1. 4-H Robotics: Delivery Models and their Opportunities and Challenges Experimental setup Judith Wolniakowski, A.M. Habib Department of Youth Development, University of Wisconsin Cooperative Extension References: 1. Britner, S.L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499. 2. Schwartz, S. & Noam, G. (2007). Commissioned paper for the National Academy Of Sciences Committee on Learning Science in Informal Environments. Washington, DC. 3. Barker, B.S. & Ansorage, J. (2007). Robotics as a means to increase achievement scores in an informal learning environment. Journal of Research on Technology in Education, 39(3), 22-243. Barker, B.S. (2006). Using robotics as an educational tool in 4-H. Journal of Extension [On-line], 44(5) Article 5IAW6. Available at: http://www.joe.org/joe/2006october/iw6.phphttp://www.joe.org/joe/2006october/iw6.php Need: Robots capture the imagination and empower youth after they successfully build and program a robot. Programming teaches youth how to think analytically and to break up a large, seemingly impossible problem into small, easily solved steps. These life skills are invaluable, especially for urban youth. Mastery experiences build self-efficacy 1, and youth who have been successful in one area (robotics) will feel confident facing life’s challenges. The current mission mandates of the National 4-H Headquarters are Citizenship, Healthy Living, and Science. Robotics programs are excellent in fulfilling the Science mandate. Robotics engages students in STEM (Science, Engineering, Technology and Mathematics) fields by providing interactive, hands-on, minds-on, cross-disciplinary learning opportunities (Barker, B.S., 2006 and the references therein). Whether you’re a techno geek, techno challenged or in between, you can start a robotics program! This poster focuses on the opportunities and challenges of implementing robotics programs using a variety of delivery methods as well as how to find funds and volunteers. Brown County: 4-H SET Program Opportunities Establish the first 4-H SET Club in Brown County Recruit underserved youth from metro Green Bay and youth who have not been previously enrolled in 4-H Provide educational experiences for 4-H STEM members in robotics, GPS, and GIS Provide opportunities for new 4-H SET members to learn about 4-H and develop life skills 4-H SET Program Challenges Recruit technical volunteers and other adults to establish club and lead SET projects Recruit underserved youth from metro Green Bay and youth who have not been previously enrolled in 4-H Acquire funding, resources, and equipment needed for SET program Encourage parent support and involvement in 4-H 4-H SET Team Recruitment Recruit experienced adult volunteers to organize new club and mentor new leaders Recruit technical professionals to lead educational activities Recruit youth leaders to help new members become “4-H’ers” Recruit new volunteers to ensure sustainability of the new club in the future Developing a 4-H SET Team Job descriptions were developed for all team member positions Team members were recruited SET Team meetings were held Training was held for the SET Team All SET Team members helped identify or acquire resources Community Club: Robotics added on as another project available to youth. Volunteer lead. Specialty Club: Volunteer or staff lead club dedicated to a single project area After-School Program: Robotics activities conducted at after school sites. Led by 4-H staff or after school professionals trained by 4-H staff Research shows that informal science experiences have a strong influence on whether a youth will follow a STEM (Science, Technology, Engineering, Mathematics) career 2. Today’s youth are often competent consumers of electronics but lack the skills and knowledge required to be developers of new technologies. Providing out-of- school STEM experiences help youth go beyond consumerism towards innovation. A robotics program is one method of capturing a youth’s interest in technology and using it to hone STEM competency. The universal appeal of technology, especially robotics, transcends the barriers of language and culture, making it an ideal vehicle for implementing new programs for youth or enhancing existing urban programs. The need to increase the number of youth entering STEM careers and to increase the level of STEM competencies in US youth has been well documented. Research shows that out-of-school robotics programs enhance STEM competencies of students taking traditional STEM classes 3. Using the LEGO NXT-G programming software, which is easily mastered because it is a graphical programming language (icon based rather than language based), educational opportunities can be designed for youth at various levels of STEM competency, ranging from basic through more complex. Why LEGO® Robotics? Successful Robotics Programs Specific Examples of County Programs in Wisconsin Excerpts from interviews of youth participating in Wisconsin’s robotics programs All youth interviewed are less than 14 years old The most important thing I’ve learned: To be a good team – find out what everyone is good at, let them choose and be successful at their skill. I’ve learned that the robot must be designed to be versatile; and to be able to fix any mistakes, because they will happen. When you work as a team, you get a lot farther. I learned social skills and researching skills. And also that working with a team can be a lot of fun. Q: Do you think because of this class you would be more likely to become an engineer or a scientist? A: Yeah, I think I will, because it’s fun to do and I like doing it. Specific Examples of County Programs in Wisconsin Waukesha County: 4-H Robotics Program County wide project offered within the traditional 4-H program Staff initiative, volunteer run Intense 8 week program culminating in tournament run by an external organization, FIRST (For Inspiration and Recognition of Science and Technology) Tournament is called FIRST LEGO League (FLL) About 50 youth members Five 4-H FLL teams Youth participate in the FIRST LEGO League tournament in November In addition to participating at the FLL tournament youth Attend workshops presented by engineers Participate at the County Fair robotics competition in February Participate in the 4-H Robotics Extravaganza in April FIRST LEGO ® League (FLL) FLL is the result of a partnership between FIRST (For Inspiration and Recognition of Science and Technology) and The LEGO Group “FIRST LEGO League (FLL) is an exciting and fun global robotics program that ignites an enthusiasm for discovery, science, and technology in youth. Each year FLL teams embark on an adventurous challenge based on current, real-world issues.” Boys or girls Ages 9-14 yrs old Maximum of 10 kids Minimum 1 coach Neither the youth nor the coaches need to have a science background Exhibit “gracious professionalism”