Coach: Carly Monfort

1. STEM Fellow Training 2014-15 Coach:Carly Monfort Coordinator:Sandra Preiss

2. Tonight’s Goal: Exploring Engineering • To Do: • Scientific Method vs. EDP • Engineering Habits of Mind • Intro to Innovation • Career Connections in Curriculum • Team Collaboration Challenge • Hurdles of Collaboration • Personality Profiling

3. Scientific Method & Engineering Design Process

4. What is Engineering? • The application of scientific or mathematical principals used to design a solution to a problem. • A problem-solving process that uses scientific discoveries to produce solutions and technologies for societal problems and needs. • The production of an artifact or process. Examples: • Aerospace Engineer: May redesign a wing shape to allow for better air flow. • Systems Engineer: May design a better manufacturing process for crayon manufacturing. • Computer Engineer: May design a 3-D computer application to model airflow patterns through a turbine engine.

5. WhatistheDifference? Scientific Method Engineering Design Process

6. What to take away… Scientific Method Innovation driven Redesign Application of knowledge gained from the Scientific Method Reiterative Artifact (could be a method, process or something tangible) Research is to inform the design. Engineering Design Process • Hypothesis driven • Investigation • Focuses on acquiring new knowledge based on your hypothesis. • Repetitive from a statistical analysis • Often part of the EDP

7. Example Engineering Design Process Scientific Method Design a growth plan to help a plant grow in a specific environment. Which type of light best supports plant growth? What participant discovers: There are factors associated with plant growth. Several variables such as light, water, climate, and species What participant discovers: White light (sunlight) is most effective at supporting growth.

8. Engineering “Habits of Mind” Engineering in K-12 Education: Understanding the Status and Improving the ProspectsNational Academy of Engineering & National Research Council of The National Academies Are students equipped with essential “habits of mind,” skills necessary for success in the 21st century? • Systems Thinking – “recognize essential interconnections in the technological world” • Creativity – “inherent in the engineering design process.” • Optimism – “possibilities and opportunities can be found in every challenge and every technology can be improved.” • Collaboration – “leverages the perspectives, knowledge, and capabilities of team members to address a design challenge.” • Communication – “essential to effective collaboration, to understanding particular wants and needs of a ‘customer,’ and to explaining and justifying the final design solution.” • Attention to Ethical Considerations – “impacts of engineering on people and the environment…” How do we provide the experiences to foster these habits of mind? STEM Experiences

11. Educational experiences outlined by Ohio Department of Education • Scientific inquiry: activities through which students develop knowledge and understanding of scientific ideas as well as an understanding of how scientists study the natural world.4 Teachers need to model scientific inquiry by teaching with inquiry. • 21st Century Skills: include: creativity and innovation; critical thinking, problem solving and communication; information, media and technological literacy; personal management, productivity, accountability, leadership and responsibility; and interdisciplinary, project-based, real-world learning opportunities.5 4 Research Council (1996), National Science Education Standards (Washington, DC: National Academy Press), p 192. 5 http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=119; ORC §3301.079 A (1): http://codes.ohio.gov/orc/3301. Overview for Model Curriculum Review Ohio Department of Education, July 2011

12. Educational experiences outlined by Ohio Department of Education • Technological Design: a problem or project-based way of applying creativity, science, engineering and mathematics to meet a human need or want. Modern science is an integrated endeavor. Technological design integrates learning by using science, technology, engineering and mathematics and fosters 21st Century Skills. • Technology and Engineering: Technology modifies the natural world through innovative processes, systems, structures and devices to extend human abilities. Engineering is design under constraint that develops and applies technology to satisfy human needs and wants. Technology and engineering, coupled with the knowledge and methods derived from science and mathematics, profoundly influence the quality of life. Overview for Model Curriculum Review Ohio Department of Education, July 2011

13. Innovation http://www.ideo.com/60minutes/ -Define the Problem -Define Constraints -Analyze the Market -Increase Stimulus -Increase Diversity -TEST, TEST, TEST -Redesign….and back to the start

14. Encouraging Innovation • Generate classroom experiences that encourage divergent thinking. • Provide opportunities for stimulus • Encourage collaboration • Encourage evolution of understanding and conceptual design. • Offer experiences for application of knowledge • Embrace failure as part of the learning process. • Assess and model experiences that are representative of the “real world”. • Embrace diversity of thought

15. Application of Knowledge through Career Connections The attainment of knowledge is most meaningful when students translate their understanding into practical application. The incorporation of knowledge, application and innovation are key to our Nation’s economic success.

16. Application of Knowledge through Career Connections Images By: Richard C. Overbaugh and Lynn SchultzOld Dominion University http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

17. Collaboration

18. “Collaboration is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results."  -Andrew Carnegie Personalities: Creating a Powerful Team

19. Team Collaboration Challenge • Your team is required to make as many paper footballs as possible in 15 minutes. • Lead Fellows will be Project Managers, and will identify areas of need to shift workers as necessary • All other Fellows will be assigned tasks after a 4 minute planning session • All paper footballs must have the same dimensions • All paper footballs must have a brand name/logo • Only complete paper footballs will be counted

20. Hurdles for Collaboration Distance- physical and mental Dominance- oppressive hierarchy Dissonance- dueling priorities or disrespect for peers/ group goals Discomfort- lack of knowledge, lack of meaningful personal relationships

21. Let’s Focus for a bit on Building a Collaborative Environment

22. Personality Profiling

23. Dr. Gary Smalley & Dr. John Trent Personality Test Initially created to promote healthy marital and familial relationships, the Smalley personality tests helps one explore the personality strengths and needs of those who participate.

24. Personality ExerciseDr. Gary Smalley & Dr. John Trent Personality Test • Individually complete the following worksheet. • At each row, rank the word that is most like you with a 4 and progressively least like you with a rank of 3,2,1. (4 most like you, 1 least like you) • For example: • Once all 19 rows are complete, total the columns.

25. Who are you? Your dominating personality characteristics are represented by the column with the highest score. If you have a second column that is within 1-3 points your personality tends to reflect both temperaments.

26. Column 1: Lion Highest Total

27. Column 2: Otter Highest Total

28. Column 3: Golden Retriever Highest Total

29. Column 4:Beaver Highest Total

30. Pack of Furry Critters • Understanding temperaments even on the broadest scale will help when dealing with colleagues, family members and people in general this understanding can lead to smoother projects, meetings and environments. • Be a steward of this knowledge: • Use this knowledge to improve your communication, understanding, and expectations of your peers! • Keep in mind that an individual may not exhibit all strengths and weaknesses that are listed as characteristics of their personality type.

31. Lion Perceived Weaknesses Perceived Strengths Visionary Practical Productive Strong-willed Independent Decisive Leader Goal Oriented Thrive on Opposition Enjoy difficult assignments Cold Domineering Unemotional Unforgiving Sarcastic Self-sufficient What they value most: Results

32. Perceived Weaknesses Perceived Strengths Outgoing Responsive Warm Friendly Talkative Enthusiastic Compassionate Creative Inspirating Undisciplined Unproductive Exaggerates Egocentric Unstable What they value most: Affirmation Otter Lion

33. Perceived Strengths Perceived Weaknesses Calm Easy-going Dependable Quiet Objective Diplomatic Humorous Loyalty Peacemaker Learned Leader Realistic Selfish Procrastinator Unmotivated Indecisive Fearful Worrier What they value most: Relationships Golden Retriever

34. Perceived Weaknesses Perceived Strengths Analytical Self-disciplined Industrious Organized Aesthetic Sacrificing Detail oriented Deep thinkers Problem solving Moody Self-centered Touchy Negative Unsociable Critical What they value most: Correctness Beaver

35. How to best work with different personalities

36. Homework • Begin Forum Discussion on potential standards of interest for curriculum development on Basecamp • Read Would You Drink That?, a unit of curriculum posted on Basecamp