STEAM COURSE INTRODUCES BPHS FRESHMEN TO HUMAN-CENTERED DESIGN
ethel Park
BETHEL PARK SCHOOL DISTRICT
ABOVE : Shabur Karimov ( left ) and Maggs Browning ( right ) connect an electronic invention tool called a Makey-Makey to a circuit they designed to play a song . TOP RIGHT : Introductory STEAM students collaborate on a human-centered design technique called “ What ’ s On Your Radar ?” to brainstorm inventions that would improve student life . BOTTOM RIGHT : ( Left to right ): Edric Craven and Alex Chitsazzadeh invent a robotic vehicle with Little Bits , electronic building block kits .
STEAM COURSE INTRODUCES BPHS FRESHMEN TO HUMAN-CENTERED DESIGN
Introductory STEAM is a new semester-long course being piloted at Bethel Park High School in 2016- 2017 as an elective for Ninth Graders . As the STEAM acronym indicates , this class takes an interdisciplinary approach to teaching science , technology , engineering , the arts and mathematics .
To accomplish this , a team of teachers share the responsibility of designing and presenting the coursework . The team includes Science Teacher Lee Cristofano , Music Teacher Jonathan Derby , and English Teacher and Instructional Technology Coach Charles Youngs .
Together , they use a project-based approach and introduce the students to STEAM concepts focusing on humancentered design .
“ Human-centered design has the students thinking critically and solving problems by examining ways that can make life better ,” notes Mr . Cristofano . “ Our students work through the same processes as professional designers and makers .”
Projects thus far have included inventions , building robotic vehicles with LittleBits electronics , conductive sewing , paper circuitry , and virtual reality video recording and editing .
The coursework takes place in any of three innovation studios , classroom spaces
46 Bethel Park at the high school specially outfitted for STEAM-related learning activities .
According to the human-centered design process , students begin planning their projects using a series of divergent , critical thinking and brainstorming activities . Next , they consider how people would interact with a proposed innovation . They do so by observing , interviewing , and researching their prospective users and their needs .
Students prototyped and presented their designs , which included such ideas as a portable backpack grill , a lunch box that heats and cools food , a school participation reward app , and a smart locker filled useful gadgets .
“ A key part of human-centered design is user experience , having empathy for the
( Left to right ): freshmen Brianna Nicholas , Thomas Kowalski and Sean Heh enjoy viewing their classmates ’ videos . user , and thinking of how one ’ s innovation can make life better for people ,” Mr . Youngs explains . “ To improve their designs they have to consider the world around them .”
Last year , Mr . Cristofano and Mr . Youngs , gained training in human-centered design from the LUMA Institute , based in Pittsburgh . Technology education teacher Brad Kszastowski and assistant to the superintendent Janet O ’ Rourke also participated in the training , which was provided as part of a 2015 Remake Learning grant .
“ Collaboration is important ,” says Mr . Derby . “ While some assignments are individual , most projects require students to work together as they brainstorm , plan , prototype , and test their ideas .”
Mr . Derby ( right ) checks the musical notation of Sean Heh ( center ) and Lindsey Barber ( left ) before they create and wire a circuit board to play a song using Makey- Makey , an electronic invention tool .