March 18, 2005
NSF GK-12 Fellows Project
Overview of the NSF GK-12 Fellows Project
Engineering Fellows in G6-9 Science Education
INTRODUCTION AND PROJECT GOALS
The University of Missouri-Columbia (MU) Colleges of Engineering and Education, in collaboration with three Missouri
schools districts, engineering businesses, and the Missouri Department of Elementary and Secondary Education, seek to
accomplish the following goals:
Goal 1: improve the pedagogical knowledge, communication, and team-building skills of engineering graduate students
acting as content resource experts in G6-9 science classrooms;
Goal 2: strengthen integration and deeper content understanding of Science, Technology, Engineering and Mathematics
(STEM)-related areas for G6-9 science and industrial technology teachers, leading to enriched learning by G6-9
Goal 3: increase G6-9 student interest in STEM-related opportunities through engagement in engineering design
activities and interaction with professionals working in STEM-related disciplines in industry and higher education.
Project Theme. Engineering Design Through Hands-on Activities will be the theme for the project, focusing on two
broad areas that provide a good framework for illustrating the importance of integration and design in real-world systems,
and represent the expertise of the participating engineering faculty: (i) robotics and automation design (using LEGOTM and
ROBOLAB TM-based modules) including sensors, electronics, programming and control issues; (ii) biosystem design,
including bio-mechanics, bio-sensors, and the nervous system (most of these are related to robotics also). This focus will
address several of Missouri’s science content standards and all four Missouri performance standards described in more
The National Research Council (1996, 2000) notes the difference between inquiry and design as “scientific inquiry is
driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs
and solve human problems.” Roth et al. (2001) clarify that the act of designing focuses student attention on doing
something rather than knowing something. Design activities provide an experiential context for students to gain
familiarity with the ‘materials and forces of nature’ before they are able to engage in direct scientific inquiry (Davis et al.,
Project Partners. Each collaborating partner will have a defined role in the project. The MU Colleges of Engineering,
Education, and Arts & Science will provide the engineering content and pedagogy. The three participating school districts
(Columbia, Hallsville, and Glasgow) have a history of collaboration with the colleges, and will provide Fellows access to
work with G6-9 students and teachers. Three engineering business partners (3M, Square D, and Boeing) will help provide
stronger connections to the real world by arranging tours of their facilities, introducing students to STEM-related
professionals, and assisting with sponsorship of events such as the annual robotics fair. The Missouri State Department of
Elementary and Secondary Education (DESE) will participate on the Advisory Board and also assist in disseminating
information via their conferences and camps. Distance Education Partners: Prof. Chris Rogers, an internationally
recognized expert in K-12 robotics at Tufts University and inventor of ROBOLAB, will provide advice based on his
experience, provide linkage to a Boston middle school for distance sessions, and work with us to exchange two Fellows
between MU and Tufts for a one-week experience each year. Additionally, Prof. Igor Verner of Technion, Israel, a
specialist in the areas of robotics and sensors, and an active GK-12 educator, will be an international collaborator linking
students via distance education with G6-9 students at Reali School in Haifa, Israel (see letters of support).
Rationale. The justification for this project stems from the critical need for future STEM graduate students to possess
improved communication, teaching, team-building and leadership skills transferable to a variety of settings; the need for a
more educated citizenry in STEM areas to meet the increasingly complex technological challenges of the 21st century; the
need for middle and secondary level classroom teachers to have stronger content knowledge in STEM disciplines; and the
need for stronger partnerships between higher education, K-12 schools. It is critical that we integrate technological
literacy content into school curricula to prepare students for future challenges (Technically Speaking, 2002; Standards for
Technological Literacy, 2000). Evidence indicates American students are not achieving technological literacy. “Our
children are falling behind,” declared the 2000 Glenn Commission Report. “They are simply not ‘world class learners’
when it comes to mathematics and science” (p. 4).
Results of the most current statewide standardized test in Missouri, the Missouri Assessment Program (MAP) mirror the
national trend. The chart below indicates the percentage of middle and secondary students scoring proficient or advanced
on the 2003 MAP in our partner districts.
School District Science Math
th th th
7 grade 10 grade 8 grade 10th grade
Columbia 26.4% 20.7% 20.3% 2.4%
Hallsville 15.1% 5.2% 14.1% 18.2%
Glasgow 0 0 10% 0
Massachusetts “fired the shot heard ‘round the engineering world” in 2001 when it became the first state in the country to
require engineering instruction at all grade levels (Creighton, 2002). While Massachusetts remains the only state to have
mandated engineering education, projects in several other states, including Texas (High Schools, 2002; Infinity, 2004),
New York (Project Lead, 2004), California (California Engineering, 2000), and Colorado (K-12 Engineering, 2004), have
encouraged the integration of engineering education into the K-12 curriculum. Many of these projects have utilized NSF-
funded GK-12 Fellows in the classroom to support efforts. Jackie Sullivan, co-director of the Integrated Teaching and
Learning Program at Colorado College of Engineering, advocates for early introduction of engineering activities. “Kids
are born engineers,” she states. "They love hands-on learning, things that go boom, things that are slimy. Engineering is
the perfect vehicle for making science and math relate to things in a kid’s world” (Creighton, 2002). This project seeks to
utilize this vehicle to help students understand the relationship between science, technology, engineering, and mathematics
and their world.
Need to Improve Pedagogy, Communication, Team-building and Leadership Skills for Graduate Students. National
studies (National Science Foundation, 1996) indicate student dissatisfaction with quality of teaching in undergraduate
STEM courses. A key contributor to poor teaching is lack of future faculty development, where initiation into the
disciplinary research community takes precedence over all other types of preparation. In surveys of doctoral students
(Fagen and Niebur, 2000; Nyquist and Woodford, 2000), respondents shared concerns that an overemphasis on research
led to inadequate preparation for teaching, curricular planning, collegiality, and service. In one study (Davis and Fiske,
1999), 50% of respondents felt they received inadequate preparation as teaching assistants, and 59% felt that faculty did
not emphasize the importance of teaching. An AAUP survey of faculty development (Baiocco and DeWaters, 1995)
reported an abysmal lack of attention to faculty development in pedagogy.
Need to Strengthen STEM Content of Teachers. The Glenn Commission (2000) declared that “the most direct route to
improving mathematics and science achievement for all students is better mathematics and science teaching.”
Unfortunately, many American students today are taught by the least-prepared teachers (NCES, 1999). Nationally 28% of
the mathematics teachers and 18% of science teachers lack state certification in their field. This problem is more severe in
rural and inner-city areas where a shortage of teachers compounds the problem. As our teaching force ages and teacher
shortages are met by staffing classrooms with non-certified teachers, the problem of teachers’ content knowledge becomes
Local Needs - Preliminary Survey Results. An informal 2002 survey of 104 MU freshmen engineers by the PI's group
about their experiences in high school relative to engineering and design revealed a distressing lack of attention to
engineering in their high school experience. For example, over 50% indicated that they had no high school experience
that led to their interest in engineering. Approximately 50% indicated their high school science and mathematics courses
did not illustrate engineering concepts, and 55% indicated they learned nothing about engineering design. Over 80% of
the same students reported that they enjoy science and mathematics, an encouraging sign since these subjects form the
basis of engineering education.
In order to meet the three primary goals of the project and the national and local needs described above, the following
activities are planned, involving University faculty (8), graduate Fellows (8), undergraduate students (5), and G6-9 science
and industrial technology educators (16 in 8 schools + 2 coordinators). Major activities associated with project goals
include the following:
Engineering graduate Fellows will participate in Teachers/Fellows Summer Institute
1. Improve the
(described later) to: become aware of what we know about how students learn STEM
subjects; understand appropriate goals for STEM instruction through an examination of
national and state standards; be introduced to G6-9 culture and learn effective strategies for
engaging students in demonstration and discussion activities using engineering design
projects; develop working relationships with partner teachers; learn role-modeling and
mentoring for G6-9 students; develop action plans (including goals, timeline, and schedule)
for the school year; and collect, design, and develop engineering design projects.
acting as resource
content experts in Work with teachers outside of class (5 hrs/week year long) to plan instruction using design
middle and activities; work with teachers in classrooms (10 hrs/week year long) to demonstrate
engineering design projects, help students understand the underlying mathematics and
science principles, and implement inquiry-based instructional strategies and materials; work
classrooms with teachers to form Future Scientists and Engineers Clubs in G6-9 grades. Include a
chapter on this outreach effort in the dissertation.
Plan and participate in bi-weekly distance learning activities, including classroom-based
follow up discussion, including via 'Ask the E-Expert'.
Organize and participate bi-weekly in a Fellows Advisory Committee meeting to discuss all
aspects related to the project; Coordinator to represent the Fellows on the Executive
Committee and on the Advisory Board; minutes of meetings to also be posted at the website.
Participate in the Brown Bag Seminars sponsored by MU’s Preparing Future Faculty
Program to learn more about teaching at the college level
G6-9 science teachers will participate in the Summer Institute to: deepen content knowledge
2. Strengthen the
in STEM-related areas; develop skills related to mentoring/coaching Fellows; build
relationships with Fellows; analyze curriculum to define activities that can be developed into
content of G6-9
engineering design projects with assistance from the Fellows; develop action plans; and
analyze engineering design projects for learning enforcement.
enriched learning Implement activities planned during the Summer Institute through the school year. Provide
by G6-9 students advice on the on-line resources to be developed.
Work with Fellows to form and nurture Future Scientists and Engineers Clubs (FSECs) in all
Participate in the web site discussions to share experiences. Monitor and comment on
postings for the ‘work in progress’ engineering design projects posted by the Fellows.
G6-9 students will engage actively in engineering design activities with guidance from
3. Increase G6-9
in STEM-related Visit industry partners to observe professionals working in STEM areas and see the
opportunities contributions they make in solving real-world problems.
Interact with faculty and STEM professionals pursuing a variety of research interests related
to engineering design via bi-weekly distance education sessions. Also, use the 'Ask the E-
Expert' site for questions.
Interact with G6-9 students from Reali school in Haifa, Israel, and a middle school in
Australia, via distance education sessions cited.
Join Future Scientists and Engineers Clubs developed at school. We will do targeted
recruiting to attract underrepresented students to FSECs.
Teachers/Fellows Summer Institute. Each year, teachers on the team, faculty, and Fellows will participate in a 4-day
Institute. One science teacher and one industrial technology teacher from six G6-9 schools in Columbia and one G6-9
school each in Glasgow and Hallsville School Districts will participate, impacting more than 5,000 G6-9 students in these
schools over a 3-year period. Teachers will be paid $2000/year, and will receive 1 graduate course credit for attending the
Institute. Fellows will receive one hour of graduate credit for this required course. The morning sessions will focus on
engineering design projects while the afternoon sessions focus on mentoring. Each school team will include a science
teacher and an industrial technology teacher (from the same building/school), and one engineering Fellow. The Institute
will be taught by Drs. Litherland, Nair, and Lannin, assisted by two College of Education graduate students with middle
and/or secondary teaching experience whose time will be cost-shared by the University. Two days of the Institute will
focus on the two broad design areas: robotics and automation, and biosystems, using hands-on projects and an extensive
set of teacher manuals.
Development and selection of engineering design projects. The engineering design projects will be participant-driven,
taking into consideration teacher experiences and preferences, to ensure effective integration into the curriculum. This
will also ensure that the design projects do not supplant the existing curriculum but enhance it by illustrating design
The Fellows, with the Education graduate students and the undergraduates, will examine the National Science Foundation
core science and mathematics curricula (e.g., BSCS, Science 2000+, Connected Mathematics Project, CORE Plus), for
learning activities and problems that could be used as a springboard to design projects in the two broad areas proposed.
Numerous LEGO-based design lesson plans, linked to K-12 standards (even for grades 1 and 2), are also available for free
download (www.ceeo.tufts.edu/robolabatceeo) and this represents another valuable resource for project ideas. As
indicated at the site, such projects are being developed around the world (including by our team) and shared via annual
conferences, websites, and books (e.g., Wang, 2002). Two representative sample projects are described in the box below.
Linkage to Show-Me (Missouri) and National Science Education Standards and ITEA Standards. The Show-Me
performance standards include four goal categories requiring students to demonstrate various abilities "...within and
integrate across all content areas...," i.e., develop a capability for synthesis. In particular, Goal 3 states that "Students in
Missouri public schools will acquire the knowledge and skills to recognize and solve problems," which are involved in
engineering design. The eight standards under this goal also relate directly to design. The last three standards under this
goal require students to: (i) examine problem and proposed solutions from multiple perspectives, (ii) evaluate the extent to
which a strategy addresses the problem, and (iii) assess costs, benefits and other consequences of proposed solutions.
The projects developed under the two broad areas proposed will meet the following Show-Me content standards for
science: Standard 1 - Properties and principles of matter and energy (kinetic and potential energy, etc.), Standard 2 –
Properties and principles of force and motion, Standard 3-Characteristics and interactions of living organisms, Standard 7-
Process of scientific inquiry (formulating and testing hypothesis), and Standard 8 – Impact of science, technology and
human activity on resources and the environment.
Sample Design Projects
Project 1: A robotics design project for a 2-person team of 6th graders will use LEGOs to build an
automated vehicle (robot) that navigates along a pre-specified route and turns when a touch sensor
indicates contact with something in its pathway. Standards that could be investigated through the design
include force and motion (calculation of acceleration, speed, momentum for various masses traversing
the same distance), and matter and energy (potential energy and kinetic energy using ramps). The
specific focus areas, for instance, will be based on the teachers' needs in the curriculum. This activity will
include automation (motors, gears, etc.), geometry (path design), sensors (data acquisition), and design
issues such as multiple solutions, system integration (putting it all together reliably), and development
time. Lesson plans related to this activity, addressing different standards, are available for download at
the site mentioned earlier, and are being used by the PI with G6-9 youth at a community FSEC.
Project 2: Students will work in 2-person teams to design an engineering biosystem to mimic the
functioning of the human arm joint, including the nervous system components, in response to touching a
hot object. Starting with a nervous system neuron (simple electronics circuit), this design will involve the
use of a muscle wire actuator, acting across the arm joint with the arms being LEGO links (note: very
closely related to robotics). In addition to the content standards discussed above, this project will also
address life sciences (muscles, nervous system components, and cell biology) content standards.
NOTE: Selection of the design project will be influenced primarily by the teachers' views on its
suitability in their curricula, and will not be limited to those using LEGO kits.
Teaching engineering design also addresses National Science Education Standards (National Research Council, 1996 &
2000) related to developing abilities of technological design and understandings about science and technology.
Engineering design also meets some science as inquiry standards, best illustrated by Table 2.6 (pg. 29, National Research
Council, 2000, Inquiry in the National Science Education Standards) which clearly shows the extent to which there is
learner self-direction, and direction from teacher or material. The design focus will gradually move students to the 'self-
direction' part of the continuum which is a key goal of education in general. Engineering design activities also address the
International Technology Education Association (ITEA, 2000) design standards directly: standards 8, 9 and 10 pertain
directly to design; also standards 1, 3, 5, 6, 7, 11, 13, and to some extent 14-20 also apply.
Integration of Activities with Fellows’ Research. The five Engineering faculty participants will advise or co-advise up
to two Fellows each. Since the faculty research interests span most topics in the two broad areas selected, there will be
synergy between the K-12 activities and their own research. The Fellows will be required to include one chapter on
outreach activities in their dissertation. This will enrich the experience for the Fellows and enhance faculty collaboration.
MU is one of only six universities nation-wide that has Engineering, Medicine, Arts & Science, Veterinary Medicine, and
Agriculture colleges on the same campus. Since MU made Life Sciences the major focus of the campus five years ago
(and spent $60M recently to develop a Life Sciences Center), there has been increased life sciences research in
Engineering, which is reflected in the diversity of expertise among the participating faculty listed below:
Biosystems Design area (G6-9 Missouri content areas include life sciences, force and motion, matter and energy, scientific
inquiry; several ITEA design standards):
- Satish Nair (biosystems including nervous system and physiology; mechatronics, and robotics)
- Sheila Grant (biosystems, bio-sensors, sensor design and deployment)
Robotics and Automation area (G6-9 Missouri content areas include force and motion, matter and energy, scientific
inquiry; several ITEA design standards):
- Marjorie Skubic (sensor-based robotics, LEGO, spatial reasoning, human-robot interaction)
- Shubhra Gangopadhyay (micro/nano sensors, bio-sensors, electronics)
Additionally, Dr. Meera Chandrasekhar, Curator’s Distinguished Teaching Professor of Physics, will participate and co-
advise Fellows on research and G6-9 activities, with Dr. Gangopadhyay. Dr. Chandrasekhar has developed unique K-12
family science programs and is presently conducting teacher training in physics education.
Distance Education. Two College of Education graduate research assistants (GRAs) will help plan and implement the
summer institute, travel at least once monthly to school sites to offer support and guidance to Fellows on content and
pedagogy, and facilitate bi-weekly design sessions at a distance. Utilizing videoconferencing technology available at MU
and Polycom units that will simultaneously link participating schools, Engineering faculty members from MU and STEM
professionals from among our industry and distance higher education partners will demonstrate monthly design activities
for students, facilitate discussions based on these activities, and share their research interests. We will participate in an
annual exchange program with Tufts University whereby two Fellows from each institution will spend one week working
with faculty, Fellows, and school teams at the other university, enriching their own experiences as well as that of the team
as a whole.
Future Scientists and Engineers Clubs. Fellows will work with the G6-9 teachers on the team to create Future Scientists
and Engineers Clubs in all the eight participating schools. FSECs will largely be ‘self sustaining’ and represent
empowerment/ownership by students/schools, providing motivation for the students and serving as a valuable resource for
teachers in generating ideas for engineering design projects. The FSECs will develop a 'library' of lessons plans/projects
for each school that could be used by several grades in the school, including the Extended Education Experiences (EEE,
gifted education) modules for a quarter. Each year we will organize an end of the year “Robotics Fair” to provide an
opportunity for the FSEC students to exhibit and share their projects. We will also connect this activity to the state
Science Olympiad, directed by Dr. Litherland, which includes robotics and automation activities such as Robot Ramble,
Mission Possible, and Remote Sensing. The PI has initiated two FSECs in schools over the past two years. Continuing
the activities involving such modular robotics kits in FSECs creates a strong linkage to the curricular component proposed
and also provides for potential integration with other grades including those in the elementary and high school grades.
Benefits. Benefits from participation in the project are outlined as follows.
Fellows Improved ability to connect science and mathematics ideas to abstract engineering concepts for
students. This is a critical element of effective teaching skills in science and mathematics
education. Classroom experience as well as face-to-face and online interactions will enhance
Fellows’ communication skills.
Experience in designing and developing engineering hardware systems. Fellows will become better
scientists themselves, since many of the deeper technical issues will become clearer to everyone
only by engaging in the activities.
Understanding the role of engineering as a motivator for K-12 science and mathematics concepts.
Improved teaching skills, including appreciation of important pedagogical issues such as inquiry-
based learning, pre-existing ideas, role of cognitive conflict, etc.
Increased skill in teamwork issues, including an understanding of the importance of interaction and
social skills. This is important for graduate students who, with the present overemphasis on
‘content’ in the graduate curriculum, frequently do not have opportunities to participate in team
activities that are important for effective functioning in the workplace. Global linkages will enrich
Working experience with G6-9 students and teachers which could motivate the Fellows to teach and
be interested in outreach efforts in the future.
Teachers Improved ability to connect science and mathematics concepts and to deepen student understanding
through the infusion of engineering design principles
Improved teaching practices in science
Graduate credit at MU for participation in the Institute; stipend of $2000; materials and equipment
for participating schools.
Opportunity to mentor Fellows, and work collaboratively with faculty.
Access to the library of engineering design projects collected, including on-line resources, and
ownership of engineering design projects developed.
Exposure to professional student organizations at MU that can play an important role in sustaining
the relationship beyond the duration of the project.
G6-9 Engagement in hands-on engineering projects which stimulate interest.
Students Illustration of real-world applications that will improve understanding of the linkage of science and
mathematics to engineering and careers.
Access to diverse role models from Engineering Fellows.
Opportunities to participate in Future Engineers Club and connect with MU student organizations.
Opportunities to connect with engineering experts in the workplace.
Global linkages will enrich learning experience and motivation.
Access to extensive resources on the project web site, including modular kits.
Undergrads Insight into engineering design projects with hands-on components.
Insight into pedagogy related to implementation of projects.
Development of group interaction skills, reporting, and presentation skills.
All The project partners will be able to view the integrated team working in a realistic setting, and
participants follow the growth of the Fellows, the content gain for the teachers, and the benefits to G6-9
students. This 'learning' will improve group productivity to achieve the immediate and larger goals
of the project.
ORGANIZATION AND MANAGEMENT
Drs. Satish Nair and Rebecca Litherland will provide the overall coordination for the project. Drs. Rebecca Litherland and
John Lannin will, respectively, provide guidance about the science education and mathematics education related issues.
Dr. Marra will coordinate the design of surveys and all evaluation aspects related to the project. An Executive Committee
comprised of Drs. Nair, Litherland, Lannin and one Fellow will coordinate all activities related to the project, with
assistance from a 0.5 FTE project coordinator (graduate student, not Fellow). These activities include project meetings,
scheduling for the Fellows, undergraduates, interfacing with teachers, and maintaining/updating the website. We have
experience coordinating large projects using websites effectively (www.missouri.edu/~engk12, and /~ctc). We will also
form a Fellows Advisory Committee that will be convened bi-weekly solely by Fellows with the express purpose of
monitoring the project from their point of view and coming up with comments/suggestions for the Executive Committee
and the Advisory Board to consider. The Coordinator of the Fellows Committee (selected by rotation every 6 months)
will participate as a full member on the Executive Committee as well as on the Advisory Board.
An Advisory Board will evaluate progress and provide guidance for the project. The Board will have five members
representing the constituents involved: MU: Dr. Suzanne Ortega, Vice Provost for Graduate Studies and Dean of the
Graduate School, will Chair the Board; School Districts – Dr. Phyllis Chase, Superintendent, Columbia Public Schools;
DESE – Wesley Bird, Director of Curriculum and Technology Coordinator, and Linda Lacy, Science Curriculum
Consultant; Businesses – Timothy Smith, Engineer, Phantom-Works Division, Boeing, Inc., St. Louis, MO; and Fellows:
Coordinator of the Fellows Advisory Committee.
Regular Meetings/Reports. (i) Fellows will be required to submit weekly journals of their experiences and reflections.
These will be reviewed by the PI to monitor content and pedagogical learning. Summaries of journal entries will be
posted at the website monthly for dissemination to the entire group; (ii) Engineering Fellows and the two graduate
students from Education will meet bi-weekly to discuss all issues, as part of the Fellows Advisory Committee. This will
empower the Fellows, encouraging increased sharing of ideas and concerns important for team building, cooperation, and
leadership in decision-making. Such avenues are lacking presently for students in the engineering graduate curriculum.
As a requirement, the Fellows will write a chapter in their dissertation on their experience pertaining to communication,
pedagogy, mentoring, team-building, and leadership skills; (iii) the Executive Committee will have face-to-face meetings
monthly, and additional meetings as required via conference calls; (iv) all participating faculty members and Fellows will
meet monthly to share experiences and report progress on various fronts; and (v) the Advisory Board will meet once every
Timeline. The project will begin January 1, 2005. This will allow for adequate time to select the Fellows and conduct
the Summer Institute, prior to the beginning of the academic year cycle. A tentative schedule is listed below:
Jan – May Selection of the Fellows and undergraduate students; Development of web site
April-June Planning for the Summer Institute
July Four-day Institute + schedule speakers for b-weekly distance sessions for next year
July-Aug Design projects based on preliminary input from the Institute. Plan fall activities
Sept-Dec Each team with a science + an industrial tech teacher (same building/school) and a
Fellow, begins operation. Bi-weekly meetings of Fellows Advisory Comm. begin.
Bi-weekly videoconference demonstrations begin; Plan spring activities
Jan-May Selection of Fellows for the next academic year
Teams continue operation in schools. Design/testing of projects continues
Bi-weekly meetings among the Fellows continue
Bi-weekly videoconference demonstrations continue
May-June Evaluation; Organize Robotics Fair; Summer Institute Planning
One-day retreat with Faculty, Fellows, Teachers, and Advisory Board
Columbia Public School District, Boone Country R-IV School District, and Howard Country R-II School District
Website: A comprehensive GK-12 Fellows section will be developed within the existing Engineering for K-12 web site
(http://www.missouri.edu/~engK12), to link all project members and disseminate information. This site will have (i)
Resources for Fellows, (ii) Resources for G6-9 Science and Mathematics Teachers, (iii) Resources for G6-9 students, and
(iv) Resources for engineering and education faculty. Summaries of the regular meetings will be posted at the secure part
of the site, which will also have several discussion boards (teachers, fellows, advisory board, etc.), thus effectively
facilitating interactions between the members, and other faculty, teachers, students, industry and the state representatives
interested in the project. An ‘Ask-the-E-Expert’ section (which exists presently) will be coordinated by the Fellows, and
will provide a source of answers for G6-9 student and teacher questions related to the STEM areas.
We will also effectively disseminate information through peer-reviewed publications and related engineering and
education conferences. Dissemination will also take place through active participation with schools, businesses, the MU
Partnership for Educational Renewal (21 partner school districts across the state), and DESE.