Batula, A. M., & Morton, B. G., & Migneco, R., & Prockup, M., & Schmidt, E. M., & Grunberg, D. K., & Kim, Y., & Fontecchio, A. K. (2012, June), Music Technology as an Introduction to STEM  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21719

\bibitem{asee_peer_21719}
  Batula, A. M., \& Morton, B. G., \& Migneco, R., \& Prockup, M., \& Schmidt, E. M., \& Grunberg, D. K., \& Kim, Y., \& Fontecchio, A. K. (2012, June), \emph{Music Technology as an Introduction to STEM}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21719

Alyssa M. Batula, Brandon Gregory Morton, Raymond Migneco, Matthew Prockup, Erik M. Schmidt, David Kurt Grunberg, Youngmoo Kim, and Adam K. Fontecchio.  "Music Technology as an Introduction to STEM".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21719 Internet.  08 Oct, 2024

\bibitem{asee_peer_21719}
  Alyssa M. Batula, Brandon Gregory Morton, Raymond Migneco, Matthew Prockup, Erik M. Schmidt, David Kurt Grunberg, Youngmoo Kim, and Adam K. Fontecchio.
  "Music Technology as an Introduction to STEM".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21719 Internet.  08 Oct, 2024

@INPROCEEDINGS{asee_peer_21719
author = "Alyssa M. Batula, Brandon Gregory Morton, Raymond Migneco, Matthew Prockup, Erik M. Schmidt, David Kurt Grunberg, Youngmoo Kim, and Adam K. Fontecchio"
title = "Music Technology as an Introduction to STEM"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21719}
number = {10.18260/1-2--21719}
}

TY  - CPAPER
AB  -                    Music Technology as an Introduction to STEMThe Summer Music Technology (SMT) program is a novel educational experience, designed tointroduce 9th- and 10th-grade students to the engineering, science, and mathematics behindmodern music technology. Music is an integral part of these students’ daily lives, and the vastmajority use digital music devices and services and possess large personal libraries. By engagingour participants’ affinity for music technologies, we hope to further motivate and catalyzecuriosity in science and technology. The program also serves to attract students frombackgrounds underrepresented in engineering, math, and science who may not have previouslyconsidered further study in these fields.The week-long curriculum emphasizes signal processing concepts, tools, and methods throughhands-on activities and individual projects without requiring any background knowledge. Theinquiry-based program strives to maximize time spent engaged in activities and minimizelectures. In the activity Echo and Sound Design students create software simulations of real-world echoes. Students experiment with resonance tubes in the Musical Instrument Acousticsactivity. Analog and Digital Signals uses a Pictionary-style game format to teach students howcomputers store audio signals. Most modules incorporate computer-based learning and open-source software, providing students additional exposure to technology and the opportunity tocontinue their projects after the program’s conclusion.The program, initiated in 2006 as part of an NSF CAREER award, has enrolled over 100students and recently completed its fifth session. The curriculum has been revised each year withnew material and includes significant contributions from graduate and undergraduate engineeringstudents. The high school students fill out surveys after each activity, providing feedback on howinteresting and difficult an activity was, as well as how much students feel they learned from it.Last year’s surveys showed that students felt they learned the most from Echo and Sound Design(scored 4.4/5.0) and the most enjoyable activity was Analog and Digital Signals (scored 4.6/5.0).Our results and conclusions for the most recent year will be discussed in the paper.In order to expand the program and introduce these activities to more students and instructors,program activities were deployed outside of the summer camp for the first time. Six of theactivities were implemented as part of the Franklin Institute's STEM Scholars Program, whichaims to prepare underserved students for college and increase matriculation into STEM fields.This allowed us to test our methods on a different subset of students who did not specificallyseek out a music technology program. Musical Instrument Acoustics was successfully introducedas a lab in a traditional high school physics class. In this setting we could observe our activitywith more typical high school students who may not have any prior interest in technology. Theprogram curriculum is available online and can be used by any interested instructors andorganizations.
AU  - Alyssa M. Batula
AU  - Brandon Gregory Morton
AU  - Raymond Migneco
AU  - Matthew Prockup
AU  - Erik M. Schmidt
AU  - David Kurt Grunberg
AU  - Youngmoo Kim
AU  - Adam K. Fontecchio
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Music Technology as an Introduction to STEM
UR  - https://peer.asee.org/21719
DO  - 10.18260/1-2--21719
ER  -