Starting a Robotics Club with Students at the Helm
Posted: Monday, November 4th, 2013
by Tamara Araya
It all started off with an email forwarded from my principal and it read, “Any of you interested in starting a robotics team? If so, respond to the email below.” The attached email was from a district employee, Kathy, whose husband and son recently started a robotics club at their high school. The email asked, “Why hasn’t anyone started a robotics club in our district?” There are six major high schools in our district and not one had a robotics club, so I naively replied with great enthusiasm, “I would love to!” Did I mention that I have a biology credential and absolutely no robotics background what so ever?
That weekend I met with Kathy and her husband at the Los Angeles Regional FIRST Robotics Competition and got to see firsthand what they were so enthusiastic about. I was in shock. Never have I witnessed so many students working, laughing, chanting, and crazy about a project like this one. The support by parents and businesses was nothing I had seen before. This was more than just a group of students interested in computer programming, it was a team of grant writers, fundraisers, accountants, graphic designers, engineers and business people all working together as a team. I fell in love.
Inspired to include more STEM in my classroom, earlier that month had I transformed my electricity and magnetism unit in my physical science class into a project-based unit where the students built a remote-operated submersible that completed different tasks in the school pool. I found the project to be stressful and unpredictable. With this experience was fresh in my mind, I considered Kathy’s question about why no one had started a robotics club in our district. Is it because of the lack of money, materials, knowledge or time that drives so many teachers away from completing such a task? I knew I didn’t want another project where I put more time into it than the students, where I would be organizing the meetings and keeping the team going. I had so much on my plate already. I am a mother of two young children, an advisor for the solar boat club and was teaching an extra hourly. The idea of leading another project was just not possible, especially a robotics club. However, after seeing so many students interested and engaged at the robotics competition, how could I say no? I told myself it would have to be run and organized by the students and that I would be there to mentor and help find support when needed. I think this has been the best decision I have ever made.
The students came to the first meeting and immediately started organizing and dispersing tasks to discover what is involved in a robotics club. From there forward they met once a week to share information about what they found during their research and soon the club was formed. The natural leaders began to take charge of the meetings and others followed without hesitation. As we met during the summer to work on robotics, students found their strengths and started running committees. I supported the students by giving them a room to work in and found mentors from local business and universities to guide the student questions and projects. Although I could not help answer technical questions, I was good at helping them find the people who could.
Having a student driven club is no easy task. Most students are naturally unorganized and they have a hard time seeing the future. They are inexperienced at working with adults and the real world. But one thing they are good at is getting back on their feet when they fail, and they bring a big desire to learn. With positive reinforcement, self-reflections and constant critique, students are learning and adapting to their environment.
Open ended and thought provoking problems are often areas of instruction that are difficult to cover in a science class assignment. Clubs like these give students the opportunity to experience these types of problems on a daily basis. Students walk away from this experience with leadership skills, improved critical thinking and real life application that no science class assignment comes close to offering. It is for these reasons that I stepped out of my comfort zone and started the first ever student run robotics club at my school.
My students’ goal is to win, but I have more in mind for them. I want them to experience an engineering business first-hand and understand how it takes many different types of people to make a project happen. I want them to experience leading and learning from their mistakes. I want them feeling safe to try something new and know how to ask for help when needed. No matter how we do in the FIRST Competition, the students are already showing me, and themselves, that they have met these goals.
Tamara Araya is a CSTA member. She teaches at Long Beach Poly High School.
Posted: Monday, March 27th, 2017
The California Science Teachers Association (CSTA) stands with our science and science education colleagues in endorsing the March For Science and its associated activities.
The decision by the CSTA Board of Directors to support the March for Science was based on the understanding that this is an opportunity to advocate for our mission of high quality science education for all and to advance the idea that science has application to everyday life, is a vehicle for lifelong learning, and the scientific enterprise expands our knowledge of the world around us. The principles and goals of the March for Science parallel those of CSTA to assume a leadership role in solidarity with our colleagues in science and science education and create an understanding of the value of science in the greater community. CSTA believes that the integrity of the nature of science and that the work of scientists and science educators should be valued and supported. We encourage your participation to stand with us.
There are over 30 satellite marches planned for the April 22, 2017 March for Science in California (to find a march near you, click on “marches” in the upper right of the main page, select “satellite marches” and use the search feature). We encourage members who participate in the March for Science to share their involvement and promotion of science and science education. Feel free to promote CSTA on your signs and banners. For those on social media, you may share your involvement via Twitter, @cascience and our Facebook groups.
Posted: Tuesday, March 14th, 2017
The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.
For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.
The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.
Posted: Monday, March 13th, 2017
The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. Learn More…
Posted: Monday, March 13th, 2017
CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: Learn More…
Posted: Monday, March 13th, 2017
by Marian Murphy-Shaw
If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. Learn More…