Work-in-progress: Investigating student growth through a multidisciplinary qualifying project of an interactive ball wall display to support pre-k steam learning at a community early education and care center

Abstract

A multidisciplinary group of four upper class students at University X completed a three-term project that combined elements of technology and society, and over the course of the project, faculty advisors tracked student evolution and growth. The students researched pre-K curriculum and pedagogy, then designed, built, and delivered an interactive kinematic ball wall sculpture. The ball wall was installed in the Science, Technology, Engineering, Art, and Math (STEAM) room at the Town YWCA non-profit early education and care center, where teachers bring children in for daily activities. This project is a first-time collaboration between University X and the Town YWCA, and focused on a building a lasting relationship. The faculty advisors used a combination of assignments to evaluate the evolution and to track growth of students: equity training modules from an instructor handbook and self-reflection assessments based on Edutopia [1]. These assignments were given to the students on a per-term basis to track changes or transformations in student behavior as they discover and address resource limitations, unique design constraints, and working with team members from different disciplines. More specifically, these assessment measurements were: asset maps; changes to interpersonal team dynamics from strangers to colleagues; learning and refining technical engineering skills; overcoming various challenges; learning to set realistic expectations and goals; and self-reflection, assessment, and improvement. All students reported increase in these areas: teamworking skills, respect for others, communication skills, group decision making, and deeper appreciation for strict project management. Recommendations are given to improve outcomes.