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Chris Ciuca

Chris Ciuca. SAE International AWIM Program Manager. Established in 1905 as the Society of Automobile Engineers, Inc. SAE International now encompasses all mobility engineering interests. .

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Chris Ciuca

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  1. Chris Ciuca SAE International AWIM Program Manager

  2. Established in 1905 as the Society of Automobile Engineers, Inc. SAE International now encompasses all mobility engineering interests. Established in 1986 as an educational foundation that funds SAE International educational outreach programs. Collegiate Design Series (CDS) SAE International Pre-College Educational Programs SAE International Collegiate Educational Programs Scholarships & Awards

  3. School District Business / Industry • Curriculum Development • Professional Training • Materials (Orders/Shipping) • Relationship Building School / District Program Coordinator Industry Program Coordinator STEM Volunteers is Building Bridges Through AWIM Classroom Teacher

  4. Cleveland Municipal School District Student Automotive Design Challenge Plymouth-Canton School District AWIM Partnerships - Sections

  5. How Is AWIM Delivered in this Structure ?

  6. AWIM Delivery Models 2011 Students Reached OST Programing (8,000) Traditional Classroom Programing (44,400) (16.4% growth over 2010)

  7. STEM - Focus on Scientific Literacy • Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. • A scientifically literate person is defined as one who has the capacity to: • understand, experiment & reason • ask, find, or determine answers to questions • describe, explain, and predict natural phenomena • gather information and engage in social conversation about the validity of the conclusions • identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed • evaluate the quality of scientific information • pose and evaluate arguments based on evidence and to apply conclusions (US National Center for Education Statistics, 2011)

  8. Current National Challenges • Only 32% of fourth-graders, 31% of eight-graders, and 21% of twelfth-graders scored “proficient” in science - only 1% of twelfth-graders scored “advanced” in science (National Assessment of Educational Progress, 2009). • Forecasts and performance statistics from companies suggest increased demand for skilled workers (AIA: Industry’s Response to the Workforce Challenge, 2008). • Aging and retirement patterns are likely to alter the composition of the science and engineering labor force. 26% of S&E Workers were older than age 50 in 2006 (NSF: Science & Engineering Indicators 2006). • More than 50 percent of all engineering doctoral degrees awarded by U.S. engineering colleges go to foreign nationals — many of whom are not eligible for U.S. security clearances (AIA: Industry’s Response to the Workforce Challenge, 2008). • Five percent of U.S. bachelor’s degrees are in engineering, compared to 20 percent in Asia (NSF: Science and Engineering Indicators, 2010). • One-third of US students intending to major in engineering switch majors before graduating (Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, 2007).

  9. When Should Exposure to Scientific Literacy Take Place? • Factors Investigated to Improve on Current Challenges & Implementation of STEM : • What does quality STEM education look like now? • When does STEM programing typically take place (grade level & time of day)? • What is missing? • How can we improve? • If we make changes, when does it take place in already “full” school day? • If we expand to lower grade levels are the teacher ready; does expansion require training?

  10. “Literacy-Based” STEM in an Integrated Setting • To succeed in the society of tomorrow, all children need an education that prepares them to understand and apply concepts in science, technology, engineering, and mathematics (STEM) in a real-world integrated setting. • In addition to becoming literate in these disciplines, students must also: • learn to solve complex problems using tools from all disciplines • communicate clearly • raise & resolve questions/problems • assimilate information • work cooperatively toward common goals (SAE International – A World In Motion, 2011)

  11. So…how do we do this and still have time to teach all the other stuff ???

  12. Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas • Student Practices for K-12 Classrooms • Asking Questions (science) and Defining Problems (engineering) • Developing and Using Models • Planning and Carrying Out Investigations • Analyzing and Interpreting Data • Using Mathematics, Information and Computer Technology & Computational Thinking • Constructing Explanations (science) and Designing Solutions (engineering) • Engaging in Argument from Evidence • Obtaining, Evaluating, and Communicating Information (National Academies, 2011)

  13. What Does the AWIM Student Experience Look Like?

  14. AWIM STEM Challenges PrimaryElementaryMiddle School Rolling Things Skimmer Motorized Toy CarPinball Challenge JetToy Glider Inspired by Nature Gravity Cruiser Gravity Cruiser Straw Rockets Fuel Cell

  15. AWIM Engineer Design Experience (EDE) How do Engineers Solve a Problem? Set Goals Build Knowledge Design Build & Test Present

  16. STEM Skills Introduced through ALL AWIM Challenges

  17. STEM Skills Specific to Individual AWIM Challenges

  18. AWIM – Primary Level Grades K-3

  19. The Integrated AWIM Student Experience Includes: Primary Level Education • Guided Opportunities to Question Ideas & Define Problems • Literature to Facilitate Questioning of Concepts & Ideas • Play & Guided Experimentation for Investigation • Building Physical Models • Manipulating Variables • Collecting, Recording & Analyzing Data • Building Tables & Graphs • Making Predictions • Designing Solutions • Pair-Share & Group Discussions • Communicating Ideas • Turn & Talk Strategies (Partner Interaction) • Sharing & Interpreting (Whole Group) • Presenting a Solution (SAE International, 2011)

  20. (Kindergarten - 3rd Grade) Primary Education Literacy-Based Design Challenges Real-life & fictitious connections to STEM concepts through customized literature leads to… Variable Testing Recording & Analyzing Data

  21. (Kindergarten - 3rd Grade) Rolling Things Challenge Variable Testing Recording Data for Analysis Challenge Overview: Students explore the story, The Three Little Pigs Sledding Adventure. Based on the scientific concepts presented in the story, students explore toy cars and car performance. Students launch the cars from ramps and investigate the effects that different ramp heights and car weights have on distance traveled. Students make adjustments for performance through variable testing.

  22. Pinball Challenge (Kindergarten - 3rd Grade) Book Illustrations Challenge Overview: Students explore the concept of optimizing a design by designing and building a pinball game. The story of Malarkey & the Big Trap introduces students to the concept of improving a design through experimentation and data analysis. Students test the launch ramp to explore how launch position affects the behavior of the pinball. Students make their games more challenging by adding targets, walls, and bumpers to the game board.

  23. Engineering Inspired By Nature Challenge (Kindergarten - 3rd Grade) Sample Book Illustration Whirly Copter Challenge Overview: Students investigate methods in which seeds are dispersed in nature through the story, One Upon a Time in the Woods. The story leads the students to further explore seeds dispersed by the wind. Students use the designs of nature to develop paper helicopters and parachutes and perform variable testing to improve performance.

  24. Straw Rockets Challenge (Kindergarten - 3rd Grade) Straw Rocket Sample Book Illustration Challenge Overview: Students explore the early life of Dr. Robert Goddard through the age appropriate biography, The Rocket Age Takes Off. Investigating Goddard’s early trials and tribulations to create the first liquid fueled rocket engine, students begin to uncover the work necessary to optimize a design. Students use a design process to build and perform variable testing on straw rockets. Design goals include farthest and highest flight.

  25. AWIM - Elementary Level Grades 4-6

  26. The Integrated AWIM Student Experience Includes: Elementary Level Education • Guided Opportunities to Question Ideas & Define Problems • Use of all STEM subjects (and beyond) to Solve Design Questions • Play & Guided Experimentation for Investigation • Building Physical Models • Manipulating Variables • Collecting, Recording & Analyzing Data • Building Tables & Graphs • Making Predictions • Designing Solutions • Engineering Design Team – Teamwork • Communicating Ideas • Presenting a Solution (SAE International, 2011)

  27. (4th- 6th Grade) Elementary Education Design Challenges JetToy Challenge Skimmer Challenge International Competitions In-Class Programming Gravity Cruiser Challenge Informal & OST Learning Experiences STEM Volunteer Student & Teacher Support

  28. (4th- 6th Grade) Skimmer Challenge Challenge Overview: Students construct paper sailboats and test the effects of different sail shapes, sizes, and construction methods to meet specific performance criteria. Friction, forces, the effect of surface area and design are some of the physical phenomena students encounter in this challenge. Sample Design Log Pages

  29. (4th- 6th Grade) JetToy Challenge Challenge Overview: Students make balloon-powered toy cars that meet specific performance criteria: distance traveled, weight carried, accurate performance, and speed. Jet propulsion, friction, air resistance, and design are the core scientific concepts students explore in this challenge. Sample Design Log Pages

  30. (6th - 8th Grade) Gravity Cruiser Challenge Challenge Overview: Students focus on understanding the relationships between the “sweep” of the lever arm, the number of winds the string makes around the axle, and the distance the gravity cruiser travels. They also investigate how the diameter of the wheels, the diameter of the axles, and the amount of weight placed on the lever affect the gravity cruiser’s speed and distance. This challenge introduces a rich activity in critical thinking and learning how to use the experimental method to test hypotheses and solve an engineering problem. Sample Design Log Pages

  31. AWIM – Middle School Level Grades 6-8

  32. The Integrated AWIM Student Experience Includes: Middle School Level Education • Guided Opportunities to Question Ideas & Define Problems • Use of all STEM subjects to Solve Design Questions • Social Studies – Consumer/Market Research & Targeting Customers • Language Arts – Preparing Written Proposals, Oral Presentations & Planning Manuscript Content • Guided Experimentation for Investigation • Building Physical Models • Manipulating Variables • Collecting, Recording & Analyzing Data • Building Tables & Graphs • Making Predictions • Designing Solutions • Engineering Design Team – Teamwork • Communicating Ideas • Presenting a Solution (SAE International, 2011)

  33. (6th- 8th Grade) Middle Education Design Challenges Fuel Cell Challenge Student Ingenuity Informal & OST Learning Experiences Gravity Cruiser Challenge Motorize Toy Car Challenge International Competitions In Class Programming

  34. (6th - 8th Grade) Gravity Cruiser Challenge Challenge Overview: Students focus on understanding the relationships between the “sweep” of the lever arm, the number of winds the string makes around the axle, and the distance the gravity cruiser travels. They also investigate how the diameter of the wheels, the diameter of the axles, and the amount of weight placed on the lever affect the gravity cruiser’s speed and distance. This challenge introduces a rich activity in critical thinking and learning how to use the experimental method to test hypotheses and solve an engineering problem. Sample Design Log Pages

  35. (6th - 8th Grade) Motorized Toy Car Challenge Challenge Overview: Students develop new designs for electric gear driven toys. To meet a specific set of design requirements, students must write proposals, draw sketches, and work with models to develop a plan. Force and friction, simple machines, levers and gears, torque and design are core concepts covered. Sample Design Log Pages

  36. (6th - 8th Grade) Glider Challenge Challenge Overview: Students explore the relationship between force and motion and the effects of weight and lift on a glider. The glider activity culminates in a book-signing event where each design team presents its prototype and the class presents its manuscript of Glider designs. Students learn the importance of understanding consumer demands and the relationships between data analysis and variable manipulations. Sample Design Log Pages

  37. (6th - 8th Grade) Fuel Cell Challenge Challenge Overview: Student teams design a toy car that uses a PEM (Proton Exchange Membrane) fuel cell to power the electric motor. Elements of electrical currents, Green Design, and transformations of energy are explored as the teams develop their product. Sample Design Log Pages

  38. How Do We Know the AWIM Model Works ?

  39. AWIM Longitudinal Research Study 5-Year Independent Longitudinal Research Study • The Data Tells the Story… • AWIM Students Independently Pursue More “STEM” Related Courses After an AWIM Experience • AWIM Students Demonstrate a Strong Knowledge of “Engineering” and related fields of study/work • First Time AWIM Teachers Felt More Knowledgeable and Comfortable Delivering Physical Science Principles in the Classroom

  40. Teacher Benefits Source: 5-Year AWIM Longitudinal Study Conducted by: Goodman Research Group Teacher Perceptions: After Using AWIM • Teachers felt more knowledgeable about Physical Science content • Teachers felt more comfortable teaching Physical Science concepts • Teachers enjoyed teaching Physical Science more than prior to their AWIM experience • Industry Volunteers made it easier to lead hands-on activities, work with small student groups, and teach the science content • Industry Volunteers made the teachers feel that they learned more science content

  41. Volunteer Impact Source: 5-Year AWIM Longitudinal Study Conducted by: Goodman Research Group Students’ Perceptions: One Year After Intervention • A little over half of the students had teachers who partnered with a volunteer in Year 1 • 49% of students remembered having a volunteer visit the classroom during AWIM • 71% of them learned what engineers do • 54% of them became more interested in engineering • 29% of them wanted to find out more about engineering

  42. Contact Us Thanks! www.awim.org cciuca@sae.org 724.772.4038

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