April 9, 2013

The Dallas Robot Round-Up:

Stimulating Interest in Math and
Science through Robotics Education
A PROPOSAL TO: The Dallas Chamber of Commerce
By
Amina Hussaini, Danny Draughon, Emma Minter,
Kedja Eldoss, Maria Acosta, Sarah Ferguson Vogt

Think
Forward.
Think
Robotics.
April 9,2013

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Introduction
Texas high school seniors are falling below already lagging national
averages in math and science courses; without immediate intervention, the state
of Texas economy will decline (Stutz, 2012). At this critical point, our future
depends on highly skilled science, technology, engineering, and mathematics
(STEM) professionals. However, we should not fear the rapidly changing pace of
the world around us, but instead strive to lead the charge.
Texas Instruments (TI) is dedicated to helping students become interested
and successful in STEM careers. We would like to help Dallas-area students
prepare for college math and science courses. This proposal aims to change the
attitudes of younger Dallas-area students towards STEM subjects so they will
gain the inspiration and confidence necessary to tackle these challenging courses
throughout their schooling. Educators believe a hands-on approach will help
make these courses more appealing to students, improve attitudes towards STEM
in general, and increase test scores.
To target these necessary changes, TI will fund a robotics education
program that will culminate in a competition called the Robot Round-Up. The
event will be for fourth- and fifth-graders attending the lowest-performing
Dallas-area elementary schools. Employees from our Dallas campus will be
involved in every step of the process for the robotics program, from teaching the
students how to build robots to judging the competition.
Improving attitudes and performance in math and science will only
happen through community effort. The robotics education program will include
not just the participating students, but many other members of the Dallas
community including TI volunteers, science teachers, and college administrators
and students. We anticipate success and look forward to the opportunity to
transform this one-time event into an annual affair so we can continue to educate
and involve younger students in math and science.

Background
Statement of Need
The national educational crisis affecting STEM education has counted the
Dallas Independent School District (DISD) among its victims. Texas falls below
national averages for college readiness with only 24 percent of its graduates
meeting minimum requirements for higher education advancement (Stutz, 2012),
and Dallas-area students fall in the bottom quartile of Texas educational
performance in math and science (TEA, 2009). Minority and economically
disadvantaged students are at the highest risk for being underprepared for
educational advancement. According to a Dallas Morning News article, In
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science, 9 percent of blacks and 15 percent of Hispanics passed the standards,

compared with 43 percent of whites (Stutz, 2012). With minorities representing
95.4 percent of DISD students, this is a crisis we cannot ignore (TEA, 2009).

Figure 1. U.S. high school graduates are underprepared for college science
and math programs (STEM, n.d.).
The consequences of poor STEM education reach further than a
scientifically illiterate population. The U.S. workforce is increasingly unprepared
for the 21st-century, knowledge-based economy, while U.S. computer, engineering,
and science occupations will grow 17 percent over this decade (Employment,
2012). This mismatch of skills leads experts to anticipate upwards of three
million high-tech jobs will remain unfilled by U.S. workers in 2018 (STEM, n.d.).
In an already ailing economy, loss of competitive knowledge capital puts our
future at risk; nationally, technology and innovation drive half of all economic
growth (Bonvillian, 2002). If action is not taken to improve interest and
competence in math and science, the gap between requisite workforce skills and
job requirements will only grow.

Improving STEM Education

Efforts taken earlier in a childs education may have a greater impact on
reducing the gap than those made later. U.S. fourth-graders are competitive in
science, but by 15 they have fallen behind the international average in science
literacy (Barker & Ansorge, 2007). This age group may present a unique
opportunity to increase the type of interest in science and math that leads to
long-term performance. According to a report by the Wheelock College Aspire
Institute, the consensus among educators is that meaningful STEM education
must begin early. Recent efforts have focused on middle school and high school
curriculum initiatives, but fail to capitalize on the natural curiosity and proclivity
towards experimentation of younger students (Murray, 2010).

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Academic programs are beginning to focus that natural curiosity on

robotics. The concrete nature of robots helps children translate abstract scientific
and mathematical principles into practical lessons that have lasting power; using
a medium that resembles an item in their toy chests maintains an engaging
experience (Barker & Ansorge, 2007). This approach to science education has led
to a measurable increase in academic performance (Ko, 2010) and interest in
STEM subjects (Nugent, Barker, Grandgenett, & Vaicheslav, 2009). The efficacy
of robotics on science education is so strong that it is increasingly referred to as
the fourth R, along with reading, writing, and arithmetic (Casad & Jawaharlal,
2012).

National Robotics Programs

Excitement surrounding the fourth R has spawned several national
programs that aim to engage children in math and science through robotics
education curricula and competitions. The largest of these is the First Lego
League which began humbly in 1992 with 28 teams competing in a New
Hampshire high school gym, and has quickly grown in popularity. The
2012/2013 season is projected to have more than 29,200 teams comprising over
300,000 students ages 6-18 competing in tournaments across the country.
Students are not only asked to solve a technical problem, but are immersed in a
real-world science challenge they must tackle creatively and cooperatively (First,
n.d.).
Other programs have added robotics education into official school
curricula with measurable success. The Robotics Education through Active
Learning (REAL) program trained Southern Californian teachers to conduct
weekly sessions for 25 weeks in their regular classrooms. The program was
supported by faculty and students from California State Polytechnic University in
Pomona. Sessions involved guided discovery with fourth-graders using robotics
kits to solve simple math and science problems. Students were able to
demonstrate and celebrate what they had learned at an end-of-year robot rally. A
study of the program concluded attitudes towards STEM subjects were improved
when compared to a control group, and persisted into a follow-up study six
months later (Casad & Jawaharlal, 2012).

Program Metrics
The most-used metric for evaluating the academic success of robotics
education is a statistically-meaningful improvement in standardized test scores.
In Texas, students take the State of Texas Assessments of Academic Readiness
(STAAR) exam. Among tested subjects are science and mathematics, making
these data available for evaluation of any program targeting STEM education
(STAAR, 2013). An improvement in subject-related scores at program conclusion
would support its efficacy.
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Texas Instruments Values STEM Education

As a leading semiconductor manufacturer serving more than 90,000
customers, Texas Instruments success hinges on the creative output of our
34,000 employees. Growing these assets entails not only supporting the current
workforce, but also grooming future innovation leaders.
Our corporate
citizenship strategy stimulates community involvement to create an ecosystem of
innovation, where inventive teaching methods, classroom technology, and proven
programs yield student success in science and math. Over the past five years, TI
has invested more than $30 million in K-12 STEM education, and is committed
to continued support (Texas, n.d.).
Funded programs in recent years include the Advanced Placement
Incentive Program, supporting DISD high schools, and TI-Math Forward,
supporting Richardson middle and high school math achievement (Texas, n.d.).
TI is also the principle donor to the Texas BEST program, a statewide robotics
tournament. Open to all students 11-18 (Boosting, n.d.), participants are likely to
already show interest in science and math, and have adult mentorship available
to them. While we advocate continued support to this great event, we feel a
program specifically targeting underperforming local elementary schools is
needed to align with current STEM education best practices and goals.

Program
Overview
A successful robotics education program can harness the inherent
excitement of its tangible, toy-like subject to reach those students who may not
seek out currently available robotics programs on their own. We propose a threestage strategy:
1. Excite kids to participate through in-school robotics demonstrations
2. Provide resources and adult mentorship that allow all interested
students to creatively solve problems through team-based guided
discovery
3. Celebrate learning and accomplishment at a finale competition we call
the Robot Round-Up
Through exciting, enabling, and celebrating students, we will bring life to
the productive potential of science and math, affecting attitudes of children who
would normally be under-stimulated by their general curricula.

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Robotics Demonstrations
The program will begin with a robotics demonstration illustrating an
abstract concept of science and math in a more concrete way with active,
working robots. Demonstrations will be conducted in fourth- and fifth-grade
classrooms by TI employees in the 75 most underperforming elementary schools
in DISD, as determined by STAAR performance in math and science in the
previous academic year. The demonstration will generate excitement about the
program to inspire students to join one of three teams of up to ten students. The
TI volunteers will then introduce a challenge to the teams that they must work
together to solve over the next eight weeks, as well as the name of their adult
mentor who will help guide them. The school will be left with three Lego
Mindstorms robotics kits, their tool for innovation.

Team Innovation
Within each school, teams will meet with their mentor weekly to address
the robotics challenge. They will have eight weeks to solve the problem, program
their robot, and design a unique presentation to demonstrate their solution. The
TI volunteers who previously presented the challenge will return to each school
as judges to watch the teams robots in action. The team that best solved the
problem while demonstrating strong teamwork will be chosen to represent the
school in the upcoming Robot Round-Up, though all participants will be invited
to attend and cheer on their classmates.
The representative teams will then be given a real-world scientific problem
which they will find that their solutions to the robot challenge address. Over the
next four weeks, they will do research and craft a presentation or skit that shows
how their own ideas can solve actual problems through science.

DISD Robot Round-Up

The culmination of 12 weeks of preparation will be an all-day, inter-school,
competitive event, the DISD Robot Round-Up. Hosted at facilities on The
University of Texas at Dallas (UT Dallas) campus, the top 75 teams from 75
elementary schools will compete in an event consisting of three parts:
1. Real-world research presentations
2. Robotics challenge demos
3. Creativity and teamwork interviews
For these events, teams will be reunited with their original TI judges,
easing some natural anxiety. The judges will use a common rubric to score teams
and provide a means by which they can be compared to determine winners.
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The real-world research presentations will allow judges to evaluate how

well students understand the ways their work could benefit society. Teams will
be given 10 minutes, during which they may present their research in a fun,
creative format.
The robotics challenge demos will be polished versions of the
demonstrations they gave in week eight. Evaluators will look for innovative
solutions. Video displays will be available throughout the venue for attendees
and fellow competitors to admire.
The creativity and teamwork interviews will be an informal conversation
between the judges and students. This conversation is meant to uncover any
innovative solutions the children had that were not obvious through
demonstration alone, as well as to sense the degree to which all teammates
participated.
Once scores are in, several awards will be given out at an end-of-day
ceremony. All winners will be given a Lego trophy to take proudly back to their
schools. The awards categories will be:

Best Presentation
Best Robot Demo
Most Innovative Team
Best Teamwork
Best Overall Team

The most prized award will be given to the best overall team, achieving the
highest weighted score across all categories. Their schools fourth- and fifthgrade classes will be provided with a field trip to visit TIs Dallas fabrication
facilities and their Kilby Labs Innovation Center. After the tour, they will
celebrate their victory with a pizza party hosted on TIs campus.

Staffing
Our program will be staffed by a volunteer force of Texas Instruments
employees, science teachers, and UT Dallas engineering students. Thirty TI
volunteers will act as judges, pairing up to share responsibilities. Each pair will
be responsible for the introductory presentations and judging duties for five of
the 75 targeted schools. These same judges will also participate in the second
part of the competition to determine the winners.
The remaining 225 250 volunteers will act as team mentors, guiding
students as they design and build their robots. There will be one mentor per
group that will keep the students focused, provide technical expertise, and ensure
teams are working together to solve the right problem. If the group does not
advance to the second part of the competition, the mentor may still participate
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during the Round-Up, filling various administrative and support roles such as
helping to set up the event, passing out lunches, water, and name badges, and
assisting visitors with parking and directions.
The President and CEO of TI, Rich Templeton, will be the master of
ceremonies and present awards to the winners.

Budget
The projected cost of this event is small when compared to the anticipated
benefits. Table 1 gives a summary of the estimated expenses.

Projected Budget
Robot educational resources
Lego Mindstorms kits
Competition field kits
Facilities and equipment
Visitor Center rental (VCHM)
Activity Center rental (gym)
Tables and chairs rental
Projector rental
Security staff
Custodial staff
Food and drink
Sack lunches
Bottled water
Awards
Lego trophies
Pizza
Drinks
Transportation (bus)
Other
TI employee gas rebates
Promotion

$114,750
$97,875
$16,875
$3,915
$525
$2,100
$560
$100
$350
$280
$9,250
$8,750
$500
$2,150
$1,000
$500
$50
$600
$1,455
$255
$1,200

Total Cost
$131,520
Table 1. Proposed budget for robotics education program.
Purchases of the Lego Mindstorms robotics and field kits constitute the
majority of program costs, requiring $114,750 (87 percent of the total budget)
(First, n.d.). However, if our vision of this program continuing beyond a single
event is realized, much of this cost will not recur annually, as kits may be used for
several years.
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Lunch from the Comet Caf Subway will be provided during the all-day
event. Approximately 2,500 sack lunches will be needed, which include a
sandwich, chips, and an apple. The cost is $3.50, for a total of $8,750. Bottles of
water are $0.10, and providing two bottles per participant will cost $500. Water
will be provided at no cost to all attendees, as will the lunches to all elementary
students, but other participants will be asked to purchase the meal for $5 to
reduce costs.
The UT Dallas campus will be used to encourage current students to
participate. The rental of both the Activity Center gym and Visitor Center
facilities (VCHM) will cost $2,625 for the day. Required facility overhead
includes both security and custodial services employees, costing $350 and $280
respectively. Rented tables and chairs will cost $70 per hour ($560 total).
Lego trophies can be purchased for $20 from several vendors (Original,
n.d.). With trophies going to all members of winning teams, a cost of $1000 can
be expected. In addition to trophies, the best overall teams school will be
awarded with a field trip for all fourth- and fifth-grade classes. An estimate of six
classes of 30 students was made for budget projections, bringing the total cost of
the award to $1,150. Four buses will transport students 40 miles round-trip for
an estimated $600 (Commonly, 2012).
Event promotion will be limited to flyers in schools to maintain excitement
and attract volunteers, and signs will be posted for parking and directions. A
total of 400 signs and flyers will be printed at $3 each, totaling $1,200.

Conclusion
Lagging performance in STEM education requires action if Texas
Instruments is to remain competitive in the global space of innovation. Research
suggests that, to improve performance, early intervention can positively change
attitudes towards science and math, and the concrete, toy-like nature of robots
presents an inherent draw for children into the abstract world of science.
This proposal presents a program that integrates the best ideas of proven
robotics education efforts. In-school weekly sessions culminate in a Robot
Round-Up competitive event to excite, enable, and celebrate student achievement
in math and science. The event will combine a demonstration of robotic-enabled
problem solving, and a presentation connecting childrens efforts with real-world
impact through science.
We are confident that our program will have a lasting impact on student
standardized test scores, and with measurable success, we may transition into an
annual event, expanding to include more underserved schools. Awakening
unrealized interest through science and math education will instill passion into
tomorrows innovators.
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Works Cited
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scores in an informal learning environment. Journal of Research on
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