2010-2011 ILIT Summary Book

ILlinois Innovation Talent Program

2010 - 2011

Summary Report

2 Illinois Innovation Talent Program

As a culmination to the year-long collaborative effort, 57 teachers and 134 students in 24 school teams presented their work to each other and to 24 industry partners and special guests, including Director Warren Ribley and Therese McMahon, DCEO.

“Just wanted to say thank you, again, for such a wonderful event yesterday. It was tremendous that all the project teams have an opportunity to speak and share their

experiences. Thanks for the effort of all the facilitators. This year was challenging for a variety of reasons; however, I think yesterday’s event makes clear why we must make the effort and meet those challenges.”--Ann Reed, Vice President, EDUCATE, iBIO Institute

Overview

Illinois Mathematics and Science Academy ® 3

Introduction As the Professional Development Leader for the second Illinois Innovation Talent Pilot Project (ILIT), I am delighted to present this final report on behalf of the Illinois Mathematics and Science Academy’s Problem-Based Learning Network. Funding provided by the Illinois Department of Commerce and Economic Opportunity, the Illinois State Board of Education, and the Illinois Biotechnology Industry Organization brought powerful learning experiences to 76 teachers, 51 industry partners and more than 1,500 high school students throughout Illinois. ILIT engaged students from grades 9 through 12 in a diverse range of courses, often in cross-curricular teams: Meteorology, Astronomy, Environmental Science, Biology, Physics, Social Studies, English, Math, Computer Assisted Drafting, Industrial Technology, Engineering, Applied Technology, Accounting, Business, Health Careers Orientation, Health, Family and Consumer Science, Chemistry of Foods, Foods and Nutrition, and Automotive Technology, and from after-school organizations, including an environmental service club, a robotics team, and an engineering club. They rose to the challenge of generating innovative solutions to real problems presented by their industry partners. The initial ILIT program emerged as a response to the need identified by the 2007 National Governors Association Policy Academy for more students to become collaborative and globally competitive innovators. To position Illinois to meet these challenges, a unique team of business and industry associations, government agencies and educational institutions teamed up with high schools, business, government and community partners to explore how schools and their partners can produce the next generation of innovation talent. This public-private partnership determined that the best way to increase both Illinois’ competitiveness and student achievement is to connect schools to their communities through interdisciplinary problems that better prepare them for an innovation-based economy. In this second pilot (2010-2011), each industry partner was matched with multiple school teams. Those schools and partners who were in both the initial pilot and this second, expanded pilot are indicated with this star symbol throughout this report. The success of this program is due to creative students, teachers, and partners as well as key people who planned this project and provided support for the teachers and partners. Jason Tyszko from DCEO provided direction and support for the schools, partners, and facilitators in his role as project manager. Mark Williams from ISBE brought support and expertise in career development and state standards. The professional development team, Lucinda Dittmer, Karen Lindebrekke, Ellen Ljung, Hilary Rosenthal, and Jane Seidel provided support and mentoring to the teachers and facilitated the problem design collaboration between the teachers and the partners. I gratefully acknowledge their dedication and expertise. Respectfully, Deb Gerdes Program Director for Problem-Based Learning Illinois Mathematics and Science Academy

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Warren Ribley, Director Therese McMahon, Deputy Director, Office of Employment & Training

ILIT Contact: Jason Tyszko, Deputy Chief of Staff

The Department of Commerce & Economic Opportunity (DCEO) is the lead state agency responsible for improving Illinois' competitiveness in the global economy. Guided by an innovative regional approach, DCEO administers a wide range of economic and workforce development programs, services and initiatives designed to create and retain high quality jobs and build strong communities. DCEO leads the Illinois economic development process in partnership with businesses, local governments, workers and families. (www.ildceo.net/dceo/)

ILIT Contact: Mark Williams, Division Administrator, Career and Technical Education

The Career and Technical Education (CTE) Division in the Center for Teaching and Learning provides leadership and technical assistance to local districts and regional staff to support quality CTE programs, career development and academic improvement in the five CTE areas: Agricultural Education, Business, Marketing and Computer Education, Family and Consumer Sciences, Health Science Technology, and Technology and Engineering Education (Industrial). (www.isbe.net/career/)

ILIT Contact: John A. Webber, Director, Office of Communications

Dr. Glenn W. “Max” McGee, President

ILIT Contact: Deb Gerdes, Program Director for Problem-Based Learning

The internationally recognized Illinois Mathematics and Science Academy develops creative, ethical leaders in science, technology, engineering and mathematics. As a teaching and learning laboratory created by the State of Illinois, IMSA enrolls academically talented Illinois students (grades 10-12) in its advanced, residential college preparatory program, and it serves thousands of educators and students in Illinois and beyond through innovative instructional programs that foster imagination and inquiry. IMSA also advances education through research, groundbreaking ventures and strategic partnerships. (www.imsa.edu)

ILIT Administrative Partners

The mission of IDOT is to provide safe, cost-effective transportation for Illinois in ways that enhance quality of life, promote economic prosperity, and demonstrate respect for our environment. (www.dot.il.gov/)


Governor Quinn Recognizes Participants of the Illinois Innovation Talent Program—Students from 28 Schools Present Final Projects to Peers, Industry CHICAGO - April 11, 2011. Governor Pat Quinn today recognized students from 28 Illinois high schools for their participation in the Illinois Innovation Talent Program. Through the program, students team up with private sector companies or public agencies to compete and collaborate on real world, problem-based learning challenges. The program is designed to improve student achievement and increase college and career readiness.

"Innovation is key to ensuring our state's long-term economic growth. This program is challenging Illinois businesses to be more innovative, while getting our future workforce ready for college and careers," said Governor Quinn. "Through the Innovation Talent Program, we're helping to enhance the learning environment in Illinois and preparing Illinois students to compete in today's global economy."

The state developed the Illinois Innovation Talent Program to help students be able to compete in the global marketplace. The initiative promotes innovation-centered education and increased student achievement in math, science and engineering. Under this unique program, Illinois high schools are paired with industry, government and community organizations to critically examine and solve complex problems. Students participate as members of diverse, interdisciplinary teams utilizing cutting-edge information technology tools.

Students compete and collaborate in a diverse set of fields, including: agriculture, healthcare, energy efficiency, renewable energy, finance and transportation. Illinois Innovation Talent also demonstrates one of the critical work-based learning functions of the proposed Science Technology Engineering and Math (STEM) Learning Exchanges described in the State of Illinois' Race to the Top proposal.

Students from the 28 schools worked on 10 challenges through the duration of the program. Participating schools received $5,000 stipends to cover project related costs. Students met at the District 214 Forest View Education Center in Arlington Heights today to present their final projects in front of their peers and challenge sponsors. A list of participating schools is attached.

The Innovation Talent Program is administered jointly by the Illinois Department of Commerce and Economic Opportunity (DCEO) and the Illinois State Board of Education (ISBE), with support from the state Department of Transportation and the Illinois Math and Science Academy. DCEO and ISBE contributed a combined $165,000 in federal Workforce Investment Act funds in support of the program.

Governor Quinn remains committed to fostering an environment of innovation in the state. As part of his fiscal year 2012 budget, Governor Quinn called for creation of the Illinois Innovation Council. The Council will help ensure Illinois remains on the cutting-edge in the global economy and is creating an entrepreneurial ecosystem in Illinois that promotes innovation and intelligent risk-taking. The state is also helping promising entrepreneurs turn their innovative concepts and ideas into market successes while creating jobs through a wide range of programs and services supported by the Illinois Entrepreneurship Network.

Press Release


STEM Career Cluster ILIT Partners Sample Problem

Agriculture, Food, and Natural Resources: development, production, processing and distribution of agricultural commodities and resources including food, fiber, wood products, natural resources, horticulture and other plant and animal products/ resources

Chautauqua National Wildlife Refuge Chicago Public Schools City of Chicago – Dept. of the Environment Chicago Botanic Gardens Tate & Lyle

How can we improve efficiency of corn processing so that we address the GMO vs. non‐GMO concerns, reduce costs, and satisfy our customer base?

Energy: development, planning and management of the production of energy including renewable energy and clean coal technology and its distribution through smart grid technologies

Ameren ComEd Illinois State University Energy Center Western Illinois University Energy Center

How can we create an optimal plan to upgrade all of the lighting in the school district in order to reduce electrical energy consumption, the current cost, and the carbon footprint by 40‐50%?

Manufacturing: product and process development and the management of processing of materials into intermediate or final products and related support activities

Excel Foundry & Machine Works John Deere

How can we design a ramp to move small utility vehicles onto transport vehicles of different sizes that safely performs the task, can be used by 1 person, can be stored easily, and uses a small amount of space?

Information Technology: design, development, management, support and integration of hardware and software systems

Lieutenant Governor’s Office for Broadband Policy PCTel TEC Services Consulting

How can we provide wireless broadband access to a designated area of the Village of New Athens?

Architecture and Construction: design, planning, management, building and maintenance of the built environment including the use of green technologies

Great Rivers Land Trust

How can we design a house for a proposed sustainable development that is eco‐friendly, cost effective, appealing, and marketable in O’Fallon?

Transportation, Distribution, and Logistics: planning for the management and movement of people, materials and goods across all transportation modes; maintaining and improving transportation technologies

Argonne National Laboratory Illinois Department of Transportation Nestle Foods

How can we develop an inventory system for the pallets in the distribution warehouse so that we reduce expenses and conduct the inventory safely without disruption of the work environment?

Research and Development: scientific research and professional and technical services including laboratory and testing services and research and development services

Illinois Department of Public Health NOW Foods

How can we develop a taste test to analyze the organoleptic properties of Stevia and compare this product to other natural sweeteners with consistent, accurate and reliable results?

Health Science: planning, management and provision of therapeutic, diagnostic, health informatics and support services as well as biomedical research and development

Abbott Labs Astellas Pharmaceuticals Baxter Healthcare Metropolitan Chicago Healthcare Council Valent BioSciences

How can we change the design of Baxter International’s current HomeChoice Adult Renal Dialysis Machine to increase the compliance rate of children using home dialysis therapy?

Finance: securities and investments, business finance, accounting, insurance and banking services

Allstate Insurance Illinois Historical Preservation Agency

How can we advise Allstate about teen drivers so that they price insurance fairly considering factors related to teens driving safely, appeal to the intended market, and reward drivers likely to be safer risks?

STEM Career Clusters—Descriptions


Closing and Certificate Presentationsk

ILIT Sharing Event -- April 11, 2011 Forest View Education Center, Arlington Heights, IL

Welcome and Opening Remarks

Jason Tyszko DCEO

Mark Williams ISBE

Cathy Veal IMSA

Deb Gerdes IMSA

“Thank you for the invitation. Yesterday's showcase was great!! We would like to receive the complete summary of all the presentations if possible as it is a good tool to share around our district.”

—Michael J. Paparella, Energy Manager, ARAMARK

“Thanks again, Jason. Wonderful event and concept.”—John Webber, IDOT

Session 1: 14 School Team Presentations

Lunch and Networkingk

Session 2: 10 School Team Presentations


Both students and teachers experienced growth and enhanced career awareness through ILIT’s emphasis on critically examining and solving authentic, complex problems as members of diverse, interdisciplinary teams.

Examining and Solving Complex Problems:

“Through this PBL process, students dove deeper into the engineering design process than ever before. They now understand what it means to solve a problem rather than just look for a solution. They see that problems can be muddy and difficult to struggle through. No one solution is perfect, and it takes the repeating element of the design process to truly create the best solution. These outcomes fit directly into our engineering courses.”—ILIT Teacher

“The whole purpose of the PBL project was to get us to start thinking in a way that allows us to find solutions in an environment that simulates the real world as closely as possible.”—ILIT Student

“Constructivism forces participants to create their own connections and thus establish relevance. When it comes to critical thinking and problem-solving, the constructivist classroom makes sense.”–ILIT Teacher

“There’s no doubt that a PBL project takes deeper analysis and higher level of thinking than reading about a problem in the textbook.”—ILIT Student

“It compels students to do their own research and push their minds to the limit in order to develop some sort of solution to the problem. It is much more similar to the kind of thinking adults do in their careers.”—ILIT Teacher

“PBL is an excellent way to challenge self-directed learners to solve multi-layered problems that have many possible answers by going through multiple stages of research and trial and error.”—ILIT Student

Diverse, Interdisciplinary Teams:

“Class feedback was really invaluable. Everybody did a great job of pulling their weight. Everybody was involved in the conversation; everybody had things to say.”—ILIT Student

“Beyond the science content, I learned that teamwork really pays off. When different people come together with different ideas, wonderful things can be created. I also learned that leadership skills are pertinent to the success of a team. I like the idea of being able to integrate others’ ideas with my own.”--ILIT Student

“When you collaborate with a person, be open to new ideas and new experiences because there’s always someone who can have a different outlook on something that you don’t have.”—ILIT Student

“It’s good to work together and to agree on things because throughout life you’re going to have to work with others.”—ILIT Student

“Each of us comes from different backgrounds and different life experiences, and therefore, we carry with us unique attributes, unique ways of thinking, unique ideas. And it’s only as a collective organization of scientists and engineers in a truly inclusive organization, truly inclusive team are we able to be successful in innovation of these new healthcare products.”—Ed Tidswell, Baxter Senior Director of Research

Outcomes


Innovative Approach to Career Awareness:

“Careers and the skills that are needed to participate in those careers were a topic of discussion in class—something we haven't done as overtly in previous classes.”—ILIT Teacher

“This experience offered a good insight into possible future careers. It was interesting to listen to scientists’ personal experience. They made it really appealing.”—ILIT Student

“The importance of presenting our work in a professional manner is a skill we could use for everything in life; how to present ourselves, how to sell a product to a client, how to communicate with different people, and how to explain a topic to people who don’t have any background in the subject .”—ILIT Student

“What I saw as most effective in the presentations were:

appropriate dress and demeanor that showed professionalism and awareness of the setting/audience,

including the process and the rejected solutions, which helps support the chosen solutions,

prototypes/diagrams/artwork/sample brochures—all good visual demonstrations of the solutions, and

well-rehearsed individuals and transitions.”—PBL Facilitator

“The energy conference was an outstanding event that truly gave our students the opportunity to learn about a variety of career options in STEM related areas, ranging from university research, applied technology, and both small- and large-business.”—ILIT Teacher

Impact on Teachers:

“One challenge that teachers face in developing curriculum is making science learning meaningful to students. PBL allowed us to explore, develop and teach a concept that is typically difficult for students to understand fully—the human immune system.”—ILIT Teacher

“PBL is truly an excellent method of teaching. This is something that I have continued to pursue for my curriculum planning for other courses and will continue to do so next year as well. There are many benefits to this method.”—ILIT Teacher

“I learned a lot about how to conduct a PBL unit in my own engineering and physics classes in the future. This experience definitely helped me grow as an educator.”—ILIT Teacher

“Using PBL was a new learning experience for the three teachers involved. I think they have really grown from their experience and are eager to learn more.”—ILIT Teacher

“Once this project is over, I don’t know how we’re going to go back to what we were doing. We have to figure out what problem we’re going to have them work on next, because this is the way they’re learning now. We cannot go back.”—Wheeling HS Teacher

Impact on Students:

“They learned new content by employing a variety of technologies, hands-on laboratory investigations, new reading material, etc., while working toward the common goal of solving a real-world problem.”—ILIT Teacher

“Even though the initial goals of the project have already been reached, through PBL students have developed a deeper connection to the problem. Now it has become more than an assignment but a problem that truly needs to be solved.”—ILIT Student

“Through hard work and extensive research, I gained insight into this issue and was inspired to discuss texting and driving with my friends and family.”—ILIT Student

“It’s a big responsibility; it feels good, though, because they’re placing something in our hands to take care of for them.”—ILIT Student


Abbott New Millennium School of Health Palatine High School Wheeling High School

Allstate

Glenbrook Academy Kankakee High School

Ameren

Alton High School Decatur Area Technical Academy O’Fallon Township High School

Astellas

Chester High School Maine East High School Maine South High School

Baxter Healthcare

Dunbar Vocational Career Academy Lindblom Math and Science Academy Morgan Park High School

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Table of Contents


Chicago Botanic Garden Palatine High School Woodstock High School

ComEd

Mother McAuley High School Neuqua Valley High School North Shore Academy

IDOT (Illinois Department of Transportation)

Niles West High School Schurz (Carl) High School

MCHC (Metropolitan Chicago Healthcare Council)

Instituto del Progresso Latino Kankakee High School Maine Township High Schools

WIU/ISU (Western Illinois University/Illinois State University)

Fenton High School Maine East High School Niles North High School Rolling Meadows High School

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We are a global, broad-based health care company devoted to discovering new medicines, new technologies and new ways to manage health. Our products span the continuum of care, from nutritional products and laboratory diagnostics through medical devices and pharmaceutical therapies. Our comprehensive line of products encircles life itself—addressing important health needs from infancy to the golden years.

Anke Colbenz-Korte, Abbott Molecular Employee in Marketing Arlene Manelli, Research Scientist Stacia Swanson, Mechanical Engineer Azza Wagdy, Ph.D., Senior Scientist

Challenge: How can we advise Abbott Labs to improve the validation process for

biomarkers?

“The interaction with Abbott scientists inspired students with a sense of purpose. The opportunity for each group to present their findings to outside experts raised the level of expectation. Students demonstrated a depth of understanding.”—Wheeling High School Teacher

“Through the discussions with the Abbott employees, students got an in-depth view of what these types of positions do.”—Palatine High School Teacher

STEM Career Clusters: Health Science and

Research and Development

Abbott Laboratories 100 Abbott Park Road

Abbott Park, IL 60064-3500 (847) 937-6100

Partners

Partnership

Students from the three high schools took a final field trip to Abbot Labs in May. A representative from Human Resources gave a talk about careers in science, then the students presented their

solutions to Abbott scientists. Following the presentations, students toured the laboratory areas. Students were given a tour of various laboratories before being provided with lunch.

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New Millennium

School of Health

Shawn Espinosa—Mathematics Magen Kilcoyne—History Myron Hester—Principal

Palatine High

School

Alex Larson—Applied Technology Mark Hibner—Applied Technology District Chair

Wheeling High

School

Kathy Konyar—Biology Barry Hanrahan—School Librarian Nancy Heintz—Division Head


New Millennium School of Health Students

Cross-Disciplinary Subjects 12

The Problem Although Abbott Labs is recognized for their global outreach, they can’t be in every neighborhood of every city... and Chicago’s Southside may be a place where they are in need of more representation. How can we, as students and representatives of Chicago’s Southside community, profile cancer in the local community to advise Abbott on necessary biomarkers/assays needed for early detection in such a way that we consider:

current cancer biomarkers (uses, reliability, and accessibility), prominent types of cancer in our community, education of the public on cancer detection (both current and needed), and who the biomarkers are tested on (efficiency/validity of clinical trials)? New Millennium School of Health (NMSH) is a small school housed at the Bowen Campus on the city’s Southeast Side. NMSH offers students the opportunity to actively participate in a rigorous, data-driven, college prep curriculum enhanced through teacher collaboration and common planning.

Students developed a profile of cancer on the Southeast side of Chicago. They analyzed cancer-related and community-related statistics and created a presentation for Abbott Labs advising them to research more cancer biomarkers. In addition, students created greater community awareness about cancer prevention and treatment through school-based community events. They presented their statistical findings to the staff of the school in addition to presenting the data in a more friendly, digestible way to their community as a whole.

The Solution

Abbott Labs


The Process

Community Resources

Students explored pamphlets and websites, researching information on cancer and cancer statistics as well as what biomarkers and treatments are currently available. They discovered huge disparities amongst races and focused on those disparities in cancer occurrences and mortality rates in a few specific types of cancer (cervical, lung, colon, prostate, breast). They learned that many of the reasons for the disparities are nutrition, exercise and lack of access or use of healthcare. The students wanted to pass this information out to people in the neighborhood. They used iPads to collect and analyze data, create presentations, and created fliers for community events to increase school and community awareness. They also took a field trip to Abbott Labs to interact with researchers and scientists and later returned to present their final solutions.

Melissa Shikany, Assistant Dean to Students, New Millennium School of Health, was the main community liaison to plan events and find additional resources from the community as needed.

Liz Jablonski, from the Research Health Initiatives and Advocacy, American Cancer Society, Illinois Division, provided local data for the students to analyze.


Palatine High School Students

Engineering Club 9, 10, 11, 12

The students were asked to compare and contrast the different forms of HIV testing and formulate new ideas to improve the outreach of testing and treatment to rural areas of the world.

The students generated a great many solutions. Many of them were not really an engineering type of solution because they were looking at the problem as a whole rather than how we can engineer something that will work. In the end they focused on solutions that they had the most control over, which was the mechanical and design aspect of the problem. The other solutions involved how testing was done and how the logistics of the information being passed around worked. Students found there was little or no communication between patients and hospitals after tests were complete due to the distances that people had to travel. Hence, they generated the idea of a solar-powered cell phone and a siren-based system. As they discussed these ideas, they decided the cost of infrastructure would be far too great. One of our guest experts spoke of HIV spread through the reuse of needles and misuse of equipment. This problem within the overlying problem sparked the idea of better training for people, education for all about these issues, and a single-use lancet that, by its design, could not be reused. Their final solution was a lancet that was attached to a testing card for a dry blood spot test.

The Problem

The Solution

Abbott Labs


The students in this club constantly looked at the situation, their constraints, and their goals and re-evaluated the situation based on where they were in the process in order to achieve a functional and appropriate solution to the problem. Rich discussions occurred throughout the process where students would discuss and debate the concepts in and around the problem, and they would find themselves deeper in the rabbit hole looking at the many facets that they

were dealing with. Seeing their concepts come up and then having deep discussions about the problem,

and how the concepts would impact not only the problem but the other situations around the problem, was really important for me as a teacher to see.

“The PBL process, while messy, has had a huge impact on my students. I knew they had taken in a lot of information, but when we had the share-out at Wheeling High School, I found that not only did every student retain the information, but they could discuss it with new people from outside of the problem and get them to understand what was going on through this process as well as take the information beyond the problem and make connections to other issues that are happening in the world. PBL is truly an excellent method of teaching.”—Palatine High School Teacher

“The problem got deeper and deeper every time we met. Through the mess, we had two very important speakers come in and discuss the issue with us. They really helped the students to see some daylight and through the discussions that were held, they came to several solutions.”—ILIT Teacher

The Process

Career Awareness


Wheeling High School Students


How can we, as outside advisors with fresh perspective, advise Abbott on the future direction of therapeutic and diagnostic biomarker research …in such a way that we consider: cost, benefits to patients, Abbott’s goals, time, efficiency of research, FDA regulations, technologies currently available, and areas of current research at Abbott and other pharmaceutical companies?

How can we, as business students, take the information from the biology research and compile it into a summary presentation that shows Abbott the research that was done …in such a way that the overall findings are clear, the presentation is less than 20 minutes, the summary considers all of the solutions and is professional and well organized?

The biology students believe that these diseases are good candidates for diagnostic biomarker research: Lung Cancer, Alzheimer's, Autism, Camurati-Engelmanns, Cholera and Lymphocytic Leukemia.

The biology students believe that these diseases are good candidates for therapeutic biomarker research: Lymphocytic Leukemia, Cholera, Celiac Disease, HIV, Autism, Tay Sachs, and Malaria.

From 300 student reports covering all issues surrounding biomarkers, our business class summarized all the findings from the biology students. This presentation is the summary of solutions that Abbott could use.

The Problem

The Solution

The Wheeling High School ILIT unit was featured in MacArthur Foundation's Spotlight on Digital Media and Learning, in the Student Speak section on April 4, 2011:

http://spotlight.macfound.org/studentspeak

Abbott Labs


Students researched various issues regarding biomarkers in order to understand the current research being done. Student teams made recommendations as to how Abbott should continue researching specific biomarkers as either therapeutic or diagnostic tools. The students looked for the ramifications to public health, considered the financial issues involved with continuing to work with biomarkers, and prepared a presentation that culminated in their recommendation to Abbott.

Abbott, iBIO and other outside experts came to WHS to listen to the presentation of solutions of each group so that every student was able to come in contact with a scientist or expert. Students stated their solution and presented the justification for their choice based upon their research.

“Skills that have been learned and practiced in English classes were reinforced and practiced in Biology. Students were able to connect their biomarker research to concepts that they had been learning in their Global Studies classes.”—Wheeling High School Teacher

“Students learned to read and analyze research done by scientists in various areas. They learned how to

evaluate the quality of articles and websites to find accurate information. Students also learned how to use

our online Library Resources including various databases to find quality research to support their

solutions.”—Wheeling High School Teacher

“Students communicated with experts using various electronic media, including email and Skype. Students also used iPads to collaborate in groups and then electronically send the results to each other and to their teachers.”—Wheeling High School Teacher

The Process

Career Awareness


Allstate Insurance 2775 Sanders Road

Northbrook, IL 60062 (847) 402-5000

We are the Good Hands: We help people realize their hopes and dreams through products and services designed to protect them from life's uncertainties and to prepare them for the future.

Floyd Yager, Senior Vice-President, Research and Analytics

Cheryl Cooke

Challenge:

Allstate Insurance asked us to give them a “teen perspective” on the problem of texting and driving.

STEM Career Cluster: Finance

“The students did a great job of researching the issue of distracted driving and putting forward some really viable solutions.”—Allstate Partner

“I was very impressed with the depth of the research, the insights and just the breadth of

the number of students who had comments and questions and the variety of responses.”—Floyd Yager

“I think the other part of Problem-Based Learning is that you’re thinking about what the

future solution is and not just the solution set you have today. Every day that’s what we deal with.”—Allstate Partner

Partners

Partnership

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Allstate provided lunch and presentation facilities for the student teams from both schools to present the results of their work at the

company headquarters in Northbrook.


Kankakee High

School

Matthew Glenn—Assistant Principal

Christy Hoffman—Geometry, Algebra II

Daron Kinzinger—Information Processing, Accounting

Cassie Licon—Biology

Shelley Lingo—U.S. History and Global Economics

Nicole McKean—English

Jennifer Richardson—Science

Theresa Sabota—BPA Coordinator, English

Glenbrook Academy of

International Studies

Chris Morgan—English, Assistant Director of Academy Ben Wilder—Social Studies


Students Social Studies 9

English 9

Students were confronted with an issue that more than 5,000 teens die from distracted driving every year. One of the major contributors of these distractions is texting and driving. Allstate Insurance asked them to give a “teen perspective” on the problem of texting and driving. The students then investigated: how can we advise Allstate Insurance about teen drivers so that they may price insurance fairly based on safety and statistics, as well as raise public awareness?

Solution A: Insurance Incentives—Creating financial incentives between teens, adults and insurance companies in which teens waive their right to cell phone privacy, and policyholders pay a lower fee in exchange for their willingness to comply to a text-free policy

Solution B: The “Driver’s Zone”—Initiating policies in legislation or in automobile manufacturing that provides an opportunity to purchase vehicles that provide automatic turn-offs of mobile devices

Solution C: Parental Measures—Creating educational programs when purchasing insurance that would engage and educate parents as well as teens, encouraging parents to realize that teens actually do listen to their advice

Solution D: Advertising Campaigns—Increasing ad campaigns directed at teen drivers; finding effective, non-shock value advertising that educates and inspires teens to drive safely

“I thought it was great that there was disagreement on what the answer was. They went to a solution on the the driver's zone and then faced the fact that it hit hurdles that made it difficult to achieve and had to adapt the solution to that. It was great to see that learning process and the fact that there wasn't universal agreement in the end. There were a lot of different opinions. That's the reality with real-world based problems.”—ILIT Partner

Glenbrook Academy of International Studies

The Problem

The Solution

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Allstate


“Almost any situation you deal have as a business whether you’re working on a project or responding to customer service needs, you have to isolate the problem first, research it using all your available resources, then put forth a variety of solutions to address it.”—ILIT Partner

In addition to presenting their solutions to Allstate, students developed a video-documentary of the PBL process. Throughout the process they captured video in the classroom, interviewed each other, and interviewed the Allstate partners for reflections on the process. They then edited the footage and added voiceovers to create a record of the entire unit.

“Whenever a student stays after class to talk about a discussion or enters class and is eager to share a connection to our current unit, I know that a certain level of desired engagement has been achieved. The fact that Alisa was inspired enough to talk about this topic with friends and family is music to my ears.”—ILIT Teacher

“I found myself thinking much more than I had in a long time.”—Anya

“Problem-Based Learning allows us to view complex problems in stages.”—Jacob

Career Awareness

The Process


Kankakee High School Students

Business Partnership Academy 10, 11, 12

How can crashes due to distracted driving be reduced? The Problem

The students developed promotional materials and advertising to raise awareness of the dangers of distracted driving. They developed posters and multimedia presentations appropriate for the various audiences: high school students, elementary students, and business partners and community members. Because two of the Business Partnership Academy’s local business partners are also news radio show hosts, and several students are native Spanish speakers, the students were able to spread the information a lot farther across the community than other program students could. Students also created a logo and designed T-Shirts which they wore during presentations and in unison on days selected to encourage the entire student body to focus on ending distracted driving.

The Solution

Allstate


This PBL unit was based in collaboration across departments within the BPA. The English teachers “hosted” the PBL unit by preparing the students ahead of time and helping them negotiate the problem, identify the overall goals, organize working teams and identify each team’s objectives. English teachers also delivered instruction related to formal presentations, written communications, interview preparation and techniques, and the use of persuasion and motivational strategies. The Math, Social Studies, and Science teachers facilitated student research investigations and data collection and delivered instruction on source validity, data collection techniques, statistical interpretations, and visual data presentation. The English, Social Studies, and Business teachers supervised the use of marketing strategies, product development, and multi-media presentation designed to reach elementary-aged students, teenagers, and adults. They also developed authentic assessment tools to evaluate unit goals and engaged the students in the development of self-evaluation tools to assess each team’s goals as active, social, and creative learners.

Work-based learning skills and career awareness objectives were developed through this project as learners communicated with Allstate Insurance personnel to gather resources, learn about careers in the insurance field, investigate the problem within the local community, and identify the effects of the problem of distracted driving within the local business community. These activities made the acquired knowledge relevant to life, encouraged the examination of other career options, increased confidence, developed marketable workplace skills, and encouraged life-long learning.

Career Awareness

The Process

Floyd Yager visited Kankakee High School to present the problem and a letter including data on the problem. Mr. Yager provided several Allstate personnel

contacts to assist students with other data collection. Allstate personnel worked via phone, fax, and email to support student learning objectives.


Betsy Finnegan, Supervisor, Workforce Planning and Development

Stacey Young, Community Relations Coordinator

Paula Matthews-Nixon, Community Relations Coordinator

Ameren Services Company 1901 Chouteau Avenue, MC526

St. Louis, MO 63103

Challenge: Ameren’s overall challenge to the three high schools was to generate ideas for sustainable

energy usage. Each school was then presented with a more targeted challenge that fit their

curricular goals.

STEM Career Cluster: Energy

“The students’ first meeting with Ameren in Meredosia was a great experience that taught us how to interact in a more professional setting and how to respond in that situation. Some of the things we were working with or had access to were confidential, so our next lesson in the engineering world was the importance of confidentiality.”—ILIT Student, Decatur Area Technical Academy

Ameren is the second largest electric utility in Illinois with more than 1 million electricity customers and 840,000 natural gas customers. The mission of Ameren is to meet the needs of its customers in a safe, reliable, efficient and environmentally responsible manner.

Partnership

Partners


Alton High

School

Liz Malik—Chemistry, Earth Science, Meteorology and Astronomy Dan Pettus—Field Ecology, Biology, Environmental Science Sondra Zerow—Field Ecology, Biology, AP Biology

Decatur Area

Technical Academy

Ed Walton—CAD (Computer Assisted Drafting) Jody Hunt—Special Projects Coordinator, Heartland Region Education for Employment System

O’Fallon Township

High School

Traci Isom—Biology, Environmental Science


Alton High School Students

Meteorology and Astronomy 11, 12 Environmental Science 9, 10, 11, 12

AP Biology 9, 10, 11, 12

Students were asked by Alton School District and Ameren Illinois to create a comprehensive plan to reduce energy consumption at the high school and educate the community. The plan will include recommendations for making the campus more sustainable.

Lighting Reduce hallway lighting from 3 tubes to two tubes (1/3 savings) Eliminate lighting in areas where there is enough natural light Use light sensors and motion detectors Use more high efficiency lighting, like LED task lighting Install keyed wall switches in common area hallways so lighting is used on an as-need basis

Other suggestions for a sustainable campus Working programmable thermostats Better ceiling and wall insulation Replace existing kitchen appliances with

energy-efficient models Install sky-lighting (solar tubes) in 3rd floor

ceilings Low flow sinks Collect and save rainwater Solar panels—photovoltaic and passive Improve recycling program Rain gardens—research an educational

site Use native plants and biodiversity in landscaping Have buses turn off engines when waiting for students at the end of the day Reusable or biodegradable cafeteria flatware and dishware Establish composting program

The Problem

The Solution

2

Ameren


Students gained a thorough understanding of how electricity is produced and how it is charged to residential or commercial customers, and they explored a wide range of conservation options for the high school campus.

The trip to the St. Louis Science Center Climate Change exhibit solidified the project’s importance and led to a great deal of class discussion.

The visit to two LEED Certified Green Buildings clarified for students the challenges faced in developing and implementing more sustainable practices.

Students developed a procedure to evaluate the light intensity in spaces throughout the building and organized the information into a spreadsheet. Over-illuminated rooms were noted, and conservation options were developed and presented to the school board.

Insight was also gained into the policy-making process through their presentation to the school board.

“Students defined the problem, created a plan, did the research and proposed their plan to our school board. They learned how to: communicate with professionals, work together supportively, work with ‘difficult’ students, capitalize on student strengths, and stay focused yet revise as needed.”—ILIT Teacher

St. Louis Science Center Climate Change LEED Certified Green Buildings Alton Community Unit School District #11 Board of Education

Architect—Sustainable Design

Electrical Engineer

Landscape Design –

Sustainable

The Process

Community Resources

Career Awareness


Decatur Area Technical Academy Students

Computer Assisted Drafting 11, 12

Students worked with the engineering staff of Ameren Illinois at the Meredosia Power plant in Meredosia, IL on two projects. Project one involved using Revit Architecture software to create renderings of the current Meredosia facility. Students redesigned and suggested modifications that represented what the FutureGen 2.0 facility will look like once the FutureGen 2.0 project is completed. In project two, the students relocated and redesigned the path of piping that carries activated carbon to the carbon injectors in an effort to increase the efficiency of removing mercury from the exhaust.

The Problem

The Solution

Ameren


“This was an exciting opportunity for my students. It gave them a chance to work in a real-world environment. The students felt like they were making a difference.”—ILIT Teacher

“We gained a level of experience that we could never get from a book. In this field there is no way to know everything; the key is knowing how to find the information you need when you need it. If you can do that, then you can achieve anything.”—ILIT Student

Mike Long, Plant Manager, Meredosia Power Station Mitch White, Engineer, Meredosia Power Station Brandon Potter, Engineer, Meredosia Power Station Joseph Schnelten, Engineer, Meredosia Power Station

Engineering roles: Manager, Director, Engineers and CAD Technicians High school junior and seniors enrolled in the CAD program, through working with Ameren in Meredosia, learned many skills that are valuable in everyday engineering firms. They learned how to address a problem and dissect it to better plan the steps they would take to complete their project.

“We learned it is better to do too much research and have an understanding of

everything pertaining to the project than just research the single topic you were working with.”—ILIT Student

The Process

Community Resources

Career Awareness

“The project was rather intimidating at first. I thought: how can we, a class of beginning draftsmen, carry out a project that requires such an advanced level of work?”—ILIT Student

“Organization was another big learning process for us. In a project of this size organization becomes a key factor.”—ILIT Student

“Most importantly we learned not to limit ourselves.”—ILIT Student


O’Fallon Township High School Students

Environmental Science 10, 11, 12 Honors Accounting 10, 11, 12

Ameren desires to be a leader in the energy delivery/production industry. O’Fallon desires to build a sustainable community via a sustainability plan, build community awareness and establish community compliance. The problem statement the students developed to guide their work was:

How can we develop a communication tool for the City of O’Fallon regarding community sustainability … in such a way that it:

reduces energy consumption for the city, its residents and its businesses, decreases the overall carbon footprint of the city, improves city services, infrastructure and green spaces, and increases the general public’s awareness of the benefits and consequences of

sustainability and of current energy/living choices?

The students at the OTHS Sustainability Fair met with and attended seminars from local organizations and companies that were energy-reduction, water-quality, or sustainability based.

“The Sustainability Fair was open to the public, which offered the parents and community the opportunity to participate in the students’ learning process. This activity required the students to participate during a timeframe outside of normal school hours. Most who attended stated the additional time was well worth the information gained.”—ILIT Teacher

“The open-ended approach to the problem allowed for the students to investigate more areas of focus, which ended up providing a more diverse basis of content knowledge without affecting the quality of knowledge/content learned.”—ILIT Teacher

“I learned what environmental problems exist and what options are available to fix them.”—ILIT Student

The Problem

The Solution

2

Ameren


Students grasped the concept of conservation of energy through reduction of use and of waste. They listed alternative choices of activities or sources for products/services in all aspects of sustainability. In their research at the Milam Landfill facility, students received a visual of “away” and gained knowledge regarding EPA regulations, proper operation and maintenance procedures for a landfill.

At Chipotle, the students learned of the company’s commitment to sustainable business decisions, such as using recycled materials in the construction of their facility, purchasing recyclable containers, purchasing food locally when possible, and using sustainably raised meats.

The students in their tour of Alberici Construction not only learned of money-saving construction applications, but of energy- and water-saving applications as well. The students received a complete tour of the facility that utilizes a wind turbine and solar water-heating panels, and met John Alberici himself!

O’Fallon held a Sustainability Fair for the community, the first event of its kind at OTHS, and created a web page that sought input from the community and area high school students.

City of O’Fallon, and multiple O’Fallon business owners: Alberici Construction Co - Lisa Mudge, John Alberici

CSA – The Gardens at La Vista – Danette Watts

Danforth Plant Science Center – Terry Woodford

Gateway Electric Vehicle Club – Ron Erb

Gateway Greening (bringing “the farm” to the city) – Steve Eigsti and Lauren Maul

Green Jute (handbags hand-made w/50% of proceeds going to charitable organizations that support women in India who are widowed) – Raghu Pothuri

Green Schools of Madison County – Ann Linensfelter

Missouri Botanical Gardens EarthWays Center – Hope Breidenbach, Kim Petzing

O’Fallon Garden Club (beginning a community garden in 2011) – Jan Billhartz

Sierra Club and Cool Cities – Amy Funk

USGBC Missouri Gateway Chapter Green Schools Committee - Susan Lanigan

U.S. Green Building Council – Gateway Chapter Representative

Community Resources

The Process


Astellas Pharma US, Inc. Three Parkway North

Deerfield, IL 60015-2548 (800) 695-4321

Astellas Pharma US, Inc. is committed to providing patients, customers, community and employees with a bright future by changing tomorrow. Our commitment is made possible because we are a different kind of pharmaceutical company. This is apparent not only in what we do, but how we do it.

Bola Akinlade, MD., Senior Medical Director

Angela Biernacki, Senior Quality Associate

Roy First, MD., Vice President, Therapeutic Area Head Transplantation

Carrie Heusner, Ph.D., Senior Scientist

Jenny Keeney, Associate Manager, Corporate Communications

Robert Kernstock, Ph.D., Principal Scientist Michaelene Lewand, Associate Director

Partners

Challenge: Astellas Pharma. Inc. will introduce the

problem to students regarding their highly successful immunosuppressant

drug, Prograf. Their patent has expired and Astellas would like

students to advise them on the future of transplant therapies, new

biotechnology research and other issues that might impact drug

development or transplant therapies.

STEM Career Cluster: Research and Development

“Without the letter and video from Astellas, I do not think students would have had the same reactions. This felt ‘real’ to them because of the communication with the company.”—Chester High School Teacher

“The Astellas project made me feel like what I was working on had a real-life purpose.

Most science is abstract, but meeting a transplant recipient and working with a leading

biotech corporation gave a real insight into modern science. Adding a human connection like this helped me understand the content and made me work harder.”—Maine South Student

Partnership

2


Chester High

School

Shirley Stegmann—Biology Terri Franklin—Biology and Project Advisor

Maine East

High School

Karen Wolfe—Biology Julie Basile—Biology

Maine South High

School

Daun Biewenga—Biology Howard Knoble—Biology Donna Schwan—Biology


Students Biology 2 11, 12

How can we discover the most effective medication for transplant patients and advise a new direction for transplant patients in such a way that: the company benefits, we benefit from it, it may build on previous medication, and the patent problem is fixed?

Students came up with the following solutions:

1. Make Prograf more affordable to consumers by reducing marketing costs. Their research showed that Prograf was one of the most widely used immune suppressant drugs on the market.

2. Re-patent and make improvements to Prograf to make the drug better and more successful than it is now.

3. Invest in research for future technology, particularly in stem cells and cloning. Students thought that this would be a wise investment to look forward and not remain “status quo”.

The Problem

The Solution

Chester High School

Astellas


“My students had never participated in a PBL unit before. They really enjoyed the process. They learned the importance of working in a group and having members of the group depend on the part they had. Students learned how to question, research and discuss findings only to have more questions be raised as a result.”—Chester High School Teacher

“I believe this process gave students the feeling of learning what they want to learn and not just what someone wants them to learn. Their learning seemed to have purpose. They were so engaged in the process that they didn’t even realize how much they had learned.”—Chester High School Teacher

“Students reacted well to the video and the letter. Despite much frustration in the beginning of the unit, the majority of students immersed themselves into the project. I even had several students do their own research outside of class. It was amazing! Through the research and labs, students gained a lot of information.”—Chester High School Teacher

The Process


Maine East High School Students

Accelerated Biology 9

How can we advise Astellas what direction they should take in research and development to lead to the creation of new techniques, drugs, or therapies for transplant patients so that Astellas maintains its status as a global leader in transplantation therapies…in such a way that we consider: the needs of transplant patients, options currently available to them, drugs currently on the market, advances in the area of organ transplantation technology, and cutting-edge research techniques?

Students’ solutions were wide and varied and include some of the following:

Use of stem cells on biological or artificial scaffolds to create replacement organs

Development of more effective immunosuppressants

Potassium inhibitors

Use of biotechnology for new drug development to target histocompatibility markers

Development of xanotransplantation therapies

Development of mechanical/artificial organs

Genetic engineering of marker proteins

Development of organ-sustaining technologies/chemicals for prolonging organ viability after removal from donor

The Problem

The Solution

2

Astellas


The students were able to develop their critical thinking abilities by carefully reviewing current literature, analyzing arguments, listening to the opinions and findings of others, weighing scientific evidence and examining the logic behind proposed solutions.

“The students’ final presentations were a demonstration of critical, creative and innovative thinking. Students used technology to create a succinct presentation integrating information derived from research, analysis of current technological developments, critical judgment and analysis of multiple solutions to ascertain the best course of action for Astellas. Artifacts show that these goals were met.”—Maine East High School Teacher

The Process

Community Resources


Maine South High School Students

Accelerated Biology 9

Now that our global status is threatened by the expiration of our organ transplant rejection drug, how can we advise Astellas about the best options for combating the rejection of organ transplants in such a way that we consider what is being done today, possibilities for more in-house research, the acquisition of intellectual property and/or start-up biotech companies, and collaboration with other pharmaceutical companies to best meet the needs of organ transplant patients?

Students researched a variety of solutions. They then listed the three that they believed to be the best solutions and were placed in groups according to their responses. The groups ranged in size from two to five students. The solutions receiving the most votes were stem cells,

therapeutic cloning, better transplant organ preservation methods and other drug therapies. Other suggested solutions included transplanting bone marrow along with the organ to prevent HLA assault and xenotransplantation.

“It is much more interesting and takes away the idea of ‘why do I need to know this in the real world?’” –Maine South High School Student

“In the end, it was one of the best experiences that many of us have ever had teaching. Our students surpassed our expectations with their questions and their quest to find the best resolution to the problem.”

—Maine South High School Teacher

The Problem

The Solution

Astellas


The students were able to develop their critical thinking abilities by carefully reviewing current literature, analyzing arguments, listening to the opinions and findings of others, weighing scientific evidence and examining the logic behind proposed solutions.

“The students that were able to present to the researchers at Astellas experienced something that few high school students have the opportunity to experience. It changed many of them. Now, so many can see themselves working in a research facility and working to solve problems through that type of work.”—Maine South High School Teacher “I learned about how scientists work and what they do in real life.“—Maine South High School Student Simulated Blood Typing Activity provided a great way to discuss: phlebotomist, lab technician, pathologist, nurses and chemist.

Investigation into Prograf and other immunosuppressants provided the means to discuss research scientists, medical physicians, chemists and pharmacologists.

Execution of the ELISA lab activity helped students to learn about the activities of an immunologist.

The students listened to a presentation from an organ transplant advocate and a recipient (organized through the Gift of Hope Organ and Tissue Donor Network). Through the presentations and question/answer session the students learned of such careers as: transplant advocate, medical physician, organ donation coordinator, transplant surgeon and transplant nurses.

Select students visited Astellas Pharma in Skokie. They were able to walk through working research labs and talk with research scientists about their schooling and current work.

“I enjoyed this more—it felt different than learning from a textbook because the information wasn't just handed to me. I had to actually take an active role in learning the information.“—Maine South High School Student

The Process

Career Awareness


Baxter Healthcare One Baxter Parkway

Deerfield, IL 60015-4625 (847) 948-2000

A leader in healthcare for 80 years, Baxter assists healthcare professionals and their patients with treatment of complex medical conditions. Baxter is a global medical products and services company with expertise in medical devices, pharmaceuticals and biotechnology.

Shawn Bairstow, Research Scientist II Debbie Kasprowicz, Research Scientist II Myriam McCoy, Research Associate III Cathy Quinn, Research Associate III Jim Slepicka, Engineering Specialist Alan Solomon, Principal Engineer

“This has been a unique opportunity to pass on our experience and scientific knowledge and for us to learn from the students.”—Baxter Volunteer

“I am encouraged to see the dedication and interest that these students have, and the growth and development of future scientists.”—Baxter Volunteer

“Our mission to be innovative depends on talent and students like you who want to dedicate themselves to applying scientific technology to make the world a better place. There are many solutions to the problems we work on, and you have to have a very genuine and keen sense of curiosity to come up with the best solutions. You also hopefully have learned to depend on a team. Creativity is important, for instance, as you look at the home as the place where we treat most disease and not hospitals. All the big breakthroughs we have had around the world tend to come from thinking outside the box.”—Norbert Reidel, Baxter Chief Scientific Officer

“Good work yesterday! I think that overall the event was wonderful and you should feel proud of the work your students have done. Please utilize your Baxter volunteers—they are here to help. Thank you again for all of your hard work! I look forward to seeing the finished project May 10!”—Angelique Lewis, Global Community Relations, Baxter International Inc.

Partners Challenge:

In October of 2011, Baxter International, Inc. presented an authentic problem to a

collaborative group of Chicago Public School teachers. The original problem

design was focused on home medication administration safety and efficacy. The

CPS teachers from three different schools discussed the problem. Each school

decided to take one of the branches of the problem based on the classes that would

be participating in ILIT.



Partnership

2


Dunbar Vocational

Career Academy

Adero Corner—Physics Mark Casey—Chemistry and Physics Myrna Alvarez—Chemistry and Human Anatomy

Lindblom Math and

Science Academy

Elizabeth Copper—AP Environmental Science Andy Long—Science

Morgan Park High

School

Denise Taylor—Earth Science

The Baxter volunteers brainstormed possible problem statements to present to the teachers at the ILIT introduction in October. In December, students and teachers attended Science@Work day in Skokie at Illinois Technology Park where they completed lab experiments and attended a career panel discussion with Baxter volunteers. The volunteers worked with the teachers throughout the unit, helping answer questions and work through processes.

On May 10, 50 students from the three Chicago Public Schools were welcomed to Baxter Headquarters by Ed Tidswell, Senior Director of Research for Sterility Assurance, and Alice Campbell, Senior Director of Global Community Relations. The teams presented

their solutions to Baxter’s Chief Scientific Officer Dr. Norbert Riedel and Chief Executive Officer Robert L. Parkinson, Jr. (www.baxter.com)


Dunbar Vocational Career Academy Students

Chemistry 11, 12 Human Anatomy 11, 12

Physics 11, 12

How can we provide a home-based chemotherapy treatment in such a way that it is: safe, efficient, user-friendly, tamper-proof, and economical?

The students developed a prototype of a chemotherapy device which has a cylinder cartridge that administers the pre-saline solution, chemo drug mix and/or saline flush:

Outside the device will be a touch screen. The security thumbprint scanner was replaced with password protection. Multiple saline ports were replaced with just one port to reduce mistakes by the patient. Inside the device, the linear cartridge will be replaced with a cylindrical cartridge that

will rotate to the correct slot of the medicine or the sanitizer. Batteries were added for a backup power supply.

The Problem

The Solution

Baxter


Students carefully considered the important factors from their problem statement to develop a device that is: safe

by isolating the toxic drug from the patient, by having a sanitizer slot in the cartridge, and by having cellular capabilities to contact 911 and/or the doctor,

efficient, by using a cylindrical cartridge, user friendly, by adding shapes to the touch screen, tamper-proof, by including password protection, and economical, by getting rid of the hospital overhead.

In addition, the device is smart by monitoring key vital signs and conditions such as blood pressure and drug concentration in the blood.

Baxter was an invaluable resource and sounding board. The activities they provided were thought-provoking and much appreciated.

Career Awareness

The Process

“The students had a chance to see first hand the process of solving problems for the real world. The teachers had a chance to better understand the PBL process and how

to facilitate the process.”—ILIT Teacher

“I would tell other students not to give up. Even though it may be hard like you just don’t want to do it anymore, you have to think about your future and how you can benefit from it.

It’s a really great program for high school students.”—ILIT Student

“It’s a good opportunity and we should take it because it can help you now, and in the long run we can share this information with other people.”—Sophomore Student


Students Honors Environmental Science 10, 12

How can we improve sustainability of home medication use in such a way that it: is safe and effective, limits waste, is properly disposed, reduces our carbon footprint and is economically feasible?

The students’ solution kept the patient in mind. They determined that plastic totes should be used to ship the six flexible bags to patients, which would reduce cardboard use. The totes would be stackable, opaque and secured. They would display a barcode with patient identification which would be scanned to record patients’ recycling behavior using the ship-back method. Students determined that incentives were necessary for patients to recycle their flexible bag system and containers. A rewards brochure was developed to explain the advantages of recycling and encourage patients to earn points toward the items in the brochure. A video was developed to address the language barriers that patients may have. All of the Baxter materials shipped in America are in English. Students designed a DVD for patients who don’t read or speak English. This video would have subtitles available in many languages. It would also be posted on Baxter’s website. Another language concern was with the instructions enclosed in and on the packaging. Students redesigned the instructions on the bag to be more user-friendly and in multiple languages (i.e., Spanish and Chinese). The instructions enclosed with the packages were too technical, so students redesigned it to include only the necessary information for patient use and safety. Lastly, students designed a one-way flow valve to prevent body waste from entering back into the clinical waste bag. This would increase the amount of materials of the flexible bag that can be recycled.

The Problem

The Solution

Lindblom Math and Science Academy

2

Baxter


“The process involved in the final solution was enlightening, frustrating and rewarding. I would give advice to them by saying it’s okay to be frustrated. So I guess my analogy would be, ‘No pressure, no diamonds.’ ”—Lindblom Teacher

“When it comes to science, you have to think outside the

box and exhaust your brain.”—Lindblom Student

“I learned about the work it takes to come up with innovations. First it’s helpful to do background into

the topic and then look into different aspects for possible

solutions. Also we used a lot of problem-solving skills, and it

required responsibility to try and keep going.”—Lindblom Student

“This experience offered insight to careers as a researcher at Baxter.”—Lindblom Math and Science Academy Student

Career Awareness

The Process


The students developed a prototype of a chemotherapy device on a wristband which has a cylinder cartridge that administers the pre-saline solution, chemo drug mix and/or saline flush.

Piezoelectricity generated from the user’s body help keeps this watch in synch with how much insulin to supply. The watch body, though slender-looking, can hold two to three weeks’ supply of the liquid.

On the back of the “watch” is a needle that moves on a circular track so it doesn’t keep puncturing the same vein. The needle automatically comes out to administer the dosage and retracts through a sanitizing agent so bacteria cannot grow.

On the side of the “watch” is a USB port for recharging the battery.

How can we maximize the effectiveness and use of infusion devices used to treat chronic diseases such as diabetes and/or sickle-cell anemia and their symptoms...in such a way that:

dosage is controlled and monitored, infections and other side effects are limited, and the device is easy to use and portable?

The Problem

The Solution

Morgan Park High School

Baxter


The Process

“It’s good to work together and to agree on things because throughout life, you’re going to have to work with others. Everybody had different ideas, so it was pretty challenging trying

to get everyone to agree on one topic.”—Freshman Student

Traditional Administration Methods


Eliza Fournier, Manager of School and Community Gardening Heidi Joynt, Green Youth Farm Coordinator Kelly Larsen, Supervisor, Windy City Harvest Angela Mason, Director of Community Gardening Kristen McPhee, Green Youth Farm Coordinator

Chicago Botanic Garden 1000 Lake Cook Road

Glencoe, IL 60022 (847) 835-5440

The Garden will serve as a model of how a botanic garden can make vital, year-round contributions toward strong local food systems. These contributions include urban agriculture jobs training, youth leadership initiatives, and school-based gardening programs that strengthen underserved communities while also increasing access to good nutrition and fresh produce.

Partners

Chicago Botanic Garden’s Green Youth Farm and Windy City Harvest provided a day of training for Palatine High School and Woodstock School District educators on November 13, 2010. This day of focused learning and sharing about the program’s eight-year history included: An overview of available curriculum and how to implement it, Information on how to foster a safe environment for students of all abilities, and An offer of a field trip for educators and students.

Representatives provided on-site support for each high school during the unit to provide information in response to students’ questions and inquiries.

STEM Career Cluster: Agriculture, Food and

Natural Resources

Partnership

Challenge: The government is looking into

improving nutrition in schools in the United States. Recently, more attention

has been given to the nutritional quality of school lunches. As

adolescent obesity and poor nutrition is on the rise, we see a need for a different approach to sourcing,

selecting and preparing school lunches. The Botanic Garden also understands

the need to attract schools to the Green Youth Farm project.


Palatine High

School

Kori Hibner—Family and Consumer Sciences Department Chair Mark Langer—Science Erika Varela—Family and Consumer Sciences

Woodstock Community Unit School

District

Amanda Harmer—Career Facilitator William Donato—Science Michael Stough—Science Megan McCarthy—Family and Consumer Science

The Garden’s model for youth garden programming, Green Youth Farm, opens a door to discovery for young people, while providing access to affordable fresh produce for families and communities. Through engaging, authentic work and

training, the Green Youth Farm offers a platform to educate young people about the natural world as they build skills that prepare them to enter the workforce.

The vision for Windy City Harvest is to establish a viable social enterprise that creates training and employment opportunities in an economy that is putting increasing emphasis on local production; seeking remedies for community food insecurity and poor health; and in need of models that catalyze sustainable growth and development in underserved communities.


The Solution

Palatine High School Students

Chemistry of Foods 11, 12

How can we, as the Chemistry of Foods class, increase the amount of organic and locally grown agricultural products used in Palatine High School in such a way that it addresses the barriers of cost, government regulations, health, safety, and nutrition, as well as High School District 211's standard operating procedures?

Student Recommendations:

Have a taste panel to try to gain the consumers’ acceptance of organic foods. Gradually switch over to organic in certain key food items (ketchup, apples, milk) in the

student cafeteria. Slowly introduce organic foods into our restaurant meals, foods classes and preschool

snacks. Buy more locally grown foods (as much as possible). Make a small student-worked garden on school property. Find grant funding to start a Green Youth Farm with the Chicago Botanic Garden.

Under the direction and guidance of the Environmental Sciences teacher, the students plan to discuss their green farm youth proposal with the assistant principal in charge of building and grounds. The location has been discussed already with the administration, but the students have worked out the details of the design and construction of the garden beds, theme ideas (crops), budget plans and proposed worker schedules.

The Problem

“Students developed skills needed to interact positively with others through the PBL process

by interacting in cooperative groups. Students understand how the increasing

concern for the environment (“green movement”) affects the nature and structure of

work and how they can learn the skills that green companies will want.

Students learned decision-making skills through the use of the ‘decision matrix’ and

‘SWOT (Strengths, Weaknesses, Opportunities, Threats) Analysis’.”—ILIT Teacher

Chicago Botanic Garden


Students generated innovative and creative solutions to the problem while considering many barriers they needed to overcome. They interviewed experts for each of the barriers they researched and conducted multiple sensory taste panels in order to discern whether people would be able to tell the difference between traditional and organically-grown foods. The results supported their hypothesis that people would not be able to tell the difference. Their conclusion helped reinforce their proposal to switch some basic foods in the cafeteria to organic options. The next steps that students identified for proposing a Green Youth Farm at their high school are to conduct triangle surveys of organic condiments, vegetables and grains, design the garden, and install the raised beds.

The Process

Students tapped the expertise of numerous community resources, including the department chairs from Science and Family and Consumer Sciences, the Director of Food Service, the District Director of Career and Technical Education, and the Director of Career and Technical Education for the Northwest Suburban Area.

The project was valuable for our students to learn about district and government regulations, developing a plan from many angles, conducting expert interviews, completing sensory evaluations and presenting their findings before a professional audience. The students explored many careers, including food scientist, botanist, engineer and project manager.

Community Resources

Career Awareness


Woodstock High School Students

Environmental Science 10, 11, 12 AP Environmental Science 11, 12 Foods and Nutrition II 10, 11, 12

How can we, as consultants to the USDA, find the advantages of bringing locally sourced food into the public school … in such a way that we consider: health, public safety, cost, ways to overcome the barriers of environmental impact, and the skill level needed to prepare and bring fresh produce into the school cafeteria?

What are the benefits of using local produce in the school cafeteria? What risks are involved? Students in AP Environmental Science focused on health and safety. Environmental Science students focused on environmental impact and students in Foods and Nutrition II focused on cost and food preparation training. All groups presented their findings to the District 200 Board of Education.

Since the problem was addressed by three separate groups in two high schools, the classes and the schools came to slightly different solutions, yet their solutions are also very similar. Some of the differences can be attributed to differences in group focus as some focused on health and safety, others on environmental impact, and others on cost and food preparation training.

The overall recommendations are: Establish a salad bar at the school with a diversity of

green vegetables. Grow plants from seed in the greenhouse to plant in

late April and May. Work with the farmers’ market to bring some local

food into the café. Increase the nutrients in the soil by organic means

such as manure, crop rotation and purchased organic topsoil.

Develop a plan for summer maintenance of the gardens.

The Problem

The Solution

“One of the students at Woodstock High School took information from what each group had researched and put it together in a movie format using Window's Movie Maker.”—ILIT Teacher

Chicago Botanic Garden


“Students in environmental science classes, foods and nutrition classes and members of the schools’ green clubs and gardening clubs worked with the industry sponsor, the Chicago Botanic Garden, to devise ways to provide locally grown foods to student lunch programs. The students brainstormed, researched and presented recommendations, which included planting seedlings in the Woodstock High School greenhouse. ‘As a teacher it was great to see kids really getting into the project and taking ownership. Some have even volunteered to come in over the summer and maintain the garden,’ said WHS environmental science teacher Bill Donato.” (from “Grants Fund Innovative Programs at D-200” by Elizabeth Harmon in The Woodstock Independent, May 11, 2011)

Steve DeBerg, University of Illinois Extension (Master Gardener) Michael Eisele, McHenry County Department of Health (Environmental Health – Food) Thomas Kaltenecker, McHenry County College (Chef) Pat Kraft, University of Illinois Extension (Master Gardener) Sue Palmore, District 200 School Board Member David Woodruff, University of Illinois Extension (Master Gardener)

Career Competencies were addressed through group work while groups were researching to find answers to the problem statement. Students developed decision making skills when proposing their final, educated recommendation for the project. Career Awareness was developed:

through interaction during the expert panel, during research on different topics, and during hands-on lab exercises.

The Process

Community Resources

Career Awareness


Commonwealth Edison Company 2 Lincoln Centre

Oakbrook Terrace, IL 60181

As your local utility, ComEd is committed to providing service that delivers security and satisfaction. An energy delivery company with more than a century of experience, we depend on 5,600 employees whose diverse backgrounds mirror the communities we serve. In hiring from those communities, we invest in long-term partnerships and collective success.

William Burns, Senior Engineer Mark Wizniak, Senior Engineer


2

“Mark Wizniak, who is the CEM Senior Engineer for Exelon Corporation, provided needed information for the energy usage of the buildings and connected us with a

supplier for the retrofits.”—North Shore Academy Teacher

Partners

Challenge:

ComEd Energy Efficiency Services department partnered with the schools to

identify areas of opportunity to reduce energy consumption within the school

infrastructure or within the community. ComEd tasked the students to investigate

the energy usage, including gas and electric, within selected buildings and requested the students research and

propose solutions to reduce energy usage in those buildings. Students were also challenged to devise solutions that are

within the constraints outlined in certain financial incentive programs available

from the State of Illinois and utility companies pertaining to energy

conservation measures qualifying to help implement energy reduction strategies.


Mother McAuley

Liberal Arts High

School

Roz Iasillo—Biology and Environmental Science

Neuqua Valley

High School

Tricia Noblett—Honors and AP Physics

North Shore

Academy

Ron Blanche—Special Education Lara Levine-Buti


Students identified several areas that addressed their problem statement:

Motors: All motors should receive a tune-up and the school should install variable frequency drives on the air handling systems so that the school could significantly improve the efficiency of the motors.

Motion Sensors: Install motion sensors in the gymnasiums, auditorium, chapel, and bathrooms. Classroom Lighting: Implement a school- wide education campaign that would include switch plate stickers, posters and media presentation to encourage staff and students to use only the lights needed and to shut off unnecessary lights.

Computers: Replace cathode ray tube monitors with more efficient flat screen technology that has significantly less operational power requirements as well as negligible phantom load. Re-program existing software to automatically shut computers down an hour earlier, at 5:00 p.m.

Phantom Loads: Install ‘smart outlets’ to eliminate ‘phantom load’ of many appliances and educate staff to unplug appliances when not in use.

Window Air Conditioners: Replace existing air conditioners with energy efficient models.

Mother McAuley Liberal Arts High School Students

EcoMacs Environmental Service Club 9, 10, 11, 12

ComEd requested that the students assist them in identifying ways to reduce energy consumption and increase energy efficiency at our school. ComEd asked students to propose cost-efficient solutions that may qualify for government energy incentive programs currently being offered.

How can we, the students of Mother McAuley’s EcoMac club, assist ComEd in developing a proposal that will reduce energy usage, increase student awareness, expand the recycling program and increase energy efficiency of lighting our high school in such a way that it: is cost efficient, realistic and meets the needs of the school and the educational community?

The Problem

The Solution

ComEd


The students developed a systematic approach to conducting an energy audit. They did a preliminary walk-through of the building. They divided the building into five main areas and assigned 3-4 students to each area of the building. They developed a document that they would use during the more focused walk-through. It enabled them to conduct a thorough audit and ensured that they include all aspects of the building in the audit.

Vicki Nettles, Building Manager, Mother McAuley Tricia Noblett, Science Instructor, Neuqua Valley High School Paul Rosetti, Building Manager, Mother McAuley Pete Skatch, Operations Director, St. Xavier University Campus Manager

Argonne National Laboratory’s Girls in Engineering Day Petroleum In-School Field Trip Engineer Presentations

The Girls in Engineering field trip to Argonne National Laboratory was an outstanding event that truly gave our students the opportunity to learn about a variety of engineering career options in STEM-related fields. The panel discussion and extensive opportunities for questions and answers allowed the students to share their knowledge with younger girls, too.

The Process

Community Resources

Career Awareness

Meeting with Pete Skach, Operations Director at St. Xavier University, and Paul Rosetti, Building Manager at Mother McAuley, to answer student questions.

“This project was very successful insofar as it engaged our students in the process of seeking solutions to a

problem and finding strategies to implement their solutions. Students experienced and appreciated the

complexity of this problem.”—ILIT Teacher


Neuqua Valley High School Students


How can we, the students of Neuqua Valley’s engineering club, assist ComEd and ARAMARK in developing a proposal that will reduce energy usage and increase energy efficiency by focusing on lighting options, plug loads and motors at our high school...in such a way that it is cost efficient and realistic?

Suggestions for improved energy consumption include:

Classroom lighting (turn on only one switch), bathrooms, weight room and gym, computers with shutdown software, plug loads and motors/drives, with additional focus on phantom loads

New energy-efficient light bulbs and fixtures

Ad campaign to educate staff and students of the savings including switch plate stickers and posters

The Problem

The Solution

ComEd


Students identified areas of energy reduction or energy inefficiency then organized themselves into teams of 2 or 3 to attack each area. Students created a statement to reflect what their role was in the process and what they wanted to accomplish. They conducted a survey throughout the building. They used iPads and journals to document how electrical energy was being used

in lighting and in motors.

ARAMARK: Mr. Mike Paperella, Energy Manager District 204 Neuqua Valley: Mr. Mark Kolkman, Assistant Principal for Operations Neuqua Valley: Mr. Leonard Sharum, High School Facility Manager OSRAM Sylvania: Ms. Rose Lenchner, Industrial/Commercial Senior Sales

The Process

Community Resources

“ I was very motivated to work on this challenge knowing that it has real-life applications.” —ILIT Student

“ It was very different from the classes and activities I usually do because all of them center on theoretical knowledge. This event, however, focused on practical solutions, which really helped me

learn a lot.”—ILIT Student

”This project was a great experience that taught me and gave me a chance to work together in a motivated group to complete a common goal. Although there were moments of frustration, in the

end everyone worked together to reach the goal”. —ILIT Student


How can we replace an inefficient electrical energy-consuming system in the Highland Park firehouse on Half Day Road with an alternative energy source system, such as wind energy ...in such a way that it will not only supply power to the firehouse, but return energy back to the people of Highland Park?

After careful assessment of the current electrical structure pertaining to the lighting and their basic controls at Highland Park Public Works Building firehouse, students made comparisons to the more recently constructed firehouse at 1130 Central Avenue and determined that the most cost-effective and environmentally-friendly method for making improvements was through retrofitting the current lighting system with more current and less energy-consuming alternatives, including:

Lighting controls (motion switch, timed switch, dimmer switch) Replacement of ballasts and bulbs in lighting fixtures Use of compact fluorescent bulbs instead of incandescent bulbs

The Problem

The Solution

North Shore Academy

“Our students interacted in a friendly and sociable manner to our hosts at the firehouse and also to the Facility Manager for the city of Highland Park. They were engaging and thoughtful in their questioning, treated the facilities we visited with

the utmost respect, and completed tasks that were expected of them with an emerging degree of academic professionalism.”—ILIT Teacher

ComEd


The idea that we fostered with the students of “we are building this curriculum together” and “you are going to teach me, too” helped them self-realize their potential. The curricular tie-ins to real-world experience provided by the course showed them what they were capable of

achieving in a scenario that mimicked what conditions are in a work environment.

We had students that saw how good they were at organizing people to work together towards a common goal. Others saw their potential in researching possible alternatives to problems that continued to arise, even when they thought they had all of their bases covered, and willingly started over from scratch because they wanted to get it right. Some enjoyed the interactions with people in the workplace, documenting their input and working with them to gather enough relevant information to move a project forward, and revising the data to reflect those changes. Then there were those that valued the

technical, deciding what was the best to replace the old based on costs, longevity, ease of implementation and practicality.

Bob McCraren, Facility Manager for the City of Highland Park

The students valued the interactions of those they encountered in the workplace, and it was evident that the greatest sense of accomplishment came from being treated as if they mattered in the decision and planning process.

The Process

Community Resources

Career Awareness

“By far the most wonderful thing to bear witness to was young people seeing their value and self-worth…the joy of watching my students find their self-worth and realize what they are capable of, not only academically but to another human being.”—ILIT Teacher

“The learning experience for me came in rising to the challenges and assuring the students that there is value in the process more than the outcome and that during the

course of learning, we are capable of learning from our mistakes as well as our victories. This is essential with our population; many have and continue to struggle with multiple issues on a continual basis. As long as they are developing the ability to be resilient to

that which is unexpected and manage it in a manner that is both healthy and productive, I know I have succeeded as a teacher.”—ILIT Teacher


Illinois Department of Transportation 2300 S. Dirksen Parkway

Springfield, IL 62764 (217) 782-7820

The Illinois Department of Transportation is the state agency in charge of state maintained roadways and provides funding for rail, public transportation, and airport projects.

John Webber, Community Relations Manager Marva Boyd Danielle Harrell John McCarthy, Director of Communications

STEM Career Cluster: Transportation, Distribution

and Logistics

Challenge: Schurz High School Automotive Academy was asked to investigate the pros and cons

of alternative fuel vehicles vs. gasoline powered vehicles for use in the IDOT

motor pool.

Niles West students were asked to investigate the pros and cons of the new Illinois high-speed electric train for mass

transport and see if electric cars for personal commuting would be another

feasible alternate form of transportation.

CREATE is a first-of-its-kind partnership between U.S. DOT, the State of Illinois, City of Chicago, Metra, Amtrak, and the nation's freight railroads. A project of national significance, CREATE will invest billions in critically needed improvements to increase the efficiency of the region's passenger and freight rail infrastructure and enhance the quality of life for Chicago-area residents.

2

Partners

Partnership


Schurz (Carl) High

School

Clairene Terry—Automotive Technology Darryl McFarlin—Automotive Technology

Niles West High

School

Ben Brzezinski—Applied Sciences Brent Garner—Applied Sciences


Niles West High School

Niles West students worked with the Illinois Department of Transportation on issues regarding the high-speed rail system that runs from Chicago to St. Louis. They were also asked to investigate the feasibility of increasing the speed of the high-speed train from 110 mph to 220 mph in such a way that this increased speed would be environmentally sensitive, economically practical, safe, and marketable to users and those who have the train run through their community.

The Problem

The Solution

IDOT


The Process

Career Awareness


Schurz (Carl) High School Students

Automotive Technology 10, 11, 12 Brakes 11

Electrical/Electronics 10 Suspension/Steering 12 Engine Performance 11

Schurz High School Automotive Academy was asked to investigate the pros and cons of alternative fuel vehicles vs. gasoline-powered vehicles for use in the IDOT motor pool...in such away we consider the:

Safety (design), Environment (sound, emissions), Economics (cost of production and power), and Performance (speed and comfort).

Researching alternative fuels, it appears that a fully electric vehicle can solve IDOT’s concerns.

They are environmentally friendly.

Vehicles run noiselessly. Electric cars change the

chemical composition of the pollution for the better.

The only new system required for electric cars is one that charges the batteries, and major automakers are working on creating a standard system for battery charging.

Batteries last about 50-130 miles and take about 6-8 hours to recharge completely. Solar panels will assist with the charging sequence. There would be a savings in overall expenses. The General Motor EV1 met the requirements of safety, performance, economy and

environmental concerns.

The Problem

The Solution

IDOT


Because of their research on the EV1 electric car, students were inspired to build an electric/solar-powered vehicle.

The Process

“The project brought out the very best of the students. They worked long hours and did extensive research to come up with an answer for IDOT’s problem. They took pride in knowing they would be the first to help establish an electric motor pool for such a large establishment. Deciding to build an electric car took the students to another level of excitement.”—ILIT Teacher

“The IDOT project was a fun and exciting thing for me to participate in because I got the opportunity to learn and build something extraordinary. It was a great honor to be a part of this team and present a solution to a challenge given to us by the state.” —ILIT Student

“I was part of the project from the very beginning. Once the idea was proposed to us I jumped into it head first without a doubt in my mind.”—ILIT Student


Mary Pat Olson, Director of Healthcare Workforce Institute Colleen Allen, Program Manager, Healthcare Workforce Institute Lisa Johnson, Clinical Services

MCHC (Metropolitan Chicago Healthcare Council) is a membership and service association comprising more than 150 hospitals and health care organizations working together, since 1935, to improve the delivery of health care services in the Chicago area. MCHC is dedicated to helping members care for their communities through access to health care and improved delivery of services.

Partners

The staff of MCHC’s Workforce Institute met with IMSA’s PBL coordinators to discuss current events in health care and identify which topic area could be further explored by the students, deciding on the issues surrounding immunizations and vaccination compliance. MCHC staff met with the school coordinators on October 5 at IMSA to refine the scope of the challenge for each school. MCHC developed a YouTube video and letter to introduce the challenge to the students and provided numerous resources, including access to their web page where students could collaborate and share their work. The students’ work can be found at www.mchc.org by searching under MCHC Resource Library.

During the ten weeks of this project, the students had a Skype conference and presented their material to MCHC twice. MCHC provided the students with tips on presentation skills and ideas of what they can do with their material in the future.



Challenge: MCHC challenged the students to generate ideas for how to increase awareness of the importance of immunizations, especially

for children.

MCHC 222 South Riverside Plaza, Ste 1900

Chicago, IL 60606 (312) 906-6000

Partnership


Instituto del

Progreso Latino

Patricia Munoz-Rocha—Founding Principal, Instituto Health Sciences Career Academy

Kristin Janko—Science

Amanda Lovall-Cole—Science

Karina Morales—School Councelor/Advisor

Diana Santiago

Paul Shafer—Lead Science Department

Kankakee High

School

Tim Annis—Medical Academy Coordinator, Health Occupations, Chemistry

Liz Brown—Biology

Gail Fay—Geometry

Debra Hubley—RN Certified Nursing Assistant Instructor

Cassie Licon—Anatomy and Physiology

Nicole McKean—English

Pam Washington—English

Maine Township

High Schools

Applied Arts and Technology Chairs: Joann Huber—Maine West Jodie Wachowski—Maine East Pat Duggan—Maine South

Family and Consumer Sciences Teachers: Pat Zelikoff Keri Helton Tracy Stewart Samantha Archer Fran Flores Adina Salmonsohn

Jackie Pauly—Coordinator of Nursing Care Technician Program

“ILIT was a great opportunity for us, and we very much enjoyed seeing how talented and bright our future health care professionals are. Please keep MCHC in the loop about next

year’s project.”—Colleen Allen, MCHC

“It was interesting and a good experience because we all shared so much information with other students from different schools. We got to receive feedback from our peers which

helped me know how to handle improvement.” —ILIT Student


Instituto del Progreso Latino Students

Health Careers Orientation 9

How can we improve the immunization rates for selective communicable diseases in the City of Chicago in such a way that: the public understands the seriousness of not getting immunized for these diseases and makes a healthy choice to get immunized, which will in turn improve the immunization rates and reduce the public health burden of having too many people contracting serious communicable diseases?

While analyzing the problem, the students discussed the need to use various media to reach the different audiences. They educated more than 80 students using informational Power Point presentations on four diseases: pertussis, influenza, meningitis, and hepatitis. They educated the public with an information brochure at two Tax Assistance Program locations: WIC (Women, Infants and Children) Services and Clemente High School. To educate a larger public audience, they created a short You Tube video, “Get Vaccinated,” designed to appeal to their target young Latina/o audience and a Facebook page to place all their informational material. On April 7, 2011, students presented their research, survey data and solutions to MCHC at National-Louis University.

The Problem

The Solution

“The amount of interest and enthusiasm the students showed throughout the whole process of the project surprised me. These types of classes are great

opportunities for creative students that are itching to learn. I hope to see this project continue.”—ILIT Student Teacher

MCHC


20 students in the Health Careers Orientation classes were selected to work on the problem based on their reflective essays on why they were interested, how they would research immunization rates among the Latina/o population in their neighborhoods, their ideas on how to improve immunization rates, and what they would like to learn.

Baxter International—Dr. Francisco Rausa, PhD, Director of Biotechnology Product Control Chicago Public Schools Renaissance Schools Instituto del Progresso Latino and Associate Centers—Educational Center Instituto Health Sciences Career Academy Ladder Up—Tax Assistance Program National-Louis University Northwestern Memorial Hospital—Dr. Paloma Toledo, MD, Anesthesiologist Rush University—Dr. Robert Leven, PhD, Professor in Anatomy and Cell Biology

“Our sponsors and community played a very important role in the achievement and motivation of the students. We gained enormous help from community members. Besides

gaining permission to survey the public in many facilities, the students also presented their work to the community.”—ILIT Teacher

A number of professionals in the medical field participated in the program by helping the students understand more about immunology and vaccinations. They also explained what they did in their jobs. Students took field trips to MCHC, hospitals and universities specializing in healthcare.

The Process

Community Resources

Career Awareness

Students used various electronic media throughout this unit:

Forums.com—as a communication medium to save and share files, have discussions, and set up events.

Google Documents--to save files related to the project. Skype—to communicate with MCHC and other professionals. CoolHub.imsa.edu—to share files from the project with MCHC.

Technology Use


Students Health Occupations, Biology, Geometry 10

Certified Nursing Assistant Training 11 Chemistry, Algebra II 11

C.N.A. Internship 12 Anatomy and Physiology 12

English 10, 11, 12

Kankakee High School

Childhood (birth-18 years of age) immunization programs in America are not as efficacious as they are in other developed countries throughout the world. After identifying causes for our country’s deficiencies, what can be done to improve immunization rates in America?

Students saw their challenge from MCHC as having three stages: 1. Research current immunization rates, 2. Research why parents are not immunizing their children, and 3. Come up with solutions to improve immunization rates.

Students generated a Prezi multimedia presentation to share in high school classrooms, K-8 classrooms, and in other community locations to illustrate how immunization works in the human body to prevent disease. A powerful YouTube video, “Protecting Tomorrow Today,” for a wider audience is available on the MCHC web site www.mchc.com It includes:

Video clips of non-vaccinated children with various preventable diseases,

10 explanations for “Why Wouldn’t a Parent Immunize,”

Interviews with employees of a daycare center on the urgent need for vaccinations, and

Their suggested 25 Ways to Improve Immunization Rates, which include marketing strategies as well as tips for parents, the health industry, the school system, and the government.

The Problem

The Solution

MCHC


Students used anatomical specimens to gather information and data about how disease spreads. Their research included finding data to help them:

determine how America’s immunization rate compares to other developed countries throughout the world,

identify and analyze disease patterns before and after the development of immunization, identify diseases successfully affected by immunization, identify roadblocks to higher immunization rates: Religious views, cost, poverty,

controversy

They evaluated a cost/benefit analysis between immunization and disease, outlined a rationale for America’s deficient immunization rates, and brainstormed a protocol for improving America’s immunization rate.

The medical nature and career focus of our Academy was an ideal fit for this problem. We teach a two-semester class dedicated to health and medical careers to all sophomore students, while additionally providing Certified Nursing Assistant training to all of our junior students. We incorporated curriculum components within each of these classes.

Students explored information generated by a variety of medical specialties: Public health, Immunology, Epidemiology, Pathology, Virology, Pediatrics.

Exposure to medical vocabulary was both rich and varied. Students researched a problem that the very profession they aspire to enter into is

struggling with.

The Process

Career Awareness


Maine Township High Schools Students

Family and Consumer Sciences 9, 10, 11, 12

The Metropolitan Chicago Health Care Council (MCHC) partnered with Maine Township District 207 schools (Maine East, Maine South and Maine West) Health Care Careers, Child Development, and School Age Child classes because they are concerned about the current immunization compliance rates in Illinois. Our challenge is to find out why the compliance rates are not as high as they should/could be and what can be done to educate people about the need to immunize so these rates will increase.

The Students’ Problem Statement

How can we, as the child development class, make a video campaign to convince parents of the importance of childhood immunizations so that the immunization compliance rate goes up

in such a way that we consider... why children are not being vaccinated, what diseases they need to be vaccinated against, and how we are going to inform parents?

Students generated three videos for their public education campaign; “Immunization” and “Vaccination” are Animoto videos, and “Vaccinate 2” is a YouTube video, available through the MCHC web site www.mchc.com. The students generated a Know/Need to Know document and problem statement, conducted library/Internet research, and used experts to answer questions about public service announcements and marketing. The school librarian and nurse were also consulted.

The Problem

The Solution

MCHC


“I had a wonderful experience. It is sometimes difficult working in groups because there will be disagreements, but we all learned to compromise and speak to each other in a business atmosphere. I think we learned about the corporate world and about marketing and how you go about it. I also learned how to design posters and brochures and really did well with giving speeches which was a great experience.”—Brianna, Grade 10

“I thought it was a very good experience where we could practice the skills needed in life such as problem solving, speaking in front of an audience and preparing and organizing presentations. Of course, I really learned the importance of vaccinating. This was my first formal presentation and this experience will help me improve future presentations.”—Nimisha, Grade 10

“I enjoyed being in the project. At some points I felt like we were unprepared but once we did our presentation, I felt like we nailed it!! I think it was a good opportunity to talk about something so important, to a real important audience. I learned that you have to be willing to give up time to work on it. It isn’t easy and you have to be able to work in groups well. Overall I think it was a fun, successful project.”—Lauren, Grade 11

The Process

“I thought it was a very good experience where we could practice the skills needed in life, such as problem solving, speaking in front of an audience and preparing and organizing presentations.”—ILIT Student

“I liked being a part of the immunization problem. It was a fun way to learn how to handle a business-like situation. The problem helped me to understand more about how to put together a presentation and how to improve my communication skills.”—Darian, Grade 11

Career Awareness

“As a coach, I learned a new instructional method that was time-consuming but very rewarding. I think the students learned the subject deeply and felt that they gained a great deal from participation. From a coach’s standpoint you can’t ask for more!”—ILIT Teacher

“I feel that helping with the problem was an amazing opportunity and it makes me feel like we can make a difference even if it is small.”—ILIT Student

Community Resources Maine Township High Schools formed a unique partnership among the three high schools to explore the MCHC challenge. Department chairs from the schools shared the responsibilities of project administration and the extensive planning to coordinate a team of seven teachers. Students from all of the schools collaborated on a single presentation at the April 11th Sharing Event.


Matt Aldeman, Program Assistant, Center for Renewable Energy, Illinois State University Susan Deason, Outreach, Center for Renewable Energy, Illinois State University David Loomis, Director, Center for Renewable Energy, Illinois State University Fred Lutzi, Program Manager, Illinois Institute for Rural Affairs, Western Illinois University Jolene Wills, Program Assistant, Illinois Institute for Rural Affairs, Western Illinois University

Western Illinois University 518 Stipes Hall

1 University Circle Macomb, IL 61455

(309) 298-2237

Illinois State University Campus Box 5020

Normal, IL 61790-5020 (309) 438-7919

Partners

Rolling Meadows High School hosted the Niles North team for an alternative energy panel organized by the two energy centers. Speakers discussed the advantages and disadvantages of solar/wind power. A second event coordinated by the energy centers was an Energy Summit held at Fenton High School with Maine East. Eighty-five students participated in the daylong event to listen to four wind and solar experts speak about how they are involved in the renewable energy field.


Partnership

Challenge: Four high schools were challenged to

determine the feasibility of incorporating wind and solar energy in

their local settings.

The Center for Renewable Energy at Illinois State University has three major functional areas: To enhance the renewable energy major at Illinois State University To serve the Illinois renewable energy community by providing information to the public To encourage applied research concerning renewable energy at Illinois State University and

through collaborations with other universities. The Illinois Institute for Rural Affairs (IIRA) builds the capacity of community leaders and policymakers by providing technical support, applied research, policy evaluation, and training across the state. IIRA is a clearinghouse for information on rural issues, coordinates rural research, and works with state agencies on issues of importance to rural communities.


Fenton High

School

Jeff Baeder—Environmental Science Dan Latka—Physical Science Mark Scheldrup—Industrial Technology Ben Nelson—Industrial Technology Mike Connolly—Director of Curriculum

Maine East

High School

David Schultz—Science Rebecca Stewart—Applied Arts and Technology

Niles North High

School

Robb Barton—Applied Sciences and Technology Ken Albert—Applied Sciences and Technology Chris Powell—Director, Applied Sciences and Technology

Rolling Meadows

High School

Mark Koch—Career and Technical Education Division Head Todd Hatfield—Technology Education


Fenton High School Students

Environmental Science 11, 12 Physical Science 10

Industrial Technology 10, 11, 12

Students in three courses (Physical Science, Environmental Science, and Industrial Technology) shared responsibilities in the overall problem of determining the feasibility of using wind and solar power to produce 5-10% percent of the current energy used at Fenton High School.

Physical Science: How can we determine the available natural, sustainable resources of wind and solar in our area to determine the feasibility of their use in power generation?

Environmental Science: How can we develop a plan to reduce the current power usage at Fenton High School?

Industrial Technology: How can we design the changes needed to retrofit the proposed alternatives into existing solar panels and a wind turbine into the existing energy framework of the school?

The Problem

The solution the students came up with seemed to be simple at first and then developed into a life of its own as the problem evolved.

The students recommended a tower-mounted turbine located near an electrical access point that would be minimally invasive to existing structures and athletic fields. It was determined that the school would only need 1 turbine to produce the school’s goal of 5%-10% of total energy. The turbine offered the least maintenance, lowest price and used the least space compared to the multiple small turbines (12-10kw) option. Payback is expected to be 12 years.

The best solar option was to have the solar panels mounted to the side of the building as they would be strong enough to withstand the weight of the solar panels. Also considered were a solar heater, pole-mounted solar panel arrays, rooftop-mounted solar system, and a side-wall mounted solar system.

The students did energy audits in three areas deemed as the best ways to reduce or conserve energy: the computer labs, exit signs and overhead lighting. Implementing all of these cost-saving measures would reduce the school’s power use by 129,975kW/hr a year, which is about 4% of the current energy usage.

The Solution

WIU/ISU


We went on two field trips. The first trip was to the Great Escape restaurant which had made an investment in a wind turbine. The owner of the restaurant spoke to the group about what was involved in acquiring permits, construction, application, and maintenance of a wind turbine. The second trip was to Winergy where we saw large gear boxes for wind turbines being assembled. “The whole experience has been rewarding. It has been a pleasure to offer students new ways in which to learn and watch them excel. I am confident that this experience will be one that they will remember and apply long after their graduation from high school.”—ILIT Teacher

The Great Escape on Irving, Inc., Schiller Park, IL Winergy Drive Systems Corporation, Elgin, IL

“PBL has provided students with a new way of learning and increased opportunities for them to excel. We worked together as a team and relied on the

talents that each staff member and student brought to the table. It was definitively a growing process for each individual.”—ILIT Teacher

The Process

Community Resources


Students “Girls Only” extracurricular activity from:

Physics 9, 10, 11, 12 Engineering 9, 10, 11, 12

Applied Technology 9, 10, 11, 12

Maine East High School

How can we research ways of introducing wind and solar technologies into District 207’s energy plan and generate recommendations for the board and the Center for Renewable Energy in such a way that we: maximize cost effectiveness,

obey existing building codes,

insure a positive aesthetic impact,

take advantage of our geographic location and natural resources, and

fully utilize our existing technological resources.

Students summarized their solution and defended their findings to the superintendent, Dr. Ken Wallace, and his community advisory panel in April 2011. The solution proposed by students was to design, construct and install a solar photovoltaic energy pilot at Maine East High School within the next two years.

The plan will advance in two stages. In the first stage, students will collaborate with buildings and grounds staff and local small businesses to design the pilot. This will involve modifying and testing a solar panel project they built in this unit.

In stage two, students will work with our district staff to write and submit a proposal to the Illinois Clean Energy Community Foundation. This proposal will be submitted in the Spring of 2012. If successful, funding

would be available in the Fall of 2012, with reimbursement of 80% (up to $8,000) of PV installation costs.

The Problem

The Solution

WIU/ISU


A supportive dynamic developed over the course of the unit that gave the ‘girls only’ participants the opportunity to work and express themselves in a field that is traditionally male-dominated. The girls’ enthusiasm was evident in their commitment to this extracurricular activity that took place during after-school and Saturday hours.

Through hands-on activities to design, construct and test mini-prototypes of wind and solar power generators, students learned about the fundamental technical constraints, benefits and consequences of wind and solar technologies. They also learned the importance of considering how generated energy may be transported, stored and converted. They also evaluated aesthetic concerns, building code requirements and economic cost realities. They were proud to show off their mobile charging station to other students.

“This project was very successful insofar as it engaged our students in the process of seeking solutions to one of the most pressing problems our times. Finding strategies to implement

sustainable energy sources within our communities involves a rich interweaving of concepts from the core STEM areas of science, technology, engineering and mathematics. Students

experienced and appreciated the complexity of this problem.”—ILIT Teacher

The Process

Mike Galis—Director of Facilities and Purchasing, Maine Township High School District 207 Jim Nichols—Engineering Technology Consultant Mark Scheldrup—Fenton High School

Students questioned and learned from a local business owner whose company specializes in solar energy technology applications in both residential and commercial venues.

Community Resources

We were able to assess student learning in an on-going way through discussions, learning journals, and shared electronic documents. The journals in particular showed what the students learned about renewable energy concepts and related career options. Journals also contained results of testing of wind turbine and solar station designs. Students used Google Docs as the platform for sharing research information and collaborating on their final presentation.

Assessment


We feel that our school should invest in solar energy due to the fact that it is sustainable, easily scalable, and environmentally friendly. Solar energy will best supplement our school’s distribution grid on a small-scale because our location isn’t exactly the best for wind energy. Also, wind turbines have moving parts, which may require more maintenance than a solar panel. If the school needs more energy generated in the future, it would be more difficult to add another wind turbine compared to a few more solar panels. The cost of solar panels is somewhat expensive, especially considering the amount needed. However, we feel the other advantages of solar panels outweigh this factor. Finally, solar panels are better for the environment. Wind turbines can produce flicker effect and harm wildlife. Solar panels are mounted as if it is a part of the current architecture.

Niles North High School Students

Engineering 9, 10, 11, 12 ESL Technology 9, 10, 11, 12

For our project, we needed to research wind and solar energy and how it can be implemented within our school’s power grid. We also needed to determine which of these two energies would be best suited for our school.

The Students’ Problem Statement

How can we research the energy efficiency of solar energy and how to implement it in our school in such a way that we may use this solar energy within our school to power a standard room?

Their ultimate goal is to present their findings to our principal that solar energy would benefit our school in many ways. They plan to put in a proposal to develop a green house that includes our aquaponic system. This greenhouse will include solar panels that power the pump and any other electrical devices that need to be powered. One of the students is configuring a push mower to run solely on solar energy. Students will also create a mock home service panel that will use solar energy to power several household items.

The Problem

The Solution

2

WIU/ISU


Students were asked to discover how the pitch of the wind turbine’s blade affected the overall operation. They created a wind turbine with cardboard and hot glue. Some students’ wind

turbines spun at a consistent rate, while others could not get their wind turbines to stand properly, which affected the way the blades reacted to the wind.

After this assignment, students were asked to develop a wind turbine using Autodesk Inventor, a 3D modeling program. Students worked as individuals creating separate wind turbine parts. When they were finished, they came

together and assembled a completed wind turbine using all of their individual designs.

Students also constructed a solar panel to power two small light bulbs. They first researched how the equipment worked and then demonstrated their understanding of the solar panel.

“I never imagined that this project would motivate the students the way it has. It is amazing to watch several different groups of students working on different solar energy projects. I am eager to see what the future of solar energy holds for our school and its students. If it weren’t for our business partners who had many connections to alternative energy experts, this project would have ended in a much different way. Students would not have gained the knowledge they needed.”—ILIT Teacher

The Process

Students were able to see that energy requires many roles to be filled. Students were also amazed to find out that alternative energies are being used more and more in our society, which in return creates jobs. Students asked questions and had a professional discussion with the alternative energy panel at Rolling Meadows High School.

Career Awareness


Students Robotics 10, 11, 12

Civil Engineering 10, 11, 12 Architecture 10, 11, 12

Their overall task was to make recommendations on the feasibility of implementing wind/solar power alternative energies to supplement the energy distribution grid for RMHS and the City of Rolling Meadows, considering: How solar/wind energy works, Implementation of solar and energy, and Implementation of wind energy.

Students presented their work to a panel including the teachers, IMSA PBL staff, the principal, the associate principal, and the Head of Buildings and Grounds. They created a PowerPoint presentation to summarize their findings. They explained that after investigating wind and solar power, they decided to concentrate their efforts on solar power. They felt that wind power is not reliable enough in the Chicago area, and there are several negatives in producing wind power: the size of the generators needed and the noise and flicker effect of the spinning generator blades. The students measured the roof of the school and designated areas where they felt solar panels were viable. They priced out the panels and supporting hardware necessary for installation. They concluded that if the solar panels and installation were the responsibility of the school district, the payback period was 43 years. If the installation costs were covered from other sources, the payback period was approximately 20 years, which is more realistic.

The Problem

The Solution

Rolling Meadows High School

2

WIU/ISU


This out-of-class-time project brought together students from two different programs, Robotics and Civil Engineering and Architecture. The students initially thought they knew a lot about wind and solar power; however, once they got into researching alternative energy, they realized that they did not. The students came up with a list of questions to ask the experts. They also built solar and wind models to see demonstrations of the possibilities. Taking this information and synthesizing it was the next step. A student calculated the cost savings of solar power. A different group of students measured the roof of the school and calculated how many solar panels could be installed.

Several students used their prior knowledge of AutoCAD to create drawings of the exterior of the school. They identified which roof areas could support solar panels and created a computer animation showing where on the roof of the school the solar panels would be installed.

The site visit by the university experts provided a wealth of background information to students.

The students contacted the school’s head of buildings and grounds who personally took them up on the different roofs of the school several times to perform measurements. The authentic use of the building measurements was a huge motivating factor for students.

“What I enjoyed about the project was the ownership the students took in the project. They enthusiastically built the kits. They liked meeting

students from Niles North. They really enjoyed climbing around on the roof of the school to take measurements.”–ILIT Teacher

The Process

Community Resources

“It was interesting to see the light bulbs go off in students’ heads as they learned more and more about wind and solar power. Initially, students were strongly in favor of wind power over solar power. As they researched and especially when

the experts presented, the students completely abandoned wind power in favor of solar power.

They learned of the lower wind levels in the Chicago area, the height of the turbines to be

efficient, and they decided to do their final research on solar panels being installed on the

roof of the high school.”—ILIT Teacher

2010-2011 ILIT Summary Book

Documents

Transcript of 2010-2011 ILIT Summary Book