Why? We agree
wholeheartedly with their mission: to inspire young people to be science and
technology leaders by engaging them in exciting, mentor-based programs that
build science, engineering and technology skills.
Last month Dr. Tom Lee, Quanser’s Chief Education Officer,
blogged about his recent experience as a FIRST judge advisor, saying it renewed
his faith in the younger generation’s inquisitive spirit and sheer engineering
skills. Now two Quanser engineers, Peter Martin and Gilbert Lai, talk about
their experiences as FIRST mentors this year. Peter has helped mentor the St. Robert Catholic High School team in Thornhill, Ontario for the past two years
and Gilbert, who has just joined Quanser, has been mentoring the St. Mildred’s-LightbournGirls School team in Oakville, Ontario for the past three years. Peter and Gilbert recently got together to
discuss their mentoring experiences.
Q: Before we start, what was the FIRST challenge
this year?
Peter: As always, FIRST has an individual component and a three-team
alliance component. Individual school
teams competed in building and controlling robots that shot Frisbees into
targeted openings for individual awards, which was a lot of fun.
The three-team alliances were formed at the competition to cooperate as a team to achieve the highest possible team score based on their frisbee shooting abilities plus a special challenge in which the
robots had to climb a pyramid.
Q: Outline how you mentored your particular school.
Gilbert: St. Mildred’s had been in the FIRST
competition for many years and I’ve been mentoring them for the past three. The first thing to note about the St. Mildred
girls is that they are very quick learners.
They went from being unsure how to assess a problem and map it out, to
identifying and solving problems on their own, without me. Basically I helped them learn critical
thinking, problem solving and project management skills. But their other
mentors and I all agree that the girls taught us much more than we taught
them. They already had advanced soft
skills in working together as a team and seeking consensus for decision-making.
That helped as they overcame some big challenges. The girls built
their robot in spite of significant technical limitations. The school doesn’t have
a dedicated workshop and the girls had to improvise and work around that. It was inspiring and an eyeopener for
me. They outperformed all my
expectations.
Peter: This was only the second year that St. Robert
entered a team and my second year helping to mentor them. So there were some significant differences in
our experiences. For one thing, there’s
a great machine shop at St. Robert, so we didn’t have that problem.
Much of what I did was help the St. Robert team establish
the teamwork and organizational skills that St. Mildred’s excelled at. I helped them stay simple and follow a design
and development process. They learned to
break down the project into sub-challenges to build the individual robot
components, to be rigorous about documentation and passing along skills to new
team members. They also started doing CAD design before bringing everything together
to integrate all the parts onto the whole.
I expected to be heavily involved in helping them with
software programming, but they often accomplished their work in LabVIEW and Java before
I even got there; they just did it themselves.
Quite often I found they didn’t need me.
They took ownership for the project and plowed ahead on their own.
Q: What did the students get out of their
involvement with FIRST?
Gilbert: At St. Mildred’s, the students matured very
quickly. They went from not knowing what
they didn’t know to identifying a problem, to finding the right tool or person
to address it. They learned what questions
to ask to advance a project. And they took
complete ownership of the project; even the younger students were eventually
unafraid to be involved, by getting their hands on the power tools and driving the robots around for testing and competition.
Peter: This was a real coming of age year for the St.
Robert team. They encountered a lot more
technical challenges than in years past and that was good, because they learned
what to do when things don’t go according to plan. So this was excellent real-world engineering experience,
I think. Overall they also learned how to do
engineering as opposed to just doing exercises on paper. They applied their skills to actually build
something that was supposed to work.
They used wrenches and power drills to put parts together. And they learned why we test things and how
to refine things before we get to the finished product. Students coming out of
FIRST know it all, everything from using a screwdriver to the specifics of
sensor integration.
Q: Why does Quanser partner with FIRST?
Peter: We’re passionate about engineering and
want to share that passion with students no matter what their age. Quanser exists to advance engineering education,
to help graduate a new generation of engineers with two key abilities: first,
to be industry-ready and bring real hands-on engineering experience to the
working world; and second, to have the passion and motivation to innovate new
solutions to engineering’s grand challenges.
Our methodology says that learning needs to have a hands-on component
to be effective. In other words, a good
engineering education starts on paper and continues in the workshop. It
involves planning and teamwork, motivating applications, software design, hardware-in-the-loop,
prototyping, testing and refining. That’s what the kids participating in FIRST
are doing, and that’s why we’re excited to partner with FIRST.
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