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Students took an overnight trip to Boston filled with STEM workshops and city tours, including one of Fenway park.
For updates on price and availability see here
No date yet but we are really excited about this one. 3T as a company are leaders in modern bike integration. Taking their inspiration from F1 racing where all components are made to work together and seamlessly integrate.
The 3T Integra stem has an optional (included with stem) face plate that can accommodate a Garmin GPS cycling computer and keep everything looking neat and slick. And there’s no weight penalty for looking good. The full carbon stem and weighs in at just 135g and works just as well if you’re not using the computer module. Surprisingly, 3T says you can even use it on cyclocross and mountain bikes.
STEM Camp Q and A with Dr. Margaret Mohr-Schroeder.
Q: What success have you seen with STEM Camp?
A: Through the research we’ve conducted with STEM Camp, we have found that students have better attitudes toward science, technology, engineering, and mathematics at the end of camp compared to when they came to camp. This is important to us, because we like to reach and attract students who don’t necessarily like STEM or those who have had negative experiences with STEM in the past. We’ve also had a significant number of students become more interested in STEM careers by the end of camp. We realize these students may not end up going into a STEM field, but research indicates that middle school is the pivotal time when career interest is peaked, so we’re excited that students leave camp interested in a STEM career!The See Blue STEM Camp is currently NSF-funded, with a focus on broadening participation of underrepresented populations, especially females and students of color. We’ve been successful in hitting our goals each year because of the relationships we’ve formed with the area school districts and the Family Youth Resource Service Coordinators at the local schools. We were recognized in Fall 2015 by NSF as a Top 5 Model for Broadening Participation. We were excited to share our model and look forward to replicating camp at Morehead State University this summer.
Q: How do activities with students and K-12 schools inform what you do as a professor?
A: Engagement and outreach with the community has always been a big part of what I do as a faculty member and my philosophy and approach to teaching and learning. Doing activities such as STEM Camp and Family Nights keeps me connected to the K-12 community. I love teaching and miss it and so this is a way that I can stay connected to the classroom, inspire and motivate students, and work with their families and teachers to make meaningful connections to STEM. I also think I’m a better professor because of the engagement work I do. I stay connected to the schools and the community. I have a real pulse on what the real issues are, what’s going on in classrooms, what students are grappling with these days, and what teachers are faced with. I think it’s easy as a professor to get lost in our higher ed lives; but what really matters is how we can relate what’s happening in K-12 to the students/preservice teachers we’re preparing. Helping to connect our professors, especially the STEM content professors, to the K-12 community is also really important. Many of the STEM content professors have a strong desire to do more engagement work, but don’t really know how to approach it or want to do it on a smaller scale. Doing informal learning activities such as STEM Camp or Family Math or STEM nights enables them to try out new ideas on a smaller scale, get feedback and tweak it for the next implementation. Many of their graduate students are also involved. Most of these graduate students have never worked in a K-12 setting beyond their own personal experiences with schooling. Showing them the importance of connecting to the K-12 community (we hope) will have a strong and lasting impact on their future as a STEM professor.
Q: On the other side of the coin, in what ways does having research/university-level experts work in partnership with K-12 students/educators benefit students?
A: I think the K-12 students and teachers benefit from the fresh and new ideas that professors and our preservice teachers and graduate students bring to our engagement projects. We share our ideas and research and they get to pilot and try new ideas with lots of support. The K-12 community also gets to experience first-hand STEM content from professors who are top-notch experts in their fields. Sometimes we come to them and sometimes they come to us. There are not a lot of students and teachers across the US that can say they were in a university biology lab conducting experiments on cockroaches or fruit flies. Or touring the latest engineering labs. Or helping to conduct experiments at the Center for Applied Energy Research. Just giving them positive, authentic experiences with STEM content is a huge benefit.
Q: In general, do you see perceptions of mathematics changing? Are fewer students taking the attitude of “I’m not good at math, it’s too hard, etc…” If so, why?
A: In general at a local level, I do think we are seeing a shift in perceptions regarding mathematics, in a positive direction. We are doing a lot of things right in Kentucky. We’re focusing alot on the mathematical (and science and engineering) practices…the work of the mathematics (and STEM) in the classroom. That’s what is going to truly translate into real life. We also have worked hard to put informal learning experiences into place that help in reducing mathematics anxiety. The See Blue Mathematics Clinic specifically targets struggling mathematics learners. The See Blue STEM Camp specifically targets underrepresented students and students who are disinterested in STEM. The Department of STEM Education has several other projects that target giving students and their teachers positive, authentic experiences in STEM. The more of this we can do, the more impact we’re going to have at the classroom and community levels.
Middle-school students are fascinated when they see how a vacuum affects marshmallows at the 2017 Expanding Your Horizons STEM workshop for girls.
To view this skull and others as a 360-degree rotational image, visit: www.dlt.ncssm.edu/tiger/360views/masterindex.htm
The North Carolina School of Science and Mathematics (NCSSM) has many more science, technology, engineering and mathematics (STEM) learning objects like this one, for use by educators, in searchable format on their STEM web site at www.dlt.ncssm.edu/stem/
NCSSM, a publicly funded high school in North Carolina, provides exciting, high-level STEM learning opportunities. If you appreciate this resource, please consider making a tax-deductible donation to the NCSSM Foundation. Thank you! connections.ncssm.edu/giving
High School students from throughout Charleston County participate in the Charleston Regional Business Journal's STEM Career Fair at the Charleston Area Convention Center.
Photo by Ryan Johnson
STEM Camp Q and A with Dr. Margaret Mohr-Schroeder.
Q: What success have you seen with STEM Camp?
A: Through the research we’ve conducted with STEM Camp, we have found that students have better attitudes toward science, technology, engineering, and mathematics at the end of camp compared to when they came to camp. This is important to us, because we like to reach and attract students who don’t necessarily like STEM or those who have had negative experiences with STEM in the past. We’ve also had a significant number of students become more interested in STEM careers by the end of camp. We realize these students may not end up going into a STEM field, but research indicates that middle school is the pivotal time when career interest is peaked, so we’re excited that students leave camp interested in a STEM career!The See Blue STEM Camp is currently NSF-funded, with a focus on broadening participation of underrepresented populations, especially females and students of color. We’ve been successful in hitting our goals each year because of the relationships we’ve formed with the area school districts and the Family Youth Resource Service Coordinators at the local schools. We were recognized in Fall 2015 by NSF as a Top 5 Model for Broadening Participation. We were excited to share our model and look forward to replicating camp at Morehead State University this summer.
Q: How do activities with students and K-12 schools inform what you do as a professor?
A: Engagement and outreach with the community has always been a big part of what I do as a faculty member and my philosophy and approach to teaching and learning. Doing activities such as STEM Camp and Family Nights keeps me connected to the K-12 community. I love teaching and miss it and so this is a way that I can stay connected to the classroom, inspire and motivate students, and work with their families and teachers to make meaningful connections to STEM. I also think I’m a better professor because of the engagement work I do. I stay connected to the schools and the community. I have a real pulse on what the real issues are, what’s going on in classrooms, what students are grappling with these days, and what teachers are faced with. I think it’s easy as a professor to get lost in our higher ed lives; but what really matters is how we can relate what’s happening in K-12 to the students/preservice teachers we’re preparing. Helping to connect our professors, especially the STEM content professors, to the K-12 community is also really important. Many of the STEM content professors have a strong desire to do more engagement work, but don’t really know how to approach it or want to do it on a smaller scale. Doing informal learning activities such as STEM Camp or Family Math or STEM nights enables them to try out new ideas on a smaller scale, get feedback and tweak it for the next implementation. Many of their graduate students are also involved. Most of these graduate students have never worked in a K-12 setting beyond their own personal experiences with schooling. Showing them the importance of connecting to the K-12 community (we hope) will have a strong and lasting impact on their future as a STEM professor.
Q: On the other side of the coin, in what ways does having research/university-level experts work in partnership with K-12 students/educators benefit students?
A: I think the K-12 students and teachers benefit from the fresh and new ideas that professors and our preservice teachers and graduate students bring to our engagement projects. We share our ideas and research and they get to pilot and try new ideas with lots of support. The K-12 community also gets to experience first-hand STEM content from professors who are top-notch experts in their fields. Sometimes we come to them and sometimes they come to us. There are not a lot of students and teachers across the US that can say they were in a university biology lab conducting experiments on cockroaches or fruit flies. Or touring the latest engineering labs. Or helping to conduct experiments at the Center for Applied Energy Research. Just giving them positive, authentic experiences with STEM content is a huge benefit.
Q: In general, do you see perceptions of mathematics changing? Are fewer students taking the attitude of “I’m not good at math, it’s too hard, etc…” If so, why?
A: In general at a local level, I do think we are seeing a shift in perceptions regarding mathematics, in a positive direction. We are doing a lot of things right in Kentucky. We’re focusing alot on the mathematical (and science and engineering) practices…the work of the mathematics (and STEM) in the classroom. That’s what is going to truly translate into real life. We also have worked hard to put informal learning experiences into place that help in reducing mathematics anxiety. The See Blue Mathematics Clinic specifically targets struggling mathematics learners. The See Blue STEM Camp specifically targets underrepresented students and students who are disinterested in STEM. The Department of STEM Education has several other projects that target giving students and their teachers positive, authentic experiences in STEM. The more of this we can do, the more impact we’re going to have at the classroom and community levels.
Hosted by Oberlin College’s Black Scientists Guild and the Black History Month Committee, STEM in Color highlighted the academic and career journeys of black professionals, alumni, and current students in STEM fields.
Photo by John Seyfried
Governor Hogan Attends The Hispanic STEM Awareness Day by Anthony DePanise at Wilde Lake Middle School 10481 Cross Fox Lane Columbia MD
Spencer is an orthopedic surgeon who came here to specifically commission a bicycle that would fit. We always love working with people like Spencer as he knows anatomy and has a technical mind. This means we have a great time discovering the true cycling position as he is very aware of the inner workings of the human body. This bike is a great example of how different a true custom bicycle can appear compared to production bikes. Two things are noteworthy. 1) The first comment he stated was, "I had no idea a bike was capable of feeling this good." 2) His power was significantly improved, much to the chagrin of his riding buddies!
The custom Parlee frame was designed around Spencer's position and then we added Shimano Di 2 electric components, Topolino VTR4.0 wheels and ENVE bars, seatpost and stem. Spencer chose an Adamo saddle.
All KGS custom bicycles are designed around the exact positions of the owners. We use the proprietary KGS Bikes BalancePoint™ positioning system to find the owners' position independent of any existing bike.
Contact us at info@kgsbikes.com to design "The Ride of Your Life".
KGS Bikes
16611 Huebner Rd.
San Antonio, TX 78248
210-849-2501
Remote Positioning Program - www.kgsbikes.com/kgsremote
Email - kevin@kgsbikes.com
KGS Bikes Website - www.kgsbikes.com
KGS Bikes Blog - www.blog.kgsbikes.com
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Friendfeed - www.friendfeed.com/kgsbikes
LinkedIn - www.linkedin.com/in/kevinsaunders
Twitter - www.twitter.com/kgsbikes
STEM Camp Q and A with Dr. Margaret Mohr-Schroeder.
Q: What success have you seen with STEM Camp?
A: Through the research we’ve conducted with STEM Camp, we have found that students have better attitudes toward science, technology, engineering, and mathematics at the end of camp compared to when they came to camp. This is important to us, because we like to reach and attract students who don’t necessarily like STEM or those who have had negative experiences with STEM in the past. We’ve also had a significant number of students become more interested in STEM careers by the end of camp. We realize these students may not end up going into a STEM field, but research indicates that middle school is the pivotal time when career interest is peaked, so we’re excited that students leave camp interested in a STEM career!The See Blue STEM Camp is currently NSF-funded, with a focus on broadening participation of underrepresented populations, especially females and students of color. We’ve been successful in hitting our goals each year because of the relationships we’ve formed with the area school districts and the Family Youth Resource Service Coordinators at the local schools. We were recognized in Fall 2015 by NSF as a Top 5 Model for Broadening Participation. We were excited to share our model and look forward to replicating camp at Morehead State University this summer.
Q: How do activities with students and K-12 schools inform what you do as a professor?
A: Engagement and outreach with the community has always been a big part of what I do as a faculty member and my philosophy and approach to teaching and learning. Doing activities such as STEM Camp and Family Nights keeps me connected to the K-12 community. I love teaching and miss it and so this is a way that I can stay connected to the classroom, inspire and motivate students, and work with their families and teachers to make meaningful connections to STEM. I also think I’m a better professor because of the engagement work I do. I stay connected to the schools and the community. I have a real pulse on what the real issues are, what’s going on in classrooms, what students are grappling with these days, and what teachers are faced with. I think it’s easy as a professor to get lost in our higher ed lives; but what really matters is how we can relate what’s happening in K-12 to the students/preservice teachers we’re preparing. Helping to connect our professors, especially the STEM content professors, to the K-12 community is also really important. Many of the STEM content professors have a strong desire to do more engagement work, but don’t really know how to approach it or want to do it on a smaller scale. Doing informal learning activities such as STEM Camp or Family Math or STEM nights enables them to try out new ideas on a smaller scale, get feedback and tweak it for the next implementation. Many of their graduate students are also involved. Most of these graduate students have never worked in a K-12 setting beyond their own personal experiences with schooling. Showing them the importance of connecting to the K-12 community (we hope) will have a strong and lasting impact on their future as a STEM professor.
Q: On the other side of the coin, in what ways does having research/university-level experts work in partnership with K-12 students/educators benefit students?
A: I think the K-12 students and teachers benefit from the fresh and new ideas that professors and our preservice teachers and graduate students bring to our engagement projects. We share our ideas and research and they get to pilot and try new ideas with lots of support. The K-12 community also gets to experience first-hand STEM content from professors who are top-notch experts in their fields. Sometimes we come to them and sometimes they come to us. There are not a lot of students and teachers across the US that can say they were in a university biology lab conducting experiments on cockroaches or fruit flies. Or touring the latest engineering labs. Or helping to conduct experiments at the Center for Applied Energy Research. Just giving them positive, authentic experiences with STEM content is a huge benefit.
Q: In general, do you see perceptions of mathematics changing? Are fewer students taking the attitude of “I’m not good at math, it’s too hard, etc…” If so, why?
A: In general at a local level, I do think we are seeing a shift in perceptions regarding mathematics, in a positive direction. We are doing a lot of things right in Kentucky. We’re focusing alot on the mathematical (and science and engineering) practices…the work of the mathematics (and STEM) in the classroom. That’s what is going to truly translate into real life. We also have worked hard to put informal learning experiences into place that help in reducing mathematics anxiety. The See Blue Mathematics Clinic specifically targets struggling mathematics learners. The See Blue STEM Camp specifically targets underrepresented students and students who are disinterested in STEM. The Department of STEM Education has several other projects that target giving students and their teachers positive, authentic experiences in STEM. The more of this we can do, the more impact we’re going to have at the classroom and community levels.