August 2020 Newsletter

"Embrace not knowing what you don't know."

-Richard Maxwell
e4usa Teacher at Arcadia High School in Phoenix, AZ
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Remote Teaching Resources
e4usa is rolling mostly, if not entirely, virtually!
Here are some tools our e4usa educators are using to make virtual teaching and learning easier. For more, check out July's newsletter.
Also, please share the resources or tips you have with us below!
Flipgrid: "A simple, free, and accessible video discussion experience for PreK to PhD educators, learners and families. Create a Topic and engage your community...together!"
SolidWorks: "A solid modeling computer-aided design and computer-aided engineering computer program that runs primarily on Microsoft Windows." Offers free trials and tools!
Kahoot!: "A game-based learning platform, used as educational technology in schools and other educational institutions." 
Turnitin: "promotes academic integrity, streamlines grading and feedback, deters plagiarism, and improves student outcomes."
Harvard Online Learning: Harvard University currently offers 79 full online courses completely free! 
QR Code Generator: Link images, PDFs, websites, and more to your very own QR code. 
Submit Other Suggestions Here!
This month we focus on an e4usa high school in Arizona, Arcadia High School, and the relationships between its teacher, students, and university partner.

Congratulations to our e4usa instructor!

Name: Richard Maxwell
Hometown: Blue Ash (Cincinnati, OH)
e4usa High School: Arcadia High School in Phoenix, AZ

Did you have any students that didn’t know anything about engineering when they enrolled but completed the course with a thirst for more? Tell us about one of those students. 
"It was not so much that they did not know anything, it was more that they did not realize they simply had not been looking at it through the best lens.  To be fair I could easily say the same about myself in all this. Jose, a freshman, was very much like this. Wonderfully creative and willing to take risks, he saw this initially as a liability in the class. Over time he started to see it as an asset. That his willingness to experiment and look outside the box was actually a benefit to his process. I think it was based largely on his concept of how he had to focus on the “correct” answer. Eventually, he seemed to start looking at it as the process to the answer, not the answer itself."
Hear more from Richard

Hear it from Richard's classroom

Have a look into Richard's virtual classroom!

Hear it from Richard's students

Name: Jose Lopez Arellano
Hometown: Hermosillo, Sonora 
e4usa High School: Arcadia High School in Phoenix, AZ

Tell us more about the overlap of the CMAS [Creative Musical Arts and Sciences] classes and your e4usa course. What influenced you to stay in the CMAS program?
"Mr. Maxwell worked hard to connect them both. He was always either showing some engineering in CMAS classes or vice versa. It was just a really fun class. I took away a lot from it."
"I think what I took away from the entire class [e4usa] is I can build something great from basically nothing."

-Jose Lopez Arellano
e4usa Student at Arcadia High School in Phoenix, AZ
Each high school classroom works with one or more university partners:
  • One of our core institutions
    • Funds the teacher stipend and classroom supply budget as well as oversees the school’s participation in our research efforts.
  • A specific faculty member at a university that is geographically nearby 
    • Provides local support for things like guest speakers, sourcing projects for students, and providing appropriate engineering expertise that aligns with student projects.
e4usa Higher Education Corner
e4usa Teacher and University Partner work together with others to create a publication
Dalal, M., Carberry, A.R., Warmington, D., & Maxwell, R. (accepted). Work-in-Progress: A case study exploring transfer of pedagogical philosophy from music to engineering. Paper to appear in the ASEE/IEEE Frontiers in Education Conference, Virtual Online, October 21-24, 2020. 
  • This research addresses the growing challenge in pre-college education regarding the scarcity of qualified and willing teachers to teach engineering classes.
  • Richard's case study demonstrates how a highschool teacher with a non-STEM background identifies parallels between the engineering design process and music creation to embrace teaching an engineering course. His success in teaching the engineering course was strongly tied to three elements 1) his willingness to step outside his disciplinary comfort zone; 2) the intentionally designed e4usa curriculum to be inclusive for all students and teachers; and 3) the sustained teacher professional development and support from the learning community including university partners.
More info on the 2020 Frontiers in Education Conference here!
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Copyright © 2020 University of Maryland Engineering For Us All (e4usa), All rights reserved.

Engineering for US All (e4usa) is supported by the National Science Foundation under NSF Award Number 1849430. Any opinions, findings, conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation and the National Academy of Engineering.

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