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Tufts Student Teacher Outreach Mentorship Program

Tufts Student Teacher Outreach Mentorship Program



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Tufts STOMP Tufts STOMP Presentation Transcript

  • Adam Carberry Doctoral Student of Engineering Education and STOMP Director
  • What is STOMP?
    • STOMP is a K-12 engineering outreach opportunity for undergraduate and graduate students.
    • STOMP fellows participate in STOMP as a service-learning experience.
  • Impact on Learning
    • Provides fellows with an opportunity to “learn-by-teaching”
      • fellows become teachers and experts in an engineering context
    • Encourages students to reflect upon what they think they know
      • fellows must reformulate engineering knowledge so that a K-12 student can understand
      • improves the student’s own understanding
    • Helps students develop communication and team working skills
    • Educates students on the importance of engaging in citizenship
  • STOMP @ Tufts
    • Currently a 5-10 hr./week paid position*
      • 1-2 hrs./week preparing a class lesson with the K-12 teacher and a partner (fellows work in pairs)
      • 1-1.5 hrs./week in the classroom
      • 1 hr./week for a weekly group meeting (meet with executive board member, guest speakers, training sessions, and hands-on activities)
      • 1 hr./week documenting work (blogs and activity write-ups posted on www.stompnetwork.org )
      • 15-30 mins./week traveling to the classroom
    • * Tufts is currently working toward implementing STOMP as a required two semester course toward a new Engineering Education minor
  • 2008-2009 Tufts’ STOMP Statistics
  • Typical Content Taught
    • Types of engineers
    • Engineering design process
    • Simple machines
    • Gears
    • Building
    • Programming
    • Material testing
    • Science experiments
    • * Most content is taught using LEGO components
  • STOMP Anecdotal Testimonial
    • ” [STOMP Fellow], why is my LEGO car going so slow?” asked one of my 4th grade students. I knelt down to troubleshoot with the student, talking through all of the problem solving steps for the benefit of myself and, of course, the student.
    • “ First, let’s see what the problem is. Ok…now let’s check the wheels first… oh, look, they are too close to the car and are rubbing against the side… see how hard it is to spin the wheel?”
    • The student’s facial expression transformed from a look of dejection to revelation, and I knew that I had succeeded. Both the student and I sat there on the floor together more self-confident than we were only minutes earlier, and that’s when I realized I had discovered the perfect college [experience].
    • - Former STOMP Fellow, 2005
  • Role of Service-Learning Study
    • A new 3-year study is being conducted through an IEECI NSF Grant. The study is investigating the impact of STOMP as well as Engineers Without Borders (EWB) and Engineering Projects in Community Service (EPICS) on students’:
      • Engineering design self-efficacy
      • Engineering epistemological beliefs
      • Conceptual understanding of the engineering design process
  • Preliminary Findings
    • Students who participate in service-learning have higher engineering design self-efficacy (more confident in their capability to do engineering design) than non-service-learners.
    • Participating in service-learning leads to a more sophisticated understanding of engineering knowledge.
    • Service-learning affords students with a valuable opportunity to learn and use the engineering design process.
  • Thank You
    • For more information go to: www.stompnetwork.org
    • Contacts:
      • Adam Carberry, Tufts STOMP Manager - [email_address]
      • Melissa Pickering, CEEO Outreach Director - [email_address]
      • Chris Rogers, CEEO Director – [email_address]