2016 OCCRA Year-End Report

OAKLAND COUNTY COMPETITIVE ROBOTICS ASSOCIATION 2016 YEAR-END REPORT

design engineering physics electronics FALL 2017

TABLE OF CONTENTS FOR OCCRA FINAL REPORT 2016 INTRODUCTION……………………………………..…………….…………….. 1 ECONOMIC IMPORTANCE..…….…………...…………………………………. 1 OCCRA OVERVIEW……………………………………………………………...2 PARTICIPATING STUDENT POPULATION……………………………..……. 2 BENEFITS TO STUDENTS.……………………………………………..….……. 2 MISSION EVALUATION.…………………………………………………..…… 2 USE AND DISSEMINATION OF EVALUATION RESULTS …..………..……. 6 TIMETABLE.……………………………………………………………..………. 6 PRIMARY PROGRAM PARTNERS……………………………………….……. 7 STUDENT-LED ACTIVITIES…………………………………………………… 7 COMPLEMENTARY PROGRAMS ……………………………………………. 7 STAFF QUALIFICATIONS AND TRAINING ………………………………….. 7 LONG-TERM FUNDING STRATEGIES………………………………………… 8 PROGRAM BUDGET………………………………………………………….… 8 SPONSOR RECOGNITION……………………………………………………… 9 OTHER BENEFITS FOR SPONSORS…………………………………………… 9 ARTIFACTS AND APPENDICES………………………………………….…… 10 APPENDIX A. STUDENT SURVEYS AND PRE-/ POST-TEST TALLEYS APPENDIX B. SURVEYS OF COACHES AND MENTORS APPENDIX C. PICTURES OF OCCRA STUDENT INVOLVEMENT APPENDIX D. PICTURES OF OCCRA STUDENT RECOGNITION APPENDIX E. SAMPLE PRESS RELEASES APPENDIX F. SPONSOR RECOGNITIONS APPENDIX G. TESTIMONIAL LETTERS FROM CURRENT AND FORMER STUDENTS APPENDIX H. OCCRA STRATEGIC 3-YEAR PLAN APPENDIX I. OCCRA INSTRUCTIONAL VIDEOS APPENDIX J. WRAP-UP MEETING NOTES APPENDIX K. OCCRA MOTIVATION TO MECHATRONICS STUDENTS

ANNUAL REPORT 2016 OAKLAND COUNTY COMPETITIVE ROBOTICS ASSOCIATION This report details the sponsorships, expenses, revenues and student outcomes of the Oakland County Competitive Robotics Association (OCCRA). OCCRA is a countywide, student-led robotics league. The program is designed to provide students with real-world experience in the technical and academic disciplines of science, technology, engineering, and math (STEM).

Support from the DTE Energy Foundation and other sponsors has annually provided over 1,000 students with hands-on exposure to how STEM education relates to the world of work. Appr oxi mat el y 12, 000 student s have been i nspir ed by t he OCCRA experi ence si nce its st art i n 2000. The program also educates students about the many aspects of STEM careers. The DTE Energy Foundation’s sponsorship helps keep the program costs down for participating schools. Lower program costs enable more schools—regardless of socio-economic conditions—to participate and provide OCCRA’s real-world engineering exposure to all students. Without grant funds, the costs of participating would be prohibitive for many local schools.

Economic Importance According to researchers at the U.S. Department of Education, between now and 2020, there will be a marked increase 1 in demand for workers skilled in the technical disciplines of science, technology, engineering, and math (STEM).

At the same time demand is skyrocketing, not enough American students are pursuing skills in these areas at sufficient levels to fulfill the future workforce need. The predicted skills shortage in STEM careers will threaten America’s global competitiveness. Needs in the STEM fields are growing faster than anyone can keep up with. According to the U.S. Bureau of Labor Statistics, by 2018, there will be an estimated 274,000 STEM-related jobs in Michigan. In the U.S. as a whole, the number will approach nearly 8.7 million.2 According to the US Department of Commerce, “STEM occupations are projected to grow by 8.9 percent from 2014 to 2024, compared to 6.4 percent growth for non- STEM occupations.”

Here at the local level, high-tech industries have long played a significant role in the Michigan economy.3 High-tech careers require a higher than average level of workers with a foundation in science, technology, engineering, and math.

Mike Flanagan, former Chairman of the Michigan Board of Education warned that the state’s future depends on its ability to increase student performance in STEM areas.4 The Oakland Schools Career Focused Education Department has developed academic enrichment programs to help better prepare students in Oakland County to meet the future workforce demand for education and skills. These programs, which are supported by the Oakland Schools Education Foundation, are designed to enhance student learning by connecting the classroom education to the world of work.

One such Oakland Schools program designed to make a difference in students’ learning experience is the Oakland County Competitive Robotics Association. Since it began in 2000, OCCRA has become one of Oakland Schools’ most successful academic enrichment programs.

1

U.S. Department of Education. Science, Technology, Engineering, and Math Education for Global Leadership, http://www.ed.gov/stem 2 Shawn Wright, “STEM programs make impact, still need work, advocates say,” Crain’s Detroit Business (January 8, 2014), http://www.crainsdetroit.com/article/20140530/NEWS/306019945/stem-programs-make-impact-still-need-work-advocates-say 3 United States Department of Commerce, http://www.esa.doc.gov/reports/stem-jobs-2017-update , Economics & Statistics Administration, “STEM Jobs: 2017 Update.”

4 Michigan Department of Technology, Management & Budget. Labor Market Information. http://www.milmi.org/ 5 Flanagan, M. Michigan Department of Education, http://www.michigan.gov/documents/mde/STEM_365794_7.pdf

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OCCRA Overview The Oakland County Competitive Robotics Association (OCCRA) is a countywide robotics league designed to provide students with real-world STEM experiences. Each year, students from throughout the Metro-Detroit area are challenged to design and build robots to play a sports-like game. Middle School students use a smaller platform (VEX) that employs 18” high robots but the robots used in the high school competition can be 72” high and weigh up to 120 pounds. All of the design and fabrication of the robots must be done by the students, so students become the engineers and technicians. OCCRA was created to increase the number of students involved in competitive robotics and generate student enthusiasm for STEM studies. The competitive format of a spectator-friendly sport generates a high level of excitement for this STEM activity. Supplemental workshops, instructional manuals, and the weekly design reviews by adult professionals enhance the educational experience.

Participating Student Population The target populations for OCCRA are the students from 11 middle schools (grades 6-8) and 32 high schools (grades 9-12). There are 40 schools from Oakland County, two from Wayne County, and one from Macomb County currently competing in OCCRA. 701 students completed the season with their teams and qualified for participation certificates. The actual number of students participating is around 1,000, based on estimates from team mentors. In addition to the students completing the season, coaches report that another 40-50% of that number took part in the program and benefitted without actually attending all of the events.

Benefits to Students By design, OCCRA is a student-led robotics competition. During the competition, industry experts serve as counselors.

However, an important aspect of the competition is that the designing and building of the robots is directed by the students. The robots are judged based on real-world criteria including quality, design uniqueness, and technical and mechanical features. Student teams are recognized for management, organization, enthusiasm, sportsmanship, and overall team spirit. As a result, students participating on teams develop “soft skills” that can contribute to success in the world of work.

The engaging and extensive exposure provided by the robotics competition enriches students’ school experience.

OCCRA’s structured curriculum and competitive format directly connects student learning in science and math to the world of work. Students gain an appreciation of how the classroom education in these subjects relates to real-world technical disciplines such as design, engineering, physics, mathematics, and electronics. Through partnerships with corporate and education advisors and mentors, students participating in OCCRA are exposed to professionals in scientific and technical careers.

The 2016 OCCRA program allowed high school students to compete in four seeding competitions and one county championship tournament. Middle school students participated in one exhibition event and one competitive tournament.

Student achievements in the program were formally recognized and promoted throughout area school districts and the community. The full annual program includes a celebratory Kickoff Event, nine workshops, and a formal Awards Banquet.

Mission Evaluation The Oakland Schools program staff oversees the evaluation process for OCCRA. For the 2016 OCCRA season, all high school students and all adult mentors were given surveys in December. Furthermore, an on-line survey of graduating seniors was begun in May of 2015 and continued in 2016. These graduating seniors reported very positive feedback on their OCCRA experience. We continue to look for ways to reach more student graduates for our follow-up report from former students who have graduated. The sample size was unacceptably low, so we will be requesting email addresses of all seniors who participate in OCCRA’s 2017 season. These seniors will be surveyed annually starting in May 2018 and continuing as long as their email address stays valid. We expect to have our first large-scale objective follow-up from students who have completed the OCCRA program because it will not rely on mentors voluntarily assisting or students voluntarily offering to take the survey—they will all be contacted directly with the survey. We expect that these efforts Page 2

will allow us to track former OCCRA students in the years to come and will work to increase the sample size.

We began administering a pre-post evaluation instrument to students new to OCCRA this year. This assessment demonstrated the significant impact that OCCRA has on new students. It also revealed that more education needs to be done, specifically regarding academic knowledge. The following information details the actual outcomes of youth participating in OCCRA during the 2016 season; the specific portion of the OCCRA MISSION will be printed in bold type with the related data following it.

1. Generating enthusiasm for technical and academic disciplines such as design, engineering, physics, mathematics, and electronics through student designed and built robots. Annual student survey data shows that students who participate in OCCRA are more enthusiastic about technical and academic disciplines. The 2016 Postseason student surveys showed that 82% agree or strongly agree with the statement, “I had fun and enjoyed the experience.” 97% of our OCCRA coaches stated that their students had fun and enjoyed the experience. These coaches also reported that students are eager to stay late, beyond the normal school day, to work on their robot.

Further evidence of this enthusiasm can be seen at the six tournaments held annually where hundreds of students enthusiastically cheer their team on. Many former students who are now in college or employed in STEM careers have written testimonial letters in support of OCCRA. 2. Provide a format for integrating and applying diverse scientific, technical, and other areas of study within the high school curriculum. The OCCRA program staff conducted nine workshops last year and provided teams with an 84-page instruction manual, covering topics such as programming, electrical systems, pneumatics and mechanical drive systems. 7 8 % of students rated the OCCRA learning experience as “Good or Very Good” and another 14% said it was “OK.” 100% of coaches agreed or strongly agreed with the statement, “OCCRA was a worthwhile experience for my students.”

On the pre-test for general understanding of electrical, mechanical and pneumatic systems, new students were only able to answer 50% of the questions correctly. At the end of the OCCRA season, students, on average, answered 10-20% MORE of the same questions correctly in each category. Although this is statistically significant, it is not as great of an improvement as we would like to see. So, for students participating in OCCRA 2017, we are making a series of 25 instructional videos to enhance the educational experience. We will ask coaches to have all students watch the videos and we will reward students who master the material with special certifications. Students who master the content of videos 1 through 9, for example, will earn an Electrical Systems badge to wear on their team shirt. We will also have badges and certificates for Pneumatic Systems, Mechanical Systems, and Programming and Controls.

Coaches are shown at the workshops that: a. Electronics instructors can use OCCRA control systems as a lab activity (it’s an authentic electrical control system). b. Physics teachers can use calculations of Pascal’s Law, Charles’ Law and/or Boyles’ Law to demonstrate pneumatics, (fluid system) or force and motion calculations (mechanical systems) as well as gear ratios, torque, power, acceleration and free-force diagrams. The robots employ three of the four main energy systems studied in the world of physics (only thermal systems do not have much of an application). c. Design instructors can use the physical design of the robot as the classroom challenge/application,

rather than

just having students design assorted objects that have no meaning. d. Instructors who teach computer programming can use the OCCRA robot’s capacity to be programmed in a couple different languages, such as RobotC and EasyC, to provide a real-world programming application. e. Math instructors can teach about sprocket ratio calculations, can make theoretical calculations of speed and acceleration, can teach students about reading multiple variable graphs (motor torque curves, air flow vs. pressure, mass vs. speed, etc.) and there are dozens of other calculations that can be made to analyze robot Page 3

performance in the fluid power, mechanical, and electrical power systems. f.

Visual arts instructors can use the imagery of the robot and the display boards that tell the team story. Note: this new dimension began last season and it has been extremely well-received, combining ELA, marketing, visual imaging and other technical aspects.

g. English Language Arts (ELA) instructors can use the three-page essay for the Foundation Award as a writing assignment, or could use the creation of a narrative for the team’s OCCRA display board, or could use the writing of press releases regarding the team, etc.

3. Provide recognition and encouragement for students who devote their energies to these technical, scientific, and other areas of study. An important aspect of the OCCRA program design is to award a dozen trophies at each tournament to recognize successful workplace skills and behaviors. As part of the program, student performance is also recognized and honored at a formal banquet. Students who complete the OCCRA season are individually recognized with certificates and a countywide MVP team is named at the annual OCCRA recognition banquet.

Students receive a yearbook-like “Keepsake Program” in which their program achievements are permanently showcased. In addition, students are recognized in local newspapers and other media through program public relations efforts. There are also OCCRA year-end displays at students’ respective schools and at the main Oakland Schools Campus. Preliminary results of the newly-instituted on-line survey of OCCRA’s graduating high school students shows that over 80% plan to pursue STEM-related fields of study/work.

4. Promote team/workplace skills and good sportsmanship. OCCRA has created a culture where teamwork and good sportsmanship prevail. The student-led teams provide youth with experience using soft skills that can lead to future success in the workforce. The program design and competitive robotics activities encourage students’ development of skills in project management, personal responsibility, meeting deadlines, effective personal communication, teamwork, and good sportsmanship. As part of the OCCRA training, instructors have a project that can be used to teach about these mature behaviors. Students are rewarded for these behaviors in a wide variety of categories at each event. The OCCRA awards system promotes this and the league format of 2-on-2 matches drives students to compete and cooperate at the same time.

Designing and building a robot in 6 weeks is a major undertaking that provides educators with the opportunity to teach workplace skills as students work toward a shared goal. The pre-post OCCRA surveys showed that the teaming skills of new students improved dramatically. With new students who were pretested, only 38% felt that their ability to work with a team was “Very Good.” After completing the year in OCCRA, 51% of students surveyed rated their ability to work effectively with others on a team as “Very Good” and 88% felt they were at least “Good” in this regard.

Trophies presented at 2016 tournaments involved recognizing behaviors that included sportsmanship, spirit of the competition, perseverance, and grace under fire.

5. Raise awareness within high schools of the diverse technical career options available in our county and state.

Through the program, students are exposed to diverse technical career options available in Oakland County and around the state. OCCRA students are exposed to STEM professionals throughout the season, raising awareness of the diverse technical career options available in our region. Professional engineers and technicians present at workshops, develop the game and kit materials, write the competition rules, provide technical support at tournaments, mentor many of the teams, and even provide keynote addresses at the annual banquets (Lead engineers from the FESTO Corporation, Fiat-Chrysler and iRobot have spoken at the event the past three years.) These partnerships provide access to professionals in high-tech careers, making the OCCRA experience more authentic for students.

A 5-year analysis of one OCCRA team, at Oakland Schools Technical Campus Northeast, showed that over 90% of its graduates went on to college or other advanced training. The program that includes almost all of these roboticsfocused students is called mechatronics. Mechatronics students at the Oakland Schools campuses had a 96.8% Page 4

graduation rate, far above the state’s 88% target. For many of these students, OCCRA involvement plays a major role.

Project-based learning that allows students to experience their intended career path is an extremely powerful motivator. In OCCRA, students become engineers and technicians.

Qualitative data in the form of testimonials from students, mentors, parents, and educators also provide helpful outcome information. The following testimonial is from a student who participated in the 2016 OCCRA program.

"OCCRA has allowed me to apply my interests to a collaborative, educational process that I genuinely enjoy. Through this program I have been able to develop a greater skill set in STEM-based pursuits and learn much more about the inner workings of the professional engineering environment. By and large, OCCRA has been a vessel for me to take my interests and turn them into marketable skills for the future.

Because of OCCRA I am able build lifelong passions that I will use every single day, whether it is in school or in the professional world." –Kevin O., Team #573 The OCCRA programs success raising awareness is further evidenced by growing participation levels.

The membership in OCCRA has grown in the past 15 years from the original 17 schools to the current total of 41 middle and high schools. The number of student participants has also increased.

Program Year

# Student Participants

2016 2015 2014 2013 2012 2011 2010

701 678* 731* 612* 574* 493 451

2009

413

Annual Student Participation Increase +3.4%** -7% +19% +7% +16% +9% +8% --

* Includes middle school ** Our largest team went from 75 students to 15 students because they made OCCRA a 9th grade only project

In addition to increasing school, student, and mentor participation levels, community participation and the audiences at OCCRA events continues to grow. Please note: these are the totals of OCCRA certificates awarded and represent only the number of students who completed all of their team’s requirements; the actual number of students who participated and benefitted from OCCRA, but did not finish the season, is approximately 30-40% higher than this number, making the number of participants over 1,000.

6. Create partnerships with corporations and the educational community to enrich the high school experience for students by providing greater accessibility to people in scientific and technical careers.

Through partnerships with corporate and education mentors, students participating in OCCRA are exposed to professionals in scientific and technical careers. Each program year, dozens of adult professionals work with both individual teams and with the league as a whole. Presently, the OCCRA pool of professional mentors includes electrical engineers, computer science engineers, IT specialists, designers, mechanical engineers and an assortment of various other professional in either academic or corporate positions. Corporate mentors support student development in the OCCRA program in a number of ways including conducting workshops, securing the donation of program parts to build the robots, developing the game rules, developing the kit materials that each team receives, introducing the teams to new technologies, and serving as officials at events.

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How Evaluation Results are Used and Disseminated OCCRA program results are published in a free keepsake program that is distributed to staff, students, parents, program partners, community leaders, and others. Qualitative data in the program, such as testimonials, is shared with local school districts and at county, state, and national conferences. The students' own words and experiences are OCCRA's greatest marketing tool. Success stories are used to solicit funds, in-kind services and goods, and to recruit volunteers. Two new assessment strategies that grew out of the December 2014 OCCRA Mentors’ Meeting were piloted in the 2015 and 2016 OCCRA season, providing valuable insight into areas that need improvement.

OCCRA program administrators are sought after conference speakers and presenters. Since the program began in 2000, it has been referenced as a model on how to start, manage, and grow a community-based, regional robotics league. HowTo videos have been created to aid other counties in developing a similar program.

The results of the coaches’ and students’ surveys have been used at the annual mentors’ meeting in December to inform planners of program successes and areas for improvement. Each year, all coaches and corporate mentors are invited to take part in a review of the OCCRA season and establish new policies and guidelines for the upcoming year. Oakland Schools’ personnel attend and facilitate the meetings. The program’s annual activities were planned during this initial meeting. As part of the planning process, student and mentor feedback and assessments from the previous year’s surveys were reviewed for areas of improvement. Workshops and training videos and updated activities for the 2016 program year were the goals and outcomes of that collaboration.

Annual planning of the 2016 OCCRA program continued with summer meetings of key participants who served as program administrators. The mentors and coaches in OCCRA actively assist in making policy and running the league.

There is an executive body, the Game and Kit Committee typically comprised of 10 teachers, technicians, and engineers.

The group meets 5 to 10 times each year to develop the game rules, establish kits of allowed materials, and address any issues that may have developed throughout the competitions. The Game and Kit Committee has already held three meetings this month as they work to develop the 2017 OCCRA game.

At the end of the 2016 OCCRA season, new student surveys and coach/mentor surveys were administered to identify successes and areas for improvement. In addition to surveying participants, a wrap-up workshop was once again held in December to develop in-depth recommendations for continuous improvement in meeting the program’s goals in the following year. The result of this ongoing process is a continuous feedback loop for program improvement. The OCCRA Strategic 3-Year Plan was developed by this partnership of educators, corporate mentors and Oakland schools staff and is now at the end of its cycle. A new Strategic 3-Year Plan will be developed in the fall 2017.

Timetable The 2016 OCCRA activities and events took place as listed on the following schedule.

2016 Calendar June / July August September Late September/Early October Late October/November December

Activities / Events Game & Kit Committee met to determine game for season. Field structures designed.

Inventory completed of parts on hand. Replacement parts ordered and field structure items purchased.

The Kickoff Event was held the second Monday of September. OCCRA workshop held on the Saturday after the Kickoff Event.

Teams designed and built robots Tournaments and county championship held Awards Banquet and Coaches’ Wrap-up meeting held

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Primary Program Partners The annual development and administration of the Oakland County Competitive Robotics Association is the result of cross-sector collaboration. Participating community partners to the program’s success include: 1) Students, staff, parents, and administrators at Oakland County’s 28 school districts and 2 districts outside Oakland, 2) Content Experts from business and industry, and 3) Local Community Leaders.

Since 2003, the DTE Energy Foundation has been a major financial sponsor of the Oakland County Competitive Robotics Association. This valuable long-term sponsorship has been significant in helping develop the program’s infrastructure which has allowed the program to continue growing and improving over the years. Other contributors to the 2016 OCCRA program include Festo, Fiat-Chrysler, General Motors Powertrain Division, SMC Pneumatics, Delphi, and the Robot Space. These organizations have provided in-kind services and/or donations of either engineering or coaching volunteers, who mentor and advise students, parts and tools to build the robots, the competition playing field, or ongoing technical assistance to students and program administrators.

The program staff also conducts four summer robotics camps, in partnership with Oakland University, to deepen students’ understanding of engineering concepts. In addition, OCCRA mentors and workshop facilitators promote Michigan science and engineering careers to youth. Kettering University has also become supportive of OCCRA. One of their staff now serves on our advisory committee and they provided four scholarships specifically for OCCRA students, each valued at $22,500. They have committed to increase this to as many as ten scholarships next year, provided they have applicants that meet their requirements for admission.

Student-Led Activities A unique feature of OCCRA continues to be that the robots must be designed and built by the students themselves.

Program mentors and advisors provide only guidance and support. This helps students build critical future workforce skills such as determining strategy, making decision, leadership, and teamwork. As a direct result, students benefit even if they choose not to pursue STEM careers. OCCRA exposes youth to tasks helping them become more proficient problem-solvers and better adjusted in social and team settings.

Complementary Programs Over the years, the OCCRA program has become the “feeder” program for national programs like FIRST. Youth have the opportunity to practice and hone their design and teamwork skills in OCCRA at the local level, at a modest cost. Students participating in OCCRA have the option to advance and participate in the international VEX and/or FIRST robotics competitions, if their schools can find the greater technical and financial resources needed. OCCRA uses the same control system and programming language as VEX and the same chassis, motors, transmissions and pneumatics as FIRST.

Qualifications of Key Staff and Volunteers and Training The administration and mentoring involved in the OCCRA program requires both program management and technical expertise. OCCRA is managed by the Executive Director, Project Coordinator, and STEM Coordinator of Oakland Schools’ Career Focused Education Department. Additional resources of Oakland Schools are also available for OCCRA program administration. Oakland Schools’ managers in accounting, communications, learning resources, and web management participate in the design, administration, and evaluation of the program.

Over the years, the OCCRA program management team has accumulated and extensive pool of mentors with technical expertise. The pool of available talent to assist in the program’s administration includes electrical engineers, computer science engineers, IT specialists, designers, mechanical engineers, and general management support from corporate leaders.

Occasionally, Oakland Schools staff who manage the OCCRA program are sent to attend program-specific workshops or other trainings outside of the county. The knowledge gained, which may include new technologies and best practices, is shared with the full program team.

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Long-term Funding Strategies The Oakland Schools Education Foundation (OSEF) is the funding arm for the OCCRA program. OSEF raises funds through a number of grass-roots, innovative, and traditional fundraising activities including comprehensive funding appeals to constituent populations, corporate and foundation fund development, and an Annual Fundraiser Event.

Owing to a formal agreement with Oakland Schools, the Oakland Schools Education Foundation and programs it supports like OCCRA are able to operate on a minimal budget. The 2016 Program Budget for OCCRA is below.

While OSEF continues to seek financial support, the OCCRA program team employs a number of tactics to control program costs and to keep the costs for schools to participate as low as possible. The goal is to help ensure that no students are denied the opportunity to participate solely for financial reasons. Among the cost control measures employed are monitoring the useful life of robot parts and kit materials, using inexpensive control systems, repurposing equipment wherever possible, and keeping events local to avoid travel expenses such as airfare, meals, and hotel stays.

OCCRA is still on track with this strategy and all of the other plans of action that are in the OCCRA Strategic 3-Year Plan.

Program Budget – Expenses and Revenues The following budget details the OCCRA expenses and revenues for the 2016 program year. Expenses for the program include the costs of administration, parts for building robots, facilities, and end-of-program recognition events. The revenues projected are based on current commitments and forecasts.

Organizational fiscal year: July 1, 2016 to June 30, 2017 Time period this budget covers: July 1, 2016 to June 30, 2017 Program Expenses Salaries Payroll Taxes & Fringe Benefits Consultants/Professional Fees Printing (banners, posters, Souvenir booklet) Kit Materials (electrical and pneumatic components, robot controllers and joysticks,

2016 Total Program Expenses 4,942 2,163 2,550 4,816 12,163

motors and transmissions, chassis structural elements, etc.)

OCCRA Summer Camp Scholarships (5 x $100) Tournament & Banquet materials (Field structures & set-up materials, carpet,

500 18,582

game pieces, field control system, awards and flags for tournaments. volunteer/judges shirts, venue charges, meal expenses for volunteers/judges, student medals and certificates, banquet expenses, thank you plaques for supporters, etc.)

$45,716*

Total Program Expenses

2016 Total Program Revenues 20,000 7,350 1,200 720 $29,270

Program Revenues DTE Energy Foundation Grant Team Membership Fees Banquet ticket sales and bottle returns OSEF Payroll deductions Total Program Revenues

*The donation by FESTO of over $5,000 in pneumatic parts for the teams’ kits of materials greatly reduced the materials costs this year

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DTE Energy Foundation - Sponsor Recognition DTE Energy Foundation’s recognition as the 2016 OCCRA program major sponsor was as follows: Ongoing Recognition: As a member of the Oakland Schools Education Foundation – Lifetime Founder's Society, the DTE Energy Foundation is recognized on the Donor Wall at the Oakland Schools Main Campus.

Current OCCRA Tournament and Event Recognition for DTE: Press Releases (one was issued after each OCCRA event and one was also issued after the DTE Energy Foundation grant was received) Logo on poster and brochures recruiting high school teams and prominent mention on all event programs (September-November, 2016) Announcement at Kickoff Event (September, 2016) Announcement at every tournament with banner displayed (October-November, 2016) Listed on backs of staff T-Shirts and on all tournament printed materials Two full page ads in Keepsake Program (November, 2016) Opening and Closing Remarks at County Championship (November 19, 2016) Announcement of DTE Energy Foundation being named OCCRA’s “Premiere Sponsor” at Awards Banquet (November 30, 2016) Corporate banner displayed with OCCRA Photo Exhibit in atrium of Oakland Schools Main Campus (December, 2016 - January, 2016) Corporate 6-foot banner displayed at all tournaments and with robotics demonstration at Oakland Schools Education Foundation - Annual Great Steak Out Fundraiser (August 2016) [See Appendix H for pictures and other documentation.]

Future Recognition Plans for Premier Sponsor: Thank you recognition on each of the 25 instructional videos that will be viewed thousands of times annually Prominent NASCAR-type sponsor stickers on all league robots.

Other Benefits of OCCRA for DTE Energy Foundation The impact of OCCRA on the supply of technicians and engineers for companies like DTE has not been fully documented yet. The first OCCRA senior survey was conducted in the spring of 2015 using an on-line format. While only 18 students responded, we tracked these students for another year but only had 4 responders (plus another 24 new responses in 2016). We expect that the new survey system being implemented this fall will give us direct access to a far greater number of students so that we can more accurately gauge the impact of OCCRA in terms of students pursuing technical careers. The on-line responses and direct testimonials indicate a very high percentage of OCCRA seniors planning to enter STEM careers (84%). If the continuing survey results follow this same pattern, the impacts of OCCRA will be significant. Even if DTE does not end up employing large numbers of former OCCRA students, DTE’s corporate customers will greatly benefit from the pipeline of skilled workers that OCCRA supplies annually!

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APPENDIX GUIDE FOR OCCRA FINAL REPORT 2016 APPENDIX A

STUDENT SURVEYS AND PRE-/ POST-TEST TALLEYS

APPENDIX B

SURVEYS OF COACHES AND MENTORS

APPENDIX C

PICTURES OF OCCRA STUDENT INVOLVEMENT

APPENDIX D

PICTURES OF OCCRA STUDENT RECOGNITION

APPENDIX E

SAMPLE PRESS RELEASES

APPENDIX F

SPONSOR RECOGNITIONS

APPENDIX G

TESTIMONIAL LETTERS FROM CURRENT AND FORMER STUDENTS

APPENDIX H

OCCRA STRATEGIC 3-YEAR PLAN

APPENDIX I

OCCRA INSTRUCTIONAL VIDEOS

APPENDIX J

WRAP-UP MEETING NOTES

APPENDIX K

OCCRA PROVIDES MOTIVATION TO MECHATRONICS STUDENTS

APPENDIX A. PRE-TEST and POST-TEST COMPARISONS 2016 OCCRA STUDENTS

GENERAL SCIENCE UNDERSTANDING: PRE-TEST TOTALS FOR SAMPLE OF 31 FIRST-YEAR STUDENTS SECTION TOPICS Pneumatics Electrical Mechanical TOTALS

FREQUENCY OF PRE-TEST ITEMS ANSWERED CORRECTLY (OUT OF 31) 1 2 3 4 5 6 7 8 9 10 1 8 8

3 6 6

3 5 5

8 7 7

5 1 1

3 0 X

3 X X

1 X X

2 X X

1 X X

Raw Score 148/310 68/186 68/155 TOTALS 284/651

Ave. % Correct 52.58% 36.6% 43.9% 43.6%

Raw Score 192/310 116/186 89/155 TOTALS 397/651

Ave. % Correct 61.9% 62.7% 57.4% 61.0%

POST-TEST TOTALS FOR SAMPLE OF 31 STUDENTS COMPLETING SEASON SECTION TOPICS Pneumatics Electrical Mechanical TOTALS

FREQUENCY OF POST-TEST ITEMS ANSWERED CORRECTLY (OUT OF 31) #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 0 2 5

2 6 8

2 4 5

4 8 7

3 7 5

4 4 X

6 X X

4 X X

6 X X

0 X X

Same students who took pre-test took the post-test EXCEPT we randomly selected 4 different first year students; 4 students who took pretest were not available to take the post-test.

APPENDIX A. PRE-TEST and POST-TEST COMPARISONS 2016 OCCRA STUDENTS My understanding of pneumatic systems My understanding of electrical control systems My understanding of mechanical systems My ability to work effectively with others on a team My ability to write computer programs My understanding of what engineering and technician careers are like My understanding of the design process used in engineering and my ability to follow it

My understanding of pneumatic systems My understanding of electrical control systems My understanding of mechanical systems My ability to work effectively with others on a team My ability to write computer programs My understanding of what engineering and technician careers are like My understanding of the design process used in engineering and my ability to follow it

1=16 57.1% 1=9 32.1% 1=4 14.3% 1=2 7.1% 1=10 35.7% 1=3 10.7% 1=4 14.3%

1=10 9.6% 1=7 6.7% 1=4 3.8% 1=0 0% 1=29 27.9% 1=1 1.0% 1=0 0%

PRE-TEST SCORES 2=5 3=6 4=1 17.9% 21.4% 3.6% 2=10 3=8 4 =1 35.7% 28.6% 3.6% 2=10 3=7 4=6 35.7% 25% 21.4% 2=0 3=4 4=15 0% 14.3% 53.8% 2= 6 3= 4 4=6 21.4% 14.3% 14.3% 2= 3 3= 10 4=8 10.7% 14.3% 28.6% 2=5 3= 10 4=7 17.9% 14.3% 25% POST-TEST SCORES 2=12 3=41 4=25 11.5% 39.4% 24.0% 2=20 3=36 4=19 19.2% 34.6% 18.3% 2=2 3=23 4=34 2.0% 22.1% 32.7% 2=3 3=10 4=35 2.9% 9.6% 33.7% 2=23 3=23 4=18 22.1% 22.1% 17.3% 2=2 3=21 4=40 2% 20.2% 38.5% 2=2 3=19 4=44 2% 18% 42%

5=0 0% 5=0 0% 5=1 3.6% 5=7 25% 5=2 7.1% 5=4 14.3% 5=2 7.1%

5=16 15.4% 5=16 15.4% 5=41 39.4% 5=50 48.1% 5=10 9.6% 5=40 38.5% 5=39 38%

AVERAGE SCORE 1.7--1 Poor to slightly lacking 2.0 Slightly lacking 2.6 Slightly lacking to OK 3.9 OK to good 2.4 Slightly lacking to OK 3.3 OK to good 2.9 Slightly lacking to OK AVERAGE SCORE 3.2 OK to good 3.0 OK to good 4.0 Good 4.1 Good to very good 2.6 Slightly lacking to OK 4.1 Good to very good 4.2 Good to very good

APPENDIX A. PRE-TEST and POST-TEST COMPARISONS 2016 OCCRA STUDENTS SUBJECTIVE BENEFITS OF OCCRA: SELF-ASSESSMENT OF SAMPLE OF 28 FIRST-YEAR STUDENTS ( 1 = poor/not much 2 = slightly lacking 3 = OK/mediocre

4 = good

5 = very good )

SELF-ASSESSMENT OF SAMPLE OF 104 STUDENTS COMPLETING SEASON ( 1 = poor/not much

2 = slightly lacking

3 = OK/mediocre

4 = good

5 = very good )

APPENDIX B. 2016 OCCRA Coaches’/Mentors’ Survey Team Leaders: Please fill out this survey to provide us valuable feed back on your OCCRA experience. Your opinions matter; the replies will be compiled and discussed at the 2016 Wrap-Up meeting and the OCCRA Standing Committees will consider your responses when designing next year’s game, kit, events…etc.

TEAM INFORMATION:

OCCRA Team Number

2, 3, 9, 33, 51, 123, 245, 302, 308, 469, 573, 803, 1346, 2137, 2960, 4384, 5053, 5907

LEAGUE PLAY /EVENTS: ( 1 = way too low/restricted

Please rate each of the following by circling a number from 1 to 5 2 = slightly lacking 3 = ideal 4 = a bit too much 5 = way too much/excessive)

The enforcement of game rules followed by the refs The adequacy of the preseason workshops The allowable selection of motors The amount of the limit on allowed Materials ($100)

2=2 3 = 25 5=1 2 = 10 3 = 19 5=1 2=2 3 = 23 5=2 1=2 2=5 3 = 24 5=1

Do you like the addition of a display board area for teams to showcase their experiences this year? Y = 31

N=1

Y/N = 1

We are trying a new thing; giving the post surveys at the championships, rather than at the banquet. Do you prefer this way?

Y = 25 N=4 If no, how would you rather have us do it? please elaborate here: o Harder to coordinate o Easier to find a place to complete at banquet o Either way is good Did you like the game this year? Y = 32 N=2 o Nice level of complexity/simplicity o Involved strategy in scoring o It was fun and challenging o It was something challenging that they’ve never done before o Diverse robots, challenging build o Exciting to watch o Scoring was possible by all teams. Games were competitive o Simple to understand, fun, exciting, BIG robots o Simple rules, easy to ref, easy to follow from the stands o Step down from last year, but still ok o Difficult for viewing o Simple, yet fun o Fun game and people understood it o Tie-in of board game concept was great!

Do you have any other concerns or suggestions regarding the tournaments? Other concerns: scoring, officiating, match scheduling, tournament tree structure, etc. o Projecting schedule & scores would be better o Random selection at tournaments doesn’t always seem random o The dice roll is a little confusing o Check availability of outlets at venues o Send final results of scoring at tournament to teams o VEX communication – field connection. The VEX communication continues to be an issue. o Get robots off field on time o Earlier times & dates would be helpful in managing school events o Love the “hands-off reffing” o The scores listed for 5 of the teams going into championships were incorrect. Did not match scores listed from event matches. o A better robot communication system. Robots losing signal during the match because of system limitations is unacceptable. o Full event info prior to event for scheduling o Post results o Get a dedicated OCCRA scoreboard o Did not care for the Thursday events o Possibly have 3 Thursday and 2 Saturday tournaments o Have workshops earlier in the season

APPENDIX B. 2016 OCCRA Coaches’/Mentors’ Survey o

Vary up judge crew from event to event and have them not be associated with teams

What is the best way to reach you with OCCRA info: email - all

text messages - 4

other – 0

Do you have any suggestions for OCCRA on how it can fund future years? If so, please elaborate: o o o

Oakland County – Automation Alley Golf outing Bowling fund raiser

OTHER OCCRA CONSIDERATIONS: Please rate each of the following by circling a number from 1 to 5 or Y/N/M where applicable 1 = strongly disagree/unlikely 2 = slightly disagree/slightly lacking 3 = not sure/not applicable 4 = agree/likely 5 = strongly agree/very likely) Overall, this was a worthwhile experience for my students My team had fun and enjoyed the experience The OCCRA experience will affect students’ career choices My team receives ample, positive recognition back at our school

The educational experience for my team was significant

The OCCRA How-To Manuals are useful and readily accessible YouTube-type videos would be a better way to teach our educational content

My team will probably participate in OCCRA next year My team may want to host an OCCRA tournament in 2017

4=7 5 = 24 3=1 4=8 5 = 23 3=5 4 = 13 5 = 14 1=2 2=2 3=7 4=9 5 = 10 1=1 3=1 4 = 14 5 = 16 3=7 4 = 15 5 = 11 1=1 2=2 3=7 4 = 10 5 = 11 Y = 30 N Maybe = 1 Yes – Birmingham, Brother Rice & Marian, Catholic Central, Our Lady of the Lakes, Rochester Adams, Roeper, Walled Lake, West Bloomfield Maybe – IA East, Notre Dame, Orchard Lake St. Mary’s , Oxford, Southfield

We ask that all teams have at least one adult working as an OCCRA official in some capacity; if you are not already involved in one of these areas, which would you be willing to work with?: (Circle any that interest you--if you do, make sure to write your name!)

Inspection – Phil Ribeiro (9), Sue Slade (51), Jim Kemp (4384) Curriculum – Clint Spevak (2) Officiating (Refs) Judging – Heather Vingsness (5907), Greg Spencer (51), Kristin Treman (51), Bob Lytkowski (308), Jim Kemp (4384) Planning Events & Scheduling – Kristin Treman (51), Lisa Savage (573) Game & Kit – Buddy Muylaert (3), Michael Motzay (51), Sue Slade (51), Warren Hildebrandt (245), Bob Lytkowski (308), David Miller (1346), Bernie Simms (2960), Phil Kimmel (2137) Public Relations/Promotions Steering Committee – Kristin Treman (51), Lisa Savage (573) Fundraising/Grants – Lisa Savage (573)

APPENDIX C: OCCRA GENERATES EXCITEMENT FOR STEM STUDENTS FIND THAT COMPETITIVE ROBOTICS CAN BE AS EXCITING AS TRADITIONAL SPORTING EVENTS

PROMOTING GENDER EQUITY SUCCESS IN STEM IS NOT JUST FOR THE GUYS

THE STUDENTS BECOME THE ENGINEERS THEIR IDEAS BECOME REALITY—PROBLEMS GET SOLVED

Appendix C.

STUDENT INVOLVEMENT

OCCRA ROBOTS ARE 100% STUDENT DESIGNED AND PROGRAMMED

STUDENT INVOLVEMENT THE OCCRA ROBOTS ARE 100% STUDENT-BUILT

ANALYITIC THINKING: STUDENTS LEARN TO THINK ON THEIR FEET AND MAKE RAPID DECISIONS REGARDING STRATEGY, REPAIRS, ETC.

RECOGNIZING WHAT’S IMPORTANT: IN OCCRA, STUDENTS ARE AWARDED FOR MANY POSITIVE BEHAVIORS, INCLUDING TEAM SPIRIT AND QUALITY WORKMANSHIP

APPENDIX D: SOCIETY GETS WHAT IT CELEBRATES OCCRA ACHIEVEMENTS ARE RECOGNIZED BY ENTHUSIASTIC CROWDS AT CROWDED VENUES

AN AUTHENTIC EXPERIENCE: STUDENTS RECEIVE RECOGNITION AT TOURNAMENTS AND ARE DRIVEN BY THE KNOWLEDGE THAT HARD WORK AND SKILLED ENGINEERING WILL YIELD A SIGNIFICANT REWARD

THE 2016 COUNTY MVP WINNERS ARE RECOGNIZED AT THE OCCRA NOVEMBER BANQUET

SOCIETY GETS WHAT IT CELEBRATES OCCRA APPLAUDS THE ACCOMPLISHMENTS OF ITS STUDENT ENGINEERS WITH A BANQUET ATTENDED BY OVER 600 PEOPLE

APPENDIX E. SAMPLE PRESS RELEASES FOR IMMEDIATE RELEASE New Kettering University Scholarships Announced for Oakland County Competitive Robotics Association WATERFORD, MI – October 26, 2016 –Kettering University announced Monday that it will be awarding $22,500 in scholarships specifically for Oakland County robotics students in 2017.

“Kettering University is excited to partner with the Oakland County Competitive Robotics Association (OCCRA) in awarding these new scholarships” said Bob Nichols, Director of the FIRST Robotics Community Center at Kettering. “OCCRA, with its outstanding network of Oakland County High Schools, has for many years continued to inspire and energize young people to pursue STEM related career fields. These students are learning hands-on, work-life skills, all while having fun. Their soft and technical skill levels are far advanced over most high school graduates and Kettering University and our co-op employers believe these students are a perfect fit.”

Kettering will award up to ten scholarships of $5,000 per year. The scholarships will be renewable for 4.5 years, for a total value of $22,500 each. This marks the first time in OCCRA’s 17-year history that students in the Oakland Schools’ high school robotics league will receive college scholarships because of their involvement in the STEM (Science, Technology, Engineering and Math) program.

In OCCRA, students have six weeks to design and build 120-pound robots that play a sports-like game. There are approximately 30 Oakland County high schools competing in the six tournaments this fall.

“OCCRA makes all of the STEM disciplines relevant, showing students how the various disciplines interconnect and can be used to solve problems,” noted Mary Kaye Aukee, Executive Director of Student Services for Oakland Schools. “Students express their creativity while reinforcing their academic subjects, developing teamwork, and sharpening technical skills such as troubleshooting.”

Kettering University joins a growing list of organizations, such as the DTE Energy Foundation, Festo and Fiat Chrysler Automobiles, that support the OCCRA program in its quest to develop the next generation of scientists, technicians, and engineers.

Details of the scholarship application process will be shared with students and their coaches at the next OCCRA tournament at Waterford’s Our Lady of the Lakes High School on Thursday, October 27 at 6:30 PM. For more information on OCCRA, please contact Terri Kroll, OCCRA Coordinator, Oakland Schools at 248.209.2432 or terri.kroll@oakland.k12.mi.us.

Information is also available on the OCCRA website at www.occra.net.

APPENDIX E. SAMPLE PRESS RELEASES PRESS RELEASE:

Robotics with a Different Twist!

By Mike McIntyre 11/7/16

The Oakland County Competitive Robotics Association (OCCRA) held their third high school tournament of the season on Saturday at Rochester Adams High School using a very unusual format that got almost everybody involved. 120-pound robots still had to place balls into a 6’ by 7’ matrix goal following rules similar to the popular “Connect Four” table game, but at this tournament the participants were different: teams had to compete for part of the day with male-only drive teams and pit crews, then part of the day with only female participants. Co-ed teams competed in another match and there was even one set of matches where all of the participants had to be adults (parents, teachers and mentors! ) Known as “The Diversity Tournament,” the event has become very popular because of how it gets large numbers of students and adults enthused about STEM education (science, technology, engineering and mathematics.)

High school teams representing 30 different Oakland County high schools had six weeks to design and build robots to play this year’s OCCRA game. Their challenge was to engineer robots that could score points by getting rubber playground balls into the goal with bonus points awarded for four consecutive balls in any direction. Additional points were also awarded to teams whose robots could hang off the ground at the end of the matches. Some of the robots playing the game this year are actually bigger than the students who created them!

The robots from Birmingham Schools and the Notre Dame Preparatory School fought to the closest finish in OCCRA’s 17-year history, scoring 108 points apiece for the day. Each of the schools had already won an OCCRA tournament earlier this year. Tournament officials had to go to their “tie-breaker” rules to award first place to the Notre Dame Prep team. The Roeper School from Bloomfield Hills closely followed Birmingham to take third place in the tournament.

Other awards presented by the judges were: Walled Lake Western High School’s robot was named the “Beautiful Bot”, Rochester Adams High School won the “Spirit of the Competition” Award, the Birmingham Seaholm and Groves team won the “Technical Excellence” Award, Notre Dame Prep School received the “Strategic Design Award,” The International Academy team won the “Quality Award,” the Judges’ Award for “All-round Improvement” was given to Roeper School, and the Our Lady of the Lakes High School team was recognized with a Judges’ Award for “Excellent Game Play.”

OCCRA events are free and open to the public. There are two high school tournaments remaining on the fall OCCRA schedule: November 10th at Birmingham Seaholm High School and the County Championship on November 19th at Walled Lake Western High School.

OCCRA is collaboration between Oakland Schools, the Oakland Schools Education Foundation, and many area corporations. The Premier sponsor for 2016 is once again DTE Energy Foundation, but the Festo Corporation, the Robot Space, Kettering University and many other organizations have made major contributions to support the league and make this high-impact robotics program possible. For more information on OCCRA, please contact Terri Kroll, OCCRA Coordinator, Oakland Schools at 248.209.2432 or by email at terri.kroll@oakland.k12.mi.us. You can also get more information on OCCRA by visiting the www.OCCRA.net website.

APPENDIX E. SAMPLE PRESS RELEASES

The All-Male Drive Teams from Birmingham and Roeper Control Their Machines

International Academy’s Robot Gets a Quick Overhaul in the Pits

Co-Ed Teams from Walled Lake and Pontiac Drive Their Robots.

APPENDIX E. SAMPLE PRESS RELEASES

The Robot from the Oakland Schools Tech Campus in Pontiac Scores a Bonus for Hanging.

Drive teams from Our Lady of the Lakes and the Oakland Schools Tech Campus Northeast Are teamed Together in an All-Female match.

APPENDIX E. SAMPLE PRESS RELEASES PRESS RELEASE:

A Real Nail-Biter at the Oakland County Robotics Championship

By Mike McIntyre (11/19/16)

Hundreds of students from 30 county high schools gathered at Walled Lake Western High School on Saturday to find out which teams would win the Oakland County Competitive Robotic Association’s (OCCRA) 2016 Championship. Their quest began 10 weeks ago with an engineering challenge: build a robot that could place balls into a 6’ tall goal matrix and hang from a 6’ tall bar to score points. After countless hours of designing and fabrication, followed by four seeding tournaments, the championship finally came down to the last few seconds of the very last match. Fighting their way through the double-elimination tournament to reach the finals, the top- seeded team from Notre Dame Preparatory School and their alliance partners from Oakland Schools Tech Campus Northeast (OTC-NE) found themselves facing the second-seeded alliance from Birmingham Schools and their partner, the Oakland Schools Tech Campus Southwest (OTC-SW). Each alliance won a match in the “best 2 out of 3” championship round. In the closing seconds of the deciding match, the Birmingham and Notre Dame machines played a game of “Rock’Em-Sock’Em Robots” at the goal structure while their partners both went for the hanging bonus. The OTC-NE robot was unable to grasp the high hanging bar but the OTC-SW robot grabbed it and lifted itself in time to score the 4-point “hanging bonus” and clinch the victory for their alliance! For OTCSW (located in Walled Lake), this marked the team’s 3rd county championship in the past five years. It was the second tournament win of the 2016 OCCRA season for the Birmingham Schools team, comprised of students from both Seaholm and Groves high schools.

The tournament Semi-Finalists Awards went to the alliance of Walled Lake Western High School and Pontiac ITA, and to the alliance of International Academy Central and Waterford Kettering High School.

Finalists for the “Oakland Schools Education Foundation Award” (OCCRA’s top honor) were also announced by the judges: Birmingham Schools, Notre Dame Preparatory School, Oakland Schools Technical Campus Northeast, Pontiac International Technical Academy, and Rochester Adams High School. One of these teams will be named the Foundation’s Outstanding Program of 2016 at the countywide awards banquet on November 30th.

Other awards presented by the judges were: OTC-NE’s robot was named the “Beautiful Bot”, Our Lady of the Lakes High School won the “Spirit of the Competition” Award, Pontiac ITA won the “Technical Excellence” Award, Birmingham Schools received the “Strategic Design Award,” Walled Lake Central High School won the “Quality Award,” the Judges’ Award for “Simple Solutions ” was given to West Bloomfield High School , the Judges’ Award for “Victorious Perseverance” went to Catholic Central High School and the Brother Rice & Marian High School team was recognized with a Judges’ Award for “Most Improved.”

This was the last high school tournament of the 2016 season. The OCCRA middle school championship will be held on December 3rd at Clawson Middle School.

OCCRA tournaments are free and open to the public.

OCCRA is collaboration between Oakland Schools, the Oakland Schools Education Foundation, and many area corporations. The Premier sponsor for 2016 is once again DTE Energy Foundation, but the Festo Corporation, the Robot Space, Kettering University and many other organizations have made major

APPENDIX E. SAMPLE PRESS RELEASES contributions to support the league and make this high-impact robotics program possible. For more information on OCCRA, please contact Terri Kroll, OCCRA Coordinator, Oakland Schools at 248.209.2432 or by email at terri.kroll@oakland.k12.mi.us. You can also get more information on OCCRA by visiting the www.OCCRA.net website.

Oakland County Champs from Birmingham Schools and OTC Southwest

APPENDIX F. SPONSOR RECOGNITION: DTE AND OTHER OCCRA SPONSORS ARE GIVEN PROMINENT RECOGNITION AT EACH TOURNAMENT

SPONSOR RECOGNITION: SHIRTS WORN BY 70+ OCCRA VOLUNTEERS ALL CARRY THE NAMES OF CORPORATE SPONSORS

DTE OCCUPIES THE MOST PROMINENT SPONSOR POSITION THE YEAR-ROUND DISPLAY IN OAKLAND SCHOOLS’ MAIN LOBBY SHOWS THANKS TO ALL SPONSORS WHO SUPPORT OUR CHILDREN

SPONSOR RECOGNITION: DTE and all other sponsors were thanked on hundreds of posters, schedules, and tournament programs distributed throughout the 2016 OCCRA Season

SPONSOR RECOGNITION: DTE and all other sponsors get thanked in the 750 “Keepsake Books” that all attendees received at the 2016 OCCRA Banquet

SPONSOR RECOGNITION: DTE is recognized annually at the OCCRA banquet

SPONSOR RECOGNITION: DTE SPOKESPERSONS ARE ALWAYS WELCOME TO ADDRESS THE 600+ ATTENDEES OF THE ANNUAL OCCRA BANQUET

DTE HAS BEEN INDUCTED INTO THE OCCRA “HALL OF FAME’ AND HAS BEEN NAMED “CORPORATE SPONSOR OF THE YEAR” EIGHT TIMES—AS OF 2016, DTE IS NOW SITED IN ALL DOCUMENTS AS THE “PREMIERE SPONSOR” OF THE LEAGUE

SPONSOR RECOGNITION: Karla Hall from DTE First Accepted DTE’s Induction into the OCCRA Hall of Fame back in 2004

SPONSOR RECOGNITION: DTE has two full pages in the 750 “Keepsake Books” that all students and mentors are given

SPONSOR RECOGNITION: Another DTE page in the “Keepsake Book”

SPONSOR RECOGNITION: DTE was named 2015 OCCRA “Sponsor of the Year” (As they were when pictured here at the 2013 OCCRA Banquet )

APPENDIX G. Testimonials Former OCCRA Students: Noah J. Dean 13338 Green Drive Chesterland, OH 44026 11/21/2014 Dear Mr. McIntyre: It has come to my attention that Oakland Schools is looking for testimonials from alumni of the OCCRA program. I would like to extend the following letter regarding my positive experience with OCCRA and how it helped me obtain a career in Information Technology to assist you.

When I was in High School I found formal education to be – for lack of a better term – boring. My grades were not the best and I lacked motivation to do my assignments. Especially in science, technology, engineering and math related courses; I was a ‘hands-on’ learner. Reading from a textbook made it difficult for me to apply the principles I was learning about. That is, until OCCRA was established.

I joined OCCRA the very first year it was established and loved every minute of it. Working together as a team, my classmates and I developed a strategy to design and construct our very first robot. While I don’t believe we ever won a competition, the lessons learned were something I still carry with me today.

OCCRA inspired me to pursue an undergraduate degree in engineering, which eventually transitioned into a business information technology degree with a minor in legal studies. I was the first member of my family to graduate from college. My education didn’t stop there and I now have a master’s degree in management information systems.

Today I don’t just have a job, I have a career. I currently work for a fortune 100 company as an IT manager. The experiences I had as a teenager with OCCRA helped inspire me to become the business professional I am today.

Sincerely, Noah J. Dean

***************************************************************** August 3, 2017 To Whom It May Concern, My story starts back in the autumn of 2002, when I was a sophomore in high school. One of my friends encouraged me to join our high schools’ OCCRA team (Team 573, the Mech Warriors). My schedule was already pretty busy, but I decided to attend one of the build meetings to see if I liked it.

Walking into the workshop was a nervewracking, to say the least. Everyone in the room looked like they knew what they were doing. Some of that anxiety melted away when a senior on the team gave me a warm welcome and introduced me to everyone. He then asked me if I would like to make a bracket for the robot. Sensing that I was nervous due to my lack

APPENDIX G. Testimonials of experience with hand tools, he assured me that everyone started with similar experience. With guidance from some of the others on the team, I went ahead and made the part.

The meetings and OCCRA competitions that followed were a game-changer for me. Getting to see all of the parts coming together and functioning on the field was ridiculously enlightening – I figured out that I wanted to be a mechanical engineer. Through the next 2 years on that team and half of a year on Team 1, the Juggernauts, I had the opportunity to nurture that passion, learning from great teammates and mentors and eventually getting confident enough to fill roles including mechanical engineering lead, project manager, pit crew chief, and captain.

In the autumn of 2005, I enrolled in the College of Engineering at the University of Michigan. I was particularly excited about everything space-related at the time, so I decided to do a double major in both mechanical engineering and aerospace engineering. The classes were theoretically challenging and having to work in groups was sometimes a struggle. Regardless, those classes (along with the leadership experience that I got as a student in OCCRA) definitely opened up a whole set of opportunities for me.

Of those opportunities were engineering internships. I used my internships to get a better idea of what exactly I liked and didn’t like in terms of both industry and skill (design, analysis, testing, etc.). Through undergrad, I was lucky enough to spend my summers at NASA Goddard Space Research Center, Toyota, NASA Jet Propulsion Laboratory, the University of Michigan Ground Robotics Research Center, and Ekso Bionics.

After undergrad, I went straight to grad school for my Master’s in mechanical engineering, also at University of Michigan. I moved to New England upon graduation to take a job at MIT Lincoln Laboratory. I worked with different types of engineers, and that allowed me to realize that I highly valued the processes needed to make the mechanical, hardware, and software aspects of a system integrate in an organized fashion. When I moved back, I used the transition to find a job as a systems engineer and eventually found one at Continental Automotive.

Today, I develop sensor systems that enable semi-autonomous driving (adaptive cruise control, brake assist, lane keeping, etc.). In my non-work time, I am the lead mentor for the Mech Warriors and the host for one of the OCCRA events. I am absolutely loving what I do, and I definitely have OCCRA to thank for that!

Best Regards, Lisa Savage

***************************************************************** TESTIMONIALS FROM STUDENTS COMPETING IN THE 2016 OCCRA SEASON: “I like OCCRA because it is competitive: teams compete against each other, have fun and learn a lot. In the old days, we used to build robots and then tested them by ourselves. There was no competition. This type of teaching can’t make big progress. However, now we have OCCRA! We can compete, then see the limitations of our robot and learn from others, while making friends at the same time. Every student who attends OCCRA will learn to be part of a team, and he will grow up quickly and become more independent and become more aware of team competition.” --Dante C. / Senior / St. Mary’s Prep. *************************************************************************************** “I have learned a lot in OCCRA over the last two years. The hands on experience has helped me learn a lot about pneumatics, electrical, structure, motors and how everything comes together to make a decent robot.

APPENDIX G. Testimonials Finally getting to learn about the different components in engineering opened my eyes to how much there truly is. The games are also very interesting because it helps you with an intuitive mind to create something special and specific to a certain competition. When you learn the ins and outs of something you know you built with your own hands it gives you a satisfying sense of accomplishment that you will cherish forever.” -Cam S. / 12th grader / St. Mary’s Prep./ Team #9 **************************************************************************************** "OCCRA has allowed me to apply my interests to a collaborative, educational process that I genuinely enjoy.

Through this program I have been able to develop a greater skill set in STEM-based pursuits and learn much more about the inner workings of the professional engineering environment. By and large, OCCRA has been a vessel for me to take my interests and turn them into marketable skills for the future. Because of OCCRA I am able build lifelong passions that I will use every single day, whether it be in school or in the professional world." -- Kevan O./ Grade 10/ Brother Rice High School/Team 573 **************************************************************************************** “Mechatronics II (for OCCRA) is unlike any other engineering class I have taken in my high school career. It is one of the most intellectually and physically demanding engineering courses available for students to take.

The class creates an environment for students apply all of the prior knowledge learned about the design process and build process of STEM as well as teaching them new strategies for the future. Leadership skills and decision making skills are an essential part that grows and develops within students who have had to opportunity to take this class. Mech II allows students to widen their range of knowledge across many platforms in robotics and engineering. I have personally learned and gained experience on many fabrication machines and can operate them with proficiency. With a better understanding of how parts are fabricated I can further my abilities to design parts. I also have gained experience with the electrical side of building. I have learned how to use motor controllers, digital I/O boards, and many different sensors such as gyros, and encoders. Being a well rounded student better prepares students for the future in college as well as the work force.”

-- Mike S. / Oxford High School 1st Year/Team 2137 **************************************************************************************** “OCCRA has changed the way I looked at approaching a complex engineering problem. It has helped me to gain confidence. OCCRA allows the students to approach an engineering problem by themselves in a fun setting. This no-mentor involvement has helped me to learn problem solving skills as well as project management skills. My involvement in OCCRA has helped me to receive an internship before I graduate high school.” -- Mary R. / Senior /Notre Dame Preparatory/Team 33 **************************************************************************************** “OCCRA has helped me learn about how a team works and my place within it. This has made me more comfortable with participation in team projects and other activities. Learning how to work on a team is one of

APPENDIX G. Testimonials the most important things I’ve learned from OCCRA.” –Gabe J. /12th Grade/3 Years of OCCRA/ Waterford Mott High School/Team 2612 *************************************************************************************** “OCCRA is an extremely beneficial competition because it forced me to take a step forward due to the time constraints. That added pressure helped me design and build a robot that needed to be done within a few weeks. This made time a very valuable asset that needed to be used efficiently. OCCRA made me realize that time is the most important thing you can have.” -- Keegan B. /12th grade, 2nd year in OCCRA/ Waterford Mott High School/Team 2612 **************************************************************************************** “Since we were kids, we were told if we wanted something done, we should do it ourselves. Yet what we don't realize is that not everything can be reached unless there is a step for us to climb on. Being born and raised in a poverty- stricken city where there are more holes on the streets then on a golf course or where the paint on the buildings is so dull that you can't tell if it's been painted in your lifetime, it does tend to open your eyes.

Growing up in Pontiac there isn't much to look forward to most of the time. When I was a little girl my two brothers, who were in high school at the time, talked about their school's robotics team, team 51 the Wings of Fire. They would come home with so many team shirts, basically they wore a purple team shirt everyday of the week because they were proud to be apart of the team. At times, they would stay after school to build their robot that would match up and compete with others. On some Saturdays, I would barely get to see them because they would be away on competitions or practicing for robotics. I never understood why they had so much dedication or enjoyment for just some high school students coming together to build, in a room filled with tools, parts and metal shavings.

It wasn't until I got to high school myself that I finally understood what robotics really meant. It's not just a group of high school kids who were just my classmates, they are my team, and mi familia. A team filled with other students you may have never thought of conversing with quickly became the people that you couldn't live without. I have learned how to build, use tools, machinery and how important it is to measure twice and cut once. I have developed relationships with teachers and mentors that I know will last a lifetime. Not only learning the physical part but mentally I've learned determination, time managing, and self-improvement.

While also dealing with the disappointment of setbacks or losses and seeking for understanding when things went wrong. But more importantly, how to not give up and work together as a team, students and mentors together, to find a solution.

Going to competitions at fancy high schools and also getting to see things beautiful architecture, supplies and overall environment that we can't have does tend to sting a little. But, we have things that can't be bought, we are taught to not focus on the negative or shortcomings of our surroundings, because we are shown that we matter and that we can and do achieve. For example, a regular high school robotics student, probably does help build their robot, goes to competitions and observes and gains some cool experiences. But when the seasons over, so is the team, many teams don't keep contact with each other or their mentors until the next

APPENDIX G. Testimonials year. But not 51, we are a family and once you join your apart of it, forever, all year, every year, and even after you graduate. Those are the type of things that are hard to find. I know finally understand what my brothers felt the way I do now. The things that I have learned, and the experiences I have gained, my team and mentors, would not have been possible without the opportunities OCCRA has provided for me for the last four years. I would personally like to thank everyone at OCCRA for everything you have done for me and my brothers.” -- Nayeli P. /Pontiac ITA/ Team 51 Wings of Fire ****************************************************************************************** “2016 OCCRA Competition challenged we, the students, to be able to manage time, make a functional robot that could either score low, high, or hang. The name of the game was called "Go For It." The game was very similar to Connect Four, it brought back a lot of memories to me personally. During the construction of the robot, field obstacles it showed our team if we put real quality teamwork, time into anything we could finish it every time. Getting the task done in one go is a priority for our team’s goal and working in general with the Juggernauts has made the team experience for me really felt more like pride than work for myself. –Nathan B./12th grade /Oakland Schools Technical Campus Northeast/Team #1

APPENDIX H. Strategic Plan

Getting students enthused about

STEM careers (Science, Technology, Engineering and Math)

2016

2017

-Gather baseline data on gender and ethnicity of student participants -Gather baseline data on no. of schools & students

- Increase female student involvement by 10% - Increase participation of minorities by 10% - Recruit + 2 new schools -Recruit 2nd mentor/team

- Increase female involvement by 10% over 2014 - Increase participation of minorities by 20% over 2014 - Recruit 2+ new schools

LEARNING

- Develop OCCRA User Guide for students -Rewrite the OCCRA “How-To” manual

-Get 75% of robots to utilize a user-modified program -Train 75% of mentors & 25% students on Robot-C

FUNDING

-Compile Year-End Report for OCCRA 2014 -Identify additional sources of funding -Identify ways to reduce expenditures

-Secure at least $20,000 in donations -Reduce kit of parts expenditures by 10% -Get at least 1 college scholarship for OCCRA

-Gather baseline data on current participants -Create database of former students, staring with 2015 seniors -Develop pre-post tests

-Survey students one year after HS graduation -Administer pre and post st tests to all 1 year participants

FOCUS ISSUES PARTICIPATION

ASSESSING IMPACT

2015

-Increase post-test scores by over 20% -Get 75% of teams to have at least one design review with a professional engineer

-Get at least 3 different sources for funding -Reduce cost to new teams to under $2,000 via a “team scholarship”

-Continue pre- and posttest regimen -Survey on-line students who are 1 and 2 years post-graduation

APPENDIX I: EDUCATIONAL VIDEOS Twenty-five (25) educational videos have been scripted and are in the process of being shot. Each video is 3-4 minutes in length and covers a topic that robotics students need to know: 1. Voltage

2. Troubleshooting with a Voltmeter

3. Current and Overcurrent Protection

4. Resistance and Short-circuits

5. Power Considerations

6. The Electrical Control Box Overview

7. The Cortex Robot Controller

8 Spikes and Speed Controllers

9. Joystick Control Modules

10. Radio Communication with VEXNet

11. Updating and Installing Firmware

12. The Default RobotC Program

13. Understanding Torque

14. Motor Analysis and Selection

15. Using Mechanical Advantage

16. Transmissions

17. Chassis Types

18. Chains and Belts

19. Pneumatic Circuits Overview

20. Programming and the Electrical Control of Pneumatics

21. Connecting and cutting pneumatic tubing

22. The Pressure Regulator

23. Wiring and Testing Directional Control Valves

24. Wiring the compressor relay and pressure switch

25. Overview of RobotC Programming

OCCRA will encourage students to watch the videos and take mastery tests by issuing completion badges for sets of videos in four categories: Electrical Systems, Pneumatic Systems, Mechanical Systems, and Programming & Controls. Samples of the videos can be viewed here: Video #1 = http://video.oakland.k12.mi.us/show?video=9de3eb45a0e5 Video #2 = http://video.oakland.k12.mi.us/show?video=ccbaf62a34f0 Video #3 = http://video.oakland.k12.mi.us/show?video=753740fb3358 Video #4 = http://video.oakland.k12.mi.us/show?video=8d954a9ebe2c Video #5 = http://video.oakland.k12.mi.us/show?video=d0c9443261ed Video #6 = http://video.oakland.k12.mi.us/show?video=112043f89367 Video #8 = http://video.oakland.k12.mi.us/show?video=bdb8825706a8

APPENDIX J. OCCRA Coaches’ Wrap-Up Meeting 2016 and Planning for 2017 Wednesday, December 7, 2016 *Action Items in Bold Type* 10 Teams represented by 14 in attendance: Mike McIntyre, Warren Hildebrandt, Clint Spevak, Kristin Treman, Phil Ribeiro, Dave Miller, Peter Elkowitz, Julia Green, Zach Loebl, Suzanne Loebl, Rich Quinn, Justin Howard, Jim Zondag, Terri Kroll _________________________________________________________________________________________ OCCRA awarded 524 student completion certificates to high school students; we had 23 teams from approximately 32 schools and had 78 mentors who worked with teams.

Student post-tests show that there’s about a 30% increase in scores from pre-season to post-season, so kids are learning some things.

Survey Results: a review of 277 student surveys completed: students who liked the game=86%; Of all surveys, we find that: 12th graders=43%, 11th graders=25%, 10th graders=18%, 9th graders=15% 67% are male, 30% are male (and are 3% not sure or not wanting to say) Years in OCCRA: 1st=52%, 2nd=23%, 3rd=10%, 4th=8% (some don’t answer all the questions) Although overall students approved of the way OCCRA was run in 2016, in 4 areas there was a sizable number disapproving: 1) 58% of students felt we were “poor” or “slightly lacking” on the importance given to hanging; Jim explained why the G & K came up with the 4-point value for the “high hang” (no, it wasn’t just because of the game’s name “Go 4 It!”); we always want to make sure that we don’t over-value one end-game strategy because some teams will focus exclusively on that and not try to design for the main challenge; maybe we should have gone to 5 points for the high-hang, but the Committee has to always balance these considerations.

2) 34% of students felt we were “poor” or “slightly lacking” on the 1 hr. limit placed on design review; the group discussed the dissatisfaction some students have with the 1-hr. design review limit but decided to keep the limit the same since increasing it would give an unfair advantage to teams that are rich with adult engineering and technical support.

3) 39% of students do not like the tossing of the die to determine the seeding match-ups at the county championship; coaches were reminded to explain for their students why the rule was implemented a few years ago: teams were trying to “game the system” by losing matches intentionally so they would fall below the restricted level; also, without some limits on alliance selection, there would not be much competition in the elimination matches since only the top few alliances would have any chance of winning; we had the worst possible roll this year (a “3”), so the rule didn’t really make that much of a difference but, since nobody knew it was going to be a low roll, nobody could “sandbag it” either. The middle school tournament had a roll of “10” and most of their elimination matches were competitive (but the top seed still won, so the system is pretty fair!)

APPENDIX J. OCCRA Coaches’ Wrap-Up Meeting 2016 and Planning for 2017 4) 37% do not think they got a fair amount of recognition at their schools; teams were reminded that the display boards can be used to promote the team back at school; many coaches requested access to OCCRA pictures and requested new boards (since old ones were falling apart)*Terri will investigate purchase of new display boards for teams.* *Julia will work with Dr. Landry to get pictures put on Google Drive so teams can look through them and download whichever ones they want.”

5) 44% of students found the “How-To” manual helpful or “very helpful.” However, 48% were unsure or said that they did not use it at all! *Coaches need to remind their teams to use this valuable resource!

6) Overall, 78.3% of students agreed or strongly agreed with the statement: “I learned a lot in OCCRA this year (only 7.8% disagreed) 7) Overall, 82% of students agreed or strongly agreed with the statement: “I had fun and enjoyed the experience.”

Review and discuss coaches’ survey results: Although overall coaches approved of the game itself and the way OCCRA was run (even more than the students did!) in 2016, in one area there was a sizable number disapproving: 33% of coaches felt that the workshops were “slightly lacking”; after much discussion about dates and times (having them earlier in the season, on weeknights, etc.) it was decided to keep them the same. (on the 2nd Saturday after Kick-off) The group agreed that the game provided a good design challenge, had enough movement, action and interaction, etc.; the scoring methods were achievable, the audience liked it, and the game was easy to administrate by refs. The way the game was officiated was given high marks—we should keep this the same.

Specific suggestions for improvement were made and it was decided that we should ask the Game & Kit Committee to: 1) *Open up the kit of parts to allow comparably priced and readily available items that do not give teams a competitive advantage (but will allow them to avoid unnecessary purchases by using parts on hand); specifically, chassis kits and speed controllers restrictions should be examined.* 2) *Look at adding rules for restricting purely defensive strategies that could stalemate a game and make the game boring to watch (keep “spectator-friendly” as a priority.)* 3) Add the rule: *”Teams that decline an offer to be allied with a team for the elimination matches cannot then be selected by any other team.”* 4) Jim and Julia noted that most tech issues at tournaments were related to the VEXNet radio communications, specifically with how the Keys attach to the Cortex and Joystick Controllers; Jim offered to make a design for securing the keys better if somebody was willing to 3d print them; the group decided to wait until April to see if VEX was going to be rolling out the new generation of their operating system (which will have the radios integrated internally.) *If we find out in April that VEX is going to keep the same system for one more year, OCCRA will add the 3D-printed

APPENDIX J. OCCRA Coaches’ Wrap-Up Meeting 2016 and Planning for 2017 collar to hold the USB VEXNet Keys more snuggly.” Until then, no action to be taken on making these retaining devices. The new system will probably utilize the less common 5GHz band, so it will be able to transmit farther and have fewer cross-bandwidth problems; VEX will have a buy-back system of old Cortexes on the purchase of new Cortexes, but old ones will be still supported for a while; we expect the new systems to still use RobotC and pwm cables but we don’t really expect to have the new systems available in time, so OCCRA will probably use the old system for one more season (and possibly longer, depending on how beta-testing of the new system goes.)

5) Communication range was discussed; it was pointed out by coaches that there were at least 2 different production runs of the VEXNet 2.0 radio keys and one of the runs had an extra 4-6 feet of range (critical for OCCRA teams that are near the 32’ limit during competitions!) Since the new VEX systems will have a longer range and internalized radios, no action will be taken yet but, * if the same radios are to be used next year, the OCCRA G & K will be asked to place the drivers’ stations closer to the center of the field (possibly along the back side where we normally place the scoring table.)*

Regarding the running of events: There was a good group discussion on match schedules, standings, etc.; it was decided to keep the current scheduling algorithm but teams requested a display; Mike and Terri explained why we quit doing a projection screen years ago (they got in the way, were a lot of extra work, etc.) but coaches would like to see something done; Justin and Julia agreed to investigate how the VEX Tournament manager could be utilized to do this; somebody will need to take responsibility for this extra step, so it will have to become one of the tournament set-up assignments; the group agreed that next year: *OCCRA sets up a monitor on a stand that scrolls the matches, results, etc. during a tournament; this will be positioned behind the scoring table (but not real close) and facing toward the pit area, so it should not block traffic or views of the field.* Safety concerns were raised about how to shut off individual robots during a match and how to keep robots from hitting people; it was decided to keep the HP stations as they have been but: *OCCRA will put an extra, brightly-colored tape stripe on the floor 3’ from the perimeter wall around the entire field; all field reset volunteers, photographers, refs, judges, etc. will be asked to say back of this line.* In addition to the safety aspect, it will make matches easier for the audience to see if all field reset volunteers are seated or kneeling; to make this more comfortable for the volunteers and to make sure that the audience still has good lines of sight, *VEX foam tiles will be strategically place around the field perimeter by the mentor in charge “Field Reset.”*

APPENDIX J. OCCRA Coaches’ Wrap-Up Meeting 2016 and Planning for 2017 *OCCRA will use the e-stop control box that we already have but will make sure that we set up process with robots matched in such a way that the official scorer’s table can immediately shut down an individual robot having safety issues.* *Robots will be given a bright sticker upon passing inspection so that refs and other OCCRA officials know that this is the only one robot that can compete for that school at the tournament.* This is needed for monitoring since some schools are bringing more than one robot to a tournament.

In order to reduce interference from local RF traffic, *Host schools will be asked to turn off access points for WiFi whenever possible. Mike will make this a part of the “Host Expectations Checklist.”* Teams had trouble driving the placebo robot and much time was wasted getting the 7.2 battery replaced and secured; *Mike will make sure that the placebo robot will be put on the field as soon as the field is set up and teams wishing to give it a test drive will be allowed to; OCCRA will keep 2 batteries with the placebo robot and will have one battery always on a charger at the placebos pit table (so teams won’t have to supply the batteries); these batteries will have a holder so they can’t come loose during a match. * *OCCRA will make occasional PA reminders about people blocking the audience’s view of the matches and will make that something all volunteers will be asked to enforce, especially the “Field Reset” mentors.* *Mike will see to it that OCCRA sets up stations around the scoring/DJ table to keep people 10’ away during tournaments. * (There are apparently too many people pressing close to the table at tournaments and interfering with the emcee, DJ and scorekeeper.)

OTHER FEEDBACK ON 2016: The Keynote speaker at banquet was very well-received by those sitting near the front but not as impactful to those near the back; *Mike and Terri will make sure that we use a camera to project close-ups of the speaker on the large screens so that expressions, gestures, etc. will effectively engage ALL students in the very large room.* We used to do this but stopped in recent years because most speakers used projected PowerPoint presentations on the big screens.

No other banquet issues were raised—people really liked the food.

Teams are interested in getting quick access to tournament results, beyond the summaries being provided already; *Mike to get match results at end of each tournament and post on occra.net site and/or chiefdelphi.com* The “How-to” manuals have all been updated; report errors to Mike; *Clint to work with Mike to create a “Quick-start” guide so teams don’t have to wade through 80 pages to find the answers to the most common questions.* There was some discussion about creating actual curriculum for OCCRA but, at present, nobody has the time to develop it. (and there are A LOT of requirements that must be satisfied.)

APPENDIX J. OCCRA Coaches’ Wrap-Up Meeting 2016 and Planning for 2017 Every team should have a coach who has an official OCCRA responsibility: a Committee Member, referee, inspector, tournament management position, etc. Coaches who do not have co-coaches to help with their team responsibilities can just take back-up positions (alternate Field Reset mentor, alternate Staging mentor, alternate set-up mentor, etc.); this way, all OCCRA jobs have somebody who can jump in and sub as necessary.

OTHER 2017 SEASON PLANNING: *Mike to add the generic OCCRA schedule for weeknight tournaments and for Saturday tournaments so that teams can provide students and their families with it. It will be posted on the occra.net site.* Kick-off: September 11, 2017; Tentative tournament dates: Oct. 21, Oct. 26, Nov. 4, Nov.9; Tentative Championship date: Nov. 18, 2017; Banquet date: Nov. 29, 2017 We do not know yet if we will be funded by DTE again in 2017; please let Mike or Terri know if you have ideas for grants and other funding sources.

APPENDIX K. OCCRA Provides Motivation to Mechatronics Students

OCCRA The Oakland County Competitive Robotics Association (OCCRA) is a local association formed to increase the number of students involved in competitive robotics. This is a full contact robotics competition, where students will control 120 pound robogladiators as they clash on the field of play. The robots will try to score points by placing balls into goals while their opponents try to stop them. OCCRA robots play rough and some damage will surely occur, but unlike “Battlebots� the rules prohibit teams from intentionally damaging another machine.

OCCRA generates enthusiasm for technical and academic disciplines such as design, engineering, physics, and electronics.

These competitions provide recognition and encouragement for students who devote their energies to these areas of studies. OCCRA participants will also have the opportunity to learn more about the diverse technical career options available in our county and state.

OCCRA is supported by the Oakland Schools Education Foundation (OSEF), whose support is made possible through the generosity and support of area businesses and individuals. Unlike the FIRST competitions, OCCRA requires the entire robot be student-designed and built. The rules of the competition will allow for and encourage corporate partnerships but will not allow precise machining or processes that cannot be carried out in the schools.

Oakland Schools 2111 Pontiac Lake Rd. Waterford, MI 48328 www.oakland.k12.mi.us 248.209.2000