Mechatronics, Controls, and Robotics Lab | NYU Tandon School of Engineering

Applying Mechatronics to Promote Science / Central Brooklyn Robotics Initiative (AMPS / CBRI)

Impact

Data on the impact of the AMPS/CBRI project on the Fellows, students, and teachers are obtained through surveys, observations, and interviews. Each Fellow is asked to complete a survey of changes in their ability and confidence to communicate and teach technical knowledge to non-technical audiences, as well their professional self-esteem, i.e., sense of reward and accomplishment resulting from their participation. In the longer term, follow-up surveys will be used to assess the career success of graduating Fellows.

Each participating student is asked to complete a survey on changes in their interest in math and science, interest in careers involving math and science, and motivation and factors related to academic improvement resulting from this program. In addition to closed-end questions, this survey includes open-end questions where students briefly write about their experience in the program. Information regarding student engagement is collected through site observations and event observations.

Each cooperating teacher is asked to complete a survey on changes in their teaching practices, attitudes, confidence, and motivation resulting from this program. Site observations are conducted in schools to document evidence of impact on teacher practices and identify the ways in which teachers are utilizing the support of the Fellows.

Fellows

Interviews revealed that Fellows are very engaged in the schools. The Fellows role and responsibility seem to have emerged as the project matured. Teachers depended on the Fellows for technical information (e.g., programming) however, as the teacher, student, and Fellow worked together (often in crowded spaces) they became 'friends.' Fellows helped students with their homework, stayed in school longer than required, and consulted with teacher about project via e-mail and telephone- Fellows became part of the school culture.

The teachers supported the Fellows' in-class activities and provided feedback to the Fellows. The Fellows interviewed all agreed that the in-class and after-school time spent with the students were constructive in helping them develop their instructional practices.Interviews revealed that the Fellows were gaining skills in communication and teamwork and deepening their knowledge of their subject matter through their work with the students and teachers. In relating many specific examples of their work with the students they evidenced excitement and pleasure at being a key player in the teaching and learning process.

The Fellows' commitment to their partner schools was exemplified by the many Fellows who came to the FLL tournaments to help prepare their teams and cheer them on.Fellows indicated that they gained an appreciation for the rigors and demands of teaching. Several mentioned that the pre-project training was very helpful and all of them indicated that they gained skill and confidence in their teaching roles over time.

Students

During observations, the students in each of the after-school programs were highly engaged in preparations for the tournaments. Under the guidance of the Fellows and their teacher-coaches, they actively participated in programming and constructing the robots and doing research for the tournament presentations. It was clear that in addition to learning problem solving, STEM skills and concepts, and the application of theory to practice, they were developing team-building skills and relationship skills.

As part of the in-class programs, the project exposed students to an enriched math and science curriculum that utilized hands-on experiences and the use of technology. The next phase of the evaluation will explore the extent to which these experiences will lead to greater interest in and achievement in the STEM disciplines.Recent evaluation of the project indicates that it has been implemented with a high degree of quality and fidelity to its original design. Survey responses from 228 students reveal that large % of project students are from groups historically underrepresented in STEM.

Students indicated that working with Fellows: increased their interest in STEM (77% of students); helped them learn more about STEM (82% of students); and helped them gain a better understanding of how STEM fields are used to solve real-world problems (73% of students). Moreover, 79% of students reported that Fellows were creative in helping students understand lessons and nearly 83% reported improvement in their ability to listen and respond to other people's suggestions and concerns. Students were engaged academically, socially, and emotionally in the project and students' families were supportive and enthusiastic.

Teachers

The Fellows provided the teachers technical "know-how" needed to run a robotics and mechatronics program. In interviews, the teachers indicated they were able to utilize these technical skills to enhance their instruction and to prepare students for the FLL tournaments. Several teachers offered that the program raised their expectations for the levels of skill and knowledge in STEM that pupils can attain. The program enabled them to challenge their students' research, problem-solving, and critical-thinking skills. One expressed amazement that the students responded like "sponges" soaking up these higher-order concepts and skills.

One area that needs further exploration is the ways in which the STEM knowledge and skill of the Fellows specifically affected the classroom practices of the Partner Teachers. The project has great promise for enhancing the classroom instruction of teachers at the partner schools. The realization of this potential benefit will receive more attention in the next phase of the evaluation.