Oregon FIRST Robotics Grant Program

Oregon FIRST Robotics Grant Program Report for 2015-16

Background

FIRST (For Inspiration and Recognition of Science and Technology) was founded in 1989 to inspire young people's interest and participation in science and technology. Based in Manchester, NH, the not-for- profit public charity designs accessible, innovative programs that motivate young people to pursue education and career opportunities in science, technology, engineering, and math, while building self- confidence, knowledge, and life skills.

The FIRST programs are developed to inspire young people to be science and technology leaders. Their programs stretch from kindergarten to grade 12. Participants in the Junior FIRST LEGO League (Jr. FLL) and FIRST LEGO League (FLL) programs conduct research and use LEGO blocks to explore a scientific or engineering challenge. The younger teams build models using LEGOs while the older teams dig into the robotics capabilities. From grades 7 to 12, students can participate in the FIRST Tech Challenge (FTC) or FIRST Robotics Competition (FRC). The two programs differ in the robotics platform, with FTC being a smaller and less expensive system than FRC. Both the FTC and FRC programs release an annual game; students design their robots toward that game, and use them to play it. All four of the FIRST programs utilize community mentors to help inspire and teach the students.

Oregon began participating in FIRST programs in 2001. Oregon Robotics Tournament and Outreach Program (ORTOP) started with 64 FIRST Lego League (FLL) teams. ORTOP expanded their reach to include the FIRST Tech Challenge (FTC) and Junior FIRST Lego League (Jr. FLL). Last year, there were almost 800 Oregon teams participating in one of these programs, representing 28 of Oregon’s 36 counties. The FIRST Robotics Competition (FRC) program also started in Oregon in 2001, with seven teams centered in Albany, Bend, and Corvallis. The FRC program in Oregon has grown to 43 teams, from as far south as Ashland and as far east as Union.

The Oregon FIRST Robotics Grant was first funded during the 2011-13 biennium as part of the budget reconciliation bill. The initial fund was $150,000, used to support a single round of grants in the first year of the biennium, funding FRC and FTC teams. During the 2015-17 biennium, that funding reached $500,000 through the ODE budget and an additional allocation from the Legislature for FLL, FTC, and FRC teams. This report focuses on the first round of grants funded in the 2015-17 biennium. The total funds have been split to allow a second year of grant applications.

Oregon Department of Education |December 2016 Page 1 of 9 Distribution of Grant Awards

This map shows the locations of all Oregon FIRST Robotics Grant recipients for the 2015-16 school year.

By the Numbers

Grant Awards

Total Grant Awards $267,000 Total Schools Served 111 Total Teams Funded 222 FIRST Lego League (FLL) Teams (Elementary and Middle School) 116 FIRST Tech Challenge (FTC) Teams (Middle and High School) 76 FIRST Robotics Competition (FRC) Teams (High School) 30 Number of new teams funded 77 Percentage of applications funded 54% Percentage of schools intending to continue with FIRST programs 90%

Oregon Department of Education |December 2016 Page 2 of 9  Approximately half of the total funds available for the biennium were awarded to schools in the 2015-16 academic year. The remaining funds are being awarded on a competitive basis for the 2016-17 academic year.

 The greatest growth in FIRST programs under the FIRST Robotics Grant happened in FIRST LEGO League (FLL), which increased by 51% over the previous year. The growth in FLL (an early years program) could lead to later growth in FTC and FRC. Due to the significant current interest in robotics that has been generated in part by the FIRST program, new robotics programs are emerging, providing students with additional options.

 Just over half (54%) of the applications received were funded.

Student Participation

Total Students Served 2198 Male Students 66% Female Students 34% Minority Students 32% Students with Disabilities 5% Students with Limited English Proficiency 6% Students in Poverty 39% Students new to FIRST Programs 71% High School Seniors Planning to Pursue Further STEM Education 90%

 The student participation statistics reflect only those in programs funded through this grant. Many of the FIRST programs are run after school hours. Some are run as a class or instructional activity during the school day.

 The number of students served has risen by 22% over last year’s grant.

 The percentage of minority students in grant-funded FIRST programs remained steady at close to one-third. The percentage of students in poverty also remained steady at just under 40%. The grant awards for the 2016-17 school year will continue to focus on the participation of minority students and those in poverty.

 The percentage of female program participants increased from 30% last year to 34% in 2015-16; the current level continues to surpass the national figure (24%) of women in the STEM workforce (U.S. Department of Commerce. 2011. Women in STEM: A Gender Gap to Innovation. ESA Issue Brief #04-11). Strengthening female participation will continue to be a focus of this grant.

Oregon Department of Education |December 2016 Page 3 of 9 Community Participation

Adult Mentors 606 Sponsors other than this grant 690 Financial Support other than this grant $643,602

 These numbers and the stories we have collected from FIRST teams demonstrate the positive support that local communities provide for FIRST teams. Most of the adult mentors on FIRST teams are volunteers. On average, the ratio of mentors to students is approximately 1:2.75. There is a great deal of research that demonstrates the positive impact of adult mentorship on student success.

 The financial contribution that communities make to support these teams is almost 2.5 times greater than the grant support provided. This does not include the millions of dollars in support at the state and national level.

Use of Funds

Average Grant Investment per Student $121 How Grant Funds Were Used Registration 32% Coach Stipends 6% Purchased Services 1% Travel, Food, Lodging 21% FLL and FTC Kits 15% Materials 16% Equipment 9%

 The greatest use of grant funds (47%) was for expenses related to starting a robotics program for the year, including registration of the team and purchase of required kits. Additional materials and equipment needed to design and build a robot amounted to approximately 25% of grant funds. Travel, food, and lodging constituted 21% of expenditures; travel costs can be substantial for teams in many parts of the state, especially those located at a distance from population centers/tournament sites.

Oregon Department of Education |December 2016 Page 4 of 9 Oregon Department of Education |December 2016 Page 5 of 9 Comments from the Field

The grant recipients were asked to respond to seven open-ended questions to provide examples of the impact of the FIRST Robotics Grant program on students, schools, and communities. What follows are examples of feedback provided by grant recipients at the elementary, middle school, and high school levels.

Student Confidence and Engagement

The reports included numerous references as to how the FIRST program helped build student confidence in their own abilities and engagement in school and the program. The repeated message was that students were able to connect with others who had similar interests and forge strong team bonds. These are results that are difficult to measure but which can have a profound impact on student success in school.

“Students who never saw themselves as ‘smart’ realized that they were smart, that it’s not about getting it right the first time, that it’s about trying out your idea and adjusting it as you go.” – Woodmere Elementary School

“One of my favorite things was watching students who don’t often face frustrations in tasks experience the emotion of frustration. These students learned perseverance and are able to have compassion for others who feel frustration during classroom tasks, especially math.” – Greenwood Elementary School

“These programs change lives. They offer tangible opportunities for kids to use STEM in a relevant atmosphere. There isn't a better way for the state to spend educational funds.” – Wy’East Middle School

“Students built positive relationships with each other, learned to collaborate and communicate effectively, and accept all student ideas respectfully.” – Rogue Jr/Sr High School

“It was heartening to see the kids learn teamwork, time/project management skills, and marketing skills – things very hard to teach in a classroom setting or with theory books. Their mentoring of younger kids and seeking help from outside mentors helped them connect with the community and made them better citizens.” – Sunset High School

“The FIRST program has impressed me greatly in its ability to unify a group of students toward a goal and excite them in their pursuit of STEM fields; while it is an intense experience, it is worth every bit of effort that goes into it.” – Beaverton High School

Oregon Department of Education |December 2016 Page 6 of 9 Student Initiative

Building confidence can result in students taking personal initiative on new projects or taking on leadership roles. This may help their team, school, or community as well as themselves, as they build a stronger foundation for career readiness.

“A student built a tank-style EV3 robot without ever looking at the instructions. It worked better than the one in the instruction booklet. That student is now convinced that she wants to build and program robots as an occupation.” – Minter Bridge Elementary School

“I have been involved in the FLL program for many years, and each year, I see amazing examples of what this program does for students. A student on one of my first FLL teams has since become a powerful advocate for girls and STEM, starting her own girls’ engineering summer program, and has shared it nationally.” – Poynter Middle School

“Our fifth grade students have clearly grown in their confidence in being able to program computers, research topics, and present information in a professional manner. They have been very excited to teach the new fourth grade team what they have learned. Most, if not all, are applying for the robotics team next year in middle school.” – Highland Elementary School

“Our students took full control of the direction of the team. All decisions regarding fund raising, expenditures, design, strategy, and public outreach were made by our executive team.” – Ashland High School

“Forty-nine percent of our FRC students are helping fellow peers or younger students learn the benefits of STEM activities.” – Umatilla High School

“In addition to participating in FRC, the robotics team students help support other local STEM activities, such as mentoring for FLL teams and Science Olympiads. A new FTC team is forming at one of the local middle schools, and the students from our FRC team are committed to helping support the new team.” – Crescent Valley High School

Oregon Department of Education |December 2016 Page 7 of 9 Community/Parental Engagement

FIRST programs depend on community engagement, which can include parental support and participation in team activities, media coverage, support from local businesses, and volunteer mentors helping team members solve technical problems. More than 600 adults worked with the teams funded with this grant. These adult interactions can lead to positive influences on students’ decisions about education and careers.

“We had a mentor from our local community college come and work with students on the Java programming aspects. This connection, who started volunteering the year before, also opened up a college programming class which is now offered at the high school.” – Pendleton High School

“The kids are extremely proud of the recognition they are receiving. When our local patrons contribute money, materials, or supplies, and when local media recognize that our small school is doing something meaningful and important, it is apparent that students’ pride concerning their ownership of the program is enhanced.” – Triangle Lake Charter School

“FLL helped our teams get involved with the community by touring our local recycling center and having our local trash collection services come speak to our teams. Students were amazed to find out how the recycling/trash process worked, and were very excited to find solutions to problems.” – Highland Elementary School

“FTC gave mentors a way to have a greater involvement in school and with the students. Parents were able to come in and work alongside the students to help them troubleshoot their designs. The program increased awareness of the technology programs and classes offered by the school.” – North Bend High School

STEM Workforce/Post-Secondary Study

FIRST programs have an impact on career and education decisions students make. In some cases, these programs provide reinforcement for students who were already planning to pursue STEM, and in others, they are the stimulus to consider a STEM career.

“I have had a number of robotics kids tell me they want to pursue careers in computer programming, electrical engineering, mechanical engineering, etc. I even had one kid explain to me that he wanted to become a robotics engineer to create a suit that would help paraplegics walk again. It's refreshing not only to hear that kids are interested in pursuing STEM careers, but also have the motivation to create a life altering invention.” – Stanfield Secondary School

Oregon Department of Education |December 2016 Page 8 of 9 “Fourteen seniors participated in the program this year. Most were past members and some have been with us since their freshman year. All have been accepted to the colleges of their choice. All have won partial scholarships. All will be pursuing STEM-related majors in the fall. The story is the same, year after year.” – Tigard High School

“One hundred percent of the seniors that participated in our FRC program are continuing on to STEM- based higher education. We had several younger members who joined our team as part of communications/marketing who have now decided they are interested in programming or mechanical, and have requested more information and training in these departments.” – Clackamas Academy of Industrial Sciences

“One student’s parents told me he really didn’t care about how he did in school at all until he did FTC this year. Now he wants to go to college and be an aerospace engineer.” – Summit High School

“We see students who were members of our robotics team in high school graduating college with degrees in engineering and other STEM fields. Students can now see a practical application of their classroom work actually happening on campus, and a clear pathway to a career via two- and four-year college.” – Seaside High School

Oregon Department of Education |December 2016 Page 9 of 9