Engaging Youth (and Partners) through Engineering: Strategies to Secure Partnerships to Enrich and Sustain STEM Curriculum

Please provide a concise description that includes the workshop’s learning objectives (maximum 750 characters). The abstract is used on the ASEE website, program materials, and otherK-12 Workshop promotional activities. In this interactive session, participants will learn about a 6-step community engagement process developed by the Mobile Area Education Foundation to engage business and P ge 1.11.3 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WA 2015-ASEE-K12-Proposal-Form EYE Page 3 of 6 community partners to develop integrated STEM units and sustain STEM education in the largest school district in Alabama. These units, the EYE Modules, were developed with funding from the National Science Foundation in partnership with the local school district, university, and support from business and industry leaders in the region. Participants will experience a portion of one environmental engineering module developed using this model, “Don’t Go With the Flow.” Participants will reflect on their experience with the module and identify ways that the model could be applied to enrich their current STEM education efforts. Planning documents and a summary of strategies will be provided. Workshop Description. Please provide a detailed description of the proposed workshop that, at minimum, explicitly addresses the following (maximum 4,000 characters): a. Learning objectives b. Hands-on activities and interactive exercises c. Materials that participants can take with them d. Practical application for teachers and outreach staff Learning Objectives: Experience a subset of STEM activities from the EYE Module, “Don’t Go With the Flow” Identify strategies to engage community stakeholders and partnerships that support the development of STEM lessons (e.g. university faculty, business leaders, community volunteers) and sustainability of STEM education (e.g. civic leaders, district leaders) Apply the “MAEF Model” to plan for broader community engagement in participant’s local community In this interactive session, participants will learn about a 6 step community engagement process developed by the Mobile Area Education Foundation that was used to engage business and community partners to develop a set of 8 integrated STEM units and sustain STEM education in the largest school district in Alabama. These units, the Engaging Youth through Engineering EYE Modules, were developed with funding from the National Science Foundation in partnership with the local school district, university, and with support from over a dozen business and industry leaders in the region. Workshop participants will experience a sampling of activities from the environmental engineering module, “Don’t Go With the Flow,” and then dissect how these activities and others within the EYE Modules were developed through collaborative efforts from multiple stakeholders in the community. Finally, participants will be introduced to the “MAEF Model” of community engagement to understand the step-by-step approach to building diverse relationships within the P ge 1.11.4 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WA 2015-ASEE-K12-Proposal-Form EYE Page 4 of 6 community, leveraging these relationships to yield rich real-world STEM connections, and creating new STEM lessons with the support of all stakeholders. Time will be dedicated to helping all participants identify local stakeholders and begin planning for broader engagement of community members to support the development of new STEM lessons or to sustain existing STEM efforts. All participants will receive a copy of the PowerPoint slides, and blank planning documents for use during the workshop. At least one of those must be within the first four listed, below; i.e., do not only check “other”. Check all that apply: √ Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) √ Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below) Provide a description of how you will explicitly address these aspects of authentic engineering in your workshop (maximum 2,000 characters): Both the EYE Module development process and the MAEF Model of community engagement are iterative processes which follow very closely to the engineering design process taught by the EYE STEM Curriculum. During the workshop, participants will be introduced to the Engineering Design Process initially during the exploration of the “Don’t Go With the Flow” EYE Module as they understand how students apply the engineering design process to develop solutions to a real-world environmental engineering problem. During the second phase of the workshop, participants will have the opportunity to connect the iterative community engagement model to the STEM curriculum developmentas STEM curriculum is a tool to solve the very real problem of so many students graduating high school without the skills needed to be successful in college or careers. In a sense, the method used to design STEM curriculum is an application of the engineering design process that yields tools for educators to meet an educational need. By learning about these two models, participants will have new tools to apply to their local environment to meet local educational needs. Diversity. This year is the American Society for Engineering Education’s “Year of Action on Diversity.” It is essential that we have a diverse engineering workforce to solve diverse problems. To do that and to have an engineering-literate public, it is essential that we reach every preK-12 student with high-quality engineering education, drawing on issues of access and equity P ge 1.11.5 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WA 2015-ASEE-K12-Proposal-Form EYE Page 5 of 6 in the classroom and in the curriculum. Reviewers would like to know how your proposed workshop will address diversity. Provide a description of how you will explicitly address diversity – e.g., diversity with respect to gender/sex, ethnicity or race, special education inclusion, socio-economic status, or LGBT status – in your workshop (maximum 2,000 characters): The Mobile Area Education Foundation’s mission is to provide equity and access to high quality public education in Mobile County, AL. All programs of the MAEF are designed to provide ALL students with access to engaging, rich, and rigorous educational experiences. In particular, the EYE Modules are a unique set of STEM middle grades curriculum in that they provide every middle school student with multiple STEM experiences in core mathematics and science classes. The relationships developed through the MAEF Model of community engagement were critical in breaking through the barrier of STEM-for-Some. Through this workshop, participants will learn how relationships with community leaders, district leaders, school principals, and teachers is critical to ensuring equitable access to STEM learning for all students. Are there any online components to the proposal or presentation? (Note that these online components may only be available to presenters or those who have their wireless subscriptions, since wireless may not be available during the workshop sessions.)