STEM Education Today (September 2017)

September 2017

EDUCA EDUC ATION

TODAY

CANADIAN WOMAN LAUNCHES INTO NASA

BO LEVI MITCHELL

STEAM STORIES

Laura Lucier, Veteran Robotics Flight Controller

Calgary Stampeders’ Star Quarterback Talks STEM in Sports

Tyler Hornby: The Impact of Technology on Music

Science · Technology · Engineering · Math STEM Education Today

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EDUCATION

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contents

TODAY

STEM in Sports

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Bo Levi Mitchell Talks Technology in Football

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Exploring STEM: Summer 2017 Calgary Goes Green

Dr Cheng: Transforming Math Education C21 Summit Bring a Girl to STEM Day

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STEAM

Tyler Hornby: The Impact of Technology on Music Kendle Beth Coaches Shakespeare

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Teacher Feature

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Young Innovators

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Women in STEM

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STEM at Home

Kim Forgay & Ian Fogarty

Grace Standen’s Bright Inventions

Laura Lucier: NASA Robotics Flight Controller

Fun Activities for the Kids

OUR TEAM Editor-In-Chief

Dr. Gina Cherkowski

Publisher

Krista Malden

Creative Director

Morgan Ostrander

Finance Director

Tracy Beairsto

IT Director Markus Salvador Administrator

to our contributors: Kendle Beth

Wendy Hutchins

Joshua Lecoupe

Aneeq Qayyum

Lin Farnholz

Copyright © 2017 STEM Learning Lab Inc. All Rights Reserved.

Thank you

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For information or use of content in this publication, please contact stemedutoday@stemlearninglab.com.

About STEM Education Today STEM Education Today is a free resource that provides a platform where everyone can become a part of an ever-growing network of global innovation and change!

A Note From Our Editor-In-Chief, Dr. Gina Cherkowski How did STEM Education Today come to life?

As a Social Justice STEM Educator and Innovator, I am on a mission to ensure all students have access to high quality STEM learning experiences so they are aptly prepared for our technology-driven, dynamic world. Parents, teachers and community members are seeking ideas, resources, and inspiration so that they too, can join this empowering movement. STEM Education Today is helping to expand academic focus on STEM, STEAM, and Making and invites everyone to learn, share, and create.

How can YOU be involved?

Teachers: Do you have a great story, or are you working on a really great STEM or STEAM project with your students? Let us know!

Young Innovators: Are you a young innovator aged 6-24 or do you know of one?

We want to hear from you!

Companies: Sponsor a feature article! Have your company logo featured with one of our main articles (with the line “This page brought to you by [company name]�) in addition to an adjacent full- or half-page ad.

Featured articles: - STEM in Sport - STEAM - Teacher Feature

- Young Innovators - Women in STEM

For all questions and submissions, please email our publisher, Krista Malden: krista@stemlearninglab.com

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Teacher PD & Corporate Training STEM Learning Lab offers a variety of programs for teacher professional development and corporate training: Teacher PD Coding, Robotics, STEM, STEAM (STEM + Arts), Math, Maker, Design Thinking, and more!

Corporate Training Team Building through Making, Design Thinking, Innovation and Entrepreneurship

Email Kendle Beth (kendle@stemlearninglab.com) to learn more or to book your professional development!

We also offer STEM & Maker kits for the classroom!

Email info@stemlearninglab.com to learn more.

An exceptional educator for children age 3 – grade 6 Our adaptive model of educational supports different learning styles to ensure that every student is capable of achieving their personal best.

We offer: Low Student to Teacher ratio

Dedicated specialists in Phys. Ed, French, Drama, Music & Art

Coding across the curriculum in partnership with STEM Learning Lab

FIND OUT MORE AT RIVERVALLEYSCHOOL.CA

Information and Communication Technologies (ICT) integrated within the curriculum, including a 1:1 iPad program in Grades 4- 6

STEM IN

Sp RtS Eye in the Sky Joshua Lecoupe The world of sport today has been greatly influenced by our ability to record and review athletic performance. It is fair to say that we take photographic technology for granted as it is commonplace for even children to now possess a mobile device with a 10+ megapixel camera capable of shooting video of 30 frames per second, resting quietly within a pocket awaiting the inevitable Instagram or Facebook post. The powerful tool of photography has advanced exponentially over the past century (hardware, software and application) allowing us to view sporting events, such as the Olympics, in real time from anywhere in the world.

activated with a string mechanism as the stallion passed by. [Figure 1] Over the next decade, Muybridge produced a significant body of work at the University of Pennsylvania documenting human and animal movement alike using this stop-motion photography technique to illustrate the intricacies of mammalian locomotion.

Now fast forward 100 years to where video replay is fundamentally integrated into the development and progression of elite sports. The ability to research and quantify human movement has contributed immensely to enhance performance and coaching alike. A fascinating amalgamation of hardware and software has been invented specifically for football to provide a bird’s eye view of sporting events.

This “Eye In The Sky” is a 20 kg. camera that is suspended above the playing field by cables, high above the crowd and anchored in the four corners of a stadium via individual cable-pulley systems which are powered by electric motors. A software interface system allows one operator to pilot this camera over all points of the field while another

Let us take a quick step back in time, to the roots of stop-motion photography and what may be considered the origin of cinematography. Eadweard Muybridge was hired

by Stanford University in the late 1870s to determine if a horse was in fact airborne at any time during its quadrupedal gallop. He accomplished his investigation by using a series of 12 cameras placed parallel to the path of a running horse, where each camera Figure 1: “The Horse in Motion” (Eadweard Muybridge, 1878). Source: Library of Congress was physically

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STEM in Sports ability to strategize, undoubtedly resulting in more efficient coaching and play-calling, a faster moving game and more fun for the fans.

Photo credit: Calgary Stampeders

crew member is tasked with the cinematographic aspect of the shot, responsible for pan, tilt and zoom of the camera’s focal frame.

But what’s next? As virtual reality becomes more accessible, will the sideline technology also make the jump to being in the game itself? Will we be seeing a quarterback wearing a pair of VR goggles that connects to a camera on his personal helmet allowing him to actually “re-live” past plays and make further adjustments to the next play? Will technology advance to possibly give birth to such an ultimate tool, rapidly improving in-game and sideline play and decision making...only time will tell!

Application of this software is quite basic to operate the camera as the stadium can be modeled as a 3-dimentional Cartesian coordinate system. After defining the origin (intersection of XYZ planes) the camera’s position can be easily recorded and modified. Therefore, once the software is coded and properly calibrated with the mechanical cable-pulley system, the camera’s movement is controlled above the playing field by the simple operation of a joy stick. Also, having the ability to rapidly change the vertical position (height above ground) of the camera gives way to a unique viewing perspective, one similar to what the football team quarterback sees during the play.

Aside from the amazing replays and ongoing additions to the TSN Top 10s, this tool is being utilized across North America as sideline coaching tool.

Coaches are equipped with tablet devices which have a wide selection of video clips from previous games and practices which they can use to instantly review strategy with their players. The revolutionizing aspect of this system is that coaches are able to access Eye-In-The-Sky camera footage of the game that is currently being played! Coaches and the quarterback can identify the defensive strategies of the opposing team even from the previous drive, allowing the players to work through changes and create a new plan of attack while the current defence is on the field. This technological advancement has given birth to a highly advanced in-game

Photo credit: Calgary Stampeders

References [1] Muybridge, Eadweard; Mozley, Anita Ventura (foreword) (1887). Muybridge’s Complete Human and Animal Locomotion: All 781 Plates from the 1887 Animal Locomotion. Courier Dover Publications. p. xvii. ISBN 978-0-486-23792-3. Retrieved 15 June 2012.

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STEM in Sports

Bo Levi Mitchell Talks Tech in Football Calgary Stampeders’ star quarterback and fan favorite speaks to publisher Krista Malden about how technology is changing the game.

“I think now in this day and age it is changing the game pretty drastically. The biggest thing that stands out to everyone is the iPad on the sidelines,” said Bo Levi.

Technology has become a very big part of sports, not only in the development of equipment, media display, and usage, but also in how players play the game. Bo Levi took the time after practice to explain how technology has helped him on the field with developing plays and communication.

“What’s big about the eye in the sky is if we didn’t have that and it was just me and the offense on the field, I would rely on asking my teammates, and we are all very prideful guys, and we would say, ‘oh ya, I was open’. Now I can go to the iPads and see exactly what they are doing and see the exact coverage. If I never had to look at that side of field I would still see what is going on and what things popped,” said Bo Levi.

“We call it the ‘Eye in the Sky’” – Bo Levi Mitchell Football fans have seen changes in the plays, refereeing and the flow of action because of technology.

The numbers on the field have changed for quarterbacks and the offensive side. Plays get better and more efficient during the second half. With instant replays and the ability to double-check calls, players and coaches have a big advantage to quickly make changes on the field.

“And the math number-wise? We have seen an influx in Quarterback numbers, and a lot of Receiving numbers going up,” Bo Levi stated. “In the second half, you see bigger numbers then the first half because we had the chance to check out the iPad and see how we can improve or change the plays.”

“We also have mics in the helmets now,” added Bo Levi. “We can’t communicate back but the coach can communicate with me which saves time. The coach tells me what he wants and I run that play.”

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Photo credit: Calgary Stampeders

How does the CFL compare to your college football experience in the use of technology?

“This is newer for us (in the CFL). The NFL has had iPads for a while too,” said Bo Levi. “I didn’t have mics or iPads in college ball. It was about trusting your receivers and coaches and what they said they saw. You had to know your signals, find your coach and run those plays.”

With all the technology available now, communication is much easier and faster.

What advice would you give to young people wanting to play football?

“Understand that I have never been the best person anywhere I have been,” advised Bo Levi. “As far as best athlete, best quarterback, it’s something I have had to work on my entire life and I’m still getting better every single day. As a young kid there was always someone on the field better that was the starter, and I had to outwork that person to become that guy. It’s about decision-making on the field, so just because you’re not the biggest, tallest, fastest guy…if you outwork someone you can get there.”

STEM in Sports

Bo Levi Mitchell: Starting Quarterback, Calgary Stampeders Football Club Graduated from Katy High School in Texas in 2008, Mitchell played two seasons at SMU. As a Junior in 2010, Mitchell transferred to Eastern Washington University.

Started with the Calgary Stampeders in 2012 as a 3rd-string quarterback. As of 2014, he became the starting quarterback.

Photo credit: Calgary Stampeders Has set a number of league records, including the best record for a first time starting quarterback in league history with 12 wins and one loss! Calgary Stampeders fans and the CFL expect more great football from this talented competitor!

CoNTeST HOW DO YOU INCORPORATE SCIENCE, TECHNOLOGY, ENGINEERING, OR MATH

INTO SPORTS? Win up to 4 tickets to the October 20 Stamps game!

Send in a picture and one paragraph explaining how STEM impacts your sport or how you incorporate it into your sport! Send submissions with your name, age, phone number and email. (If you’re under 18, please have a parent submit your application.)

Email submissions to stemedutoday@stemlearninglab.com

by September 20.

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Minecraft Modding At Summer Camp

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Choreographing a Robot Dance

Exploring STEM

Going Green New composting facility in Calgary is the largest of its kind in Canada

Construction of the new Compost Facility began in Fall 2015 and opened on July 24, 2017. Three buildings make up the composting facility: the main building, curing building, and storage building. In total, the facility is 521,000 square feet, including an education space that will host 50-60 school tours per year.

Philippa Wagner is the City of Calgary’s Green Cart Implementation Leader and Spokesperson on the Green Cart program and the Composting Facility.

“There is a great demand from schools and the general public to have an education centre,” explained Wagner. “Just like at the Landfill and Recycling Centre, we feel it is very beneficial to educate and demonstrate how the facility works.”

The facility is designed to be environmentally sustainable especially in its water usage. Rainwater runoff will be collected and reused in the composting process and in the washrooms. Grey water from sinks and showers will also be used in the com-

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posting process. The administration and education building will be Leadership in Energy and Environmental Design (LEED) Gold Certified.

“The Green Cart program is important to Calgary for many reasons: one reason being the impact it will have on the amount of waste going to the landfills,” said Wagner. “This program will reduce the waste by half and turn it into something useful.”

Once the materials have been turned into compost, the compost will be available to businesses such as landscaping companies to purchase. “The proceeds from the purchase will go back into the facility to bring down the cost,” said Wagner. “There will also be programs set up for communities where, for example, communities will get the compost for free for community gardens.”

It takes approximately 60 days to turn food and yard waste from the Green Cart program into nutrient-rich compost.

Exploring STEM

How does it work?

Green cart composting process in five steps

Tip floor and shredding Food and yard waste is emptied on the tip floor. The material is loaded inside a machine that shreds it to a proper size.

In-vessel composting (21 days) The material is loaded inside one of the 18 composting vessels where it cycles through a warm up, pasteurization, active composting, stabilization, and cool down.

Each vessel is computer controlled and monitored for three things: Temperature: Material must reach and maintain at least 55 degrees Celsius to kill any harmful bacteria found in materials like meat and pet waste.

O2

Oxygen levels: Pipes embedded in the floor pump air through the material to break it down into compost.

Moisture: The material must be kept adequately moist for successful processing.

Screening Once the material leaves the vessels, it is screened and separated into the following components:

Food and yard compost: This material proceeds to the curing phase.

Larger items that haven’t fully composted: This material is re-introduced into the beginning of the composting process.

Contaminants: Non-compostable items, such as plastics and rocks, are removed and taken to the landfill.

Curing and refinement (21 days) The organics are conveyed to a separate building and assembled into piles on a special negatively aerated floor. During this process, air in the room is drawn down through the piles of material and into the piping system that is embedded into the floor. The piles are turned approximately once every five days and moisture is added as required.

Final screening and storage The finished compost is screened a final time to the desired size and goes through a wind-sifter to remove small plastic particles. The finished product is then conveyed to the storage building.

The compost is tested to meet the highest quality standard of compost (Category A) that is certified by the Compost Council of Canada’s Compost Quality Alliance program. Information provided by the City of Calgary.

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Exploring STEM

Transforming Mathematics Education Dr. Harry Cheng visits Calgary Dr. Harry Cheng, Professor of Mechanical and Aerospace Engineering and Director of the UC Davis Center for Integrated Computing and STEM Education at the University of California, Davis, was in Calgary for a summer vacation with his family when he reached out to his old and dear friend, Professor Deyi Xue, at the University of Calgary.

Professor Deyi Xue asked Dr. Cheng to do a last minute seminar on “Transforming Mathematics Education with Computing and Robotics” at the U of C on July 19, 2017.

“There is a huge math gap,” said Dr. Cheng.

Dr. Cheng has been working on how to improve math education using computing and robotics for over 25 years. He believes if you can get students excited about learning math, grades will improve.

“89% of American students pick chores over math” said Dr. Cheng. That’s a statistic that he is trying to turn around with his important work!

With a room full of students, Dr. Cheng not only demonstrated how robotics and virtual simulations can help students from K-12 understand math, but he inspired all in the room to be excited about sharing, teaching and exploring coding and robotics.

“The key is to have the students enjoy learning,” said Dr. Cheng. “Visualizing is very important in STEM Learning.”

As Dr. Cheng went through his slides showing those attending how he is transforming mathematics education with computing and robotics, the class learned the following: Integrating computing with STEM learning will help develop 21st Century learning. This approach will lead to problem solving skills that will tackle real world concerns and close the achievement gap.

We need to do more than just repeat the math problem. We need to teach and show how to visualize the problem, and visualize various aspects of the results. We can visualize math problems using robots, graphs and virtual robots. Small things such as these help kids remember and get kids excited about solving the problems.

The mission of Dr. Cheng and the UC Davis Center for Integrated Computing and STEM Education (C-STEM, http://c-stem.ucdavis.edu) is to provide integrated mathematics, computer science, and robotics education programs for K-12 students along with extensive professional development offerings for teachers. The C-STEM Center studies how the use of computing and robotics technology increases student interest and with an emphasis on Algebra, helps them learn STEM subjects. Dr. Cheng believes that Algebra is the gatekeeper for the STEM disciplines.

Teaching isn’t enough. We need to inspire, empower, engage and focus on learning as well as learning how kids learn.

Thank you Dr. Cheng for taking time out of your family vacation to share your insights, knowledge, and expertise!

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Exploring STEM

C21: Summit 150 Bridging learning partnerships and learning innovation in Canadian education “This was an amazing opportunity to bring Canada’s top educational leadership together to discuss how to keep Canada at the forefront of education.”

- Dr. Gina Cherkowski C21 Canada is a national, not-for-profit organization that advocates 21st Century models of learning in education.

From July 19th through 21st, 2017 in Charlottetown, PEI, Canadians for 21st Century Learning and Innovation (C21 Canada) welcomed board members to join the CEO Academy for its second bi-annual face-to-face meeting. This group of educators, provincial government ministers, and community partners from across Canada joined together to celebrate Canada 150 through Learning and Technology Innovation.

and Technology Innovation to the Council of Ministers of Education with C21 Canada board members and VIP Guests as observers.

The Lead Learner focus was on Community Engagement. Summit 150 provided a historic opportunity to bridge learning partnerships to spread and sustain a culture of inquiry and global competency.

On July 20th, the CEO Academy was honoured to present a Pan-Canadian Perspective on Learning

This was a successful meeting of leaders who will be working together to create, engage, and empower education across Canada.

On July 21st, there was a roundtable discussion about “What does CMEC (Council Of Ministers Of Education-Canada) and C21 Canada need to focus on to accelerate and scale Learning Innovation in Canadian Education.”

To find out more about C21, please visit http://c21canada.org/

Advocacy, networking, and support for Alberta STEM programs that promote diversity

Save the Date: STEM Affair Saturday, October 14, 2017 Calgary Petroleum Club 319 5 Ave SW, Calgary, AB T2P 0L6 EXPLORE an evening of science exhibits, awards, and an address from our keynote speaker, Dr. Gina Cherkowski, founder & CEO of STEM Learning Lab.

6pm Networking | 7pm Program Sponsorship supports STEM youth outreach programs.

For more information, please contact sponsorship@awsn.org.

Bring a Girl to STEM Day

August 26, 2017 Shell Research Centre

The afternoon started with a few words from STEM mentors Dr. Gina Cherkowski (CEO of STEM Learning Lab), Bonnie Yu (Staff Production Engineer, Surveillance at Shell), and Shannon Ouellette (GM Groundbirch/OTS at Shell Canada).

Thank you to the Shell Canada team for donating the Shell Reseach Centre for this amazing event.

Students from Grades K-4 had a drop-and-rescue mission theme with Lego WeDos. With the forest fires currently occurring in Western Canada, the kids got to build and program a robot to help battle the forest fires. Their solution included designing, building, and engineering a helicopter and programming it to rescue residents and animals or bring water to the affected areas.

Students from Grades 4-9 coded and programmed their AdventureBots (EZ-Robot) to clean up plastic accumulation in the ocean and marine pollution caused by shipping. The girls were challenged to

program their robots to clean up pollution while avoiding delicate areas like coastal beds, coral reefs, and arctic ice sheets.

Thanks to the enthusiasm of all the participants, we look forward to presenting more opportunities like this for kids and parents.

The event was deemed a great success!

“Building was my favourite part.”

-Sophia Beasley, age 7 “This event was exciting and a good opportunity.”

- Karen Saver, parent “I would love to see more events like this.”

- Jill Inwood, parent

Thank you to all of our sponsors:

Shell Canada AWSN STEM Education Today If you would like to book a Bring a Girl to STEM Day for your company, school, organization, or event, please contact info@stemlearninglab.com.

From Shell Canada: Bonnie Yu, Kim Brassard, & Shannon Ouellette

Stay tuned for our next event!!!

Imagine students exploring worlds; finding passion and purpose; inspiring each other; reaching beyond Imagine teachers energized, equipped, empowered; working together; learning along with their students; sharing what if‌ and wow‌!

Competencies for learning and leading

Imagine parents participating with confidence; enriching and being enriched by what the family is learning Imagine leaders inspiring possibilities and sharing insights; modelling, supporting and scaling

Creativity & innovation

New ideas and bold possibilities

Critical thinking

Fresh insights and durable solutions

Collaboration

Partnerships that work

Communication

Making sense and expanding perspectives

Character

Reaching higher and growing stronger

Culture & ethical citizenship Sharing what we value

Computer & digital technologies Transforming how we learn and lead

Imagine a new generation...

Explore the 7Cs at C21canada.org

AROUND THE WORLD STEM initiatives are spreading around the world!

SASKATCHEWAN

STEM Learning Lab (SLL) calls Calgary home and currently offers a wide range of youth programs, professionALBERTA al development opportunities, BRITISH COLUMBIA WASHINGTON and standalone STEM events throughout the city. SLL regularly CALIFORNIA travels throughout North America and UTAH internationally to provide programs and to partner with other organizations that are ARIZONA creating a global conversation about STEM.

TEXAS

FEATURED INITIATIVE Head Start Innovation Summit, Utah From June 26-28, 2017, Head Start held its Innovation Summit in Salt Lake City, Utah. STEM Learning Lab was thrilled to attend this meeting, which brought together leaders in innovation in early childhood education from around the world!

Kendle Beth presented STEM Learning Lab’s Reading with Robots curriculum, created by Aneeq Qayyum. In this program, a teacher reads aloud and programs a robot to model literacy skills such as making a prediction, making text-to-self connections, asking questions, and identifying the main theme. Kendle also highlighted the Reggio-inspired STEM curriculum that is being created by Rashida Ali and Prabina Bhandari for STEM Learning Lab’s Before and After School Program.

Other workshop sessions included Sonja Giese from South Africa’s Innovation Edge (a company devoted to finding sustainable, scalable, innovative solutions to challenges in early childhood development), the d.School, and Google’s Early Childhood Education Centre. STEM Learning Lab looks forward to keeping the conversation going around early childhood education with Head Start!

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PRINCE EDWARD ISLAND NEW YORK WASHINGTON, DC

Current/past partnerships/programs Upcoming partnerships/programs

UNITED KINGDOM

MALAYSIA

GHANA NIGERIA

SOUTH AFRICA

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STEAM Tyler Hornby Speaks About How STEM Has Changed the Music Industry Krista Malden I had the opportunity to sit down with Canadian drummer extraordinaire Tyler Hornby to discuss the music industry and how technology innovations have impacted and continue to transform his musical career. Tyler is a well-known drummer, composer and educator. He has experienced firsthand how the music industry has changed, and continues to change.

After completing his Bachelor of Music in Jazz Studies in 1998, Tyler continued to strengthen his drumming skills by attending the North Texas Drum Set Camp to study with legendary instructor Ed Soph. Tyler received a scholarship to the University of Colorado (Boulder) and completed his Master’s Degree in Jazz Performance/Pedagogy in 2006.

Since then, Tyler has been performing around the world, composing, recording, teaching private drum set lessons, group percussion workshops and also teaching at Ambrose University.

The Tyler Hornby Quartet European Tour will begin in February 2018.

The big question: What do the STEM fields have to do with the music industry?

Technology is a huge part of music: from recording to performing, all the way down to the creation of instruments and how instruments are played, listened to, and received.

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“Accessibility is the most noticed change; music is anywhere and everywhere now,” said Tyler.

As a successful recording artist, with five albums as a lead and over 50 albums as a side player, Tyler has seen the industry change from selling CDs and having CD release parties to now only creating CDs for promotional and radio use. The rest of the music is now predominantly available online.

According to Tyler, there are many positives about this online availability such as accessibility, and also the impact it has on teaching: “I can pull up YouTube videos and show my students examples of music, how people play and perform, and have my students use the internet to do research, learn and discover music in many different ways.”

Having music online opens many doors for people to listen, create and connect with music and musicians from around the world.

As to how technology affects the recording industry, Tyler talked about all the various ways technology has enhanced how we record and what we can do with the tracks we have recorded. “The world of recording is digital now, which gives us endless possibilities,” Tyler emphasized.

STEAM “You can now record in Calgary, and have another player in Toronto and/or on the other side of the world recording with you on the same album at the same time,” said Tyler. “When you are editing tracks, you can change the sound and placement of the track. It is all about forward thinking.”

Now let’s look at the creation of instruments.

For example, back in the day when drum sets were first created, they were large, heavy and there weren’t very many options. William F. Ludwig and his brother Theobald made history, revolutionizing drumming with the invention of the first springdriven pedal! That alone was an amazing invention!

Today the drum set has evolved even more. “The hardware is lighter, but still packs a big punch,” said Tyler, adding “everything has become more refined.”

From the choice of drumheads to the shapes and sounds of cymbals, to the size and shapes of drumsticks, musical instruments are becoming more enhanced, have more varieties and are producing better sound quality.

Are there any negatives towards the music industry now that technology has grown?

“Compensation towards artists,” said Tyler. “Streaming has killed the industry for artists!”

As consumers, we don’t always consider how streaming impacts artists. “iTunes and YouTube are great, but we should pay for the creation of music in all its forms,” said Tyler. Musicians not only com-

pose the music we buy, they practice, perform and record. We should embrace the availability of music being online, but also respect what has gone into the creation of that music.

The invention of electronic drum sets is another example of how technology has changed music. Although most people who are looking for drum sets for their kids think about the sound level (how loud they are), they don’t understand how the electronic drums impact someone’s playing abilities. “Students with electronic drums don’t learn how to play with touch,” stated Tyler, “and drum set sales have changed because of the price level and sound level of electronic drums. It used to be 4-1 for drum sets vs electronic drums and now it’s reversed.”

“It is all about forward thinking.”

-Tyler Hornby For students studying drums, a drumhead with a skin teaches us how to use our hands, fingers and wrists. It teaches us how to absorb the sound and the kick back with your sticks and the movement of our bodies. When playing on an electronic drum set (although the technology has improved) a drummer doesn’t feel the skin or the kick back of sound. You are hitting a pad that has no bounceback, too little or too much bounce back depending on the drum kit. Cymbals are just pads on an electronic drum set, and you don’t get to learn about or hear how a cymbal sounds in various locations or configurations.

Overall technology has enhanced and empowered the music industry and it will continue to have great influence, but as with all innovations, there will always be things we need to adjust, improve and learn to adapt to. We look to musicians and artists, like Tyler, to help us in that understanding.

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STEAM

“Launch” by Tyler Hornby on Apple Music itunes.apple.com Listen to songs from the album Launch, including “Vibe-A-Tribe”, “Fringe Binge,” “Midnight Moment”, and many more. Buy the album for $9.99. Songs start at $0.99.

Free with Apple Music subscription.

Performing Shakespeare at Winedale with Kendle Beth As with all of Shakespeare’s later plays, The Winter’s Tale inducts fairy-tale like aspects. We entered into a world of a jealous king, the festivals of Bohemia, lost children, disguised kings, exiled servants, crafty pedlars, discovered treasure and miracles!

For me, whether it’s encouraging students to take apart a robot or a Shakespearean monologue, I love helping students become more curious about the world around them and to help them realize that they have the ability to do great things. As Paulina says in The Winter’s Tale, “It is required you do awake your faith.”

Since 2005, I’ve been honored to work at Camp Shakespeare at Winedale, a residential summer program in Texas for students aged 11 to 16.

At this camp, students arrive with their lines memorized and in two weeks they perform an entire Shakespearean play.

As the program was started by Dr. James Ayres, Professor Emeritus of English at the University of Texas in Austin and a renowned expert on the Bard, the focus of this camp is not on “acting” or “putting on a show” but rather on the exploration of the text, rhetorical intent and narrative, through play and discovery. Students are challenged to push themselves in the realms of movement, confidence, volume, and improvisation but also in the methods of building community, such as teamwork, empathy, cooperation and taking initiative. This Summer, we explored The Winter’s Tale.

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Art, like all STEM disciplines, requires the same ingredients for successful learning – creativity and imagination, practice and resilience, and mostly, fun!

Applications for Camp Shakespeare 2018 will be online in early 2018.

TEACHER

FEATURE

“Teachers who love teaching, teach children to love learning.”

- Robert John Meehan

Kim Forgay, River Valley School (Calgary, AB) The above quote applies to Kim Forgay (or “Miss Kim” as she is referred to by her students) at River Valley School.

Kim Forgay holds a Bachelor of Education Degree from the University of Calgary, specializing in Early Childhood Education. She has also earned a Bachelor of Communication and Culture, also from the U of C. Kim’s training and experience covers a variety of educational fields that allow her to teach all subject areas. She is currently attending Royal Roads University, in Victoria, focusing on her Masters of Arts in Learning and Technology.

Why did you decide to become a teacher?

I have always loved working with children and playing “school teacher” was my favorite game as a kid.

I chose to become a teacher because I am passionate about learning. I want to provide my students with experiences that impact them in a way that makes them just as enthusiastic about learning as I am, making it a lifelong journey. I want to bring education to life for my students, making it vibrant and exciting for them, allowing them to take risks and be creative. I am a kid at heart and teaching is

Testing support pillars.

an incredible career where you get to be in a playful environment that encourages the transaction of learning between educators and students. I can genuinely say that I love what I do!

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Teacher Feature door. By building solid relationships with my students, getting to know them on a personal level, and discovering what makes them unique, I work hard to make sure that what I teach is meeting my students where they are at. I also find that my students get excited to learn when I am excited too. The more of a big deal I make out of what we are learning, the more energy and enthusiasm is sparked in my students.

What are you looking forward to about this year inside the classroom?

What is your favorite thing about teaching?

My favorite thing about teaching is the relationships and bonds I create with my students and their families. I have taught a variety of age groups and I find the best way to deepen learner engagement and understanding is to ensure there is a solid relationship between teacher and learner. This allows me to truly meet every child I teach exactly where they need to be met.

How do you get students excited to learn?

As an educator, I am committed to making learning enjoyable for every single child that walks in my

First off, I can’t wait to teach Grade 3 again! I love exploring the curriculum with my students and I can’t wait to uncover ways to bring more technology into the classroom, specifically with coding. I think that by providing my students with opportunities to use technology as a tool for their learning, I will be preparing them for a future that will be rich in tech. I am excited to be working towards ensuring that the students I teach are not just exposed to technology, but fluent in how to use it successfully to further their learning in unique and fun ways.

To learn more about Miss Kim, or what resources she has to share, follow Miss Kim on Twitter @ClimbandGrow or through her personal blog: www.climbandgrow.com

I get to create an academic obstacle course through which students discover new passions, new strengths and new confidence.

Ian Fogarty, Riverview High School (Riverview, NB) Ian Fogarty holds a BSc with honours in Chemistry and a BEd from Mount Allison University along with an MSc in Organometallic Chemistry from New Mexico State University. In addition to being a classroom teacher, Ian has worked internationally 24 | STEM Education Today

coaching classrooms in the Netherlands, China, Jordan, Canada, the UK, and all over the US. His work has received awards from the Canadian Association of Physicists, the Prime Minister’s office, NSTA, and most recently FETC.

Teacher Feature Why did you decide to become involved with education?

My father was a master teacher for over three decades. I grew up seeing the impact a teacher can have on individuals and on a community. I saw first hand the words of Angus McBeath, “The most important paid position in the world, is a teacher”.

Later, while I was doing research on anti-cancer radiopharmaceuticals and coaching the local high school wrestling team, I was considering continuing on to medical school until I had a conversation with one of my athletes. He and his brother could not imagine much of a life beyond perhaps graduating high school. Both he and his brother became good enough athletes to go to college/university for Wrestling. He said he was going to school because of Wrestling, but he was going for his education.

I completed the paperwork for my Bachelor’s of Education the next day.

What is your favourite part about teaching?

As a teacher, I get to create an academic obstacle course through which students discover new passions, new strengths and new confidence. My favorite part of teaching happens when students discover new versions of themselves and figure out their paths.

How do you get students excited to learn?

Different students are motivated differently and the art of teaching is the ability to tap into what

motivates each one. For some students, they are motivated by the passion projects where they apply their learning to something that is important to them. Others get hooked by the challenge of high-level academic achievements. Others get wrapped up in using learning for philanthropic reasons such as Engineering Brightness (www.E-B.io).

How do you incorporate technology into your teaching strategies?

Technology is used ubiquitously in my classroom for many different, specific reasons. I spend a great deal of time thinking about the nuances of what I want my students to really learn and then engineer the learning environment to promote that style of learning. When I want students to practice collaboration, communication and critical thinking, students used SMARTBoards as a group activity centers to solve novel problems. When I want them to act like scientists, I give them labs to do without clear procedures as well as an assortment of probeware and cell phone apps. When I want them to work as individuals or investigate a detour, we use digital resources like Youtube, Moodle, and OneNote Class. When I want them to ideate solutions to real problems for real people or see connections between a multitude of disparate pieces, then students use the Nureva SPAN wall.

As an educator what is your biggest accomplishment?

As an educator, my biggest accomplishments often change to specific individual students who write to tell me where they are in life. Most recently, it was Alex Delorey who made the top 17 finalists to be Canada’s next astronaut. It is these times that the work we are doing on the pedagogical and systems front has an impact on individual lives.

We have been working hard to change the focus of education away from “they who memorize the most and can repeat it on a test, win” to a 2020 skills-based education. While it is true that I am supposed to teach chemistry and physics, I am also deliberately engineering learning activities where students practice skills such as collaboration, communication, and critical thinking. We have created assessment framework and practices that reflect this moving pendulum so that research shows up in classroom practice. The success of the Brainstem Educator Symposium is evidence that our work is not only impacting my students, but it starting to grow to other jurisdictions and making a change in our part of the world.

STEM Education Today | 25

RUNDLE COLLEGE Visit a Rundle OPEN HOUSE to learn how STEM eduction is part of our curriculum.

Please register at www.rundle.ab.ca to attend an Open House Rundle College Primary/Elementary October 19, 2017 Kindergarten Session at 6:00pm Grades 1-6 Session at 7:00pm Rundle College Junior High (Grades 7-9) October 12, 2017 at 7:00pm Rundle College Senior High (Grades 10-12) November 23, 2017 at 7:00pm

Students needed for FIRST® LEGO® League!

FIRST® LEGO® League (FLL) gives students in Grades 5-8 and their adult mentors the opportunity to work together to solve a common problem. Challenged to research a real-world problem and create an original solution, students design and build a robot using a LEGO® MINDSTORMS® kit, working within a common set of rules to accomplish “missions” on a playing field. This process brings out the best in students, and as the theme changes each season, teams are required to be extraordinarily creative.

FIRST Robotics Society, CRTA (Community Robotics Training Association) and the Argosy Foundation bring your student (Grades 5-8) the opportunity to join an FLL Robotics Team that will design and build a LEGO® Mindstorms® Robot to compete in a FIRST® LEGO® League Competition.

To register and learn more about the competition, please visit CRTA.ca. For information about FIRST, visit FRCwest.com and firstinspires.org.

Classroom space sponsored by SAIT!

YOUNG INNOVATORS

Meet Grace Standen.

I just graduated from Riverview High School where I was the recipient of the Governor General’s Bronze Medallion awarded to the top academic standing at my school. (However in my opinion marks don’t show much in school, but it’s much more about dedication and hard work.) I have attended the ISEC STEAM conference in Princeton NJ where I presented about a project I am involved in called Engineering Brightness.

I am going into first year engineering at the University of New Brunswick starting in September. I plan to take geological engineering because I love our earth and am fascinated by it! As a career I want to potentially go into research in how climate change is affecting the earth, and find strategies to prevent its damaging consequences.

In grade 11, I started with Engineering Brightness which is a project where students like me design, create and test LED lights for individuals in third world countries who don’t have access to clean

STEM Education Today | 27

Young Innovators

Grace’s LED lamp.

sources of light. I was involved in making a wrist light. I, along with some friends, designed a circuit, soldered it, designed a 3D printed case and printed it, and assembled the light. Nearer to the end of my grade 12 year, I individually designed a different light, a lantern. I love this project because it’s not just a school project that gets graded and then tossed in the trash; it has a lasting impact on people’s lives. What I am creating is helping others not as fortunate as myself, and as I’m helping them and working with them, I’m learning about circuits, engineering, and the product design cycle, but also about philanthropy, communications and global impacts!

Who inspired you to become more involved with the STEM subjects at school?

Mr. Fogarty, without a doubt, has been my inspiration at school. He was my chemistry and physics teacher through high school and planted the seed of Engineering Brightness and STEM into my mind. Ever since it’s been sown, I feel like I have grown more attached to the STEM subjects, especially through the project, but also through my classes at school. I believe we share similar views that school should not necessarily be divided up into subjects, but that there is the opportunity to learn so much more if we don’t restrict our learning and are free to study and learn about what interests us. For everything he’s done to encourage me, he is my inspiration.

What is your greatest accomplishment as a young innovator?

My greatest accomplishment as a

28 | STEM Education Today

young innovator would probably be designing a lantern for Engineering Brightness to go to students in third world countries so that they too can learn without the restriction of having to finding clean light sources. In March of 2016, I went with Mr. Fogarty, and some other students, to Princeton University in New Jersey to present a poster we created in regards to Engineering Brightness. This was a STEAM conference, and we presented about the work we were doing, all to raise awareness of the project, and to potentially get other schools involved. It was the year after the conference that I designed the lantern. Again, my motivation for doing this is not for my own benefit, but to see the look of joy on the faces of the students who receive the lights!

What advice would you give to other young innovators?

I have two pieces of advice for young innovators.

First, in regards to the creation of a product or initiating an idea; Don’t be afraid of failure! If you fail, use it as an opportunity to recognize areas of weakness and improve it in the future. Speaking from experience, you will go through many failed prototypes and ideas before finding a solution that works! Second, in regards to networking and communications; Talk to people! Making connections and forming relationships is crucial in order to learn, and to grow as an innovator. I only grew in this area when I stepped out of my shell and started asking questions; and trust me, these connections within the STEM subjects are extremely valuable. These lessons are certainly to help young innovators in the STEM subjects, however, I feel that they can also be used as life lessons for anyone!

Women in

STEM

Laura Lucier MEng. PEng. ROBO From the age of 6, Laura had made up her mind. She wanted the challenge, excitement, and adventure of becoming involved with the Space Program; not only to be a part of the flight of humanity into space, but also to meet the challenge of reaching the goal itself!

One moment sparked Laura’s interest and she will always remember it. “I went to the Ontario Science Centre with my Mom when I was 6 years old and I saw a full-size model of the Canadarm: the robot arm that is onboard the space shuttle,” said Laura.

“Sometimes going after our dreams isn’t easy,” said Laura. “I like to be challenged and I like adventure. Working at NASA allows me to be challenged and be creative.

I believe that space exploration is very important to humanity.”

30 | STEM Education Today

Seeing it, she knew that she wanted to be involved with space, robotics, engineering, and aviation.

After receiving her Master’s degree in Aerospace Engineering from McGill University, Laura went on to the Canadian Space Agency and then to NASA’s Houston, Texas headquarters. Laura is now a

Women in STEM veteran NASA employee, based in Houston, where she has worked as a Robotics Flight Controller for 15 years. Laura not only handles the remotes, she is also a remote student at the University of Calgary where she is working on her PhD through the University’s Schulich School of Engineering.

DON’T STOP DREAMING… Laura: “I believe that it’s more important to have a dream and work towards it than to actually achieve it. Having a dream encourages you to become a better version of yourself. In my case, I had a very audacious dream. The chances of me being selected as an astronaut (achieving my dream) are very, very slim. However, simply having that dream has taken me on some incredible adventures. Having such a goal to work towards encouraged me to study, exercise, learn to fly, and seek out ways to challenge myself. Even if your dream seems impossible, or even if it seems as if it will never come true, keep dreaming – because you never know what adventures and opportunities may come up as a result.”

Fun Facts About Laura

“The best part of my job is that every day is different; not one day is the same.”

Laura’s days at NASA are filled with operating the space-based robots from the ground, training astronauts, and planning upcoming robotics operations. Not only is Laura’s job exciting and challenging – it’s important! Laura uses the Canadarm2 and Dextre robots to repair equipment onboard the International Space Station, which is orbiting 400 kilometers above the Earth!

“I am the master of my fate, I am the captain of my soul.”

- William Ernest Henley

Laura’s hobbies include making stained glass.

The piece to the left is a stained glass interpretation of a NASA photo showing Canadarm2 capturing a SpaceX Dragon spaceship (image on right).

Another hobby Laura has is flying. She is an instrument- rated commercial pilot. She enjoys flying with her husband, who is also a pilot and engineer, and working on their small airplane together.

Laura is the first Canadian woman to work as a robotics flight lead. Her work has helped Canada build its reputation as a world leader in aerospace robotics.

“This [quote] reminds us that at the end of the day, we are each responsible for our own successes and failures. We must work hard to make our dreams come true (be the masters of our fates) and to be people of integrity (be the captains of our souls).”

STEM Education Today | 31

Computers Have 99 Problems & You ARE One!

1-833-GAM-TECH Tyler Wood Business Development Don’t take it personally though as we are all to blame as computer users.

Remember Encyclopedia Britannica? The hard copy?

Imagine if that was the only way we could find out about things (other than from the lost art of communicating directly with others, of course) and we didn’t have Google or Youtube to rely on for immediate answers. It used to take us so much longer to accomplish the same thing and yet we are still not satisfied.

Let’s think about relationships for a moment and not necessarily romantic ones. Think about someone who you tell all your personal information to and would consider a “bestie”. If that same someone only contacted you when something was needed, would they maintain that status?

Now just to be clear, I am not suggesting that we need to go back in time as I am just as happy as anyone that we have progressed to where we have.

I am however thinking it’s time that we realized that we have taken our computers for granted and don’t always show them the respect that they deserve.

Why is it then that we do the same to the devices that without which, we simply couldn’t function? We rarely think in a positive manner about what our computers and technology as a whole do for us and where we would be without it?

If we truly respected technology and the benefits that it provides us, we wouldn’t have a “throw away” mentality and we would maintain our devices properly and they in return, would work for us when we need them to.

Maybe some of us barely remember a workplace that isn’t dominated by technology but if that is the case go back and talk to someone in your office from the previous generation or maybe your parents about what things used to be like to gain a bit of perspective.

It’s not too late to show your computer that you do care and give GAM Tech a call to tell you what we can do to get your laptop, desktop, tablet, 2 in 1, or your business network running the way it should be and you focused on your business goals and not cursing the technology we should all be praising.

Self Directed Learning Member of the CCSDL Canadian Coalition of Self-Directed Learning

Our Students:

• Take Ownership

in the historic Currie Barracks

• Initiate Learning

• Develop Character

• Engage in Community

• Children benefit from flexible schedules, blended programs and a full time 10:1 ratio in a multi-aged setting from pre-school to Grade 12.

• Students enjoy project-based learning where the classroom expands into the world through field trips, volunteerism and internships.

• Students’ academic programs are built around their innate curiosity, interests, abilities and needs, focusing on exploration, opportunity and relationships.

• Students develop personal organization and purposeful learning skills.

STEM

a� h��� Exploring changes in colour over the fall Wendy Hutchins Photo credit: From Playdough to Plato

Leaves stop making chlorophyll in the fall and then the chlorophyll fades, showing all the other colours in the leaves from the beginning, but hidden by the green. This fun home experiment uses chromatography to separate the colours. Try it with your kids!

What you need: - Leaves - Jars: one for each leaf - Mortar and pestle (or glass and spoon) for crushing leaves

- White coffee filters - Rubbing alcohol or boiling water (try both out to compare the differences!)

Collect leaves of different colours: green, red, yellow, orange….

Tear up a leaf and crush the pieces with a mortar and pestle to release the juices.

Place crushed pieces into a jar and mark the jar so you remember the original color.

Repeat steps 1-3 for each leaf colour.

Pour rubbing alcohol into each jar to cover the leaf bits. *You can put the jars into boiling water to speed up the experiment, or leave the jars overnight. In the morning, cut the coffee filter into strips and leave one end of the filter in the jar for a couple of hours.

Soon you will see the amazing colors that come from leaves!

Understanding the Science: Chromatography This experiment uses a chemistry technique called chromatography, which is used to separate a chemical mixture into its components. When the filter is dipped in the solvent (alcohol), the leaf pigments are carried through the filter paper by capillary action.

The larger the pigment size, the slower it will move. Different solvents will produce different patterns, so try both water and alcohol. Chromatography is a very important laboratory technique: any CSI fan knows that this is how you find out what drug or poison killed the victim!

Try exploring other things with chromatography— ever wondered what colours make up the ink in gel pens? Have fun!

AWSN: Alberta Women’s Science Network Who are we? We are a group of science communicators: scientists who added communications to their portfolios. Some are moms. Some are educators. All are passionate about STEM education and work to transform the STEM landscape by supporting diverse programs and initiatives.

WinSTEM Week

Celebrating Women in Science, Technology, Engineering and Mathematics Oct 10-14, 2017 awsn.org/winstem

Nominate a woman for a WinSTEM Recogntion Award Register to share your WinSTEM Week Events Hosted by

STEM at Home

Minecraft at Home Aneeq Qayyum STEM Learning Lab Video games have traditionally been seen purely as a source of entertainment and their relation to education has not been readily apparent. At best, video games were considered irrelevant to learning; at worst, they were a distraction.

While this may be true in some cases, there are notable exceptions to the rule. Minecraft, in particular, offers a very powerful platform upon which STEM skills can be built.

Since its release in 2011, Minecraft has quickly become one of the most popular games in the world.

One of its most appealing aspects is that, unlike the majority of video games, there is no fixed goal to accomplish. This open-ended nature has inspired

Summer campers using Minecraft Education Edition.

some very impressive creations. Castles, giant statues, replicas of famous buildings, and much more have been made within Minecraft. Well-developed spatial skills are required to build these structures and, when making them, people gain an intuition for mentally manipulating 3D objects. This is a crucial ability in fields such as chemistry, engineering, mathematics, and physics. Additionally, complex projects require planning and thinking ahead; building in Minecraft can also help people to become more proficient in these areas.

The world within this game is largely based on reality (the voxelization of objects being the biggest exception). Many activities are present in Minecraft such as mining, smelting, building, hunting, and farming. The processes behind most of these concepts are taught in science classes and the game can be used to augment lessons. For example, the physics of simple machines and projectiles can be

34 | STEM Education Today

shown or ancient civilizations can be reconstructed for demonstration.

At home, however, students can also use Minecraft to learn some things that are typically not taught in school. The primary example of this is digital logic. Digital logic is the representation of signals and sequences of a digital circuit through numbers.

The bits in all electronic systems are stored and processed by vast networks of “logic gates”. These gates can be simulated within Minecraft, allowing students to quickly begin speaking the digital language used in everything from pocket calculators to supercomputer processors. Having an understanding of these concepts makes it much easier to see how electronic systems work and how software affects the underlying hardware it runs on.

All of this can be accomplished in the normal version of Minecraft. Recently the Minecraft Education Edition was released and it allows users to control their game with code. CodeBuilder (a block based coding platform similar to Scratch) is used to create programs which can then immediately affect the game. This can be used to automate repetitive tasks. For example, a player could instantly materialize a 10 by 10 plane of stone upon which to build their shelter instead of manually placing the blocks.

Alternatively, they could program a robot helper to farm their crops for them. As students play the game, they will begin to realize just how much of it can be augmented with code and consequently be motivated to learn about it.

Other coding platforms are available for Minecraft as well. Code Kingdoms, for example, allows a user to make their own modifications (mods) for the game. Once students become proficient with text based Java coding, they may be able to create their own mods — an approach that offers the most flexibility and power to the developer. Regardless of the tools used, students will not only be having fun, but learning invaluable STEM skills that they can apply to their projects in the future.

Minecraft began as (and still remains) a video game, but this does not undermine its role as a powerful educational tool for STEM concepts that can be used at home without a classroom or an instructor. Many existing technologies can be leveraged for this same purpose. We have all the resources we need to learn right at our fingertips— why not take advantage of them?

EDUCA EDUC ATION

Building stronger communities

TODAY

Featuring voices from the community

Empowering Minds™ is a Calgary-based not for profit that provides youth and educators with proven and innovative youth programs that develop the confidence, resiliency and focus necessary to thrive in today’s world.

Through our programming, youth experience learning in a hands-on way that challenges them to be more aware of themselves and their relationships, as well as leaving a positive impact on the world around them.

Empowering Minds™ partners with schools, community initiatives, and local and corporate funders to deliver sustainable, unforgettable programs for youth.

Live and Unsigned Talent Show & Silent Auction!

Saturday November 18 Visit www.empoweringminds.org for details. All proceeds go to Empowering Minds™ and our top talent picks.

PROUD SUPPORTER OF COMMUNITY & EDUCATION Apparel, Swag, Uniforms, Gym Strip All your promotional needs met with a personal touch steve@atkinsonpromo.com 403-512-5300

To become a corporate sponsor or mentor, email Krista Malden (krista@stemlearninglab.com)

Our Strategy:

Connecting Mentors with Mentoring Opportunities We match mentors with girl/ young women-serving organizations. These organizations provide a safe environment for the girls.

For safety purposes, we do not connect mentors directly with individual girls online. Mentors must go through known, reputable local organizations to be able to contact girls.

We also allow you to report the results of other mentoring programs that happen outside of our web portal.

We provide reporting to track pledges, provide accountability, and encourage companies to meet higher goals.

NOW IN CANADA Join us in making a difference

Ask us how your Company or Organization can become involved

To become a corporate sponsor or mentor, email Krista Malden (krista@stemlearninglab.com)

Bridging the

GAP CREATING INNOVATIVE THINKERS equipped with the skills, tools and mindsets youth need to solve tomorrow’s problems using today’s and tomorrow’s technology!

We believe in giving

ALL KIDS

the skills of tomorrow, today.

Join the movement!

Ask us how: stemedutoday@stemlearninglab.com

38 | STEM Education Today

A family friendly event that celebrates makers and their creations.

October 28 & 29

www.makerfairecalgary.com

“We shall not cease from exploration, and the end of all our exploring will be to arrive where we started and know the place for the first time.”

- T.S. Eliot

The STEM Education Today team

That is my favorite quote because it describes the constant exploration in life, in education, the globe, or in one’s own home town, and how the end goal of all the exploration is to better understand yourself.

-Kendle Beth

Connecting Empowering Educating Creating

stemlearninglab.com stemedutoday@stemlearninglab.com 40 | STEM Education Today