finding Antibiotic Producing Bacteriahttp://www.waksmanfoundation.org/labs/cor nell/microdis.html  Center for Disease Control and Prevention http://www.cdc.gov/  NIH http://science- education.nih.gov/customers.nsf/highschool.htm  BSCS http://www.bscs.org/  Physical Education http://www.pe4bodymindspirit.santacruz.k12.ca.us/c oursePlans/cagi.html  Shambles.net http://www.shambles.net/pages/students/simulation/  Virtual Microscope http://www.udel.edu/biology/ketcham/microscope/sc ope.html
  • + Math and Chemistry  Statistics http://statpages.org  Gang Simulation http://paleo.sscnet.ucla.edu/  Optimization Processes  Data Tracking  PhET http://phet.colorado.edu/  Geometry Applications  Shambles.net http://www.shambles.net/pages/  Algebra and Physics students/simulation/
  • + Environmental Resources  Cycles for Science http://www.recycle- steel.org/en/Media%20Center/E ducation/High%20School.aspx  PhET http://phet.colorado.edu/  Shambles.net http://www.shambles.net/pages/ students/simulation/
  • + Physics  Design Simulation Technologies http://www.design- simulation.com/ip/simulationlibr ary/flash-simulations.php  Physics4Me http://www.physics4me.com/sim ulations.php  PhET http://phet.colorado.edu/  Physics Lessons.com http://www.physicslessons.com/ iphysics.htm
  • + Creating Fun-Damental Curriculum  Utilize the outline of basic concepts in a new way.  Integrate several frames of thinking into one project  Social, economical, environmental, engineering, functional, practical, design, science  Allow room for personal growth and flexibility  Time  Open ended problems  Personal reflection  Strengthen weak areas and understand other‟s strengths  Competitions and debates  Career activities  Demonstrations and applicability  Lesson within the activity  On-going, long term and outside projects concurrent with in class problems
  • + Need Based & Fundamental Learning Need Based Learning Fun-Danmental Learning  Concepts known  Concepts tucked into activities  Individual knowledge proven  Work with groups to understand  Student growth:  Students learn how to grow emotionally, intellectually, with their skills into communication and skill sets
  • + Examples of Incorporation  Counterfeit Money  Wind and solar power  Water balloon Testing  Circuit testing (for grids)  Car crashes  Buoyancy experiments  Heat loss and time of death  Hybrid plant testing  DNA testing  Food distribution and indoors gardening  Egg drop tests  Suggestions?  Hydrogen generators
  • +Scenarios
  • + Extreme Situation, Disaster Preparedness & Recovery  Research and plot number of  Understand health risks and people hurt during different types of disasters diseases that occur during disasters  Research hazards associated with different types of disasters  Plan a response and recovery  Wind team scenario  Water  Plan supplies  Earth Quakes  Lay out route  Understand Systems and Flow of  Divert and account for Help in a Disaster hazards  Technology and Communication  Research resources naturally  Budgets available  Infrastructure
  • + Integrated Response to a National Catastrophic Event  Exercise Objectives  Prevention  Communications  Critical resource logistics and  Protection distribution  Mass care (sheltering, feeding  Response and related services)  Medical surge  Recovery  Citizen evacuation and shelter- in-place  Emergency public information and warning  Emergency operations center (EOC) management  Long term recovery
  • + Boarder Control  Have students be border  Have them develop new ways control for air, water, and land to inspect transport  Buoyancy  Have them determine the  Chemical testing precautionary procedures they  Lifting objects (center of would need to take mass, etc.)  Have them understand „typical‟  Trade relations and „allowed‟ transportable items across the boarder
  • + BioTerrorism  Have students research what  Ways to mitigate spreading strains of pathogens look like  Ways to reduce scare  Research what they are, characteristics, ways to identify, comparison to other pathogens  Research ways of detection  Research mitigation methods  Research prevention methods
  • + Critical Thinking  Code Cracking  Discretion in Information Sharing  Password Security  Disaster Response  Building Code  Why Immigrate?  Boarder Situations  Trade Negotiations  Policies and Procedures  Fraud & Counterfeit
  • + Renewable Energy  Do an energy assessment of all  Research Pros and Cons of kids in the classroom (or Renewable Energy Systems school) (nuclear isn’t renewable)  Have students design on-line or  Have students build renewable energy systems paper assessments  Compete!  Analyze (on-line or or by hand)  Budget and plot  Creativity  Determine Energy Needs  Utility  Ease of Use and  Determine Resources Transportability  Efficiency and Recyclability
  • + Transport Missions  Finding the best route  Appreciating new technologies  GPS  Using the least amount of fuel  GIS  Fitting all cargo into the vehicle  Sensing equipment  Length of time to get places  Best transportation to use
  •  Repetitive experimentation+  Proofs  Recreating physical laws  Experimentation for desired result  DNA testing  Fingerprinting  Designing for a purpose  Simulation  Computers  In Experimentation  Fun with numbers and conceptsHands on Learning  Investigation  Idea implementation and follow throughEducation is the point at which we decidewhether we love the world enough to assume  Finding the root of a problemresponsibility for it and by the same token tosave it from that ruin, which, except forrenewal, except for the coming of the new  Researchand the young, would be inevitable. An  Projects that students like and enjoyeducation, too, is where we decide whether  In real-life situationswe love our children enough not to expelthem from our world and leave them to theirown devices, nor to strike from their hands  Real World Experiencetheir choice of undertaking somethingnew, something unforseen by us, but to  Internshipsprepare them in advance for the task of  Scenariosrenewing a common world.HannahArendt, Teaching as Leading  Consultations and Interviews
  • + Scientific Method  Define a question or objective  Gather information and observe any biases  Hypothesis  Gather materials needed  Make predictions and perform experiment based on predictive behavior – truth vs. belief  Perform experiment and collect data  Analyze all variables or variants from data collection are listed  Measure uncertainty  Review and retest
  • + Engineering Design 1. Define the problem 1. Establish the need 2. Develop a problem statement 3. Establish criteria for success: cost, safety, environment, aesthetics, ease of use, 2. Gather pertinent information 3. Generate multiple solutions 4. Analyze and select a solution 1. Functionality, Ergonomics, Mechanical/Strength, Electrical, Manufactu rability, Safety and Reliability, Regulatory Compliance 5. Test and implement a solution
  • + Computer Simulation  Excellets  Java Applications  Websites  Logger Pro  Robotics  Webinars  Google
  • + More Resources  http://www.techtrekers.com/sim.htm  http://theconnectedclassroom.wikispaces.com/Simulations
  • + References  USA Jobs  Siemens, George; March 2009; Handbook of Emerging Technologies for Learning  Sinex, Scott; Prince Georges Community College; February 2009; Simulations in Math/Science Classroom  Jones, Elka; Occupational Outlook Quarterly, Summer 2006; Careers in Homeland Security http://www.bls.gov/opub/ooq/2006/summer/art01.pdf  Engineering Design http://iisme.org/etp/HS%20Engineering-%20Engineering. Pdf  DHS http://www.dhs.gov/index.shtm  FEMA http://www.fema.gov/media/fact_sheets/nle2011_fs.shtm and http://blog.fema.gov/search/label/Preparedness