►
From YouTube: ASP Café - a Cup with Joe
Description
Joe talks with Kristina Gillmeister, Ph.D., AACPS STEM Coordinator about the advanced programs offered to students.
B
C
B
A
C
B
A
C
A
It's
beyond
its
in
the
humanities,
it's
in
society,
it's
sociology
and
psychology
and
we've
also
gone
into
the
business
one
in
economics.
So
it's
way
beyond
what
somebody
might
traditionally
think
that
stem
would
stand
for
it's
not
just
about
being
a
good
mathematician
or
a
good
engineer,
or
a
good
in
technology
or
good
in
science,
and
that's
a
that
in
itself,
as
broad
science
is
brought
in
itself
right.
So
absolutely.
A
B
A
B
A
B
A
Also
talked
about
innovation,
and
it
sounds
as
if
you
yourself
as
spearheaded
this
movement
in
stem
right
to
be
innovative
in
what
stem
actually
is.
So
it's
not
narrowly
defined,
but
rather
really
broadly
defined
to
capture
water
audience
talk
about
something
innovative
that
you're
working
on.
Perhaps
so,.
A
B
C
B
C
B
Strongly
support
our
students
being
a
part
of
the
co-curricular
experience.
We
think
that
the
club
opportunities
that
a
CPS
offers
are
second
to
none,
especially
in
STEM,
and
we
do
support
stem
clubs
at
every
school
in
the
county
through
our
Advanced
co-curricular
office,
in
collaboration
with
the
stem
office.
A
B
C
B
Courses,
students
take
PBL,
One
and
PBL
to
which
our
exploration
courses,
through
the
different
pathways
of
study,
that
stem,
has
to
offer
and
they're
taught
in
conjunction
with
professionals
in
the
community,
so
those
professionals
actually
come
in
as
guest
instructors
co-teach
alongside
of
our
teachers
and
give
the
students
the
knowledge
of
the
professional
world
right
there
in
the
classroom.
It's
a
completely
project-based
experience
for
those
two
years.
The.
A
That
sounds
great
I
mean
sort
of
so
you're
looking
at
it,
a
student
can
expect
then
to
have
some
traditional
things
to
learn
and
that's
the
content
right.
Those
are
that's
the
curriculum
that
we
think
of,
but
then
beyond
that
it's
a
lot
of
guiding
questions
and
looking
at
looking
at
project-based
learning
from
a
different
viewpoint
that
they
get
to
apply
their
knowledge
with
somebody
who
actually
is
doing
it
now,
mm-hmm.
A
So
that's
something
that
you
know
sort
of
in
a
traditional
classroom
that
may
or
may
not
happen
right
depending
on
how
how
it's
working,
and
so
since
you've
mentioned
it
also
about
you
know
that
you
about
passionate
about
play.
Okay.
This
sounds
like
it's
a
little
passionate
about
play,
so
this
is
an
action
that
students
who
need
to
do
something
with
their
knowledge
and
with
their
hands
and
with
their
minds,
can
actually
do
this
in
the
inna
stem
in
a
magnet
stem
program.
We.
C
B
What
we
intended
to
do
was
to
do
things
differently,
so
we
do
take
that
time
out
for
them
to
really
think
about
what
it
is
they're
trying
to
do
and
how
they
might
apply
their
own
personal
set
of
skills
and
abilities
to
participate
in
the
team
in
the
most
meaningful
way
possible
and
to
solve
the
problem
in
the
most
meaningful
way
possible.
Right.
A
C
A
A
Exactly
you
know
absolutely,
and
and
so,
and
we're
talking
about
students
here,
so
you
and
I
both
share
that
same
philosophy
that
it's
always
about
the
student.
So
a
student
has
to
be
the
center
of
what
we
do
and
that's
the
that's
the
philosophy
of
our
school
system,
and
that
again
all
means
all
is
as
part
of
that
process.
Can
you
talk
a
little
bit
of
some
activities
you
have
planned
for
stem,
so
what
do
students
do
with
it
after
school
or
on
Saturdays
or
during
the
summer,
for
example,
sure.
B
So
we
have
a
comprehensive
summer
program,
for
example
throughout
our
middle
and
high
school
magnet
programs,
and
that
ranges
from
everything
related
to
immersive
experiences
and
stem
out
in
the
community
to
our
stem
summer
of
service,
where
the
students
use
their
STEM
skills
to
give
back.
They
also
participate
in
an
in-house
conference
experience
in
design
thinking
where
they
design
a
better
something.
A
B
A
A
D
B
C
B
A
B
A
Then
at
grade
five
and
at
grade
eight
so
at
exit
year
of
elementary
school,
and
is
that
you
have
middle
school
that
the
students
get
to
apply
to
become
part
of
the
magnet
program
in
the
process.
Although
those
are
the
entry
years
right,
for
example,
good,
and
so
whether
student
is
in
fifth
grade,
is
it
you
know
the
the
application
process
is
magnet
right,
right,
October
to
November
yep.
B
A
C
B
A
E
B
A
C
A
A
B
A
A
B
C
C
B
B
So
absolutely
and
those
technology
technological
experiences
are
set
up
by
our
partners,
so
there
is
never
any
possibility
of
any
negative
experience
in
our
particular
computer
systems,
but
it
is
present
in
our
world
and
it
is
an
ever-present
experience
that
we're
having
with
cybersecurity,
and
our
students
need
to
be
aware
of
that
and
able
to
learn
the
skills
that
they
need
to
be
a
part
of
those
fields.
Sure.
B
C
B
An
opportunity
written
right
into
the
elementary
school
curriculum
for
students
to
become
social
entrepreneurs
at
every
Elementary
School
in
the
county.
We
offer
that
opportunity
again
to
our
middle
school
stem
students
through
our
change
maker,
capstone
experience
where
they
find
a
community
problem,
a.
C
A
B
And
when
our
students
created
those
change
making
projects
the
administrators,
the
parents,
the
educators
in
our
system
were
so
impressed
with
the
abilities
of
these
students
at
such
young
ages
to
create
such
powerful
projects
that
we
decided
together
to
actually
write
an
elective
course
called
social
innovations.
That's
offered
at
any
middle
school
that
would
like
to
offer
it,
and
that
is
a
social
entrepreneurship
based
elective
and
that's
available
at
middle
school
level
and
then
again
available
at
the
high
school
level.
So.
A
D
B
C
A
B
So
we've
had
students
go
into
a
broad
spectrum
of
fields
from
the
STEM
program,
from
making
documentary
films
that
are
science-based
well
to
patent
and
intellectual
property
law,
which
is
also
related
to
stem
to
Aeronautics
and
aviation.
So
you
can
see
the
STEM
skills
that
they're
learning
could
have
really
apply
to
any
career
path,
that
they're
choosing
right.
A
So
in
terms
of
the
high
school
and
what
students
would
look
at,
there
are
pathways
that
we
call
you
talk
a
little
bit
about
the
pathways
that
are
available
for
students
or
just
in
general
terms
of
so
they
can
get
a
sense
of
what
they'd
like
to
think
about
studying
more
deeply.
We
talked
about
that
before
it's
like,
and
the
passion
about
play
seems
to
be
part
of
the
study,
passion
about
study
right.
B
At
the
high
school
level,
students
have
opportunity
to
choose
from
five
different
pathways
at
each
of
the
stem
schools
and
those
pathways
arranged
in
a
variety
of
fields
and
they're
all
supported
by
higher
education
and
professionals
in
the
fields.
They
include
everything
from
nanotechnology
and
material
science
to
the
ever
emerging
green
tech
field.
B
You
know
more
traditional
computer
science
and
applied
mathematics
pathway,
but
when
a
students
are
choosing
a
pathway,
it's
not
something
that
locks
them
in.
Rather
it's
something
that
opens
doors
and
that's
the
same
with
looking
at
the
STEM
program
as
a
whole.
It's
not
something
that
locks
you
in
right.
A
C
A
A
That
people
have
a
high
time
understand
it.
What
doesn't
exist
yet
so
they
can't
imagine
what
doesn't
exist.
It
sounds
like
this
is
the
opportunity
to
give
the
students,
let's
invent
something,
doesn't
exist
yet,
and
you
never
know
I
mean
that's
how
inventions
come
to
fruition
and
sort
of
the
application
in
society.
We.
C
B
What
we're
trying
to
do
in
stem
is
keep
the
floodgate
of
questions
open,
keep
the
deep
observation
coming
when
you
see
something,
and
you
wonder
about
it,
ask
and
then
that's
what
sort
of
leads
to
these
new
innovations
that
are
out
there.
Another
important
thing
about
creating
innovation
is
a
lot
of
innovation
is
happening
at
the
boundaries
between
disciplines,
and
you
see
new
fields
emerging
all
the
time
with
the
name
of
two
disciplines
combined
into
one
right.
A
B
And
so
what
we
want
to
do
is
expose
students
to
a
variety
of
experiences,
because
you
never
know
when
your
experience
in
a
dance
workshop
related
to
the
kinesthetics
of
the
body
and
the
drawing
of
the
body
is
going
to
be
related
back
to
your
understanding
as
a
surgeon
of
the
body.
And
so
we
want
to
have
the
students
have
a
variety
of
experiences
so
that
they
can
make
connections
that
they
might
not
otherwise
make
so.
A
I'm,
even
getting
even
in
other
arts
or
even
the
visual
arts,
you
know
certainly
window
when
the
drawings
are
the
body,
for
example,
or
talk,
anatomy
and
physiology
that
came
to
fruition,
because
those
are
the
you
know,
sort
of
in
doctors
offices.
Now
you
see
sort
of
the
the
cutaway
of
some
of
whatever
you
know
the
brain
or
a
hand.
A
A
B
We
know
from
the
research
that
it
takes
multiple
touches,
multiple
experiences
with
a
student
to
guide
them
into
a
stem
career
or
a
stem
major
later
on,
and
so
what
we're
trying
to
do
with
our
opportunities
for
involvement
is
make
the
walls
between
the
school
and
the
community
break
down,
and
so
we
want
the
community
to
be
a
part
of
the
school
and
the
school
to
be
a
part
of
the
community
same
with
our
businesses
and
our
families.
And
we
want
that
to
be
a
regular
experience,
not
necessarily
just
a
one
career
day.
A
B
We
also
have
regular
opportunities
to
come
in
and
mentor
and
tutor
in
our
academic
subjects.
We
have
regular
opportunities
for
you
to
participate.
Let's
say
you
have
an
idea
for
one
of
these
problem
and
project-based
learning
modules.
Some
of
our
best
ideas
have
been
suggested
to
us
from
the
community.
Our
STEM
Aeronautics
program
at
South,
River,
High
School,
was
born
out
of
a
community
member
coming
in
and
being
a
part
of
that
experience
with
all
students,
Wow.
A
B
B
Absolutely
and
the
other
opportunities
that
we
have
for
businesses,
especially
at
the
high
school
level,
is
through
our
Community,
Challenge
and
capstone
program.
So
let's
say
you
are
a
business
part
or
community
partner
and
you
have
some
kind
of
challenge
in
your
workplace
or
your
organization,
and
you
maybe
have
put
that
on
a
shelf
because
of
manpower
or
resources,
or
maybe
you
want
to
use
perspective
on
something,
and
so
you
can
bring
that
challenge
to
our
students
and
they
will
be
a
professional
consultant
team
for
you
completely
unpaid.
C
A
This
is
taking
the
student
from
a
dependent
learner
to
an
independent
learner
to
then
an
interdependent
learner,
so
it
sounds
as
if
it's
just
moving
them
along
the
whole
continuum
of
just
how
to
become
a
functioning
member
of
the
academic
community
and
thinking
that's
really
cool.
Is
there
a
way,
for
example,
for
them
to
for
somebody
to
contact
you
if
they?
If
someone
has
an
idea,
absolutely.
A
B
Is
kegglemeister
a
ACPs
org
and
I
can
also
be
reached
through
your
schools.
The
schools
are
very
communicative
about
their
stem
experiences
and
ideas,
and
so,
if
you,
you
know,
contact
your
local
school
about
an
idea
that
you
might
have,
then
they
will
reach
out
and
we
can
work
together
to
see
how
that
can
come
to
fruition.
So
the.
B
A
That,
where
the
students
could
get
to
know
sort
of
again
from
the
from
the
community
member
down
to
the
filtering
to
the
school,
that
this
is
the
real-world
application
of
X,
you
know
and
so
to
use
a
variable
right.
So
right,
you
know
to
figure
out
what
it
is
that
people
do,
and
you
not
only
for
for
education
but
also
for
careers
and
how
that
has
an
impact
on
the
society.
A
A
C
B
C
B
A
Stead
of
instead
of
to
talk
with
him
right,
I
really
want
to
thank
you
for
coming
today.
It's
been,
it's
been
really
eye-opening.
For
me
and
again,
the
stem
is
just
beyond
it's
four
constituent
members.
It's
it's!
It's
sort
of
a
it's
really
has
an
impact
way
beyond
that,
so
I.
Thank
you
again
for
coming.
C
E
Cafe
at
Maryland
Hall
is
a
collaborative
venture
between
Anne
Arundel,
County,
Public,
Schools
and
Maryland
Hall
through
the
creative
arts.
The
culinary
arts,
students
of
the
center
of
Applied
Technology
sound,
not
only
prepare
the
wonderful
food
items
they
also
manage
and
staff
the
cafe
patrons
may
enjoy
a
treat
for
a
cup
of
coffee,
while
also
enjoying
exhibits
and
performances
from
artists
in
the
AAA
cps
PDA
program
and
local
art
community.
This
amazing
collaborative
partnership
gives
the
community
an
opportunity
to
experience
awesome
food
and
customer
service
in
a
rich,
artful
atmosphere
here
in
the
communities.
D
Today,
I
come
to
you
with
exciting
news
about
school
meals.
Breakfast
is
offered
in
all
schools
every
day
at
lunch,
students
are
offered
at
least
four
different
entrees
many
different
types
of
whole
grains
and
unlimited
choices
of
fresh
fruits
and
vegetables.
Students
are
encouraged
to
select
up
to
two
cups
of
fresh
produce
or
to
fill
half
of
their
tray
at
lunch
from
our
unique
salad
bars.
You
may
also
monitor
your
child's
school
meals
account
online.
At
my
payments
Plus.
This
is
a
convenient
tool.
D
It's
offered
to
all
parents
to
make
managing
your
school
meals
account
a
simple
process
to
learn
more
about
my
payments
plus
simply
visit
WWE
payments
plus
calm
or
call
877
237
0.
946
registration
is
free
and
quick,
so
get
started
today.
Each
year
families
have
the
ability
to
apply
for
free
or
reduced-price
meals.
The
application
to
apply
is
online
parents.
You
may
log
on
to
apply
for
meals,
a
ACPs
org.
This
process
is
fast,
it's
easy
convenient
and
it's
accessible
from
any
computer.
Remember.
D
If
you
received
meal
benefits
last
year,
you
must
complete
a
new
application
each
school
year.
Thank
you
for
this
opportunity
to
provide
this
valuable
information
pertaining
to
school
meals,
school
meals,
fuel,
your
child's
brain
and
body
for
academic
success.
If
you
have
any
questions
regard
the
healthy
school
meals
offered
in
Anne,
Arundel,
County,
Public
Schools,
please
contact
me
directly
at
4:10
to
2
to
5,900
thanks
again
and
have
a
great
school
year.