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(Dr. Childs) We know that as a nation we have to do something quickly
about the way we are preparing our students in science, technology,
engineering and mathematics.
We know that it is a matter of nationally security and that it relates
to the prosperity of the United States as a leader, as a country,
a world leader.
Four percent of the population is scientists, engineers and
mathematicians who are actually creating jobs for the other 96 percent.
When physicists and mathematicians got together and they studied
more in depth about integrated circuits what we found out is,
that all at once we were not using paper maps any more.
We were using navigation systems and we weren't using
the old phones we always had. We were using iPhones.
(Dr. Alford) This was an opportunity to expand student's horizons,
to help them to grow to higher levels of thinking,
to face some very challenging problems,
but to know that they could come to solutions.
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(Dr. Childs) This summer we partnered with the
Perkins College of Education in an effort called the iMAS Academy.
IMAS is investigations in mathematics and science.
This academy was geared towards seventh and eight grade students.
We brought them to campus, because we wanted them to think about
mathematics and science.
We did several modules with the students and those modules
were developed by our SFA STEM, science, technology, engineering
and mathematics faculty.
We partnered with master teachers and brought in the students
through the GEAR-UP project. As we brought them in,
we studied mathematics and science in a very integrated way.
We know that the level of mathematics proficiency students have
speaks volumes about the science they will indeed learn.
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(Betsy) We had a CSI investigation where we had a real-life accident
scene we set-up of a four-wheeler tipping over.
Our students having to go through this particular module and set of
curriculum where they investigate what has happened and use
mathematics and science to discover who was the perpetrator.
Then we had an ER module so that our student got hands on work with
mannequins. In different set-ups inside of an ER mock situation and
got that real-life experience.
'Mars Quest' module-involved robots!
The robots the students would get to have their own robot
but then they would work with programming this robot to be able
to maneuver certain routes and to be able to accomplish
certain goals and certain tasks.
We also had another module that was more of a NASA type of a focus
and this one was called the 'Orbit of Mercury.'
Students actually examined just the path of Mercury and its orbit.
They did through a little bit of hands-on activity and also just looking
at some of the mathematics involved in ellipses.
We had an environmental science module which was called,
'What's in your water?'
In this module our faculty and teachers took the students actually out
to Lanana Creek and examined different properties of the creek and
basically was just kind of testing what is actually in this water.
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We also had this other set of teachers who were the ones that would
bring their students to the iMAS Academy and they were to take
these ideas back to their own classrooms and from there
develop two lessons where they have to use and show this integration.
We didn't do anything from a textbook.
Our hope is to be able expand and to be able to reach a vast
amount of students and continue to impress these ideas that math
and science exists all around us.
(Dr. Alford) I had the wonderful opportunity of interviewing students,
of interviewing teachers, of interviewing faculty about what
they saw as benefits of the camp.
Always certain themes continued to emerge,
the power of the engagement that was present in this camp,
the opportunity for the critical thinking the students were able to do,
the support that was there, the level of planning that went into the camp,
so that it just flowed effortlessly.
It was a wonderful opportunity for these students to see their future,
to see how careers might unfold,
to see how college might be a place for them.
We know that this is going to have a difference for them
in learning for the future.
(Dr. Childs) So our students were able to experience the
science and the math that they study in schools,
but putting it into real-life situations that they really care about.
If we cannot grow the population of STEM professionals, we will
indeed having trouble growing the workforce of the entire nation.
So it is a matter of national urgency.
We do need to reach out and make sure that we strengthen the
STEM pipeline getting students interested in the STEM disciplines
so that they can be successful and they can pursue STEM careers.
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