Other Speakers- Evelyn Oropeza, Science and Mathematics Department – Columbia College Chicago,  Coordinator of Community Engagement

Presentation Title: Promoting STEAM in formal and informal settings through Project Based Learning (PBL)

Abstract: The main goal of the workshop is to show that STEAM education is

not the implementation of learning in one or two of the disciplines, but in the

INTEGRATION of all of these disciplines to facilitate the student/participant/user the

knowledge, tools and skills to adapt to the new challenges. After the

workshop participants will: have a clear understanding of how to use PBL to promote the integration of STEM in their classroom; have a better understanding of the NGSS Scientific and Engineering Practices; see the integration of all the disciplines of STEAM to produce the final product of the project; understand the need of interdisciplinary learning to promote STEM literacy in the student body; design and build a well-tuned four note chime. Participants will have a first-hand experience of a model that promotes the integration of STEAM in the classroom using PBL. Participants will explore the NGSS Scientific and Engineering practices needed to develop the desire project, in this case: a musical instrument. Participants will explore what content knowledge topics they need to know and the skills they need to acquire to successfully build a well tune musical instrument and then proceed. Each participant will build a well-tuned four note chime. A discussion about potential ways for implementing this kind of PBL’s in the classroom will follow the building activity. It is expected that after the workshop participants will be able to take with them useful insights that will contribute to improve their STEAM learning experiences in their places of work and learning.

Biography: Marcelo Caplan Associate Professor, Science and Mathematics Department, Columbia College Chicago. In addition to my teaching responsibilities, I am involved in the community engagement programs and activities of the department. I am the coordinator of three outreach programs: 1) the NSF-ISE project “Scientists for Tomorrow,” which goal is to promote Science Technology Engineering and Mathematics (STEM) learning in community centers in the Chicago area; 2) the Junior Research Scientists program funded by After School Matters of the City of Chicago to promote STEM for high school students; and 3) a collaboration with the Center for College Access and Success at Northeastern University to promote STEM learning in their Upward Bound Math & Science program, also oriented for high school students. Also I am the Co-Chair of the STEAM conference for students. We have implemented the conference for seven years. In the last year we counted with more than 800 attendees and 40 parallel sessions led by students. More information regarding the mentioned programs can be found at www.scientistsfortomorrow.org

Presentation Title: Clean Water for Women and Children

Abstract: This is a full unit in Trigonometry that covers right triangle trigonometry, the law of sines and the law of cosines. Students are introduced to the world water crisis and how and why it affects women and children the most. Students create graphical representations of this crisis to hang in the halls in an effort to bring awareness to this crisis to the entire school community as well as start a campaign to help those in need. Students use their knowledge of trigonometry to “solve” a water crisis in a town and bring clean sanitation to a remote island. This unit helps students develop critical thinking and problem solving skills, numerical literacy and global awareness. Students make connections to the “real world” using mathematics and becoming world citizens.

Biography: Courtney Fox has been teaching math and science for 10 years from Virginia to Nevada and most recently in Cincinnati, Ohio. She has a passion for integrating mathematics and the sciences in her lessons; she strives to help her students see the connections in the classroom and beyond. Her students leave her classes ready to take on STEM careers where mathematics and the sciences are very much integrated.

Presentation Title: Powering Up Video Game Design with Block Coding (Scratch and Snap!)
Abstract: With computing technology touching almost every aspect of our life it is becoming more pragmatic in all professions to learn basic programming language. Block coding has proven to be a very effective method for teaching inexperienced coders the basics of the craft. In this hands-on workshop, two dual-year participants from the Research Experience for Teachers program at Central Michigan University funded by the National Science Foundation would like to help you get started with block coding in Scratch. Educators will be guided through the basics of Scratch (no prior knowledge required) and will have online access to their working video game upon completion of the session. Teachers will understand that block coding makes coding more accessible to students; Scratch and Snap! are free online coding programs schools can utilize in many subjects; Scratch basics are very easy to learn and have many available resources; Snap! Can be used to transition students out of block coding to Python for implementation on Raspberry Pi computers; and many students are already using block coding. Teachers will be able to program basic commands in Scratch’s block coding; walk away with a game that is their own that is accessible online; and locate resources online for block coding. In this hands-on workshop, participants will learn about the logistics of video game design. The attendees will be introduced to block coding and provided with online resources for future projects. They will be shown how there is a natural progression between Scratch, Snap! and other high level languages (such as the Python needed to program on Raspberry Pi computers). Participants will be able to follow along on their computer to create a simple video game from the ground up on Scratch. Participants will be able personalize their game and access it online.

Biography: Holly Ylitalo teaches developmental mathematics courses at Lansing Community College. Previously, she was a tenured K-12 instructor. Holly was educated in mathematics and computer science teaching at the University of Michigan-Flint, earning her BA and then her MA in Educational Technology. After participating in the RET program at Central Michigan University last summer, Holly accepted a position teaching STEM in the Ashley Community School District. She has since developed a STEM program for the district and led her students in a variety of enriched learning experiences. Wil Falkner is a teaching assistant, curriculum designer and education researcher at Central Michigan University specializing in gamification, game-based learning and other forms of nerdery as it pertains to science education. Following an engineering-focused RET program at CMU, Wil has facilitated several STEM camps introducing engineering and coding to a variety of students. Wil has received a BS in Ed from CMU in Integrated Science and Biology and is currently a master’s candidate at CMU’s College of Science and Engineering.

Presentation Title: Bringing the Outdoors In: Ecosystems in a Bottle

Abstract: On a cold, windy, winter’s day in Chicago, it is difficult to take your class outside to observe aquatic and terrestrial habitats. The solution is to bring the outside in! In this breakout session, participants will learn how to build an aquaterrium, an aquarium/terrarium hybrid. Using this aquaterrium, students can observe the interactions of water and land, model the water cycle, understand the concepts of niches and more. Use of the aquaterrium encompasses all core disciplines (Life, Earth/Space and Physical Sciences) and cross-cutting concepts, as put forth by the Next Generation Science Standards. In addition, the aquaterrium provides students with exposure to all eight science and engineering practices. These practices include:

1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information

This project-based, hands-on curriculum provides students with the tools necessary to study ecosystems first-hand. The lessons are easily adapted for all grade levels. Other ecosystems will also be discussed and modeled. Participants will leave with instructions for building the aquaterrium, lesson plans for use and student handouts. No matter what the weather, we can bring the outside in!

Biography: Sue Hall is a Middle School STEM teacher at King Philip Middle School, Norfolk, Massachusetts and a doctoral candidate at Nova Southeastern University, Fort Lauderdale, Florida. Through her concentration in STEM Education, Mrs. Hall collaborates on numerous projects integrating all the STEM disciplines at all grade levels. She is currently writing a curriculum to integrate more engineering and technology activities into the new Massachusetts Science Curriculum and Technology/Engineering Framework. She collaborates with PTC, Inc, a software company in Needham, Massachusetts, to bring 3D modeling to classes and instruct teachers in the writing of STEM curriculum. Mrs. Hall works for Camp Reach, an all-girls STEM camp at the prestigious Worcester Polytechnic Institute, where she writes curriculum and aides seventh grade girls using STEM to solve community problems. In her spare time, she enjoys participating in STEM activities with her granddaughter Bella, age 3.

Presentation Title: Death, Destruction and Mayhem: Using Simulator Classrooms to Teach 21st Century Skills

Abstract: Have you ever moderated tense peace negotiations or discovered the cause of an epidemic? Have you created a new government or used science to stop a natural disaster? This is exactly what our students do! We transformed a classroom into an adventure simulator. The room looks like the bridge of a starship, and our students become its captain and crew. We send them on dangerous missions and use death, destruction, and mayhem to teach them the skills they need to be successful in the 21st century. During these missions, our students are all on their own. We watch them from behind the scenes, but there’s no one there to hold their hands. When the hatch door closes, the simulation becomes real. The students are no longer fifth graders, but leaders, scientists, and engineers. Through these missions we teach students 21st- century skills they will need in their lives and career like creativity and problem solving. For example, in one mission students save a world on the brink of civil war. They learn about each side’s point of view, evaluate them critically, and persuasively debate their merits. The mission ends with them working in groups to design a new government for the fictional world, complete with compromises, checks and balances, and all while dodging the nasty space pirates. The simulator also teaches teamwork and communication skills. In each mission, students are assigned crew roles: a doctor, engineer, biologist, physicist, etc. These roles are heavily interdependent, so communication is key. Students need to figure out—in the middle of the mayhem—what information is important, make decisions, and then live with the consequences. These are just a few examples of how we’re teaching 21st century skills through death, destruction and mayhem!

Biography: Michael Penn is a seasoned educator with broad experience using non-traditional hands-on projects to teach students 21st century skills. Previous presentations include: Carnegie Science Center, Dream Flight Adventure Community of Practice symposiums, Allegheny Intermediate Unit sessions, Remake Learning Symposium, Keystone Technology Innovator, and Northern Area Gifted Consortium. College Degrees, certificates, etc.: B.S. History, Ohio State University; M.S. Mental and Physical Handicaps, California University of Pennsylvania; certified to teach Elementary Education, Special Education, Secondary Social Studies, and Gifted. Other credentials indicating expertise in the material being presented: Gifted Department Chair, Shaler Area School District; STEM Coordinator, Shaler Area School District; “Champion of Change;” Pennsylvania, Keystone Star Technology Innovator; and Project Zero. Relevant work experience: Last 5 years with Dream Flight Adventures; lead of inaugural full-immersion simulator classroom; and General Manager of North American Operations.