10th IEEE Integrated STEM Education Conference
Smart Home - Programming your first voice-controlled IoT device with MicroPython
Oscar Rodas (Universidad Galileo & Tesla Lab, Guatemala); Yeisson R Chicas (Universidad Galileo, Guatemala); Angel Isidro (Universidad Galileo & Tesla Lab, Guatemala)
Workforce Partnerships in STEM Education and Computing: A Case Study of Toms River Regional Schools, NAVAIR and the Office of Naval Research
Tiffany Lucey (Toms River Regional Schools, USA); Haidy Oliveira (Naval Air Systems Command, USA); Gaetan Mangano (Naval Air Systems Command - Lakehurst, USA); Marc Natanagara (Toms River Regional Schools, USA)
In the spring of 2018, Toms River Regional Schools was awarded the largest competitive grant in district history-a three-year coding project for high school students funded by the federal Office of Naval Research (ONR). TR:TechReady introduces teachers and students to industry-critical coding languages, most never seen in our schools, and their real-world applications. ONR promotes science and technology applications for the U.S. Navy and Marine Corps, and understands the ways in which district, industry, and naval goals can be aligned. TechReady includes free summer coding camps as well as training, activities, competitions, and access to resources throughout the school year.
In this workshop participants will learn about this partnership and the work of NAVAIR and ONR to engage with students and develop local talent as future employees. Computer science, particularly coding, is not only woven into every aspect of our lives, but the process of learning and applying CS and the mindset behind it brings value to every content area and helps students become future-ready problem solvers. Meeting the new NJDOE mandate-- for all high school graduates to study coding starting in 2022-- could be as simple as adding a new course, but we'll explore a more holistic and integrated approach that begins even with our youngest students.
Data Science for Social Justice: An Approach to Broaden Participation
RN Uma and Alade Tokuta (North Carolina Central University, USA); Adrienne Smith and Rebecca Lowe (Cynosure Consulting, USA)
Data Science for Social Justice: An Approach to Broaden Participation
1) Dr. R. N. Uma, NC Central University (Expertise: Professor of Computer Science - data science, scheduling and resource allocation with applications to cloud computing, robotics, wireless sensor networks and large logistics problems)
2) Dr. Alade Tokuta NC Central University (Expertise: Professor of Computer Science - image processing, robotics, computer graphics and computer vision focusing on the applications of deep learning to iris and face recognition, wireless networks, mobile computing and machine learning.
3) Dr. Adrienne Smith, Cynosure Consulting (Expertise: Education Researcher - evaluation, implementation, measurement, instrument development and validation)
4) Dr. Rebecca Lowe, Cynosure Consulting (Expertise: Education Researcher - evaluation of STEM education, quantitative and qualitative methods of data collection and analysis to increase diversity in STEM fields)
3. Contact Information of the Lead Presenter:
R. N. Uma
Email: [email protected]
Department of Mathematics and Physics
NC Central University
Durham, NC 27707
4. Learning Objectives:
1) Student Participants:
• Introduction to the field of data science.
• Insight into how STEM could be used as a vehicle to tackle social justice issues.
2) Educator Participants:
• Introduction to the field of data science.
• Insight into how STEM could be used as a vehicle to tackle social justice issues.
• Ideas for getting more underrepresented minority students interested in STEM.
• Ready-to-implement project modules, that could be incorporated as a project in a relevant course, an after-school activity, an extra-curricular activity or a club.
5. Target Audience:
Educators and Students (High School and above).
6. Workshop Overview:
Underrepresentation in STEM is a tenacious problem. Despite research identifying and addressing many of the prerequisite factors for recruitment and persistence in STEM (e.g., self-efficacy, sense of belonging), underrepresentation remains a problem. Best practices in teaching pedagogy stresses the importance of incorporating personally relevant contexts and scenarios to maximize student engagement. Our ongoing project (funded by NSF HRD#1912408) takes this pedagogical approach one step further by going beyond making STEM feel personally relevant to signaling a call to action by grounding instruction in social justice. Situating STEM as a vehicle for revealing and unpacking social inequities and promoting social justice, is a novel approach to STEM instruction and one that is likely to have broad appeal for many underrepresented groups in STEM. Data science, a burgeoning STEM field that focuses on applications across many areas in society (e.g., health care, law enforcement), offers the ideal starting point for highlighting to students how STEM provides a meaningful avenue for pursuing social justice.
In this workshop, participants will be led through an interactive hands-on activity to explore a real data set pertaining to a social justice issue, for example, gun violence or fatal police shootings.
The workshop will proceed as follows:
1) participants will discuss the social justice issue to gain an appreciation of the problem;
2) participants will discuss methods of tackling this injustice along with how data can be used to inform this process;
3) we will introduce a web-based open-source data analysis tool: CODAP- Common Online Data Analysis Platform (https://codap.concord.org/);
4) the participants, with our guidance, will visualize the data using CODAP;
5) we will also provide template R code for those who would like to visualize the data using R.
6) we will use R to analyze the data to gain an understanding of the importance of the features (or variables) and to discern those features that significantly contribute to this social injustice;
7) the participants will discuss how this new insight, gleaned from the data, can be transformed to address the social injustice either through policy changes or as a tool to inform training of the stakeholders;
8) the workshop will end with participants sharing their ideas of how they would adapt this project and/or how to improve this project.
Technology Requirements: This workshop requires a computer lab with internet access or participants need to bring their own laptops. Participants who would like to use R are encouraged to bring their own laptops. We will help participants install RStudio on their laptops prior to the workshop. RStudio is free and can be downloaded from: https://rstudio.com/products/rstudio/download/
Social engineering for multiple undergraduate STEM fields
Aunshul Rege, Rachel Bleiman and Mollie Ducoste (Temple University, USA)
Aunshul Rege, Temple University
Dr. Rege is an Associate Professor with the Department of Criminal Justice at Temple University. Her cybersecurity research projects on adversarial decision-making and adaptation, organizational and operational dynamics, and proactive cybersecurity are funded by the National Science Foundation. She has taught several undergraduate hands-on course projects in social engineering. Dr. Rege offered a 3.5 hour workshop on social engineering at the 2019 NSF Cybersecurity Summit, which was very well received.
Rachel Bleiman, Temple University
Ms. Bleiman is an undergraduate honors student at Temple University majoring in Criminal Justice with minors in Computer Science and Psychology. Her areas of interest include cybersecurity, privacy and surveillance. Ms. Bleiman helped plan, organize and co-lead the social engineering workshop at the 2019 NSF Cybersecurity Summit with Dr. Rege. She is currently working as a undergraduate research assistant on Dr. Rege's NSF CAREER grant which examines adversarial decision-making, adaptation, and group dynamics as cyberattacks unfold.
Mollie Ducoste, Temple University
Ms. Ducoste is a PhD student in the Criminal Justice Program and Temple University. Her areas of interest include community violence and community partnerships. She is currently working as a graduate research assistant on Dr. Rege's NSF EAGER grant looking at a mixed-methodology approach using social and computer science to understanding adversarial behavior in cyberattacks.
(3) Contact information of the lead presenter
Aunshul Rege: [email protected]
(4) Learning objective(s)
This workshop will introduce attendees to the topic of social engineering, tactics and psychological persuasion techniques used, SE playbooks, and relevance to cyberattacks and cybersecurity
(5) Target audience
Educators, students, industry, government, and anyone who is interested in human factors in cybersecurity
(6) An overview of the workshop (428 words).
Social engineering (SE) is defined as any act that influences a person to take an action that may or may not be in his or her best interests and is the method of utilizing human behaviors to engage in cybercrime. SE is a technique used to conduct reconnaissance, often the first stage of a cyberattack. Previous research indicates that adversaries, such as nation states and organized crime groups, spend a good portion of their time (50-75%) on reconnaissance. Nearly 70% of US organizations experienced SE attacks in 2017, costing the country approximately $2.76 million and each instance taking approximately 20 days to resolve. Cybersecurity experts agree that the human factor is the weakest link in cyberattacks, making SE a major concern for cybersecurity.
This workshop will introduce attendees to the SE topic, tactics and persuasion techniques used, SE playbooks, and relevance to cyberattacks and cybersecurity. The workshop will share social engineering case studies. Attendees will also engage in a safe, ethical, and fun hands-on social engineering activity then share their experiences. The workshop will end with an interactive discussion where attendees will share thoughts on possible SE prevention and mitigation measures, implementing SE training and education at their respective organizations, the role of ethics in training and education, and a Q&A session with workshop organizers.
Logic Models: A Tool for building successful interconnected STEM programs
Deborah Hecht (CUNY Graduate Center & Center for Advanced Study in Education, USA); Nicole M Zapparrata (Center for Advanced Studies in Education, USA)
(2) Name, affiliation and expertise
Dr. Deborah Hecht: Director of the Center for Advanced Study in Education, CUNY Graduate Center,
Expertise: PhD in evaluation and a full-time evaluator with over 30 years' experience evaluating STEM initiatives; Have evaluated numerous NSF funded interconnected STEM learning projects
Nicole Zapparrata: Research Associate at the Center for Advanced Study in Education.
Expertise: A doctoral student focusing on educational research and evaluation with a strong background in quantitate data analysis
(3) Contact information: Deborah Hecht, CASE/CUNY, 365 fifth Ave, Suite 3301, NY NY 10016, [email protected]. 212 817-1834
(4) Sessions Learning Objectives: To provide an understanding about how a strong evaluation plan can help facilitate program success. Specific learning objectives for participants
a. Understand what a logic model is and how it can help you conceptualize your project goals
b. Understand the importance of a logic model
c. Understand how to construct a logic model in a format that is communicative to others
d. Know how to construct a simple logic model
e. Be able to connect own goals to a logic model
f. Begin to develop a logic model for your program
g. Know where to access additional materials
(5) Target audience: Anyone managing an interconnected STEM program that would like to use evaluation data to help guide program decisions. Workshop will be especially useful to participants who want to create or refine a logic model and theory of action for their own work.
(6) Workshop overview: The workshop will be a combination of information sharing and hands-on work by participants. The facilitators will discuss how logic models provide a roadmap for understanding a project and assuring that the goals and anticipated outcomes of a program are reasonable given the proposed activities and available resources. The group will consider and learn about the importance of having a logic model when designing and/or evaluating a program. The group will also learn that logic model construction is a continuous process and about the importance of updating the model as the program matures. During the workshop several engaging activities will help participants develop an understanding of how they can create a logic model that is unique to their program. The group will be provided with examples of different types of logic models with varying complexities. They will work with templates individually or in groups and leave the session with an initial logic model and tools and examples for building a more complex model.
Future Learning Workforce
Bruce Hecht (Analog Devices, USA)
Proposed Workshop Program:
1. Motivation towards future learning
2. Symposium perspectives
3. Virtual future experience
After College General Physics: A Renewable Energy Primer
Jorge Santiago-Aviles (University of Pennsylvania, USA); Gerri Light (Western Governors University, USA)
LEARNING OBJECTIVES: In this workshop we are dealing with some fundamental concepts related to energy, in particular renewable energy, where no combustion of fossil fuel or carbonaceous materials take place, therefore, with no generation of greenhouse gases with its consequential global warming. The student will be able to relate how the principles of renewable energy system are easy to understand, reliable (distributed energy sources), and efficient ways of satisfying the overall energy needs for our home, neighborhood and / or perhaps our town, all this while respecting our environment and life in our planet.
TARGET AUDIENCE: This workshop is aimed at undergraduate freshman or sophomores, those who have taken a course in general physics, although it can be implemented with High School seniors who have taken physics.
OVERVIEW: We discuss some aspects of the sun as the only source of energy in our planet. How in the sun surface as a result of nucleosynthesis, electromagnetic radiation (light) is emitted into space until intercepted by the earth and how the brighter the light source, the greater the amount of energy radiated. There are two ways the Earth surface receive radiation from the sun, namely beam radiation, and when the light photons interact with gases or dust in the atmosphere (diffuse radiation). We will discuss the physics of photo-voltaic phenomena (PV), namely materials and devices capable of converting power in sunlight into electrical power. We will discuss the abundance, processing and basic physics of Silicon, doping, and the creation of junctions to forms diodes. The PV cells are a collection of diodes, how they transduce light into electric power, and the maximum power produced. The concept of energy bands and the band gap in crystals. How when a photon is absorbed by a Si solar cell forming an electron-hole pair, electric current is produced. The solar cell equivalent circuit, the concept of short circuit current and open circuit voltage and the maximum power. That modules (or panels) are collections of interconnected cells, and arrays, collections of interconnected modules. The concepts of the I-V (current-voltage) and P-V (power-voltage) characteristics, maximum power point, as well as the fill factor. Following, we discuss some concepts in charge storage, such as electrochemical cells, batteries (Pb-acid and the Li-ion), the problems of under and overcharging batteries, and the Charge Controller (CC). At this point we engage the different types of CC (on-off), PWM (pulse width modulation) and MPPT (maximum power point tracking), and their operating modes. How the usual stand-alone PV system (using battery storage) avail themselves with inverters capable of converting DC power into AC, as most household appliances are AC loads. There are grid-tied PV systems, that utilize no storage devices (batteries), and therefore no CC. In their case, they use micro-inverters (convert DC to AC at the grid frequency). The PV systems comprise a large part of the renewable energy systems implemented worldwide, as they are the less geography dependent and more reliable, although slightly more expensive than others on the average.
The second in the hierarchy of implemented renewable energy systems is the EOLIC or wind turbines. Note that wind currents result from the sun radiation preferentially heating the atmosphere in the tropics, carrying by convection heat energy to higher latitudes, and therefore highly geography dependent.
A wind turbine is fundamentally a Dynamo (DC) or alternator, with airfoil shaped blades attached to the rotation axis. The airfoil shape of the blades produces a force in the direction of rotation (lift) transducing (changing) the kinetic energy of wind motion into rotational energy and through the dynamo, into electrical energy.
The third renewable energy system discussed is the low head hydroelectric system. Note that water has 1000 times the density of air, therefore larger gravitational potential energy besides the kinetic energy of its motion as it flows. To transduce both the gravitational potential and kinetic energy of water, one needs a turbine consisting of a rotating wheel (the runner) coupled to an electrical generator (dynamo or alternator) as well as the water feeder pipes. For substantial head (vertical distance through which the waterfalls) "impulse" runners are utilized
There is a virtue in having small relatively isolated electric power generating centers (distributed energy resources), it enhances the grid (electric power network) reliability and ease of maintenance.
Face & Object Recognition using Machine Learning on a Raspberry Pi using a Webcam
Shubhendu Das (STEAM WORKS STUDIO, Princeton, NJ, US, USA)
In addition, we would be very happy to show the mechanics and intricacies of how to use Python, Machine Learning, Haar Cascades and train any object to be recognized using a low compute device like Raspberry Pi and a Web Camera. Learn the principle and technique that makes this possible.
Everyday there are hundreds of new applications that are being developed using the above technique and the best part is that it is simple to do! Hopefully some K-12 students can learn these basics and use them for some interesting product idea, use to better humans with some disadvantage, or build sustainable and green applications.
Saras-3D comprehensive 3D stereoscopic virtual hands-on VR/AR learning experience
Bipin D Dama (Saras-3D, Inc., USA)
Saras-3D has created app, content and associated hardware where STEM subjects are taught through 3D virtual hands-on experience and interactive gamification-based content including 3D video lectures, detailed explanations, quizzes, and practice tests.
We aim to open the third dimension using 3D technology to help students learn efficiently and develop a deeper understanding through teacher-guided learning as well as self-guided discovery. By creating interactive gamification-based learning, we can help students to increase interest and retention of topics that they find particularly challenging to grasp. When time is constrained, 3D virtual reality technology helps in understanding the fundamental concepts, simplifying the complex and impossibly large amounts of information into a coherent form.
Our vision is to provide tools that can encourage and create lots of great innovators and problem-solvers for society by sparking their interest in science and mathematics.
In this workshop/information session, we will demo our products and explain in detail the workings of the same.
Presentation by Bipin D. Dama, Founder & CEO, Saras-3D, Inc.
ReadyAI Workshop on AI-Powered Robotics and Project Based Learning
Roozbeh Aliabadi (USA)
In the first part, students will be introduced to AI + ME (online AI experience on % big ideas in AI). They will be introduced to the Calypso for Cozmo programming framework (see https://Calypso.software) and the Cozmo robot.
They will further use these tools to develop preliminary interactive demos or games that highlight how artificial intelligence can make our lives better.
The session will be led by David Touretzky, a Research Professor in the Computer Science Department at CMU and Roozbeh Aliabadi, CEO of ReadyAI and Yang Chan Program Director of Ready AI.
Ready AI will supply the robots and other equipment needed for the workshop, and provide a staff member to assist with operations.
Target audience: This activity is designed for undergraduate CS and ECE students, K12 teachers and K12 students who are curious about AI. We will place particular emphasis on attracting women and members of underrepresented groups.
Experiential Learning Using Free Web Tools and Services - Assessing Impact on Engineering Students' Academic Achievement and Self-Efficacy
Muhammad Safeer Khan and Mohamed Ibrahim (Arkansas Tech University, USA)
1. Become familiar with the use of freely available web tools and resources to engage in experiential learning.
2. Addressing students' four-stage model of experiential learning in Engineering courses (a) have some form of hands-on active learning experience, (b) reflect on this experience, (c) abstract general rules or concepts from it, and (d) actively experiment with applications of these new concepts, generating new concrete experiences through repetitions of the cycle.
3. Understand approaches to investigate impact of experiential learning on students' academic achievement and self-efficacy through empirical data collection and analysis.
200 years of Electro-Magnetism
Helena Rittenhouse (Princeton University EPICS, USA)
The focus of this workshop would be to teach the history of electromagnetism through hands-on, interactive exhibits that can easily and affordably be recreated in the classroom.
My proposed activities are all interactive, engaging recreations of original experiments.
My name is Helenka Rittenhouse and I am a sophomore at Princeton High School. I have been participating in Professor Michael Littman's Engineering Projects in Community Service ( EPICS) course at Princeton University for the past year. Specializing in Joseph Henry's electromagnetic discoveries, we conduct outreach programs at schools, libraries, and in the community teaching and showcasing the works of Joseph Henry and other significant scientists in the history of electromagnetism.
My 90-min workshop, intended for STEM educators, would consist of a short PowerPoint presentation followed by five stations of interactive, engaging activities, each exploring significant historical discoveries in electromagnetism. Each station will have easily and inexpensively replicable experiments for classroom demonstration.
To Be Determined