STEM

Innovation Literacy and the STEM Monster

Fellow

by Christa Flores -

Ask…. and ye shall answer your own questions

“I hope to apply a strong focus on place-based making and science while here in Atlanta...I also noticed that this year's research panel was very program and project focused, or more practical in nature. This gives me hope that higher education is stepping up to the plate to support and study best practice around making in community programs in ways it has not in the past.”

The above is a reflection from FabLearn 2016 from a prompt given to the FabLearn fellows by our mentor Sylvia Martinez. How would I apply FabLearn lessons to my new role as a K-8 outreach manager at Georgia Tech within the Center for Education Integrating Science, Mathematics, and Computing (CEISMC)? CEISMC is a self-contained K-12 STEM education research and design hub that has been around for twenty years. Lately, CEISMC has caught the MakerEd bug and I was hired to bring my experience to their partner K-12 schools wishing to start maker programs or makerspaces. I no longer have a makerspace of my own. I am answering my own call to arms post Fablearn. I have shifted from being a teacher/researcher or makerspace coordinator to a curriculum and learning space co-designer, working with multiple educators in multiple disciplines, at multiple public schools, one in an “up and coming” or gentrified neighborhood, and one within an area of concentrated poverty and segregation. This blog is focused on the latter school.

 

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Relevant Research: Evidence & Impact: Museum-Managed STEM Programs in Out-of- School Settings

Institution

by Sylvia Martinez -

Interesting paper - seems like a lot to dive into! I haven't had time yet, but I wanted to share with you all.

Evidence & Impact: Museum-Managed STEM Programs in Out-of- School Settings (PDF)

By Bernadette Chi, Rena Dorph & Leah Reisman, Lawrence Hall of Science, UC Berkeley

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STEAM, STEM, and Making

Fellow

by Tracy Rudzitis -

What do these words mean? How are they interpreted by teachers, by administrators, by students, by politicians? 

 

In the past few months I have been a part of a number of discussions surrounding this question. The conversations are genuine and in most cases have the best interests of students and learning in mind. There is one thing that I have noticed, there can be a wide range of perspectives and responses to these questions.

 

Drawing: a visual language for Makers

Fellow

by Erin Riley -

Drawing is like writing, using pictures instead of words.  It is a form of communication that can be useful, expressive, descriptive and observational.  It provides form to visual ideas.  Including drawing as part of the process of making things is fun and provides a good framework for understanding 2D and 3D design.  

Enclosed is a list of drawing approaches that are used most in the Engineering and Design lab.

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The power of Making what you can Imagine

Fellow

by Erin Riley -

Several years ago while while teaching an upper level drawing class I noticed that some of my students were struggling to understand 3D space on the 2D drawing plane.  In an effort to help these and future students, I reimagined a way of keeping track of studio projects based on where they might be organized by their 2D-3D “ness” on a spectrum, and identifying the sorts of visualization that would be involved as they cross into other spatial forms.

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