Webinar 4 - Dayton Regional STEM Center Model

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Presentation from Webinar 4 of the Tennessee STEM Leadership Academy by Margy Stevens, executive director of the Dayton Regional STEM Center.

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Webinar 4 - Dayton Regional STEM Center Model

  1. 1. Margy Stevens - Executive DirectorSandi Preiss - STEM Center Coordinator
  2. 2. Dayton Region Economic Crisis• Thousands of available jobs• Thousands of unemployed workers who do not have the skills to fill these available jobs• K-12 Educators are a powerful part of the solution• 6 million minutes that change a life, a community, a country © 2012 Dayton Regional STEM Center
  3. 3. Building Teacher Capacity• PreK - Grade 12• All Schools: Public, Private, Parochial and Charter• Curriculum Developed Around Dayton Region Economic Clusters with Emphasis on the Work of the Air Force Research Laboratory and Wright-Patterson Air Force Base• Advanced Manufacturing Advanced Materials, Agricultural Engineering, Air Vehicles Air Systems, Environmental Engineering, Human Performance Medicine, Power Propulsion Energy, Sensors © 2012 Dayton Regional STEM Center
  4. 4. STEM Center Organization Chart Director Advisory Council Coordinator Pre-K-12 Educators Higher Ed Professors Industry S & E Advanced Power Agricultural Environmental HumanManufacturing Air Vehicles Propulsion Sensors Engineering Engineering Performance Advanced Air Systems Energy Medicine Materials Curriculum is mapped to these STEM professions. Regional STEM Center © 2012 Dayton
  5. 5. Small Group Organization © 2012 Dayton Regional STEM Center
  6. 6. STEM Fellows participate in a one year contract. Thisprofessional development experience builds on the STEM Educator Fellowsindividual expertise of the educator. share the value of this experience:Each participant brings a wealth of knowledge andexperience that substantially contributes to the workproduct of the STEM Center.After 5 year’s work, the Dayton region can boast over 250STEM professionals who:Deeply understand STEM teaching and learning;Work together to bridge industry skill needs with academic contentstandards in the classroom;Create engaging, bold – and, frankly, cool – learning experiences forstudents;Model inquiry-based STEM teaching and learning in their ownenvironments, while opening their classrooms, labs and companiesto teachers and/or students for STEM learning experiences;Are champions for STEM teaching and learningthroughout the region; andCan serve to assist others in regions across Ohio and across thecountry in replicating the STEM Fellow Model. © 2012 Dayton Regional STEM Center
  7. 7. Curriculum Development Tools• Dayton Regional STEM Center Curriculum Template• STEM Education Quality Rubric• Rubric for the Reformed Teacher Observation Protocol © 2012 Dayton Regional STEM Center
  8. 8. Professional Development TrainingLeadership Academy Principals Central OfficeBuilding Teacher Capacity Engineering Intensive Experiences Internships Summer Training Institutes Inquiry Training Engineering is Elementary STEM Center Curriculum STEM Quality Rubric Training © 2012 Dayton Regional STEM Center
  9. 9. The Fellows’ Tasks• Collaborate with Industry, Higher Ed, and Educator Fellows.• Develop curriculum specific to their team’s grade band.• Map curriculum to identified economic clusters.• Debut curriculum to peers.• Pilot a DRSC unit of instruction providing piloting feedback, quantitative assessment data, and implementation edits.• Advocate for STEM education through community outreach events. © 2012 Dayton Regional STEM Center
  10. 10. The Fellows’ Meetings• Meetings scheduled every other week on Wednesday evenings from 4:30pm – 6:30pm.• Individual writing groups meet approximately 20 times throughout the writing season.• Teams will create 2 unique units of instruction and have allotted meeting to revise archived curriculum or piloted curriculum.• Teams début each lesson to their peers at designated meetings to advertise curriculum ready for piloting.• Meetings held at Montgomery County Educational Services Center. © 2012 Dayton Regional STEM Center
  11. 11. Curriculum EssentialsCreation of Curriculum that reflects:• Inquiry Instruction• Problem-Based Learning• STEM Quality Rubric• Common Core and Ohio Academic Standards• Career Connections © 2012 Dayton Regional STEM Center
  12. 12. Curriculum TrainingIndustry and Educators STEM Fellows serving community Educators. © 2012 Dayton Regional STEM Center
  13. 13. Examples of Curriculum• Students study acoustical engineering to design ear protection.• Students study chemical and physical changes to engineer a slime with maximum bounce.• Students use anthropometry and population statistics to design a driver’s seat.• Students design and engineer a mechanical arm that mimics the strength and the maneuverability of a human arm.• Students use reverse engineering to determine the factors that affect the efficiency of an electric motor.• Students design and construct a battery.• Modeling and Simulation High School © 2012 Dayton Regional STEM Center course(s).
  14. 14. Modeling and Simulation High School Semester Course• Designed to inspire students as well as provide an overview of Modeling and Simulation concepts and careers.• This course is designed as an elective; however, districts may choose to enhance the math and science content of this curriculum to offer it as a course choice under the new state Core requirements.• Reflects Dayton Regional STEM Center’s focus on problem based curricula that engage students in scientific inquiry and the engineering design process while making real world connections.• The course outline includes modules that will address: introduction to modeling and simulation; applied graphing and visualization; software and applications; 2D image tools; 3D basics and manipulation; introduction to © 2012 Dayton Regional STEM Center virtual worlds and game programming; and a capstone project.
  15. 15. Lessons Learned• STEM literacy does NOT begin in high school; it needs to be nurtured from a child’s earliest days and throughout his or her educational experience.• Effective STEM initiatives are not just products; they are processes.• Linking education to economic development gets everyone in the game – educators, employers, higher education, government, students and families. © 2012 Dayton Regional STEM Center
  16. 16. Lessons Learned• ALL MEANS ALL! STEM learning is not just for students who are gifted. Appropriately designed and carried out it is for all students.• Teachers must be engaged from the beginning and must have early opportunities to work in STEM environments.• When teachers have industry- based experiences, lesson content is improved and better reflects application to STEM industry fields. © 2012 Dayton Regional STEM Center
  17. 17. Lessons Learned• School districts throughout the region must feel a sense of ownership for STEM initiatives.• Good communication is necessary for success. Communities and stakeholders all need to be involved.• Businesses are concerned about their employee pipeline and they are willing to contribute resources and share information. © 2012 Dayton Regional STEM Center
  18. 18. The Dayton Region’s Approach… Not every child will choose to become an engineer or a rocket scientist… But children can become pioneers of their own learning through rich STEM experiences. Innovation, problem solving, critical thinking, and creativity starts early and can apply to any career! We must develop it every step of the way.Catalyze – Leverage – Innovate – Coordinate – Advocate – Resource © 2012 Dayton Regional STEM Center
  19. 19. Three National Areas of ConcernQuality STEM Education Addresses:• Economic Development• Social Justice• National Security © 2012 Dayton Regional STEM Center
  20. 20. Impact Statement250 STEM Fellows in 5 years950+ Teachers trained in STEM Curriculum100 School Districts (public, private & charter)102 STEM / National Defense EducationProgram Curriculum Units Est. 100,000 STUDENTS IMPACTED! © 2012 Dayton Regional STEM Center
  21. 21. Promote a World Class STEM workforceCommunity literacy of STEM promotes…Teachers who are comfortable and knowledgeable in STEM industry whichleads to…Teachers who provide students engineering challenges, promote divergentthinking and innovation. This fosters…Students who seek “outside the box” answers and students who are aware,intrigued and excited about STEM careers this inspires…Students to seek STEM degrees…They are successful because teacher and higher education relationships havefocused on closing the gap between K-12 and University expectations allowingfor…Students to successfully complete STEM Degrees and populate our workforce. © 2012 Dayton Regional STEM Center
  22. 22. What does all of this mean?With Ohio Leading the Way © 2012 Dayton Regional STEM Center
  23. 23. Finishing the JobK-12 Education addresses both short term and long term workforce development.STEM Centers are low cost, high impact assets that make a difference for Ohio’s next generation workforce. © 2012 Dayton Regional STEM Center

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