Category Archives: DRK-12

Last week marked the official beginning of #SUMMEROFSTEM. Nearly 300 students and 50 educators arrived at NYU Tandon School of Engineering, participating in over half a dozen programs committed providing opportunities to middle school and high school students to gain intensive and hands on experience in science, technology, engineering and math. Beginning today, students will also be venturing to labs across NYU, conducting research alongside faculty members and graduate students. 

This year, we’re proud to announce 59% of our applicant pool were girls whereas the other 41% were boys. The high school program ARISE boasts the highest girl demographic among all our programs behind CS4CS, formerly known as GenCy, our all girls’ program. This summer, instructors, Leah Aranowsky and Brendan Matz lead the effort for ARISE before they head into participating NYU faculty labs, including the Soil Mechanics, Center for Music and Audio Research, Composite Materials and Mechanics, Mechatronics, Applied Dynamics and Optimization, Dynamical Systems, Biomolecular Engineering, Bio-Interfacial Engineering and Diagnostics, Developmental Genomics, Systems and Proteomics and Molecular Anthropology Labs.

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Returning this year as well, CrEST, Creativity in Engineering, Science and Technology, targets middle school students plan to introduce concepts ranging from wireless cars to vibrating bugs, circuits, and introduction to wireless internet.

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This summer also marks the launch of ieSoSC, an offshoot of SoSC, Science of Smart Cities. Students who have previously participated in the SoSC, Science of Smart Cities are given the opportunity to return and continue the practice of building sustainable urban infrastructure through the lens of innovation and entrepreneurship. 

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Finally, in addition to our student programs, educators committed to implementing concepts and topics in STEM are welcomed on campus this summer. NYU Tandon’s Professor Vikram Kapila continues to lead the direction of RET, DRK12 as well as iTEST which was designed and developed to allow educators and students to grapple with themes in science and technology in a collaborative environment with their students from their respective schools.

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Follow us for a #SUMMEROFSTEM and special thanks to our supporters– The National Science Foundation, Siegel Family Foundation, The Sloan Foundation, BHS/STEAM Center Schools, National Grid, ConEdison Northrop Grumman, Pinkerton Foundation, DTCC and ExpandED Options.

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At NYU Polytechnic School of Engineering this summer, mechanical engineering graduate students, Matt and Anthony, along with NYU Steinhardt graduate student, Colin, are working with four middle-school math and science teachers as part of the National Science Foundation‘s Discovery Research PreK-12 program (DRK-12) program. DRK-12 teams across the country conduct research on and develop innovative approaches to the learning and teaching of science, technology, engineering, and math (STEM) in PreK-12. The NYU SoE DR K-12 project focuses on lowering barriers in STEM disciplines for students through teacher professional development with robotics as the curriculum focus.

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Matt and Anthony, who were both embedded in NYC middle school STEM classrooms over the past year, as part of the AMPS/CBSI program, are continuing to work with Professor Vikram Kapila in DRK-12 by presenting lessons they’ve designed that employ robotics as a way to teach math and science concepts. Using the framework of Design-based Research, the teachers are providing feedback to fine-tune the lesson. This process is repeated to co-create project-based STEM learning that successfully incorporates technology.

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While the engineering students are serving as technical experts, Colin and his advisor, Professor Catherine Milne of Steinhardt are the pedagogical experts. Since everyone in the room must run through the same robotics lessons that are intended for K-12 students, the teachers, graduate students, and professors are experiencing, first-hand, any glitches or unclear instructions, which are re-worked through Design-Based Research.

 

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The four K-12 teachers are providing expert opinions on how the material might be seen if presented to different grades and any practical limitations or stumbling blocks to implementing the lessons. The lessons can be improved greatly during the summer, with the help of the teachers, before being tried again in classrooms. In addition, through this process, the teachers are gaining not only content and pedagogical knowledge, but also technical knowledge that will allow them to use technology in their classrooms effectively.

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