Integrative Stem: Design and Implementation of an 8th grade Technology Curriculum (Research to Practice)

Norman "Storm" Robinson; Jeffrey H Rosen; Marion Usselman; Jeremy A. Lingle

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core
Tagged Division: K-12 & Pre-College Engineering
Page Count: 12
Page Numbers: 24.792.1 - 24.792.12
DOI: 10.18260/1-2--20684
Permanent URL: https://peer.asee.org/20684
Download Count: 488

Paper Authors

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Norman "Storm" Robinson III Georgia Institute of Technology

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Norman “Storm” Robinson, III is an award winning educator, curriculum designer, presenter, professional development trainer and instructional coach. He has offered programs that have inspired teachers and students to increase interest and participation in STEM/STEAM courses and concepts. His energy, content knowledge and instructional strategies are supported by research and delivered in a style that is relatable and receptive and impacts teaching and learning.

Storm began his career as a Mathematics Teacher at Tanglewood Middle School in Greenville, South Carolina. He was awarded Teacher of the Year after his second year in the classroom. Also at this time he was selected to serve on the Curriculum Leadership Institute for the Greenville County Schools District. After teaching middle school for five years, Storm moved to Riverside High School and instructed integrated mathematics classes for 2 years.

With a solid foundation of teaching experience formed, Storm accepted a position as an Aerospace Education Specialist for NASA’s Aerospace Education Services Project. For 7 years Storm designed, implemented and facilitated various STEM programs to inspire teachers and students in STEM. As a “Space Mobiler”, he used NASA missions to design and implement standards based activities that teachers could use to supplement their instruction. He also managed and developed curriculum support materials for the Exploring Space Through Algebra and Space Exploration AP Project

Storm returned to the classroom as the 8th grade STEM Magnet Mathematics Teacher at Marietta STEM Magnet Middle School where he was instrumental in developing the school’s robotics team. This opportunity lead him to his current position as the Team Lead/Education Outreach Manager for the development of curriculum for the Robotics and Engineering Design Course at the Center for Education Integrating Science, Mathematics and Computing (CEISMC) at the Georgia Institute of Technology. His responsibilities include developing curriculum and providing professional development for teachers implementing robotics in their instruction through the NASA Electronic Professional Development Network.

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Jeffrey H Rosen Georgia Institute of Technology

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Marion Usselman Georgia Institute of Technology

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Marion Usselman is a Principal Research Scientist and Associate Director for Federal Outreach and Research at the Georgia Institute of Technology's Center for Education Integrating Science, Mathematics and Computing (CEISMC). She earned her Ph.D. in Biophysics from the Johns Hopkins University and has been with CEISMC since 1996 developing and managing university-K-12 educational partnership programs. She currently leads up a team of educators and educational researchers who are exploring how to integrate science, mathematics and engineering within authentic school contexts and researching the nature of the resultant student learning.

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Jeremy A. Lingle Georgia Tech

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Abstract

Integrative Stem: Design and Implementation of an 8th grade Technology Curriculum Integrative Science, Technology, Engineering and Mathematics (STEM) is a trans-‐disciplinary learning environment where students make data driven decisions to iteratively design and test solutions in response to an engineering challenge. The Robotics and Engineering Integrative STEM 8th grade curriculum, designed by a South Eastern University with support from the state Race to the Top grant and the U.S. Department of Education, uses 3-‐D design software, 3-‐d printing and LEGO® MINDSTORM NXT robotics to generate solutions engineering challenges in the areas of Bio Mechanics, Electro Magnetic Radiation, Renewable Energy and Analog to Digital Conversion. Students utilize skills and knowledge developed from science and mathematics classes to develop engineering solutions using universal systems modeling. There are several objectives to the implementation plan of the course. The plan aims to: (1) garner school administration’s support in respect to scheduling and pedagogy; (2) Orient and improve technology teacher’s skills in computer aided design software, 3-‐d printing, and LEGO® MINDSTORM NXT robotics as tools for instruction; (3) equip them with instructional strategies to incorporate science, mathematics and engineering concepts in their classroom: (4) iterate design of the course based on feedback from the teachers and students. This paper will outline the implemented curriculum and share results of how selected schools have implemented the curriculum using the plan. Data was collected using teacher interviews, teacher surveys, electronic correspondence and field notes. Analysis of the data has been done on the factors that contribute to the hindrance or enhancement of curriculum implementation. The analysis will be discussed to advise of the strategies used to address the factors involving implementation.

Citation
Format

Robinson, N. S., & Rosen, J. H., & Usselman, M., & Lingle, J. A. (2014, June), Integrative Stem: Design and Implementation of an 8th grade Technology Curriculum (Research to Practice) Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20684

TY  - CPAPER
AB  -                                            Integrative  Stem:                Design  and  Implementation  of  an  8th  grade  Technology  Curriculum          Integrative  Science,  Technology,  Engineering  and  Mathematics  (STEM)  is  a  trans-‐disciplinary  learning  environment  where  students  make  data  driven  decisions  to  iteratively  design  and  test  solutions  in  response  to  an  engineering  challenge.    The  Robotics  and  Engineering  Integrative  STEM  8th  grade  curriculum,  designed  by  a  South  Eastern  University  with  support  from  the  state  Race  to  the  Top  grant  and  the  U.S.  Department  of  Education,  uses  3-‐D  design  software,  3-‐d  printing  and  LEGO®  MINDSTORM  NXT  robotics  to  generate  solutions  engineering  challenges  in  the  areas  of  Bio  Mechanics,  Electro  Magnetic  Radiation,  Renewable  Energy  and  Analog  to  Digital  Conversion.    Students  utilize  skills  and  knowledge  developed  from  science  and  mathematics  classes  to  develop  engineering  solutions  using  universal  systems  modeling.          There  are  several  objectives  to  the  implementation  plan  of  the  course.    The  plan  aims  to:  (1)  garner  school  administration’s  support  in  respect  to  scheduling  and  pedagogy;  (2)  Orient  and  improve  technology  teacher’s  skills  in  computer  aided  design  software,  3-‐d  printing,  and  LEGO®  MINDSTORM  NXT  robotics  as  tools  for  instruction;  (3)  equip  them  with  instructional  strategies  to  incorporate  science,  mathematics  and  engineering  concepts  in  their  classroom:  (4)  iterate  design  of  the  course  based  on  feedback  from  the  teachers  and  students.    This  paper  will  outline  the  implemented  curriculum  and  share  results  of  how  selected  schools  have  implemented  the  curriculum  using  the  plan.    Data  was  collected  using  teacher  interviews,  teacher  surveys,  electronic  correspondence  and  field  notes.      Analysis  of  the  data  has  been  done  on  the  factors  that  contribute  to  the  hindrance  or  enhancement  of  curriculum  implementation.    The  analysis  will  be  discussed  to  advise  of  the  strategies  used  to  address  the  factors  involving  implementation.    
AU  - Norman "Storm" Robinson III
AU  - Jeffrey H Rosen
AU  - Marion Usselman
AU  - Jeremy A. Lingle
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Integrative Stem: Design and Implementation of an 8th grade Technology Curriculum (Research to Practice)
UR  - https://peer.asee.org/20684
DO  - 10.18260/1-2--20684
ER  -