June 14, 2015
June 14, 2015
June 17, 2015
26.567.1 - 26.567.13
Educate Utilizing CubeSat Experience: Unified K-20 Vision of Comprehensive STEAM-Powered Space Systems Education ProgramEducate Utilizing CubeSat Experience (EdUCE) debuted in 2010 as a K-20 Science,Technology, Engineering, and Mathematics (STEM) education program using space-derivedactivities with an emphasis on design and development of CubeSats. CubeSats originallywere introduced to train and expose university students and faculty to holistic spacecraftresearch and development. Recently, the inclusion of the Arts (resulting in STEAM) hasbecome a complementary effort to engage students/educators in activities and to motivateinnovation in Systems Engineering curriculum. This paper discusses a new systematicapproach which (i) utilizes a Backward Design approach to develop coherent end-to-endsystem engineering content and (ii) delivers this content through state-of-the-art digitalplatforms. Specifically, the following hypothesis-driven questions are investigated: • How does the design of the EdUCE program meet STEAM standards and expectations? • How is Systems Engineering (in particular design and development of CubeSats) correlated to the Backward Design approach that is adopted in educational curriculum? • How to use the arts to complement the understanding of STEM concepts with a focus on Systems Engineering? • How are digital platforms (i.e., interactive books, Web 2.0 and mobile apps) paired with hands-on activities an effective mechanism to enable learning? • What best practices have been targeted and implemented for dissemination of EdUCE?Backward Design approach is a tool used in elementary and secondary education to developcurricula and teaching lessons which involves the following phases: (1) determination of thelearning outcomes, (2) development of the assessments, and (3) design of the learningexperience; essentially, the process has the end in mind by first, identify the learning goals,next identify the metrics required to measure success, then finally design/implement thelearning activities to meet these goals, thus creating a systematic path. The SystemsEngineering process shares lots of parallelisms with Backward Design; it begins with a need(i.e., objective), assesses alternatives and designs and develops products and activities (i.e.,verification and validation, operations, sustainment, and retirement) to satisfy the need in asystematic way.Via this approach, educators and techinical subject matter experts collaborate in thedevelopment process and manage age appropriate curriculum, thus unifying and broadeningboth the number and quality of K-20 participants worldwide. To demonstrate, an example ofengaging curriculum is presented. The end-to-end design and development process and thelife experiences from a CubeSat program are the major contributing factors in engaging theparticipants, however, complementary space activities, such as microgravity experiments,high altitude balloon experiments, and CanSats are included. Additionally, this is integratedwith the use of digital platforms to increase the awareness and the emphasis on STEAM.
Shiotani, B., & Buckley, D. A., & Bumbaco, A. E., & Fitz-Coy, N. G. (2015, June), Educate Utilizing CubeSat Experience: Unified K-20 Vision of Comprehensive STEAM-Powered Space Systems Education Program Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23905
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