April 9, 2013

The Dallas Robot Round-Up: Stimulating Interest in Math and Science through Robotics Education
A PROPOSAL TO: The Dallas Chamber of Commerce
By Amina Hussaini, Danny Draughon, Emma Minter, Kedja Eldoss, Maria Acosta, Sarah Ferguson Vogt

Think Forward.
April 9,2013

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Introduction
Texas high school seniors are falling below already lagging national averages in math and science courses; without immediate intervention, the state of Texas economy will decline (Stutz, 2012). At this critical point, our future depends on highly skilled science, technology, engineering, and mathematics (STEM) professionals. However, we should not fear the rapidly changing pace of the world around us, but instead strive to lead the charge. Texas Instruments (TI) is dedicated to helping students become interested and successful in STEM careers. We would like to help Dallas-area students prepare for college math and science courses. This proposal aims to change the attitudes of younger Dallas-area students towards STEM subjects so they will gain the inspiration and confidence necessary to tackle these challenging courses throughout their schooling. Educators believe a hands-on approach will help make these courses more appealing to students, improve attitudes towards STEM in general, and increase test scores. To target these necessary changes, TI will fund a robotics education program that will culminate in a competition called the Robot Round-Up. The event will be for fourth- and fifth-graders attending the lowest-performing Dallas-area elementary schools. Employees from our Dallas campus will be involved in every step of the process for the robotics program, from teaching the students how to build robots to judging the competition. Improving attitudes and performance in math and science will only happen through community effort. The robotics education program will include not just the participating students, but many other members of the Dallas community including TI volunteers, science teachers, and college administrators and students. We anticipate success and look forward to the opportunity to transform this one-time event into an annual affair so we can continue to educate and involve younger students in math and science.

Background
Statement of Need
The national educational crisis affecting STEM education has counted the Dallas Independent School District (DISD) among its victims. Texas falls below national averages for college readiness with only 24 percent of its graduates meeting minimum requirements for higher education advancement (Stutz, 2012), and Dallas-area students fall in the bottom quartile of Texas educational performance in math and science (TEA, 2009). Minority and economically disadvantaged students are at the highest risk for being underprepared for educational advancement. According to a Dallas Morning News article, In 2|Page

science, 9 percent of blacks and 15 percent of Hispanics passed the standards, compared with 43 percent of whites (Stutz, 2012). With minorities representing 95.4 percent of DISD students, this is a crisis we cannot ignore (TEA, 2009).

Figure 1. U.S. high school graduates are underprepared for college science and math programs (STEM, n.d.). The consequences of poor STEM education reach further than a scientifically illiterate population. The U.S. workforce is increasingly unprepared for the 21st-century, knowledge-based economy, while U.S. computer, engineering, and science occupations will grow 17 percent over this decade (Employment, 2012). This mismatch of skills leads experts to anticipate upwards of three million high-tech jobs will remain unfilled by U.S. workers in 2018 (STEM, n.d.). In an already ailing economy, loss of competitive knowledge capital puts our future at risk; nationally, technology and innovation drive half of all economic growth (Bonvillian, 2002). If action is not taken to improve interest and competence in math and science, the gap between requisite workforce skills and job requirements will only grow.

Improving STEM Education

Efforts taken earlier in a childs education may have a greater impact on reducing the gap than those made later. U.S. fourth-graders are competitive in science, but by 15 they have fallen behind the international average in science literacy (Barker & Ansorge, 2007). This age group may present a unique opportunity to increase the type of interest in science and math that leads to long-term performance. According to a report by the Wheelock College Aspire Institute, the consensus among educators is that meaningful STEM education must begin early. Recent efforts have focused on middle school and high school curriculum initiatives, but fail to capitalize on the natural curiosity and proclivity towards experimentation of younger students (Murray, 2010).

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Academic programs are beginning to focus that natural curiosity on robotics. The concrete nature of robots helps children translate abstract scientific and mathematical principles into practical lessons that have lasting power; using a medium that resembles an item in their toy chests maintains an engaging experience (Barker & Ansorge, 2007). This approach to science education has led to a measurable increase in academic performance (Ko, 2010) and interest in STEM subjects (Nugent, Barker, Grandgenett, & Vaicheslav, 2009). The efficacy of robotics on science education is so strong that it is increasingly referred to as the fourth R, along with reading, writing, and arithmetic (Casad & Jawaharlal, 2012).

National Robotics Programs

Excitement surrounding the fourth R has spawned several national programs that aim to engage children in math and science through robotics education curricula and competitions. The largest of these is the First Lego League which began humbly in 1992 with 28 teams competing in a New Hampshire high school gym, and has quickly grown in popularity. The 2012/2013 season is projected to have more than 29,200 teams comprising over 300,000 students ages 6-18 competing in tournaments across the country. Students are not only asked to solve a technical problem, but are immersed in a real-world science challenge they must tackle creatively and cooperatively (First, n.d.). Other programs have added robotics education into official school curricula with measurable success. The Robotics Education through Active Learning (REAL) program trained Southern Californian teachers to conduct weekly sessions for 25 weeks in their regular classrooms. The program was supported by faculty and students from California State Polytechnic University in Pomona. Sessions involved guided discovery with fourth-graders using robotics kits to solve simple math and science problems. Students were able to demonstrate and celebrate what they had learned at an end-of-year robot rally. A study of the program concluded attitudes towards STEM subjects were improved when compared to a control group, and persisted into a follow-up study six months later (Casad & Jawaharlal, 2012).

Program Metrics
The most-used metric for evaluating the academic success of robotics education is a statistically-meaningful improvement in standardized test scores. In Texas, students take the State of Texas Assessments of Academic Readiness (STAAR) exam. Among tested subjects are science and mathematics, making these data available for evaluation of any program targeting STEM education (STAAR, 2013). An improvement in subject-related scores at program conclusion would support its efficacy. 4|Page

Texas Instruments Values STEM Education

As a leading semiconductor manufacturer serving more than 90,000 customers, Texas Instruments success hinges on the creative o utput of our 34,000 employees. Growing these assets entails not only supporting the current workforce, but also grooming future innovation leaders. Our corporate citizenship strategy stimulates community involvement to create an ecosystem of innovation, where inventive teaching methods, classroom technology, and proven programs yield student success in science and math. Over the past five years, TI has invested more than $30 million in K-12 STEM education, and is committed to continued support (Texas, n.d.). Funded programs in recent years include the Advanced Placement Incentive Program, supporting DISD high schools, and TI-Math Forward, supporting Richardson middle and high school math achievement (Texas, n.d.). TI is also the principle donor to the Texas BEST program, a statewide robotics tournament. Open to all students 11-18 (Boosting, n.d.), participants are likely to already show interest in science and math, and have adult mentorship available to them. While we advocate continued support to this great event, we feel a program specifically targeting underperforming local elementary schools is needed to align with current STEM education best practices and goals.

Program
Overview
A successful robotics education program can harness the inherent excitement of its tangible, toy-like subject to reach those students who may not seek out currently available robotics programs on their own. We propose a threestage strategy: 1. Excite kids to participate through in-school robotics demonstrations 2. Provide resources and adult mentorship that allow all interested students to creatively solve problems through team-based guided discovery 3. Celebrate learning and accomplishment at a finale competition we call the Robot Round-Up Through exciting, enabling, and celebrating students, we will bring life to the productive potential of science and math, affecting attitudes of children who would normally be under-stimulated by their general curricula.

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Robotics Demonstrations
The program will begin with a robotics demonstration illustrating an abstract concept of science and math in a more concrete way with active, working robots. Demonstrations will be conducted in fourth- and fifth-grade classrooms by TI employees in the 75 most underperforming elementary schools in DISD, as determined by STAAR performance in math and science in the previous academic year. The demonstration will generate excitement about the program to inspire students to join one of three teams of up to ten students. The TI volunteers will then introduce a challenge to the teams that they must work together to solve over the next eight weeks, as well as the name of their adult mentor who will help guide them. The school will be left with three Lego Mindstorms robotics kits, their tool for innovation.

Team Innovation
Within each school, teams will meet with their mentor weekly to address the robotics challenge. They will have eight weeks to solve the problem, program their robot, and design a unique presentation to demonstrate their solution. The TI volunteers who previously presented the challenge will return to each school as judges to watch the teams robots in action. The team that best solved the problem while demonstrating strong teamwork will be chosen to represent the school in the upcoming Robot Round-Up, though all participants will be invited to attend and cheer on their classmates. The representative teams will then be given a real-world scientific problem which they will find that their solutions to the robot challenge address. Over the next four weeks, they will do research and craft a presentation or skit that shows how their own ideas can solve actual problems through science.

DISD Robot Round-Up

The culmination of 12 weeks of preparation will be an all-day, inter-school, competitive event, the DISD Robot Round-Up. Hosted at facilities on The University of Texas at Dallas (UT Dallas) campus, the top 75 teams from 75 elementary schools will compete in an event consisting of three parts: 1. Real-world research presentations 2. Robotics challenge demos 3. Creativity and teamwork interviews For these events, teams will be reunited with their original TI judges, easing some natural anxiety. The judges will use a common rubric to score teams and provide a means by which they can be compared to determine winners. 6|Page

The real-world research presentations will allow judges to evaluate how well students understand the ways their work could benefit society. Teams will be given 10 minutes, during which they may present their research in a fun, creative format. The robotics challenge demos will be polished versions of the demonstrations they gave in week eight. Evaluators will look for innovative solutions. Video displays will be available throughout the venue for attendees and fellow competitors to admire. The creativity and teamwork interviews will be an informal conversation between the judges and students. This conversation is meant to uncover any innovative solutions the children had that were not obvious through demonstration alone, as well as to sense the degree to which all teammates participated. Once scores are in, several awards will be given out at an end-of-day ceremony. All winners will be given a Lego trophy to take proudly back to their schools. The awards categories will be: Best Presentation Best Robot Demo Most Innovative Team Best Teamwork Best Overall Team

The most prized award will be given to the best overall team, achieving the highest weighted score across all categories. Their schools fourth- and fifthgrade classes will be provided with a field trip to visit TIs Dallas fabrication facilities and their Kilby Labs Innovation Center. After the tour, they will celebrate their victory with a pizza party hosted on TIs campus.

Staffing
Our program will be staffed by a volunteer force of Texas Instruments employees, science teachers, and UT Dallas engineering students. Thirty TI volunteers will act as judges, pairing up to share responsibilities. Each pair will be responsible for the introductory presentations and judging duties for five of the 75 targeted schools. These same judges will also participate in the second part of the competition to determine the winners. The remaining 225 250 volunteers will act as team mentors, guiding students as they design and build their robots. There will be one mentor per group that will keep the students focused, provide technical expertise, and ensure teams are working together to solve the right problem. If the group does not advance to the second part of the competition, the mentor may still participate 7|Page

during the Round-Up, filling various administrative and support roles such as helping to set up the event, passing out lunches, water, and name badges, and assisting visitors with parking and directions. The President and CEO of TI, Rich Templeton, will be the master of ceremonies and present awards to the winners.

Budget
The projected cost of this event is small when compared to the anticipated benefits. Table 1 gives a summary of the estimated expenses.

Projected Budget Robot educational resources Lego Mindstorms kits Competition field kits Facilities and equipment Visitor Center rental (VCHM) Activity Center rental (gym) Tables and chairs rental Projector rental Security staff Custodial staff Food and drink Sack lunches Bottled water Awards Lego trophies Pizza Drinks Transportation (bus) Other TI employee gas rebates Promotion

$114,750 $97,875 $16,875 $3,915 $525 $2,100 $560 $100 $350 $280 $9,250 $8,750 $500 $2,150 $1,000 $500 $50 $600 $1,455 $255 $1,200

Total Cost $131,520 Table 1. Proposed budget for robotics education program.
Purchases of the Lego Mindstorms robotics and field kits constitute the majority of program costs, requiring $114,750 (87 percent of the total budget) (First, n.d.). However, if our vision of this program continuing beyond a single event is realized, much of this cost will not recur annually, as kits may be used for several years. 8|Page

Lunch from the Comet Caf Subway will be provided during the all-day event. Approximately 2,500 sack lunches will be needed, which include a sandwich, chips, and an apple. The cost is $3.50, for a total of $8,750. Bottles of water are $0.10, and providing two bottles per participant will cost $500. Water will be provided at no cost to all attendees, as will the lunches to all elementary students, but other participants will be asked to purchase the meal for $5 to reduce costs. The UT Dallas campus will be used to encourage current students to participate. The rental of both the Activity Center gym and Visitor Center facilities (VCHM) will cost $2,625 for the day. Required facility overhead includes both security and custodial services employees, costing $350 and $280 respectively. Rented tables and chairs will cost $70 per hour ($560 total). Lego trophies can be purchased for $20 from several vendors (Original, n.d.). With trophies going to all members of winning teams, a cost of $1000 can be expected. In addition to trophies, the best overall teams school will be awarded with a field trip for all fourth- and fifth-grade classes. An estimate of six classes of 30 students was made for budget projections, bringing the total cost of the award to $1,150. Four buses will transport students 40 miles round-trip for an estimated $600 (Commonly, 2012). Event promotion will be limited to flyers in schools to maintain excitement and attract volunteers, and signs will be posted for parking and directions. A total of 400 signs and flyers will be printed at $3 each, totaling $1,200.

Conclusion
Lagging performance in STEM education requires action if Texas Instruments is to remain competitive in the global space of innovation. Research suggests that, to improve performance, early intervention can positively change attitudes towards science and math, and the concrete, toy-like nature of robots presents an inherent draw for children into the abstract world of science. This proposal presents a program that integrates the best ideas of proven robotics education efforts. In-school weekly sessions culminate in a Robot Round-Up competitive event to excite, enable, and celebrate student achievement in math and science. The event will combine a demonstration of robotic-enabled problem solving, and a presentation connecting childrens efforts with real -world impact through science. We are confident that our program will have a lasting impact on student standardized test scores, and with measurable success, we may transition into an annual event, expanding to include more underserved schools. Awakening unrealized interest through science and math education will instill passion into tomorrows innovators. 9|Page

Works Cited
Barker, B.S., & Ansorge, J. (2007). Robotics as means to increase achievement scores in an informal learning environment. Journal of Research on Technology in Education, 39(3), 229-243. Bonvillian, W. B. (2002). Science at a crossroads. The Federation of American Societies for Experimental Biology Journal, 16, 915921. Boosting engineering science and technology. (n.d.). Retrieved from http://best.eng.auburn.edu/ Casad, B.J., & Jawaharlal, M. (2012, June 10-13). Learning through guided discovery: an engaging approach to K-12 STEM education. Proceedings from ASEE 2012 Annual Conference, San Antonio, TX. Commonly asked questions about the use of school buses on field trips. (2012, March). Retrieved from http://www.highlands.k12.fl.us/SBHC/Transportation/busFieldtripFAQ. pdf Employment projections. (2012, February 1). Retrieved from http://www.bls.gov/emp/ep_table_102.htm First Lego league. (n.d.). Retrieved from http://www.usfirst.org/roboticsprograms/fll Ko, P. (2010). The effect of a middle school robotics class on standardized math test scores. Retrieved from https://digital.library.txstate.edu/bitstream/handle/10877/3427/fulltext. pdf Murray, J. (2010, May 5). Strengthening STEM education in the early years: a plan for increasing the number of skilled preK-6 STEM educators in the greater Boston region. Retrieved from http://www.wheelock.edu/Documents/News/Foundation%20for%20the %20Future%20Report.pdf Nugent, G., Barker, B., Grandgenett, N., & Vaicheslav, A. (2009, October 18-21). The use of digital manipulatives in K-12: robotics, GPS/GIS and programming. Proceedings from Frontiers in Education Conference, San Antonio, TX. Original brickengraver/brickprinter. (n.d.). Retrieved from http://www.brickprinter.com/Pages/default.aspx 10 | P a g e

STAAR resources. (2013, March 25). Retrieved from http://www.tea.state.tx.us/student.assessment/staar/ STEM crisis. (n.d.). Retrieved from http://nms.org/Education/TheSTEMCrisis.aspx Stutz, T. (2012, August 22). One in three Texas students from Class of 2012 not ready for any college courses. Dallas Morning News. Retrieved from http://www.dallasnews.com/news/education/headlines/20120822-onein-three-texas-students-from-class-of-2012-not-ready-for-any-collegecourses.ece TEA 2008-2009 district performance summary. (2009). Retrieved from http://ritter.tea.state.tx.us/cgi/sas/broker?_service=marykay&_program =sfadhoc.web_report_0809.sas&_service=appserv&_debug=0&who_box =&who_list=057905 Texas Instruments corporate citizenship. (n.d.). Retrieved from http://www.ti.com/corp/docs/csr/index.shtml

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