Tag Archives: stem

Summer 2015: An immersive research experience

NYU Logo

This past week I began a summer-long professional development with NYU Polytechnic School of Engineering called RET (Research Experience for Teachers).

The RET program pairs up STEM teachers and engineers for a six-week collaboration experience during the summer. The engineers at NYU-Poly work hand-in-hand with K-12 teachers (like me) to conduct ongoing research in their discipline. I will write a paper summarizing my research, present my findings, and create a Teach Engineering lesson plan related to my RET experience [UPDATE 3/31/16: My lesson has been published.]. In other words, I will do everything a full-blown researcher would do (minus the lesson plan).

I haven’t finalized my research topic just yet, but I do know that I am partnering with Dr. Nikhil Gupta. He is well-known in the United States for his work with composite materials.

I’ve met Phil Cook, an awesome dude, through the program. Here’s his reflection on his experience thus far.

I’ll get another post up after RET is complete, but here are a few things that I’m most looking forward to:

  1. Can-Do. The director of the program mentioned that he is regularly inspired by what he calls the “can-do” attitude that all engineers embody as part of their ongoing work. I can relate to this. There will be countless setbacks and obstacles that arise, but the objective never changes: understand the problem, focus on solutions, learn. I’m expecting to struggle quite a bit during RET, so I hope to stay motivated and maintain a “can-do” attitude throughout. I remember my UBI experience.
  2. Research. Other than some minimal, unstructured research that was mandated for graduate school, I’ve conducted no formalized research. For this reason, I’m especially intrigued by this opportunity to not only learn about Dr. Gupta’s research, but to experience the process personally. I hear and read about research all the time, but this time I’ll actually be the one conducting it. I find that incredibly empowering. I am fully anticipating the roller coaster that will be investigation, frustration, and discovery.
  3. Impact. RET is actually intimidating and even scary on a certain level. The workload will be serious. The hours long. But I feel like this is what professional development should be. It should push me out of my comfort zone. How else will I improve? The breadth and depth of this immersive experience promises to provide high levels of enrichment, of which I’ve never experienced before. It will be interesting to see how all this work manifests itself in my career and what I do with my students.

With all that said, there is a bigger picture.

Before I was accepted into RET, I have taken more and more interest in research. I realized this because I have so many questions. Those questions cause me to want answers, even if they’re partial or incomplete. Research is a structured, unbiased way to do that. Anyways, I have a lofty goal to be part of a team of teachers and/or educational team that researches teaching, learning, and/or schools. It’s just a dream at this point and I have the slightest idea of how I would make it happen. I’m sure I’ll pick up some cues from this experience with NYU. Maybe I can use MfA as an outlet for this? Maybe I can find a some sort of RET related to education?

To be continued…



Bicycles are STEM


Last week the NYCDOE ran their first ever STEM Institute. It was a fairly large event; I want to say there was over 400 teachers and 30 presenters in attendance. I have no idea how accurate those numbers are, so don’t quote me, but they seem about right. The workshops were obviously focused on STEM disciplines, which are typically things such as applied math, robotics, computer science, environmental science, and the like.

What was intriguing most about the whole Institute was the fact that I was able help lead a workshop on bicycle mechanics. Yes, mechanics. (Thank you UBI.) My sessions focused on how bicycles and bicycle culture fit into the whole STEM arena. I teach both math and robotics, which are at the heart of STEM, so extending STEM to include bicycles, a huge passion of mine, is pretty exciting.

Bicycles aren’t something that people typically think of when they hear STEM. That is what made the experience so awesome. The whole thing felt like unchartered territory. I helped lead the way as 18 teachers got greasy, learned how to overhaul a bottom bracket, adjusted derailleurs, and then spent a few hours developing STEM lessons and curricula centered around bicycles. Some of the topics that the teachers researched included personal health and fitness, mass, acceleration, velocity, gear ratios, and how bicycles affect gentrification. I also found some great bicycle-themed resources that I shared with the group.

Huge props to Karen Overton and Recycle-a-Bicycle who essentially brought a bike shop to Stuyvesant High School for the three-day workshop.

It was an awesome experience. I got to merge my love for bicycles and bicycle mechanics with teaching, mathematics, and STEM. Plus, I meant some inspiring, like-minded teachers. It feels like the start of something bigger.