Summer-Ready with STEM

STEM education and activities are a way to keep kids’ minds sharp and challenge themselves while also having fun. This summer, consider the following activities to keep kids engaged in STEM learning:

  1. DIY STEM Projects - There are plenty of simple science experiments and DIY projects that kids can do at home. These projects help with creativity, innovation and problem-solving skills. Some examples of DIY STEM projects are egg-drop challenges, paper planes, soap bubbles and balloon rocket races. Students can also get started on a project that they can work on throughout the summer, such as building an app or learning how to code. Visit us on Pinterest for more ideas.
  2. Summer Field Trips - Summer field trips can offer engaging opportunities to learn more about science, technology, engineering and mathematics through interactive exhibits, workshops and educational programming. Explore your local museum, library and extension and outreach summer programming where kids will have fun learning about science through experiments, demonstrations and models. Also, be sure to visit STEM Day at the Iowa State Fair for exciting STEM activities and stage performances.
  3. Summer Camps – Several communities across the state host camps during the summer related to STEM topics like robotics or coding camps where they'll have fun while learning valuable skills. STEM opportunities and events in your area can be found in your STEM Region or check out the STEM Seal of Approval opportunities near you.
  4. Teachable Moment - Teachable Moment is a collection of online and offline activities and lessons that are broken down into specific age groups to find the best options for your learners wherever you may be this summer.  

This summer, let’s introduce children to the world of science, technology, engineering and mathematics. STEM can ignite a passion for learning, while building real-world skills. Encouraging learning and exploration at a young age can open doors to a world of possibilities. Read more about Summer-Ready with STEM

Middle School Students Develop Future Ready Skills Through No Boundaries Program

No Boundaries Middle School (NOBOMS), a STEM BEST Program, is a student-centered program that focuses on future ready skills for 20 eighth graders at Okoboji Middle School. The program, modeled after Iowa Big based out of Cedar Rapids, has given students the opportunity to connect curriculum to the community, gain real world experience and practice passion-based learning.

Recently, eight students from the NOBOMS team presented a few of the projects they are working on, their experiences in the program and areas of growth and possible improvement. They began by sharing a list of the exemplary characteristics and skills of NOBOMS students which included “reliable,” “self-directed,” “collaborative” and “professional” to name a few.

The students passionately shared the process of choosing projects, implementation and lessons learned from the experience.

Each year, the program holds an event called Partner Palooza, which allows businesses to interact with students and pitch a problem to be taken on by the students in their yearlong project. Students can ask questions and become more familiar with potential partners before choosing their client. 

After choosing a project, NOBOMS students begin researching, planning and executing the necessary steps to bring the project to life.

One project, “The Hook,” allowed students to work with the Ship Store at Mau Marine to identify ways to get customers in the store—with the goal to do it differently than others.

“We’ve researched social media, branding, marketing, product service and we are planning on doing a social media campaign in May,” said student Ella Kasperbauer.

In the project “Leaving a Legacy 5.0,” a group of students worked with FEH Design and Okoboji Community School District Superintendent Todd Abrahamson to utilize concrete slabs created during the construction of the new Okoboji Middle School to enhance learning opportunities.

These students created a science-themed outdoor classroom and plan to expand the space and add more equipment for STEM classes. “We hope this is a place where students and staff can have experiments and ideas can bloom,” said student Karma Droegmiller.

By implementing these projects, students gain several skills that are relevant and necessary in the real world. “My communication skills have increased tremendously during my time in No Boundaries, especially in large group discussions,” said student Kylan Loken, as she explained how NOBOMS has helped her overcome her fears of communicating.

Student Riley Meyer talked about establishing a growth mindset. “We have one main goal to achieve, and in order to achieve it, we must keep trying and not give up after making mistakes or facing obstacles,” she said.

These students have gone above and beyond in their organization and time management to ensure their success among the team. “Since the beginning of the year we have been learning and now we are basically professionals about this,” said Kasperbauer. The students created universal calendars, utilized team communication platforms, and used the Iteration Cycle daily for group cohesiveness.

“I love this authentic learning because I get to take the skills we learn early on and carry them with me throughout high school and college as well as the rest of my life,” said student Sam Low.

You can follow these students for updates on Facebook, Instagram and Twitter at @nobomiddles on all platforms. Read more about Middle School Students Develop Future Ready Skills Through No Boundaries Program

Inspiring Future STEM Leaders

Featuring Christina Schauer, Director of Clinical and Professional Development at MercyOne Dubuque Medical Center

The Iowa STEM Teacher Externships Program benefits students, teachers and businesses alike, aiming to help teachers answer the timeless question, “When will I ever use this?” Secondary math, science and technology teachers are using their knowledge to lend a hand to workplaces while gaining real-world examples to provide to their students, highlighting opportunities in STEM and inspiring our future STEM leaders. 

Teachers who have participated in the STEM Teacher Externships Program have made lasting impacts at their host job sites. Christina Schauer, Director of Clinical and Professional Development at MercyOne, has hosted multiple teacher externs and provided insight on her experience and recommendations for business partners in the STEM Externship Program.

MercyOne joined the STEM Teacher Externships Program as a form of recruitment to fill the workforce issue in healthcare. Schauer acknowledges that the roles open in healthcare take years of education and training and this program provides an opportunity to help young students understand what health career options are available to them in the future. “Everybody knows about doctors and nurses, but not a lot of people understand how much value there is in going after a degree in ultrasound technology or radiology tech,” she said.

Two Iowa biology teachers completed Teacher Externships as MercyOne. The teachers observed career opportunities to present to their students and assisted in projects, including a MercyOne career guide, conducting time studies and revamping in-person and virtual education practices. Schauer was impressed with how quickly the teachers were ready to “hit the ground running” as self-motivated and seasoned professionals.

Having teachers on site highlighted the importance of relationship building and community involvement. Schauer remembers being inspired by the relationship between one of the teachers and her students who were working at the medical center. Seeing teachers nurture their students has shifted Schauer’s mindset for future employee recruitment. Schauer emphasizes we are in a time when people want to see companies and leadership invested in them and their growth. Since working with the externship program, MercyOne created high school internship programs. The MercyOne STEM Teacher Externship opened windows for the community to challenge misconceptions about healthcare and articulate complex demands in need of assistance.

Schauer encourages companies interested in hosting an STEM Teacher Extern to prepare for your externs. “I probably would have planned more projects for them, or maybe more difficult projects for them,” she said. Effectively utilizing externs will help maintain control of your to-do list and priorities. 

For more details on how to host a teacher extern, visit: https://iowastem.org/externships-host-interest Read more about Inspiring Future STEM Leaders

Scale-Up Program Strengthening Student Interest in STEM

Every year, the STEM Scale-Up Program provides high-quality STEM educational opportunities to educators throughout Iowa, engaging with an estimated 100,000 students to shed light on the necessary skills needed for the future workforce.

Chase Krug, a former Linn-Mar High School student who participated in the Curriculum for Agricultural Science Education (CASE) STEM Scale-Up Program said, “I was able to learn and experience the diversity of agricultural science, develop critical thinking skills such as problem solving and learn universal lab skills.”

Krug said participating in the Scale-Up Program gave him a strong advantage in career advancement and paved the way for life-changing opportunities.

A 2021 STEM Scale-Up Participants Report produced by the Iowa’s State Longitudinal Data System found that students who participated in the STEM Scale-Up Program were 18 percentage points more likely to major in STEM than their peers.

The Impact of the STEM Scale-Up Program

Here is a glance at the impact and reach the program is having on students and educators all across Iowa.

  • In 2020-2021, a total of 1,506 educators delivered at least one of thirteen world-class STEM Scale-Up Programs.
  • An estimated 71,913 PreK-12 youth participated in one or more STEM Scale-Up Programs in 2020-2021.
  • Since 2012, more than one million PreK-12 Iowans have participated in STEM Scale-Up programming.

Overall, students who participate in a STEM Scale-Up Program have a greater interest in STEM subjects and pursuing a STEM career.

Students aren’t the only beneficiaries of the STEM Scale-Up Program. Ninety-three percent of educators participating in the STEM Scale-Up Programs found increased confidence in teaching STEM topics and their STEM knowledge.

Tracy Ferguson, a Van Meter Community School District elementary teacher, was awarded the Scale-Up Program several years in a row.

“These supplies, tools and lessons have become a part of our daily routines in each of the content areas. My students would tell you that this is their favorite thing about second grade. The best part of my day is when I witness students listening, collaborating and communicating together in such a respectful manner in order to create that week’s product,” said Ferguson.

For more information on the STEM Scale-Up Program, visit https://www.iowastem.org/Scale-Up. Read more about Scale-Up Program Strengthening Student Interest in STEM

Iowa Students in STEM

     

Featuring Ella and Shreyas, members of the STEM Council Youth Advisory Board

The Iowa Youth Advisory Board was established under the Iowa Governor’s STEM Advisory Council in 2017 and is instrumental in contributing to the STEM Council’s mission and inspiring Iowa youth to engage in STEM opportunities.  We asked two Youth Advisory Board members some questions to get to know them better and highlight the important work of the Youth Advisory Board!

Why did you choose to join the Iowa STEM Youth Advisory Board?

Ella: I chose to join the Iowa STEM Youth Advisory Board because I love inspiring future STEM and dream-makers to do what they’re passionate about. I joined to expand my own knowledge of STEM and to collaborate with my fellow leaders across Iowa.

Shreyas: I joined the STEM Council as I believe it is a fantastic opportunity to be able to reach out to communities throughout Iowa and stimulate interest in STEM—especially in rural or underserved areas. The Youth Advisory Board provides a great platform for me to be able to voice my opinions, and in turn, create a positive impact on our local communities.

What are some of your goals for the Youth Advisory Board?

Shreyas: I think one of the most important things the Youth Advisory Board if focused on accomplishing is to spread STEM to as many people as possible, especially those without easy access to STEM such as in rural communities. Bringing programs like robotics, and other STEM-related clubs to areas that currently lack accessibility will allow us to increase the scope of STEM education in Iowa.

Ella: One goal I had for the Youth Advisory Board was to be able to spread STEM further than Iowa. For example, we are currently in the process of creating social media for the board in order to share our love for STEM to anyone we can and inspire them to share the love in their own areas!

Why do you think STEM education is important for Iowa students?

Ella: STEM education is important for Iowa students because by creating early interest in it, it allows them to create a clearer path for what they want to do in the future. By creating this clear path, they can take more classes they’re interested in, join STEM extracurriculars to continue their love for it and collaborate with others who love STEM!

Shreyas: STEM education is important for Iowa students, as well as all students, due to the growing market and demand for STEM-related jobs and careers. Nowadays, STEM is integrated into each and every occupation, and students must be taught essential STEM skills that will set them up for success in the future.

Which area of STEM is your favorite to learn about? Why?

Shreyas: I enjoy the engineering and math aspects of STEM the most, as I participate in robotics and CAD. I hope to continue these practices in my future career as well.

Ella: Science is my favorite area to learn about. It’s my favorite because it includes so many areas to explore and experiment. For example, I love learning about the anatomy of the human body and the psychology of the human brain—how it contributes to the decisions we make.

What is your dream job?

Ella:  I have two dream jobs. The first one is to be a physician’s assistant specializing in either cardiology or gynecology. I love the idea of being a PA because if I don’t like a specific field I’m in, I can move around to an area I’m more comfortable. I also love the idea of being a PA because I get to work with people all day. I can help find solutions to the problems they struggle with that I may have struggled with myself. My second dream job is to professionally play in pit orchestras for musicals. I play flute, bassoon, alto saxophone and baritone saxophone. I already do this for my high school, but I would love to continue to do this because I love being in the theater environment. I enjoy the type of people in this environment, and not to mention I absolutely LOVE musicals and their soundtracks. Contributing to productions as amazing as Broadway musicals is an absolute dream.

Shreyas: I’m not exactly sure what my dream job might look like, but it would probably be in the engineering field, specifically mechanical or software engineering.

Thank you, Ella, Shreyas and all board members, for your contributions to the Iowa Youth Advisory Board! Read more about Iowa Students in STEM

Reflections from Iowa STEM Teacher Externs

By: Stephen Emrich, Mathematics Teacher at Louisa-Muscatine High School. Steve Emrich participated in a STEM Teacher Externship at HNI in Muscatine. He worked in the Corporate Accounting department. His main job was to review customer account sales volume, marketing agreements, and invoices. He took information from these reports and created excel spreadsheets that put this information into a usable format for HNI reporting. Steve learned many new things about accounting and how math is used in today's business world. He was introduced to several new mathematical applications that he can take back to his classroom and give his students real workplace applications for what they are learning.

 

I use math all day every day since I work on an accounting team. I use Iowa Core and Math standard math all day long. I am constantly reviewing numbers and calculations and appropriating costs and invoices to the correct departments and categories. I am writing my own equations to calculate depreciation and accrued interest on assets and liabilities. I enjoy applying my base mathematical knowledge and reasoning skills to solve problems. This position is going to give me a lot of experience working within a team and fine tuning my own 21st century skills. You never know what you will be doing in the future, so you need to build a skillset that allows you to be flexible and grow with the situation you are in. Learning never ends.

I think we have to teach the standards so the students have that basic level of understanding, but if we can add the skills needed in the workplace and give the students a chance to apply those skills, their learning will be much more authentic. 

Being able to use math in a real-world setting has reenergized me as to the importance of my students developing a strong math skillset. Nobody knows what they will be doing in ten years, let alone a lifetime of working, but if they improve their knowledge of mathematical fundamentals and develop their problem-solving ability, it will always serve them well in wherever they end up. I plan to take this back to my classroom and create more collaborative projects for my students so they can develop those skills. 

 

By: Tonya Brewer, Elementary Teacher at Hawthorne Elementary. Tonya participated as an extern this summer, hosted by Climax Molybdenum and the Lee County Conservation department. Her main job was to hike 30+ trails, over 40 miles in Lee County and load those to an ALL TRAILS app. She uploaded photos of the area and included tips for navigation and the length of the trail. This will be very beneficial in conservation education as some trails cover a specific lesson that the outdoor educational specialist teaches. Knowing the length of the trail helps with time management. Many of these trails are visited by neighboring schools with students seeking adventure and testing their science skills. Tonya, also plans on using the ALL TRAILS app with her students and parents.

 

What can I do to help my third graders be ready in the workplace? Create a learning environment where students lead the learning. Help them become self-learners. Use KWL charts (What do you Know, What do you want to know, What have you learned). Create a classroom where students feel free to share opinions. Find opportunities to allow students to form pairs and small groups. It helps with speaking and listening and how to effectively achieve goals together. Ask deeper level questions that build critical thinking skills along with the language. Encourage creativity by expressing what they have learned in a new way. 

I've listened and or watched all of the 21st Century skills come into play. I've learned they are all crucial with the balance of the workplace. Values are changing within the work place and young people. Climax wants highly motivated people who can contribute to and share in their success. 21st skills needed in this workplace include thinking outside the box, finding innovative ways to resolve potential problems.

We are working in an era of change. Our economy is increasingly global and the jobs our children will compete for all rapidly changing or not yet imagined. I believe the balance starting point is for teachers to work on a curriculum that emphasizes the construction of knowledge and is rooted in the core subjects. We understand that our roles extend beyond academics to include things like reinforcing good citizenship, building resilience and developing social skills. Teaching 21st century skills is imperative to help understand themselves, each other, and learn how to think creatively and critically no matter what field of study or work they plan to pursue. I feel like you can't have one thing without the other for balance and integrate real world skills into the curriculum early and make school to life connections.

This experience will allow me to make connections about all the many job opportunities around here. During my extern, I have learned something new every day. Everything I've done in this experience, I can use to help my students make that connection to the real world and how it is relevant beyond the classroom. I also know that this experience has made me be a better teacher.

 

By: Greg Moklestad, Computer Science and Industrial Technology Teacher at Dubuque High School. Greg participated in a STEM Teacher Externships at Design Mill LLC. He worked on multiple projects that utilize advanced LIDAR technologies to create digital environments. These digital environments will then be augmented to meet customer needs. Through this experience, he has learned many new applications for technology and computer science that will be carried out in the classroom.

 

Every time I start a new position like this, I am always taken aback by how much someone must learn during their first days on the job. From an educator’s perspective, this can be a healthy reminder of why we prepare our kids with the knowledge we give them and what they must feel like on their first days in the classroom.

I am having to learn a lot of new technology on the fly in order to do my job. This is something I often convey to my students in their classes. The constant change and evolution of technology requires someone in these STEM fields to be a true lifelong learner. Teaching students to systematically break down technology and apply that system to learning new tech in the future.

My classroom has changed dramatically after my first externship. I partnered with John Deere for my engineering 2 class to have students working on actual John Deere projects as a group with a mentor engineer that they report to. This helped my students see the real world example of accountability for your time and professional input. My lectures became even more dynamic after being able to add my experience at John Deere. When my students hear about my experiences they become more comfortable asking me questions in regards to the career at hand. Also, there is a lot more buy-in when I drop some real-world experience to the lesson and/or project. My experience allowed me to talk to many engineers. This has helped me talk to students about their post-secondary options more effectively. Read more about Reflections from Iowa STEM Teacher Externs

STEM BEST Program Uses Cross-Disciplinary Approach for Project-Based Learning to Create Reading Program, Build Little Free Libraries

By: Dee Wesbrook, Linn-Mar Community School District

Three Linn-Mar High School students built three Little Free Libraries which they are installing in low-income areas in hopes of keeping kids reading during the summer months. Junior Carly Schrum and Seniors Ally Anderson and Rita Tofanelli developed and organized a “Paws for Reading” program with second grade students at Indian Creek Elementary during the school year. As their program continued, they started wondering how they could transfer the student’s excitement for reading to the months of summer vacation. 

“The kids get so excited about reading, but some kids don’t have the resources or support they need to keep reading while not in school,” said Junior Carly Schrum. 

The trio brainstormed and came up with the idea of building three Little Free Libraries, stocking them with books and including their own summer reading program so kids could track their reading progress. Each library will include reading accountability sheets with the theme “Stop the Summer Slide.”

“The Summer Slide” is the theory that kids who don’t read during the summer often lose the reading progress they developed during the previous school year, said Senior Rita Tofanelli. “We wanted to prevent that and keep the kids reading.”

Each reading accountability sheet prompts students to read for 20 minutes every day during summer break. Students get to cross off a Paw for every day they read, which acts as an incentive to keep reading. 

“There are other summer reading programs out there, at local libraries and through the Cedar Rapids Kernels, but we were worried about those kids who might not have transportation or easy access to books,” said Senior Ally Anderson. “We thought this might be a unique way to help.”

The students have learned valuable skills during this project and have been supported by many people along the way. Emily Russ from MEDCO suggested the team pitch the idea to Jim McGrew at Suburban Lumber, who generously donated all the wood and many supplies for the libraries. Friends of the Marion Library donated children’s books and Linn-Mar’s Key Club donated money for the purchase of additional books to stock the libraries.

The greatest help, however, came from Billy Frosch, an Industrial Arts teacher at Linn-Mar.

“We initially asked Mr. Frosch to help us cut the wood for the Little Libraries and he quickly realized he was dealing with novice builders,” said Venture teacher Dee Wesbrook. “He demonstrated how to use many different tools, and basically took us step-by-step through the building process. We couldn’t have done it without his help.”

“Reading is so important. It not only stimulates the brain but it also improves creativity, imagination, memory and focus. Good readers make better writers and getting lost in a book can also help people to relax, and can reduce stress,” said Tofanelli.

“We just hope our little project will foster the love of reading over the summer and into the future,” said Schrum.

This Free Little Library project was part of the English strand in Venture Academics, Linn-Mar High School’s new project-based learning program. Venture Academics teaches students high school coursework with a project/community involvement focus. Students apply what they are learning to real world applications and develop strong 21st century skills, such as problem solving, communication, creativity, time management, and the ability to work collaboratively. Read more about STEM BEST Program Uses Cross-Disciplinary Approach for Project-Based Learning to Create Reading Program, Build Little Free Libraries

Contextualizing Mathematics for Every Day Application

Featuring Duhita Mahatmya, Ph.D., research scientist for the College of Education at the University of Iowa

Mathematics and Statistics Awareness Month is recognized every April to increase understanding and appreciation for mathematics. It can truly be celebrated all year, as mathematics impacts our everyday lives and helps build the world around us. Mathematics is the language that allows us to explore science, engineering and technology. We interact with it every day to budget, cook, drive a car, use a computer or schedule our time.

Learning the foundations of mathematics develops problem solving, critical thinking, logic and creative skills. And while mathematics can challenge us, it also unlocks a world of possibilities we can explore. From computer programming to construction work, mathematics can prepare Iowa students for engaging, exciting careers.

Duhita Mahatmya, Ph.D., is a research scientist for the College of Education at the University of Iowa. While she always enjoyed mathematics growing up, she admits she wasn’t that good with numbers. It was her curiosity and drive to always keep learning that kept her interested.

As she was studying elementary education at Drake University, she found herself more drawn to the science and psychology side of learning. She graduated with a bachelor’s degree in psychology and English and later went on to receive her doctorate in philosophy from Iowa State University.

Duhita’s role at the University of Iowa provides a unique perspective on how mathematics and numbers can play a part in many different types of careers. For her, it is key for understanding how people are learning. She works with faculty across the College of Education to take research questions and identify what kind of data can be collected and analyzed to help find solutions.

From working on informal STEM learning in rural spaces to career interventions, she is passionate about using numbers and data and the links to behavioral or human phenomenon. Numbers and statistics can be seen as objective, but having the mathematics knowledge to understand why the numbers are doing what they are doing and knowing what to look for helps her do her job.

In school settings, students often learn about the scientific method, developing a hypothesis and collecting data, in a more controlled setting. With Duhita’s current responsibilities, she enjoys applying those skills in an environment that is less controlled—our daily lives.

Students can feel discouraged from considering STEM careers if they aren’t strong in mathematics, but Duhita serves as an example to not let that stop you. Not only has she been successful in her own career, but she mentors graduate students and says it’s common to have students feel they won’t succeed in statistics because they weren’t great at mathematics. One of the most rewarding parts of her work is when these students are able to overcome that mindset. She encourages students to keep a curiosity about numbers, pay attention to how mathematics and numbers are everywhere and have real-world applications.

When we use mathematics and numbers in daily life—it’s a life skill. Read more about Contextualizing Mathematics for Every Day Application

Students Shine Through Newly-Launched STEM BEST Program

Featuring Mark Hutcheson, High School Director of Teaching and Learning, Director of Venture Academics, Linn-Mar Community School District

Venture is a Linn-Mar High School STEM BEST Program that focuses on hands on, career-linked learning and application.

Community engagement is a key component of the Venture experience. Students travel offsite to various locations and businesses. Professionals come into the Venture space to work with students.

In the inaugural semester of the Venture Academics program, 56 students took part in the program. A few highlights stood out:

  • Behavioral Science, Life Science, Earth Science strands used the STEM-Innovator (Jacobson Institute, University of Iowa) program to gain experience with and learn innovation and project design principles.
    • 22 of 26 (Venture Sciences) students tested and earned 3 University of Iowa STEM-Innovator college credits through portfolio and proficiency assessment.
    • 8 students’ scores placed in the Top 10% in the Nation.
    • 1 freshmen students’ scores placed in the Top 1% in the Nation.
  • Business Foundations
    • 11 students created product prototypes and developed marketing materials in collaboration with local industries.
  • Civics
    • 7 students wrote legislation in collaboration with Liz Mathis and Sam Pritchard (District Director for Congresswoman Ashley Hinson). Civics students were also coached by 2 local attorneys and competed in a Mock Trial experience at the Linn-County Courthouse.
  • Digital Design
    • 10 students designed artwork and promotional graphics for local businesses and in-house messaging.
    • 2 students were offered and accepted internships in digital design at metro businesses.
  • English (ELA standards are intentionally embedded in strand work and taught by certified English teachers)
    • 1 Freshman student was a Top 200 Finalist (over 11,000 submissions) in the New York Times Personal Narrative Essay Contest through a Venture writing project.
    • ELA-work enhanced student communication skills and supported every success listed above.
  • ALL Students gained real-world knowledge and skill, met high school learning standards, earned significant high school credit, and gained valuable life experience through Venture’s authentic, hands-on learning.  

To date, over 50 interactions have been had with community partners including tours of various businesses and organizations, classroom speakers, and professionals serving as project advisors. We have also been fortunate to be able to incorporate professionals who are Linn-Mar Alumni.

Venture students will receive a total of 20 credits for a semester. Students will complete 3-4 courses simultaneously in a 3-hour super block in either the morning or afternoon.

Most Venture strands earn students 5 speech/communications credits required for graduation.

At the close of the 2021-2022 school year, Venture will have served 94 students.  Linn-Mar High School began registering students for next school year around February 1st and early Venture registration numbers project a final registration count of 230 students for 2022-2023.

We greatly appreciate the support of the Governor’s STEM BEST program to make it possible for us to get Venture up and running. Read more about Students Shine Through Newly-Launched STEM BEST Program

Conversation with an Engineer

Featuring Dan D'Alessandro, Professional Development Coordinator, Past President of the Quad City Engineering & Science Council and co-chair of the Southeast Iowa STEM Regional Advisory Council

This week, the Iowa Governor’s STEM Advisory Council is celebrating Engineers Week to highlight the importance of engineers for Iowa communities. After all, nearly every aspect of modern life is influenced by engineering—from the phones in our pockets to the bridges we use to cross rivers and highways. 

While engineers may work in different industries and specialize in different disciplines, the goal of their profession is to solve problems. They use science, technology and mathematics to analyze challenges, complete research, test ideas and create innovative solutions. 

Engineering has taken us to the stars and the deepest depths of the ocean. It has revolutionized travel, communication, entertainment, living conditions and more. That’s something worth celebrating. 

Dan D’Alessandro is co-chair of the Southeast Iowa STEM Regional Advisory Council. He also serves as Professional Development Coordinator and Past President of the Quad City Engineering & Science Council. Previously, he worked as an Electrical Engineer for John Deere for 40 years.

Tell us a little about your education. Do you remember when you first became interested in electricalengineering?  

Back in the 1960s, electronic devices were rudimentary compared to today.  Most electronic devices were simple vacuum tube devices and were easy to repair. I used to have a record player, and when it broke down (as tubes did frequently), I’d watch my dad fix it. Then, one Christmas I received a Radio Shack “50 in 1 Kit” which was designed for kids to build simple circuits such as amplifiers, oscillators, and an AM radio. I loved the kit and learned a lot about creating small projects from this kit. I tried to create some of my own circuits – not always successfully, of course – but this led me to becoming interested in electrical engineering.

Tell us about your career. How did you get started? 

When I went to engineering school at Northwestern University, I decided to pursue an engineering co-op (internship) at a company. During my sophomore year, I had heard from a classmate about the co-op program at John Deere. So, when Deere recruiters visited our campus, I interviewed with them. I was thrilled when they hired me as an engineering co-op.  I worked in different manufacturing plants and departments, and I learn a lot about how engineering was applied at a large company. When I graduated, I was hired by Deere to be a full-time electrical engineer.   

My first assignment was to design laboratory and field data collection systems for tractors, engines and transmissions. Later, I moved to assignments where I designed electrical components and systems. As I became more experienced, I was asked to lead teams of engineers to design electrical systems for tractors and other Deere equipment.

What would a typical day look like for you when you were working as engineer? 

On most days, my normal duties were to design components and systems for our products, attend meetings to update others on progress being made or issues needing to be resolved, and working with other functional areas (supply management, manufacturing engineering, etc.) to review our design work. Sometimes, I was involved in testing the designs in the lab or on our test vehicles in the field to verify that the design meets requirements. I did get a chance to drive tractors and other farm equipment in the field. As I became more experienced, I assisted or mentored other newer engineers so they could succeed in their jobs.

What misconceptions do you think people have about engineering?

One of the most common misperceptions is that engineers sit in a cubicle and design their parts all by themselves, with little interaction with others. I’m sure there are some companies and products where this may be the case. However, in most companies there is a lot of interaction and discussion necessary among the many different people and groups that test your designs, machine or purchase your parts, assemble them into the final product, etc. 

What are essential skills for students interested in engineering? 

It should come as no surprise that having skills in math and sciences and thinking logically are all essential elements to being a successful engineer. There are, however, other skills which are important as well. These include being comfortable working on a team and communicating clearly and timely since what you do impacts others. In addition, dedication and perseverance are often needed to see a project through, especially since some projects take months or years to complete. It is helpful in many cases to be comfortable using simple tools to build or repair mechanical, hydraulic, or electrical systems. One final “skill” – taught to me by a senior engineer early in my career – is use your common sense when tackling a problem to ensure that your solution meets the needs of all stakeholders.

As a member of the Southeast Iowa STEM Regional Advisory Council, you’ve likely seen some of the innovative lessons happening in schools to introduce engineering concepts early. What has it been like to watch that be incorporated more often? 

I see programs which encourage students to gain experience at a workplace (work-based learning) as being some of the most important ways to link what is learned in the classroom to how it is applied in the real world. The Iowa Governor’s STEM Advisory Council sponsors a program called STEM BEST that connects schools with businesses to give the students an eye-opening experience in the business world. There is a chance that students in these work-based learning programs will apply their math and science skills from school and use other skills, such as writing, speaking, illustrating, and so on. They may also learn to use the tools required, whether they are hand tools or computer application programs.

For some students, engineering can seem intimidating. What advice do you have while they explore the field? 

There is no doubt that pursuing an engineering degree or any technical curriculum is not easy. If you take math and science courses throughout high school, you will be on the road to preparing yourself for college engineering courses. If your school offers a work-based learning program such as those offered by Iowa STEM, you will gain insights about working and the workplace. Also, join some STEM activities such as FIRST robotics or some coding competitions to give you early exposure to the kinds of things you may be doing when you graduate as an engineer. The more experience you have with these kinds of activities, the better prepared you will be when you enter a technical curriculum. Read more about Conversation with an Engineer

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