Programs

1. BUSINESS, EDUCATION, & COMMUNITY ENGAGEMENT

Objectives: Situation DescriptionOutputs: OSU Extension, Pickaway County, Pickaway WORKS, and Pickaway Progressive Partners Economic Development Board (P3) are key organizations working together to bridge education, the 21st Century Skills, and life skills in the community’s youth and emerging workforce. This collaborative partnership involves an array of events that include school tours, business tours, youth programming, Workforce Connection Breakfast Events, 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 education and career pathways. The events within this program hope to blur the line and cross pollinate educators and business leaders to bring more hands-on authentic problems into the classroom and promote 21st Century Skills and applied learning. (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 are: 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 an 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 of these tours and a continued support and resource to K-12 teachers in all four K-12 Pickaway County School Districts, as well as a K-12 private STEM designated school district in Pickaway County.

Workforce Breakfast Meetings events were programed to heighten collaboration and fuel cross sector conversation and idea exchanges, 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.

Program Objectives – 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/ProductsActivities: This program involves an array of events that include school tours, business tours, Workforce Connection Breakfast Meetings, and STEM Strategic Planning Community Workshops.

Participationoutcomes: community meetings, tours, education and business support in problem-based learning and teacher/employer partnerships, professional development for K-12 teachers.

2. STEM CLUBS

STEM Club Blog (worth a visit, includes detailed program highlights)

The program relies on partnering with a district teacher involved in co-guiding participants and co-organize activities, ordering supplies, and at times co-teaching. The program also provides middle and high school mentorship opportunities. Mentors assist with club activities while themselves gaining both soft and technical skills, leadership, community service, and college/career exploration opportunities.

School districts typically hosts club locations, are charged with registration of youth participates, offers, have a partnering K–12 teacher, and assist with STEM materials and supply purchases.

OSU Dept of Electrical and Computer Engineering has been a guest partner for the past two years, providing hands-on electrical STEM challenges, college-level engagement, OSU professors and college student mentors to engage elementary student participates.

Objectives: Situation Description #1 – 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 at large and The Ohio State University professionals. 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 spend educating and training mentors/volunteers about technologies, as well as youth and program delivery.

Objectives: Situation Description #2 – OSU Extension, Pickaway County and Laurelville Elementary School have partnered to plan and implement the school’s first in-school Coding Club. This program took place once a month, for the 2017/18 school year. The program relied on partnering with a district teacher involved in co-guiding participates and co-organize activities. The club involved 16 elementary student participants with middle school mentors for program assistance.

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 career. 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, Math) fields. Participants are engaging 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 an 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/ProductsOutcomes: Activities and products include, but not limited to: Foldscopes, PhysBots, strategic board games, chemistry, chromatography, perception of vision, phosphorescence, electric circuit boards, Building a Speaker, Cartesian Diver , Soft Circuits, Makey Makey Kits, Potato Clocks,Paper Circuits & LED  Halloween Cutouts , Photon Flower, Periodic table battleship 4D Element Cube Augmented Reality (AR), iPad app, Chemistry Reaction Experiments/Waves, Hour of Code, Sphero Coding, Swift Playground Coding, Catapult, The Lost Mummy Escape Classroom, STEM Olympics, Building a Solar Photovoltaic Array by Exploring Series and Parallel Circuits, Solar Science Station, Solar Cockroach, Solar Pizza Oven, Solar Car Races, Escape Classroom Challenge.

Participation – 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.

3. 21ST CENTURY STEM OUTREACH & TEACHING (O&T)

Partnerships: Pickaway WORKS, Logan Elm High School, Circleville City Schools District, Westfall School District, Teays Valley School District, New Hope Christian Academy, Local Tech Heroes, and Pickaway County Library partners may provide event locations, logistical support, volunteers, mentors, youth or teacher participants, meeting space, programming assistance, et.
Objectives: Situation Description – this program covers in-school outreach and teaching events only (not including after school 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 with Spheros. Events also include community outreach, conferences, and hands-on workshops.

Target Audience – K-12 school students, professional colleagues, community educators, and community at large.

Program Objectives – Expose participates to STEM career and educational pathways.

Outputs: Activities/Products – Outcomes: activities included mock interviews, discussions, presentations, workshops, tours, hands-on problem-solving code challenges, resume review and development.

ParticipationOutcomes: Short Term (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.

4. STEM CAMPS

Objectives: Situation Description – Pickaway County School Districts and Pickaway County OSU Extension has teamed up to bring STEM activities to K-12 youth. Participates explore and build critical 21st Century STEM Skills, (Science, Technology, Engineering, and Math) through interactive hands-on activities over a one- to five-day summer exploration and engagement camp.

Participants created and engage with hands-on STEM challenges, such as building an 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. Program used high school mentors and K-12 teachers for program assistance.

Target Audience – K-12 Student Participates, district teachers, and invited professionals and academics.

Program Objectives – Engage participates in STEM career pathways.

5. REAL MONEY. REAL WORLD. (RMRW)

Objectives: Situation DescriptionReal 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 school teachers, 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; and how every spending decision affects other spending opportunities.

Outputs: Activities/ProductsRMRW has three parts: Part I: four preparatory classroom lessons; Part II: a hands-on budget management and decision-making spending simulation; and Part III:  a post-session evaluation of spending choices made during the simulation

Participation – 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.

6. SCHOLASTIC DRONE RACING PROGRAM 

Objectives: 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 league require at least 10-12 participating students. One drone kit supports 2-3 student pilots. League startup requires four drone kits and four spare part kits. Circleville City School District will provide access to 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. 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 $5,500 in 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 pay the drone racing rental fee and school registration fee to Safety Third Racing Academy League per participating season.

Target Audience – target audience being K-12, primarily youth participates and K-12 teacher/coaches. First year, establish one high school drone racing league 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. Participates 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 enthusiasm with others, and continue learning. Incorporating drone technology into Extension programing at this stage makes sense both programmatically and logistically. Extension should inspire youth participates 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 incredible versatile tech-tool for the 21st century workforce.

Phase 2 – establish Circleville City School District Drone League 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 school, but also capitalizes on the initial drone kits purchased and applies the annual drone rental fee from 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, 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 Educators programing 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 – There are two main products used in this program, a 3D printer and S3 Nano RPV Drone racing kits.

The drones used in this program will be fabricated from a mini 3D printer. The finished product is small enough to fit in the palm of your hand with the average dimeter no larger than that of a painter’s tape roll. These are not large drones meant for outdoor flying. The drones built and used in this new program are designed for indoor racing activities and obstacle challenges set up, for example, in a school’s gym. The drones are light and fly at between 5-10 mph. The proposed drones pose no real threat to their users nor observers. The drones are lightweight, averaging 56g, maybe 71g if you include the camera.

The LulzBot Mini is a high-performance desktop 3D printer that’s perfect for home users, makers, designers, engineers, architects, and anyone looking for an easy-to-use desktop 3D printer. Product will be used to print replacement parts or redesigned parts for drone kits during the racing season. The LulzBot Mini was built to work out of the box, with no complicated assembly process getting in the way of you creating. Operating the Mini is the same- straightforward software, easy to read documentation and an army of LulzBot enthusiasts eager to help out people getting started.

Participation – K-12 youth participates, K-12 teachers, community volunteers, business partners, and regional tech educators.