Impact of HUNCH on Students

 

IMPACT OF THE HUNCH PROGRAM ON STUDENTS, TEACHERS, SCHOOLS, SCHOOL DISTRICTS, AND NASA

STUDENTS

  • Allows for hands-on projects
  • Engages students with authentic, challenging projects
  • Exposes students to professionals working in careers in STEM areas
  • Builds students’ self-confidence in STEM areas
  • Teaches students to view mistakes not as failures but as learning opportunities so students are not afraid to take risks
  • Sparks student creativity and a passion for learning in STEM areas
  • Builds students’ sense of pride and accomplishment
  • Provides opportunities for students to determine if they are interested in pursuing STEM careers
  • Develops an understanding of authentic engineering research and design

TEACHERS

  • Brings STEM area professionals into the classroom
  • Brings new equipment into the classroom at no additional costs to school
  • Builds relevance of learning into the classroom
  • Bridges the gap between real-world and educational goals
  • Allows for project-based learning in the classroom
  • Fulfills the standard of applying students’ learning to real-world projects
  • Increases community involvement in classroom
  • Promotes teachers helping each other
  • Builds prestige for teachers among peers and administrators
  • Builds connections between STEM classes as well as with other academic courses

SCHOOLS

  • Provides the school with an innovative educational program that positively influences students motivation to study and pursue careers in STEM areas
  • Increases the number of students attending post-secondary education
  • Provides partnerships for schools with outside schools, organizations and businesses
  • Strengthens schools’ STEM and Career and Technology Educational programs
  • Provides an incentive for teachers to communicate together and help each other on a daily basis
  • Provides a challenging project that is not just for high achieving students
  • Increases positive exposure of schools in the media
  • Increases community involvement in schools
  • Helps the horizontal integration of subjects across a multitude of curricula
  • Increases the school’s enrollment of students in mathematics and science courses

SCHOOL DISTRICTS

  • Improves drop-out rate
  • Forms beneficial partnerships and support with community businesses and organizations
  • Assists districts in improving their STEM educational practices
  • Increases public attention to the positive accomplishments of the district
  • Improves status of Career and Technology Schools and programs in district
  • Unites students, staff, parents, and community members in expanding the educational opportunities for all students
  • Engages more parents  in the districts’  education
  • Inspires the next generation of students from diverse backgrounds and varied academic capabilities by engaging them in authentic engineering problems with NASA role models

NASA

  • Produces cost- effective flight certified and training hardware for NASA
  •  Strengthens public opinion about the work that NASA accomplishes
  • Strengthens NASA’s and the nation’s future workforces
  • Attracts a greater diversity of America’s young people to educational disciplines that are critical to NASA”s future missions
  • Forms a win-win partnerships between students, teachers, schools, and districts and NASA
  • Meets NASA’s educational goals of building interest in science, technology, engineering, and mathematics
  • Inspires the next generation of engineers, scientists, and space explorers

 

Julio pictured above with a single stowage locker plate made at Conroe High School in Conroe, Texas wrote, “HUNCH gave me the opportunity to learn from others, and to be able to meet new people, great people who share their passion for knowledge like I do. But most importantly I was able to find my calling in life. I decided to become an Aerospace Engineer, and in time I would like to be what I would call a hero, an astronaut.

Nikki pictured above with her HUNCH team at Clear Creek High School in League City, Texas said, “HUNCH is real work put into the hands of students to accomplish and students get more than just a product out of this program.”

Garrett pictured above with his 2011 Warren Tech Flight Week team from Lakewood, Colorado wrote, “HUNCH has made an engineer out of me.”

Kira pictured above with her 2011 Flight Week team from Lakewood High School in Lakewood, CO answered the question of what she learned while engaged in the HUNCH project she by saying, “When you change one thing in the system it not only effects what you are changing, but it can lead to unexpected changes in other parts of the system.”

Mr. Turner, Tech Ed teacher at Conroe High School in Conroe, Texas on stage at the 2011 HUNCH Recognition Ceremony wrote, “NASA represents the pinnacle in math, science and engineering by application.  Some of the other elements addressed include planning, scheduling, teamwork concepts, research and development and quality control.  All of these elements are essential in industry and all are addressed real-time in HUNCH. 

Having been in industry for 20 years prior to teaching the past 15 years, I have seen both educational and real world goals and the widening gap between them.  HUNCH directly helps bridge that gap.”

Zach pictured above with the Cypress Woods High School team from Cypress, Texas wrote, “In the time that I have been with HUNCH it has not only taught me how to overcome all of the strict quality control standards of NASA, but several other life skills.  I think the biggest life skill that I have taken from this experience is problem solving, over the last four years I have learned to overcome almost any obstacle.”

Felipe pictured above wrote, ” Being in HUNCH meant that I had to laearn a whole new set of skills, skills that will in the long run help me be a more successful person.”

Rachel pictured above in her flight suit with the other members of her 2011 flight team from Cypress Woods High School wrote, ” I cannot say in words how much that I appreciate the opportunities and experiences provided by HUNCH. I am very happy and excited for my future as I believe that HUNCH has opened many doors for me.”

Katie not pictured above on the same HUNCH team wrote, “Throughout the past three years the HUNCH program has given me opportunities to use drafting for practical applications.  In class at school, I mostly copied drawings out of books, or designed a little paper rocket, for example. There is little actual application, and while the class teaches how to draft, it teaches less about what can actually be done with drafting.  But HUNCH asks students to design, draft, and build a can crusher or a Remotely Operated Vehicle.  Something that involves us in all parts of the process, and the end result is something that will actually be used.  It gives students the opportunity to work with real engineers, while still being in charge of the project, and we learn a lot in the process.”