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Engineering Practices

Part 1

Tuesday, September 22, 2020�

Christine Cunningham &

Shannon McManus

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Introductions

Christine Cunningham

Shannon McManus

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Webinar Goals

Participants will:

  • Explore how engineering practices can help create inclusive and equitable learning experiences and become familiar with three focal practices:
    • Consider real-world problems
    • Use a systemic problem-solving process
    • Explore the properties and uses of materials�
  • Examine and feel prepared to implement an engineering activity that engages youth in engineering practices towards development of an engineering mindset.

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Webinar Norms

  • We will be using Google Slides for this session.
  • Find the link in the chatbox.
  • You are all editors and will be directed to type directly on the slide.

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Webinar Norms

In breakout rooms, reduce background noise and turn on your video.

Mute yourself unless the presenter requests otherwise.

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Please use the virtual parking lot for burning questions.

REC

This session will be recorded.

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What do you think youth might gain from doing engineering activities?

Create a text box and “tweet” a response.

Skills such as problem solving, collaboration, creative thinking, real-world applications (hopefully)

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Confidence in breaking a problem into pieces to create a whole solution

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Exposure to possible career paths & hone their problem solving skills

Helps develop a growth mindset

Future career opportunities

More Analytical Approach to Problem solving

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Hot air balloons safety

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Develop critical thinking skills

PerseveranceFuture employment

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Teamwork, problem solving, critical thinking

Working with others, figuring things out

The process is behind everything, and will be useful no matter what they do

Communication and collaboration skills.

Students are not often offered engineering ed during their school day

Confidence trying new things.

Critical analysis skils, experiential learning,

Problem solving skills

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What do you think youth might gain from doing engineering activities?

Create a text box and “tweet” a response.

~problem solving, creative thinking, perseverance. Create future problem solvers!

Feel empowered and to apply the knowledge they have learned from other subjects

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Learning to think through problems

Critical thinking, being creative, learning through doing

Problem solving, creativity, and a willingness to rethink their original ideas. Flexibility

Real life matters.

It helps with critical thinking.

Seeing how engineering is “doable” - you don’t have to be a genius

Agency and tangible challenges

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“Engineer a Coronavirus Mask Pack”

Guide, Journal, and PPT

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Step 1: Engineer a Coronavirus Mask Pack Educator PPT

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Consider real-world problems

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Step 1: Engineer a Coronavirus Mask Pack Educator Guide

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What are some engineering challenges that have emerged from the COVID-19 pandemic? �

  • Masks are uncomfortable to wear for many hours
  • Foggy glasses
  • Access to materials
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  • Socially distant playgrounds
  • Building/Innovating Respirators
  • Social and emotional connection in a mask
  • Capturing and containing aerosols in rooms
  • How to exercise safely
  • Masks fog glasses
  • When you have earrings and hanging glasses, it can be a challenge to put them on
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  • Masks big enough to cover both mouth & nose.
  • Lack of communication- hard to talk
  • The lack of solid procedures and availability of testing
  • Teaching engineering remotely
  • Mask don’t fit correctly.
  • Lots and lots of wifi and computer needs. Adapting your production line to produce something new
  • Teaching remote STEM afterschool
  • Working collaboratively

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  • Collaboration work..face to face brainstorming
  • Masks make it harder to convey emotions on your face
  • Masks that don’t fall off when you talk
  • Mask gets moist as you talk
  • Taking temperatures of kids as they enter school efficiently

Cheap/sustainable PPE

  • Parents not familiar with helping the children with Technology.
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  • How to keep kids safe on a bus
  • Travel anywhere
  • Arranging for social meeting without being personally present.
  • Finding a consistent model for comparing data with spread
  • Easy on, easy off masks
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Consider real-world problems

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Consider real-world problems & equity

  • Relevance of the work�
  • Helping �
  • Social implications

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Use a systematic problem-solving process

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Use a systematic problem-solving process

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Use a systematic problem-solving process

YES Engineering Design Process

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Use a systematic problem-solving process & equity

  • Naming the phases�
  • Flexible�
  • Iterative

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  • Problem-solving tool

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Step 1: Engineer a Coronavirus Mask Pack Educator Guide

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Step 2: Engineer a Coronavirus Mask Pack Educator PPT

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Step 2: Engineer a Coronavirus Mask Pack Educator Guide

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Step 3: Engineer a Coronavirus Mask Pack Educator Guide

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Engineer a Coronavirus Mask Pack Engineering Journal

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Step 4: Engineer a Coronavirus Mask Pack Educator Guide

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Step 4: Engineer a Coronavirus Mask Pack Educator PPT

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“Engineer a Coronavirus Mask Pack” Guide: Step 5 & 6

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Explore the properties and uses of materials

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Explore the properties and uses of materials

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Explore the properties and uses of materials & equity

  • Prior experiences as an asset
    • But these may differ�
  • Explore the materials before they design�
  • Build familiarity also with tools�
  • “Messy” projects

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“Engineer a Coronavirus Mask Pack” Guide: Step 5 & 6

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Breakout room discussion

Review Step 5 & 6 of the “Engineering a Mask Pack Guide.”

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  • How might the youth in your program benefit from this kind of material exploration? �
  • How might youth struggle and how can we support them?

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Break out room discussions and work

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Educator Hat vs.

Professional Development Hat

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Breakout room logistics

  • Turn on your video in the breakout room.�
  • Share your name, formal introductions are not necessary.�
  • Discuss the prompts and then pick one box on Slide 37-40 to record your groups ideas.�
  • You will have 6 minutes.

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How might the youth in your program benefit from this kind of material exploration?

Develop the “problem-solving muscle” and work to push them to share their opinions more readily.

Using new and different materials - seeing materials with a different eye

The important thing is to get kids to analyze the properties of the world around them then find the practical application

...thinking about the utility of the workd

Hands on

Real word

Relevant

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Can help everyone slow down explore materials together. Levels the playing field by not assuming they have common experiences.

Becoming familiar with a materials

Freedom to be creative

Lots of youth voice

Doesn’t make assumptions about what they might have access to

They have expertise - they have to wear the masks!

Gets them familiar with EDP

by allow for variety of materials...students can get a message that there is no standard for becoming an engineer.

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How might the youth in your program benefit from this kind of material exploration?

Open ended to the types of materials, Foster the youth to look at materials differently, promoting independent thinking, encourage buy-in

The materials are accessible at home.

Structure for youth

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Creativity - can play

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Holding the material helps the process

Materials inaccessible at home or in our venue.

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How might youth struggle with this material exploration? Any suggestions for support?

Not used to “not a list of materials”

Accessibility to use the material - permission

Maybe kids would have trouble looking at the world in an analytical way- it takes more effort- it is more finding the resources

Time might be a challenge to get the material.

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Limited options in a pandemic

Issues with availability and practicality

Lack of exposure to this type of thinking

The struggle of open creativity without guidance

Youth with more experience can get turned off by the perceived simplicity of an activity.

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Time

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How might youth struggle with this material exploration? Any suggestions for support?

Access to tools that work for cutting, scoring, or bending something

Tools made be hard to use

Staying on task

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Learn to use the tools yourself and think of alternatives like, instead of a power drill, bang a hole thru something with a nail and hammer!

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Step 7: Engineer a Coronavirus Mask Pack Educator Guide

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Step 7: Engineer a Coronavirus Mask Pack Educator PPT

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Step 8: Engineer a Coronavirus Mask Pack Educator PPT

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Step 9: Engineer a Coronavirus Mask Pack Educator PPT

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Step 10: Engineer a Coronavirus Mask Pack Educator PPT

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Step 11: Engineer a Coronavirus Mask Pack Educator PPT

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Step 12: Engineer a Coronavirus Mask Pack Educator Guide

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“Engineer a Coronavirus Mask Pack” Journal:

Engineering Design Process

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Breakout room discussion

Review the “Engineer a Coronavirus Mask Pack” Journal�

  • How might using an explicit problem-solving process support your youth with hands-on activities?

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Break out room discussions and work

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Educator Hat vs.

Professional Development Hat

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Breakout room logistics

  • Turn on your video in the breakout room.�
  • Share your name, formal introductions are not necessary.�
  • Discuss the prompts and then pick a box on Slide 14 to record ideas.�
  • You will have 6 minutes.

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How might using an explicit problem-solving process support your youth?

Promote equity, slowing children down to shine at different moments,Allow a different opportunity for youth to be successful, able to use it as a roadmap to guide them to understand what steps are coming

Framework to help guide thinking - not so open ended that it is overwhelming but not so structured that it is constricting. Also allows room for making mistakes.

It gives clear goals to follow. Provides a structure for the processes. Shows relevancy. Building more time for the process

Makes learning more concrete and shows practical applications. Puts them in the problem solving mindset

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Structure; Listening skills

Different ways to complete the same task with different ideas

Learning the process not the product or end results

Equalize and allow everyone to be involved and allowing structure for all to share their individual ideas

Helps educators to be organized and present meaningful engineering ideas (even though they are not engineers)

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Gives opportunities for everyone to chime in.

It forces the kids to follow a process and not just jump into trying something

Giving more time for working through the mastering the process and not just the end result-

Shifting the focus- what did you learn

Sketch first and share

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Starting and ending point

Improve upon failure

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How might using an explicit problem-solving process support your youth?

Buy in because practical, naming it builds confidence that they too can do this,

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Thank You!

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Christine Cunningham ccunningham@psu.edu�

Sabrina Gomez ms.sabrina.gomez@gmail.com�

Teresa Drew tldrew@stemnext.org

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Virtual Parking Lot ask your questions, answer questions, give advice and add new slides for more room.

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Please check the insturctions - in one part you say that the pack has to hold one mask, but then in another yousay it has to hold 4 maks.