21st Century STEM Outreach & Teaching (O&T)
Situation Description: program covers in-school outreach and teaching events only (not including afterschool clubs or summer camps) that focus on STEM careers/education, 21st Century Skills, life skills, and youth workforce development. Events focus on mock interviewing, presentation skills, social and appearance, resume review and development, professional support, career exploration, computer science career exploration, and entry-level coding challenges. Events also include community outreach, conferences, hands-on workshops, and career tours.
Target Audience: K-12 school students, professional colleagues, community educators, and the community at large.
Program Objectives: Expose participants to STEM career and educational pathways.
Outputs: Activities/Products/Participation – located in the Educator’s Teaching Table above/none.
Short Term Outcomes: (Change in Awareness): build awareness in STEM career pathways. Through scenarios with real-world professionals that students interact with and gain awareness through mock interviewing skills, conversations, dressing in professional wear, writing resumes and structuring their ambitions in a meaningful way that leads them to career attainment.
Business, Education, & Community Development
Situation Description: OSU Extension, Pickaway County, Pickaway WORKS, and P3 are the key organizations working together to bridge education, the 21st Century Skills, and life skills in the community’s youth and emerging workforce. This program involves an array of events that include school tours, business tours, Workforce Connection Breakfast Meetings, and STEM Strategic Planning Community Workshops. The program relies on working with school district administrators, teachers, and business and industry (B&I) leaders to collaborate and work towards shared direction for youth education and workforce development.
The goal of the program is two-fold, innovate K-12 school design and promote a unified front of business, industry, and education to positively transform and expose students to critical thinking, problem-solving, and 21st-century skills that lead to career attainment and filling job skill deficits. The program builds on partnerships that create relevant pathways aligning students with local workforce opportunities. The events within this program hope to blur the line and cross-pollinate educators and business leaders to bring more hands-on problems into the classroom and promote 21st Century Skills and applied to learn. (The 21st Century Skillset may vary slightly, but the critical skills are collaboration and teamwork, creativity and imagination, critical thinking, and problem-solving. The second tier of skills is flexibility and adaptability, global and cultural awareness, information literacy, and leadership. Other skills applied are civic literacy and citizenship, data analysis, oral and written communication, social responsibility and ethics, technology literacy, and entrepreneurism.)
The events under this program are engaging participants to learn and incorporate problem-based learning that partners teachers with businesses to bring real-world problems into the classroom giving students authentic learning experience and application of 21st Century Skills that students can take directly into the workforce.
School administrators have toured select schools for successes and school models. Teacher-tours have been developed to bring K-12 teachers into local businesses to grow employer/teacher partnerships that seek out real-world problems and bring them back to the classroom. Extension is a partner in the program development and Problem-based Learning teaching components.
Workforce Breakfast Meetings events were programmed to heighten collaboration and fuel cross-sector conversation and idea exchange, as well as identify successes and challenges.
Target Audience: Pickaway County community, business, industry, and educational leaders, including employers, employees, K-12 teachers, and K-12 students. The program relies on working with school district administrators, teachers, and business and industry (B&I) leaders to collaborate and work towards shared direction for youth education and workforce development.
Outputs: Activities/Products/Participation – located in the Educator’s Teaching Table above/none.
Outcomes: Community meetings, tours, education and business support in problem-based learning and teacher/employer partnerships, professional development for K-12 teachers.
Short Term Outcomes (Change in Awareness): Events brought community leaders together. Meetings, tours, and workshop events helped identify the importance of innovating school design and connecting teachers with employers to bring authentic problems to the classroom. Participants became aware of the need for lifelong learning, 21st Century Skills, Partnerships, and Problem-solving Skills. Events highlighted programs already in the pipeline and demonstrated how schools and businesses are started to work together. The events brought awareness of why problems-based learning is important for our youth and workforce development, as well as the important to engage the entire community for impact and sustainability.
Medium-Term Outcomes (Change in Behavior): Observation, teachers are starting to apply their problem-based learning (PBL) training received through the PAST Foundation. K-12 teachers want to go on business tours. I’ve received more calls from teachers for in-school programming and after school programming. There is a genuine desire on both the teachers and employers to work together, but more examples and successes need to keep momentum. Attendance of Workforce Breakfast Meetings has increased and gained in the diversity of businesses and educators. Barriers still exist between employers and educators, but they are no longer invisible.
Long Term Outcomes (Change in Condition): homegrown community collaboration, Pickaway WORKS, was established. Programs are being planned and implemented with more resource development planned for the coming school year. School district teacher professional development (PD) is on-going, include more PBL training and support.
Scholastic Drone Racing Program
Situation Description: Scholastic Drone Racing Tech Partnership with Circleville City School District: integrate drone technology and accelerate STEM learning and technology career pathways.
Partner with Circleville City School District to be the first in Pickaway County to use drone technology and establish the lure of competitive drone racing (formalizing it as a scholastic drone racing tech sport) to expose K-12 students to technology and hands-on problems solving opportunities to – design, create, modify, and rebuild – employing 21st Century Skills and use of technology to meet the demands of the 21st Century Workforce. Drone technology expands and applies STEM learning (Science, Technology, Engineering, Mathematics).
A drone racing team requires at least 10-12 participating students. One drone kit supports 2-3 student pilots. Team startup requires four drone kits and four spare part kits. Circleville City School District will provide access to an on-site 3D printer and printing materials for additional part printing or drone modifications and pay a drone technology annual rental fee.
An official obstacle course requires 2 gates, 3 flags, 1 start/finish, and four launch pads. The grant will fund the initial startup materials required. The additional partnership has been coordinated to Circleville City School District woodwork and robotic teachers that will challenge their students to build obstacles with grant purchased materials.
There are additional community engagement and sponsorship opportunities through event sponsorship and flag banner logo sponsorship, etc. that may generate additional dollars into the drone technology program, as well as, registration program fees that could be charged to participants. Will have partnered with Pickaway WORKS to leverage local community engagement and sponsorship opportunities. WORKS is a community-wide collaboration of K-12 educations, community organization, and local businesses and industry to unite education and workforce to positively transform school design and bring authentic real-world problems into the classroom through school-business partnerships.
OSU Extension secured approximately $5,000 startup funds to purchase four S3 Nano RPV Drone Racing Kits, four replacement/spare part kits, one PVC obstacle parts and materials, and LulzBot Mini 3D Printer. The partnering school pays the drone racing rental fee and school registration fee to Safety Third Racing Academy Team per participating season.
Target Audience: K-12, primarily youth participants and K-12 teacher/coaches. First-year, establish one high school drone racing team of approximately 13 students (male and female) involving at least two to three K-12 teacher/drone racing coaches. Program to expand the following years through all Pickaway County School Districts. Once the support and the local knowledge base is established the drone racing tech sport could begin development in the middle schools. Participants will practice, scrimmage, and compete against other participating schools in Central Ohio and beyond.
Program Objectives: Identified need/opportunity: There is a critical need in the Pickaway County Schools for Extension partnerships that bring more dynamic, hands-on, and engaging programs that focus on 21st-century skills to prepare students to be dynamic tech-driven problem solvers and close the skill gaps facing the 21st-century workforce.
The use of drones is becoming popular in technology education. Drones make STEM learning relevant and fun, by allowing students to become creators of technology and by allowing them to collaborate, build off each other’s creative ideas, share the enthusiasm with others, and continue learning. Incorporating drone technology into Extension programming at this stage makes sense both programmatically and logistically. Extension should inspire youth participants to be naturally curious and excited about experimentation and encourage the use of hands-on activities. Drone technology is accelerating and K-12 and colleges are applying drone technology in their educational programming. Pickaway County Schools would greatly benefit from being early adapted of drone technology and 3D printing capabilities and reap the STEM learning benefits these technologies employ.
Drones offer an astonishing new aerial perspective with countless applications that cut across disciplines, including science, technology, engineering and mathematics (STEM), as well as agriculture, emergency management, film, media, military, and journalism. Drone technology is rapidly becoming an incredibly versatile tech-tool for the 21st- century workforce and supports OSU Extension’s Community Development/STEM Programming that aims at providing youth with a skillset for the 21st-century workforce:
Phase 1 – partner with Circleville City School District in Pickaway County immediately to design cutting-edge STEM solutions for the 2018-19 school year to K-12 students through using hands-on (Extension owned/school rented) drone technology (or aerial robotics) through an OSU Extension/K-12 school partnership under youth workforce programming. We see drone technology rapidly becoming an incredibly versatile tech-tool for the 21st-century workforce.
Phase 2 – establish Circleville City School District Drone Team with the in-school technology specialist and robotics/technology teachers taking the lead with coaching support from other K-12 teachers. The OSU Extension Educator continues to provide program support and resource assistance to the school but also capitalizes on the initial drone kits purchased and applies the annual drone rental fee from the partnered school district. OSU Extension will apply technology kits and strategically expand the drone racing program to other Pickaway County K-12 school districts. In this manner, the Educator can leverage and lower initial startup costs to multi-school districts in the county to establish drone technology programs. Additionally, giving all students more opportunities to challenge their technology skills through local and regional competitions. Extension has partnered with Safety Third, to provide monthly drone design challenges for 2018/19 school year. Safety Third Racing is a nationally recognized first-person view (FPV) Drone Racing organization located in Columbus, OH. Safety Third Racing advances and supports FPV sport through inclusive education, open innovation, and competitive racing events and programs. Will Nickley, the founder of Safety Third Racing, is also a resource and technology partner in the program and written into this grant.
Phase 3 – Extension Educator will develop additional summer programming to use drone technology and 3D printer to teach Drone Racing Youth Camp Workshop and Introduction to 3D Printing and CAD Drawing Workshops. Summer camp registration fees may be charged to reduce future costs in upgrading technology and purchase additional supplies. Extension can use drone technology and 3D printing to introduce new skills and concepts into STEM programs; e.g. in-school, after school, and summer camps, and strengthen Educator’s programming across in local school districts and adjoining counties. Pickaway County has 715 K-12 teachers and approximately 13,000 K-12 students to engage.
Outputs: Activities/Products/Participation – located in the Educator’s Teaching Table above/none.
K-12 youth participants, K-12 teachers, community volunteers, business partners, and regional tech educators.
Short Term Outcomes (Change in Awareness): increase STEM learning, build awareness around STEM careers, teach entry-level technical skillsets, problem-solving, model construction, photography, art, decoding, vocabulary/word knowledge, active comprehension strategies, math/physics/engineering (percentages, angles, measurement, time, distance, speed, direction, decimals)
Medium-Term Outcomes (Change in Behavior): participants show more interest in STEM subjects and applied knowledge through choosing electives, clubs, volunteering, and developing a technology career pathway and making the post-secondary decision for their futures.
Long Term Outcomes (Change in Condition): keep the fun in learning by engaging and supporting K-12 students and teachers in hands-on learning opportunities and curriculum that applies skills that force critical thinking, collaboration, and problem-solving, but also foster curiosity and perpetual learning required for the 21st-century workforce. The long-term impacts would be innovating K-12 school design to become partners of community and business tied to active problem solving and hands-on learning.
4-H STEM Camp (Columbus)
Situation Description: 4-H Tech Camp three-day, two-night camp, located on the campus of The Ohio State University, that introduces youth in grades six-eight to a variety of activities that include: coding, robotics, engineering design, electricity and more. Camp Tech is based at the Ohio 4-H Center with overnight accommodations in an OSU dorm.
Target Audience: K-12 Student Participants, OSU Extension professionals, and campus academics.
Program Objectives: engage participants in STEM Education and STEM career exploration.
Outputs: Activities/Products/Participation – located in the Educator’s Teaching Table above/none.
K-12 youth participants, faculty and researchers, community volunteers, business partners, and regional tech educators.
Short Term Outcomes (Change in Awareness): camp focused on STEM fields and building a 21st-century skill set. It involves students in the learning process, stresses critical thinking and problem-solving. The activities focus on collaboration, team building, communication, helping peers, and finding a passion for knowledge and making a difference in the world.
Long Term Outcomes (Change in Condition): expose youth to STEM career pathways that impact lifelong learning and careers making decisions.
STEM Camps (Pickaway County)
Situation Description: Pickaway County School Districts and Pickaway County OSU Extension has teamed up to bring STEM activities to K-12 youth. Participants explore and build critical 21st Century STEM Skills, (Science, Technology, Engineering, and Math) through interactive hands-on activities over three-days to one-week summer exploration and engagement camp.
Participants created their own electronic speaker with Dr. Betty Lise Anderson’s team from OSU Department of Electrical and Computer Engineering. Students applied technology used by scientists and engineers to test their skills as they learn basic coding skills with Sphero SPRK+ and experiment with programming and robotics with Dianna Swain, Westfall Gifted Intervention Specialist, and Meghan Thoreau, OSU Extension Educator. Students explored real-world problems and tested their critical thinking skills with Eric Romich, OSU Professor & OSU Extension Field Specialist in Energy Development when they built a solar photovoltaic array by exploring series and parallel circuits and use real-time data to relate solar energy production to the sun’s location. The program uses high school mentors and K-12 teachers for program assistance.
Target Audience: K-12 Student Participants, district teachers, and invited professionals and academics.
Program Objectives: Engage participants in STEM career pathways.
Outputs: Activities/Products/Participation – located in the Educator’s Teaching Table above/none.
K-12 youth participants, faculty and researchers, community volunteers, business partners, and regional tech educators.
Short Term Outcomes (Change in Awareness) – camp focused on STEM fields and building a 21st-century skill set. It involves students in the learning process, stresses critical thinking and problem-solving. The activities focus on collaboration, team building, communication, helping peers, and finding a passion for knowledge and making a difference in the world.
Long Term Outcomes (Change in Condition): expose youth to STEM career pathways that impact lifelong learning and careers making decisions.
Elementary STEM Club
Situation Description: OSU Extension, Pickaway County and Teays Valley School District have teamed up to plan and implement the district’s first after-school elementary-wide STEM Club. This program takes place approximately eight times a month, twice a month in each of the four elementary buildings from 3:30-5:00 p.m. The program relies on partnering with a district teacher involved in co-guiding participants and co-organize activities and ordering supplies.
The goal of the program is to promote student engagement and interest in STEM (Science, Technology, Engineering, and Math) fields. This program is designed as an extension of the K-12 school day. Participants are engaged in hands-on STEM activities and career exploration with visiting professionals and educators from the community and The Ohio State University. The program also involves over a dozen high school mentor students that assist with club activities while themselves gaining both soft and technical skills, leadership, community service, and college/career exploration opportunities. Pre-club time spends educating and training mentors/volunteers about technologies, youth and program delivery.
STEM Clubs are an important and valuable tool for students learning and one of the best ways to engage students in science, technology, engineering, and math. Clubs allow students the opportunity to explore, try new things, gain knowledge, acquire skillsets and understanding. Through fun, exciting activities that promote team working, challenge expectations and boost confidence, students can make informed decisions and plan their future careers. By supporting student learning, clubs help improve knowledge of STEM subjects and ultimately employability skills. Improved skillsets and abilities can only benefit future employers.
Target Audience: participants are currently limited to approximately 20 to 30-elementary students per building engaging both 4th and 5th graders and high school mentors.
Program Objectives: The goal of the program is to promote student engagement and interest in STEM (Science, Technology, Engineering, and Math) fields. Participants are engaged in hands-on STEM activities and career exploration with visiting professionals and educators from the community and The Ohio State University. The program also involves over a dozen high school mentor students that assist with club activities while themselves gaining both soft and technical skills, leadership, community service, and college/career exploration opportunities.
The club focuses on STEM fields and building a 21st-century skill set. It involves students in the learning process, stresses critical thinking and problem-solving. The activities focus on collaboration, team building, communication, helping peers, and finding a passion for knowledge and making a difference in the world.
A study by the Afterschool Alliance found that participants in STEM-themed clubs have “improved attitudes toward STEM fields and careers.” The study also found that these kids have increased knowledge of STEM skills, such as computer and technological aptitude, communication, teamwork, and analytical thought. Most encouraging, STEM club students demonstrated a “higher likelihood of graduation and pursuing a STEM career.”
Outputs: Activities/Products/Participation – located in the Educator’s Teaching Table above/none.
K-12 youth participants, OSU Faculty, educations, community volunteers, business partners, community groups, and regional tech educators. Currently limited to Teays Valley Elementary 4th and 5th graders in Pickaway County. The club focuses on STEM fields and building a 21st-century skill set. It involves students in the learning process, stresses critical thinking and problem-solving. The activities focus on collaboration, team building, communication, helping peers, and finding a passion for knowledge and making a difference in the world.
Short Term Outcomes (Change in Awareness) – club focuses on STEM fields and building a 21st-century skillset/life skills. It involves students in the learning process, stresses critical thinking and problem-solving. The activities focus on collaboration, team building, communication, helping peers, and finding a passion for knowledge and making a difference in the world.
Medium-Term Outcomes (Change in Behavior): Observation – Students that participated in the club started bringing in tech toys used in the club that they got for the holidays. The impact of the club has obviously not only increased their awareness in STEM education and careers but has shown signs of influencing their behavior and interest outside of club and school. Surveys were also given to gauge students’ interest and interest in STEM education and exploring STEM careers.
Long Term (Change in Condition): the club was renewed in perpetuity. Parents have contacted the district office expressing more STEM opportunities and support for the STEM Club. The second year of the program started implementing a registration fee (with financial hardship waivers available) which goes directly back to your students in quality programming and STEM take-home projects.
Real Money. Real World (RMRW)
Situation Description: Real Money. Real World. (RMRW) is a financial literacy program for youth from Ohio State University Extension. This curriculum is time tested and has been highly successful because of the creative community efforts of Extension educators, local schoolteachers, and community volunteers.
Target Audience: it can be used with youth ages 12 – 18 but is ideally suited for youth ages 13-16.
Program Objectives: RMRW is designed to increase participant awareness related to:
- How the type of job affects how much income can be earned.
- The level of education needed to get the job desired.
- The amount of money deducted from paychecks for taxes, other withholdings, health insurance, and retirement.
- How financial institutions help with personal money management.
- What it costs to maintain a household.
- What it costs to care for a child.
- How every spending decision affects other spending opportunities.
Outputs: Activities/Products/Participation – located in the Educator’s Teaching Table above/none. K-12 youth participants, community volunteers, business partners, and educators.
RMRW is fun and distinctive because it includes an interactive spending simulation that provides the opportunity to make lifestyle and budget choices similar to those made by 27-year-old adults. As a program of Ohio State University Extension, the most preferred and successful RMRW programs are partnerships of the county OSU Extension office, the school, and the business community.
Short Term Outcomes (Change in Awareness): Gain financial literacy awareness. School is important. Education and acquiring a 21st-century skillset matter in finding a career that offers financial security. Savvy financial decision-making skills are important. Financial decisions impact quality of life, family dynamics, and overall mental health. Wants and needs become are more differentiated when working in a budget. Increased awareness about how the type of job they have affects how much money they will make. Increased awareness about how every spending decision affects other spending opportunities. Increased awareness about what it costs to maintain a household.
Medium-Term Outcomes (Change in Behavior): Doing well in school. Getting more education or training after high school. Increased feeling of importance about getting more education or training after high school. Increased feeling of importance about having a plan for spending that includes both needs and wants. Increased feeling of importance about waiting to have children until financially ready. Making changes relative to getting more education or training after high school. Making changes relative to learning how to make wise financial decisions. Having a plan for spending that includes both needs and wants.
Long Term Outcomes (Change in Condition): Doing well in school. Working towards a meaningful and relevant career path. Saving money regularly. Waiting until financially ready before having children. Being civically engaged in your community. Making financial decisions that adjust spending to match income or family dynamics.