Lego Robotics Field Reflection Paper

The research we have looked at in class, from NAEP and other resources, has suggested that only a limited time of a person’s life is spent in school. We have also learned that education does not come just from school but also from parents and other life experiences. Therefore, I would propose that Louisiana and other states provide more afterschool programs, through community centers or other facilities, that help to enrich education, help to provide positive environments in which children can interact, and provide classes of interest that may not normally be found in most schools. These facilities could also provide tutoring and programs that help integrate the Arts more into education.

Throughout my four years at West Warwick High School, I was able to partake in a multitude of activities both in and outside of school. A prime example of activities I engaged in are co-curricular activities in school- such as, social committee, student council, yearbook, Best Buddies, and the Leadership circle- where I was able to work with a group of diversified people who all could bring different ideas and thoughts to the group. Moreover, by working with people who ultimately have divergent ideas and personalities has certainly helped change and prepare

In undergrad, I volunteered my time as a teacher for the Saturday Science Academy on the campus of Charles R. Drew University. My work with the high school students reminded me that to make a difference, you must first care about the individual and understand their circumstances. The Saturday Science

I remember stepping through the door into the robotics room, I didn't know what I was getting into and what impact it would have on my life. Robotics became my life for the next 4 years, constantly spending every moment of my free time investing it in robotics. I found my passion; to learn, with a desire to make the team better by passing my knowledge down to them. Robotics taught me countless valuable lessons and skills that shaped my life. Every day I acquired new skills and techniques to improve the robot, exponentially increasing my comprehension of engineering. Learning how to use tools, create mechanisms, and basic fundamentals of engineering; I began to work up the ranks of the team. Starting once as a clueless freshman I earned the

A program that is oriented around illuminating the complex problems that surround our world on a daily basis really connects to what I hope to receive in my college experience. This program incorporates progressive ways of teaching principal

Of about 8.4 million children in afterschool programs, ethnic minority children are more likely than others to participate. The afterschool setting presents an opportunity to reach the vulnerable populations we need to bring into the STEM pipeline through experiences that supplement and complement the school day. Afterschool STEM programs like the one being developed by the Cal Ripken, Sr. Foundation will encourage interest and excitement in the fields of science, technology, engineering and

My placement, at Alexander Goode Elementary School, is in Kindergarten and does not have a Science curriculum. While talking to my cooperating teacher, Ms. Gifford, she informed me they are so focused on getting behavior under control in the beginning of the year. Also, students enter the classroom with little phonemic awareness and prior knowledge to literacy concepts.

Partnerships are also an important aspect when it comes to funding districts for longer school days. At Edwards Middle School, the non-profit organization Citizen Schools offers students apprenticeships. These apprenticeships create great opportunities for students to develop a sense of what they want to pursue in college and in life. Other partnerships such as Play-works help, with what might seem non-significant, fund physical education in schools where the burden fell upon special education teachers. Nevertheless, it costs around an additional $1,100 to $1,500 per student to fund longer school days, so it crucial for schools to network with other organizations. These connections help schools with the financial weight of adding more hours to the school day. Furthermore, it is crucial for schools to make connections and partnerships in their communities, which helps make the transition from regular school hours to an extended schedule.

The differing personalities of the two co-founders of STEM Academy at Union High School, Melody Gao and I were essential to the success of our organization. In my sophomore year of high school, I founded a club called STEM Academy with my close friend, Melody, to promote science to elementary school students ranging from kindergarten to 5th graders. It was created as a fairly female dominated club because we wanted young girls to see role models and let them know it’s normal for girls to be interested and good at science. We started our first year volunteering at our nearest elementary school, with approximately 60 students attending, by conducting two to three experiments or demonstrations within a two-hour block. By our senior year, we had

Students are asked a variety of questions to include what clubs would they be interested in as an after school activity. As a result of these surveys, I have formed both a running and STEM/Robotics Club for students at my school. I was able to work with approximately 36 students K-5 this past fall for cross country. One of the children who ran was a kindergartener with significant behavior problems. This after school running club proved to be a positive experience for him. After talking with administrators and our Gifted and Talented coordinator, we decided to offer the STEM club for students who have not been identified as gifted, but to students who are highly capable and enjoy math and science. We decided to do this so we could include more students in our after school programs. Weikel also offers after school tutoring for all students. Through or tutoring program I have been able to create groups of students based on data indicators of student needs and focus on students who need to catch up or do not receive other supports in academic areas. Many of these students have been identified in the building UIP as our “catch up kids”. Working with my principal, we were able to provide an activity bus for all students staying after school for

We offer online classes, one-on-one tutoring, group tutoring, summer school fun camps and other academic improvement activities.

There are many wonderful things that I feel I will be able to take back into my own classroom including;

In an indirect way, the club also encouraged the students to do other STEM-related activities outside of school like Math League, FTC Robotics, or the STEM fair. The two seniors and I were only catalysts for this club. How much the middle schoolers positively reacted to it was something I thought I could only dream of. Last year there were only twelve participating middle schoolers. This year when I came to present at the first Science Olympiad meeting, I was welcomed by those same twelve faces along with thirty more eager ones. I didn’t think the club would expand as fast as it did, but I’m excited to share another year of Science Olympiad with more middle

During a leadership meeting last year it was decided that after-school enrichment clubs would take the place of tutoring programs. These programs would be headed up by volunteer teachers, and

Ever since I started high school, I learned that I love engineering. I owe this new found passion to my high school robotics team, which has given me the opportunity to challenge myself through building elaborate robots and traveling across the country to compete against other teams. I’ve had a lot of fun, and I’ve developed relationships with my friends and mentors that will last a lifetime. These experiences have shaped my career goals, which include becoming a biomedical engineer. With that said, there are thousands of middle and elementary school students in my city who could benefit from the same programs.