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This workforce solution was funded by a grant awarded under Workforce Innovation in Regional Economic Development (WIRED) as implemented by the U.S. Department.

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Presentation on theme: "This workforce solution was funded by a grant awarded under Workforce Innovation in Regional Economic Development (WIRED) as implemented by the U.S. Department."— Presentation transcript:

1 This workforce solution was funded by a grant awarded under Workforce Innovation in Regional Economic Development (WIRED) as implemented by the U.S. Department of Labors Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.


3 To have students working with tech mentors on a continuum of projects that will be hands-on activities to build interest and capability for science, technology, engineering and math careers. Establish a model program for K-U participation in projects that demonstrate technical capability in the design, assembly, testing and operation of electronics applications to observe local and space environments. Go do it with the students.

4 Used the near space balloon flights on March 2007 and March 2008 to fly student experiments to an altitude of nearly 100,00 ft. The first launch had over 500 students involved. Although there were only about 300 PearlSats, students worked in team to make each PearlSat. The second launch involved only one class of about 25 students. The interaction with these students was done entirely with video and telephone conferencing. Worked with Fremont HS which has now started a mechetronics type class as a regular part of the student curriculum. Used devices such as the BuzzBot & CricketSat for in-class learning experiences. Used the Garvey Spa cecraft/CSULB – rocket P8 and P12 to fly student experiments for high school and university students.

5 PearlSats Used the near space balloon launch and demonstrated its outreach capability.

6 BuzzBots – CricketSats – in the classroom experiments

7 BuzzBots – in the classroom experiments Provide training to 110 high school students with four day workshop at Bloomington HS in Bloomington, CA

8 Developed Payloads for Launch on Garvey Spacecraft and CSULB – Rocket Flights Mojave Desert, Mojave, CA P8 - Sept 2007 P12 - Sept/Oct 2008 Outreach flight opportunity: University students – 8 High School Students - 5 Saratoga students with payload.Santa Clara U payload packaging.Integrated Payloads

9 Fremont HS, Sunnyvale, CA - 15 Saratoga HS, Saratoga, CA - 5 High School Students Mentored by Industry

10 Aeropac – San Jose State University – 2 Mentors Space System/Loral – Sherman Oaks - 4 Mentors Lockheed/Martin – Fremont HS– 6 Mentors Ericsson Electronics - Saratoga High School - 2 Mentors Retired Mentor Monterey Bay Antarctic Research Center, Pajaro HS – 1 Mentor Industry Engineers Recruited for Mentoring

11 Space Systems/Loral Lockheed Martin NASA Ames NASA Jet Propulsion Lab Aerospace Corporation Northrop Grumman Boeing Aerospace SpaceX Space and Missile Systems Center - USAF Relationships Established with Employers for Mentoring

12 3 – Los Angeles HSHigh School 2 - Fremont HSHigh School 2 – North Ridge HSHigh School 1 – Bloomington HSHigh School 2 – Watts Alternative School High School 3 – Naval Post Graduate SchoolUniversity 15 – Sacramento Engineering HSHigh School 1 – Laguna Creek HSHigh School 2 – Pajaro HSHigh School Teachers Recruited to Support Mentoring Programs

13 The following steps have been found to help establish getting a mentor into a school. a.You are completely under the direction of the teacher. b.You are there to make the teachers job easier. c.You can suggest what you are capable of bringing to the school, but the teacher has complete control of what they will let do. 1.Ask friends or associates if they know a school that would be interested in some mentor help. This is easier than going to a school cold – no introduction. Once you have been introduced to the school administrator, you need to find out if they are willing to accept mentors. 2.The state-of-mind we suggest you have is to approach the administrator with this in mind–

14 3.The type of projects that you can do to make sure they do not over burden you are: a.You plan to do at least two projects with these student a year. b.If the teacher elects to do may smaller projects with the student, you do not want to over commit your time. c.Select project which may require your time at the school initially, then you can follow up with video conferencing or telecons. d.These projects may take 1-3 weeks to completed e.It is of primary importance that what ever you do, you have the complete agreement of the teacher.

15 4.Which grade should you start with? a.You may start at any grade that you, the teacher and the administrator feels comfortable with. b.If you have no preference, we suggest you start with the fourth grade. This seems to be the age for students starting to have likes and dislikes for career choices. c.We suggest that when taking on the task to be a mentor, that you consider it to be a multi year commitment. d.We suggest that you stay with the same students year to year. When the fourth grade students go to the fifth grade, you go with them. Continue this as long as possible. e.This continuum of attention will allow you to know the students, they will know you and you can move from year to year with exciting new more challenging projects.

16 There are several things that this WIRED Task 3.10 program has produced that will be transferrable to other outreach programs. 1.Training is now being given with experience gained in working with teachers to use WIRED tools to work with their students. 2.Presentations are being made at major aerospace conferences on the results of the WIRED program and how it can be used for outreach. 3.The documentation of the successes of the WIRED program on the CSA web server with rockets, balloons, in-class use of BuzzBot & CricketSats will provide a source of information for other schools to reference and duplicate. 4.The use of the VC System with is capability of working anywhere over the internet will allow schools across the nation to participate in exciting, challenging space experiment programs and will provide the transferability not seen with localized programs.

17 The ARLISS program, although having provided outreach services for ten years, will continue with enhance capability with the VC System, but is also expanding the outreach endeavor due to the association with the WIRED program. The collaboration with Garvey Spacecraft & CSULB has developed a capability that can be tremendously exciting and useful in the outreach programs. Having the ability to carry payloads on the P8 and the P12 rockets along with the use of the VC System can provide a large number of launch opportunities. Sustainability is now dependent upon parties of the WIRED program seeking fund to continue this program. The use of the VC System and its ability to reach far more schools than by previous methods is a demonstrated system that can be used as a model to apply for NSF and Department of Education support. The technology of the VC System should be attractive to both the space industry and government space organizations to use for training of their new employees.

18 The future created by this WIRED Task 3.10 has: 1.Given the participants training in : a.What are exciting and doable projects for students at all levels. b.Finding the most economical ways to develop programs to excite and encourage students by involving them with STEM skill projects. 2.Learning how to deal with industry for soliciting their support for outreach. 3.Understanding of better ways to collaborate with industry and government space programs to make products that can demonstrate skills needed for high tech employment.


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