
NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
Recipient: |
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Initial Amendment Date: | August 27, 2016 |
Latest Amendment Date: | September 28, 2016 |
Award Number: | 1623543 |
Award Instrument: | Standard Grant |
Program Manager: |
Monya Ruffin
mruffin@nsf.gov (703)292-4635 DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
Start Date: | September 1, 2016 |
End Date: | August 31, 2020 (Estimated) |
Total Intended Award Amount: | $284,985.00 |
Total Awarded Amount to Date: | $284,985.00 |
Funds Obligated to Date: |
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History of Investigator: |
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Recipient Sponsored Research Office: |
400 HARVEY MITCHELL PKY S STE 300 COLLEGE STATION TX US 77845-4375 (979)862-6777 |
Sponsor Congressional District: |
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Primary Place of Performance: |
3137 TAMU College Station TX US 77843-3137 |
Primary Place of
Performance Congressional District: |
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Unique Entity Identifier (UEI): |
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Parent UEI: |
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NSF Program(s): | AISL |
Primary Program Source: |
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Program Reference Code(s): |
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Program Element Code(s): |
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Award Agency Code: | 4900 |
Fund Agency Code: | 4900 |
Assistance Listing Number(s): | 47.076 |
ABSTRACT
As part of an overall strategy to enhance learning within maker contexts in formal and informal environments, the Innovative Technology Experiences for Students and Teachers (ITEST) and Advancing Informal STEM Learning (AISL) programs partnered to support innovative models in Making poised to catalyze new approaches in STEM learning and innovation. Employing a novel design and development approach, this Early Concept Grant for Exploratory Research (EAGER) will test the feasibility of integrating Making concepts with real world micro-manufacturing engineering principles within the context of intense, multi-year team apprenticeship experiences for high school students. The apprenticeship model is particularly novel, as current Making research and experiences predominately take place in afterschool and summer programs for up to 25 youth. The proposed apprenticeships will require a two year commitment by a small cohort of Texas high school students, which will provide an opportunity to examine the feasibility and impact of the effort longitudinally. The cohort will learn to think critically, solve problems, and work together as a Making Production Team (MPT) in a customized makerspace in their high school, constructing engineering-based science kits for implementation in a local elementary school. Not only will the students enhance their content knowledge while developing design and development skills but the students will also receive stipends which will address two very practical needs for the targeted high need population - employment and workforce development. Few, if any, efforts currently serve the targeted population through the contextualization of Making within a supply chain management and micro-manufacturing framework that extends the Making experience by integrating the student designed products into elementary classrooms. As such, this project will contribute to essentially unexplored areas of Making research and development.
Six high school students from high poverty, underserved Texas communities along the Texas-Mexico border (colonias) will be selected for the Making Production Team (MPT). In Years 1 and 2, the students will meet regularly during the academic school year and over the summer with Texas A & M University undergraduates, graduate students, and the project team to learn key aspects of Making and manufacturing (i.e., ideation, prototyping, design, acquisition, personnel, and production) through hands-on making activities and direct instruction. Concurrently, a research study will be conducted to explore: (a) the actualization of the model in an underserved community, (b) the effectiveness of problem-based learning to train students in the model, and (c) STEM knowledge and self-concept. Data will be collected from multiple sources. An adapted version of the Academic Self-Description Questionnaire will be administered to the students to assess their STEM technical knowledge and skills as well as their self-concept in relation to STEM domains. Remote and in person interviews will be conducted with the students to track the evolution of the primary dependent variables, STEM learning and self-concept, over time. Program facilitators and partners will be interviewed to examine the feasibility of the making experience within the given context and for the targeted students. Finally, the students' diary reflections, products, and video recordings of their work sessions will also be examined. Time-series quantitative tests and in-depth qualitative methods will be used to analyze the data.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
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This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
The exploratory project investigated a distance apprenticeship with university engineering students providing mentorship to high school students in remote a rural school district. Learning a combination of basic technologies (3D design and fabrication, microprocessor-based electronic design, and programming) and rudimentary manufacturing engineering, the high school students engage in the design and production of Maker-based learning materials for an elementary school classroom. The intent is that the rural school students who do not normally have access to such technology-infused learning will develop the competencies and self-efficacies for production at micro-levels within the local community context. The project simulated the condition of work by proposing to pay students a stipend for manufacturing Maker-based learning materials for an elementary school class. The students organize as Manufacturing Production Teams (MPT) and assume rotating roles of ‘project manager’, ‘production manager’, ‘inventory manager’, ‘communications specialist’, and ‘testing engineer’ for each project. The high school students also coordinate with the elementary school teacher (through the communications specialist) and assist the teacher in her elementary school classroom. The project engaged 10 rural students over three years. The project showed the promise of our approach, and nearly all the students in the project continued to higher education and work in STEM fields. Significantly, we found that the authentic need to manufacture materials for younger students in their community was critical in focusing the attention and learning, and helped the high school students identify as STEM-capable and interested individuals. In fact, we found that paying the students stipends to simulate job-like conditions took away from the more powerful motivation of producing for their community, and we abandoned the stipends in the second year of the project. These and other findings are disseminated through 10 peer-reviewed publications. More importantly the project exposed critical research needs that informed two new successful NSF proposals. A new Cyberlearning project explores how situated communication using telepresence robots with augmented reality may support distance technology-based mentoring. Another grant extends the integrated pedagogy and mentoring for community-relevant design, prototyping, and manufacturing. The new project formalizes the horizontally-organized curriculum for a high school Career and Technical Education program.
Last Modified: 12/29/2020
Modified by: Francis Quek
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