Browsing by Subject "STEM"
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Item 2014-2015 Urban 4-H Youth Development Impact Report(University of Minnesota Extension Center for Youth Development, 2016) University of Minnesota Extension Center for Youth Development; Minnesota Urban Youth Development (Urban 4-H)This annual report presents the impacts and contributions of Minnesota 4-H Urban Youth Development.Item 2015-2016 Urban 4-H Youth Development Impact Report(University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth Development; Minnesota Urban Youth Development (Urban 4-H)This annual report presents the impacts and contributions of Minnesota 4-H Urban Youth Development.Item 4-H Campus Immersion Impact Report: Imagining Futures in Higher Education(University of Minnesota Extension Center for Youth Development, 2016-09) Tzenis, JoannaResults of this report indicate how participation in the 2016 4-H Campus Immersion Experience has impacted members - particularly how it has impacted their abilities to prepare for a future that includes higher education.Item Atomic and electronic structures of local crystalline defects in perovskite stannates studied using analytical STEM(2020-07) Yun, HwanhuiThe past decades have seen the rapid advance of transmission electron microscopy (TEM) techniques from aberration correction of the electron probe for a supreme spatial resolution to development of various spectroscopy detectors for better detection efficiency and higher energy resolutions. Nowadays, seeing atoms has become a daily routine to electron microscopists, and atomic-scale characterization accompanied by spectroscopic techniques is widely performed to understand the physical and chemical properties of diverse materials. In particular, combination of scanning TEM (STEM) and spectroscopy, which is known as analytical STEM, is an optimal tool to explore atomically resolved crystalline, elemental, chemical, and electronic structures of materials. Analytical STEM includes STEM-energy dispersive X-ray (EDX) and STEM-electron energy-loss spectroscopy (EELS) and has been demonstrated to be ideal to study local crystalline structures such as the interface of materials, crystalline defects, etc. To well perform such analysis, adequate TEM modes and conditions need to be employed and correct interpretation of STEM images and spectroscopic data should be conducted, which is possible by integrating STEM experiments and related computational simulations. In this thesis, analytical STEM is employed to study the local atomic and electronic structures embedded in perovskite alkaline earth stannates, particularly BaSnO3, by means of various experimental and computational methods. First, in Ch. 2 and 3, micro- and atomic crystalline structures in BaSnO3 thin films are investigated via TEM images and diffraction patterns. Image simulations based on the Multislice theory assist to explain the observed complex image contrast. In Ch. 4, detailed electronic structures of BaSnO3 are explored by combination of EELS and ab initio calculations. Next, in Ch. 5 and Ch. 6, atomic and electronic structures of particular local crystalline defects in BaSnO3 thin films, new line defects (Ch. 5) and threading dislocations (TDs) (Ch. 6), are researched by combination of analytical STEM and ab initio calculations. Additionally, a study of black arsenic (BAs), a promising two-dimensional material, is also presented in Ch. 7. The individual projects that are included in this thesis are as follows: Ch. 2. Microstructure analysis of BaSnO3 thin films grown on different substrates Material properties of epitaxial thin films are directly affected by the microstructure of thin films, e.g. uniformity, orientation of grains, crystalline defects. Hence, in general, microstructure analysis is the most basic and essential step in the study of thin films. When various TEM techniques along with X-ray diffraction (XRD) are used, comprehensive and detailed micro- and atomic structures of a material can be obtained. Here, epitaxial La-doped BaSnO3 (La:BaSnO3) films grown on different perovskite substrates are analyzed via TEM to examine micro- and atomic structures in the films. Rotational disorders of columnar grains present in the thin films are visualized by conventional TEM under a two-beam condition, and the degree of the disorders is quantified by selected-area electron diffraction. Atomic structures near the film-substrate interfaces are inspected via high-resolution annular dark-field (ADF)-STEM images, and correlation between the lattice constant mismatch and the type and density of misfit dislocations (MDs) present at the interfaces is revealed. Ch. 3. Visualization of misfit dislocation network at the BaSnO3-substrate interface using ADF-STEM At the interface of two distinct materials, e.g. a film and a substrate, lattice mismatch between the two causes formation of MDs, which otherwise would form an epitaxially coherent interface. And, as shown in Ch. 2., the interfacial structures can have a significant impact on the overall properties of a film. Here, the MD network at the BaSnO3-LaAlO3 interface is visualized using plan-view ADF-STEM images from BaSnO3/LaAlO3 bilayers. ADF-STEM images of the bilayers are demonstrated to be sensitive to the electron beam direction, the thickness of each layer, and the defocus of the electron beam. To understand the effect of each parameter, STEM beam propagation through the bilayers is simulated, and the focal series of high-angle-ADF (HAADF)-STEM images are computed and compared with experimental data. The study provides a nice example of understanding complex contrast in ADF-STEM images in terms of channeling behavior. Ch. 4. Electronic structure of BaSnO3 analyzed using EELS and ab initio theory Along with crystalline structural analysis via STEM imaging, electronic structures of materials can be studied using EELS in STEM. In interpretation of complicated EELS data to extract useful information, introduction of ab initio calculations is an effective and powerful approach. In this chapter, experimental low-loss and core-loss EELS spectra obtained from bulk BaSnO3 are analyzed in detail with the electronic band structures of the material computed based on density functional theory (DFT). Low-loss EELS spectrum provides information of outer shell structures including the band gap, plasmon oscillation, and interband excitations. Core-loss EELS of O K, Ba M4,5, Sn M4,5, and Ba N4,5 edges with distinct fine structures are presented and spectral shape of O K edge is explained via the unoccupied density of states (DOS) in the conduction band of BaSnO3. This study demonstrates how to understand features in EELS by incorporating ab initio calculations. Ch. 5. Atomic and electronic structures of 1D line defects in BaSnO3 In the past decade, new kinds of atomic-scale crystalline defects have been discovered in perovskite-structured materials via sub-angstrom resolution STEM imaging. Here, a unique and newly found line defect in BaSnO3 thin films is reported and analyzed using analytical STEM and ab initio calculations. This line defect is aligned along the film growth direction and shows an atypical atomic configuration. Structure and composition of the line defects are investigated using atomic resolution STEM-EDX, which is supported by structural optimization using DFT-based simulations. The calculated electronic structure of the line defect reveals that the defect structure induces additional electronic bands that cross the Fermi level, which is distinct from the wide bandgap host BaSnO3. The nature of the defect is further explored via parametric simulations, and lastly, comparison of simulated and experimental O K edges from the line defect reaffirms the localized electronic structure modifications at the defect. Ch. 6. Dopant segregation around dislocations in La:BaSnO3 In epitaxially grown thin films, TDs are the most ubiquitous crystalline defects, and they alter the local atomic structures and modify physical and chemical properties of the material. In particular, TDs in BaSnO3 thin films are believed to be primarily responsible for the limited electronic transport properties of the material. However, detailed research on the properties of TDs in BaSnO3 is lacking. Here, local atomic, compositional, and electronic structures of dominant TDs in La:BaSnO3 thin films, [001]/(100) and [001]/(110) type edge dislocations, are explored. Core structures of dislocations show variations in their size and atomic configurations; especially, distinct core structures with Sn enrichment are also observed. La dopant segregation adjacent to TDs is monitored, and the observation is explained using a strain field map of TDs. Discussions in this chapter are from parts of the preliminary results of an ongoing project. Ch. 7. Dielectric response and stability study of black arsenic. Black arsenic (BAs) is a two-dimensional van der Waals layered material that has a puckered honeycomb structure. BAs has gained increased interest due to its anisotropic properties and promising performance in devices. Here, the physical and chemical properties of BAs are examined using analytical STEM. Three-dimensional crystalline structure and the degree of anisotropy are directly evaluated via STEM imaging, and the dielectric response of BAs is measured as a function of the number of layers using STEM-EELS. Lastly, the stability of BAs under different ambient environments is studied in detail, and its high sensitivity toward moisture in the air is discussed.Item Best Practices for Field Days: A Program Planning Guidebook for Organizers, Presenters, Teachers and Volunteers(Regents of the University of Minnesota, University of Minnesota Extension, 2005) Blair, Robert B.; Carlson, Stephan P.; Bilotta, John B.; Montgomery, Kent L.; Ostlie, Karen M.; Prax, Valerie J.; Rager, Amy R.B.; Meyer, Nathan J.Field days are one approach to environmental education programming that provide effective means of bridging classroom learning with real-world issues or problems. Field Days are typically multi-station field trip events in which students and teachers rotate through multiple presentations on environmental topics. They can happen indoors or outdoors for audiences of tens to thousands of students. Following a review of relevant literature, program surveys, and feedback from University of Minnesota Extension Educators, a series of seven recommendations were developed for planning and delivering effective Environmental Field Day programs. This guidebook translates these recommendations into implications for the design and delivery of effective events, and provides resources to help event organizers, presenters and participant teachers effectively address these implications.Item The brain is for action: embodiment, causality, and conceptual learning with video games to improve reading comprehension and scientific problem solving.(2012-11) Dubbels, Brock RandallThis experiment compares children's comprehension and problem solving with the same information presented in three different media formats: an embodied video game, a first-person video, and a print narrative. The embodied video game emphasizes interaction and causation, where the player moves the narrative forward by causing change through interaction. According to embodiment theorists, the ability to create knowledge is predicated upon the ability to identify and connect changes, and what causes change in events. Comprehension is measured in this study with the Event-Indexing Model, (EIM). Research on the EIM indicates that identification of causation is often highly correlated to identification of other elements of comprehension, including memory of time, space, objects, and intentions across events. This experiment examines whether media format, which emphasizes embodied interaction and identification of causation, improves comprehension and problem solving. In question 1, this experiment examines whether the embodied video game will lead to superior comprehension and problem solving outcomes compared to the same information presented in a video or a printed text. Question 2 compares comprehension and problem solving when the reading text condition follows playing the game and watching the video. The third question examines the role of causation, which is the ability to identify actions that create changes between narrative events in a text. This dissertation analyzes comprehension and problem outcomes across media: as an embodied video game, a video, or a printed text. Additionally, it examines reading performance across presentation order, and the importance of identification in situation model construction.Item Connect [Fall 2012](University of Minnesota: College of Education and Human Development, 2012-08) University of Minnesota: College of Education and Human Development; University of Minnesota: College of Education and Human DevelopmentSTEM lessons: At the forefront of science, technology, engineering, and math education. Land Grant 150: 150 years after the Morrill Act, CEHD safeguards access for all. Open-book test: CEHD is testing open-source texts as well as iPads and e-books. Emblems of learning: A virtual museum draws scholars of education’s visual history. A building of their own: A tribute to Norris Hall on the 40th anniversary of Title IX.Item Connect [Winter 2015](University of Minnesota: College of Education and Human Development, 2014-12) University of Minnesota: College of Education and Human DevelopmentTaking flight through her research: The McNair Scholars program prepares students like JaLeesa Wright to enter graduate and Ph.D. programs. The long view: Regents Professor Karen Seashore, mentor to four McNair Scholars over more than a decade, reflects on the program. 100% engaged: A three-way partnership of hometown company 3M, local school districts, and the U are advancing education in science, technology, engineering, and math—locally and nationally.Item Embracing Multidisciplinary Engagement: How Campus Museums in the U.S. Can Bolster Their Relevancy in an Increasingly Competitive Academic Funding Climate(2017-05) Martin, Kayla AThere is a growing trend in universities and colleges in the U.S. putting an increasingly greater emphasis on science, technology, engineering, and math (STEM) subjects and less on those part of the arts and humanities. This is largely due to the skewed notion that the fields involving science and technology fit best with the core academic mission and are the most valuable for students to immerse themselves in. STEM departments are therefore receiving a significant portion of institutional funding in comparison to arts-related areas, including campus art museums. However, the benefits of having the arts included in the academic career of all students, regardless of their field(s) of study, are becoming abundantly clear. Academic museums often act as that connecting factor between art and students of non-art related fields who may not realize how art can relate to their studies and be of value to them academically, professionally, and/or personally. Academic art museums must therefore promote themselves as a valuable resource for students of all disciplines in order for their parent institutions to recognize their importance in academia and more highly prioritize them, most significantly in the form of funding. This paper surveys and analyzes various strategies being developed and implemented at campus art museums across the country as a means to achieve this multi-disciplinary relevancy.Item Engaging Students with Active Learning (2013-03-05)(2013) Maps, Jon; Minor, Elizabeth; Bates, Paul; Ellis, JasonTeaching and Learning in STEM is a series of stand-alone workshops geared towards faculty from the Swenson College of Science and Engineering. Each session will be presented by STEM faculty and will focus on pedagogy and research in the disciplines. All faculty are welcome to attend.Item “Everything Would Have Worked If It Wasn’T For That Crap Mirror”: The Intersection Of Failure And Creativity In Integrated Stem Education(2023-05) Stretch, ElizabethThe sentiment that creativity is the most important skill needed to solve the problems that we face is repeated by different business and industry leaders around the world (Bronson & Merryman, 2010; NEA, n.d.; Nussbaum et al., 2005; Sammio, 2017). The call for creativity has been amplified in response to the problems and obstacles caused by COVID19. Yet, creativity remains the most neglected 21st century skill addressed in STEM education. Thus, the purpose of this dissertation was to develop strong conceptual connections between creativity and failure within an integrated STEM (science, technology, engineering, and mathematics) unit guided by the intersection of failure and creativity framework (IFCF; Stretch & Roehrig, 2021) through a qualitative case study design. Specifically, this study proposed to understand how the structure of an integrated STEM unit and the teacher’s role in implementation of the STEM unit may influence students’ use and application of creativity and learning from failure. The single case study was of a group of four sixth-grade boys engaged in addressing an engineering design challenge. Seven themes emerged from this research that inform the pedagogy and implementation of integrated STEM education. The following themes were identified through analysis of the small group discourse: (1) Creativity ensues in areas that are ill defined within engineering design problems, such as context; (2) As the design problem narrows (through specified content learning or overly defined context) students’ creativity narrows as well; (3) The potential of learning through failure is most prominent during the testing of the design solution; (4) The curricular focus on specific science content and the subsequent narrowing of context in engineering design problem scenarios created one possible design solution; (5) The sequence of lessons within a curriculum created a rigid linear progression through the engineering design process (EDP) with few opportunities for iteration; and (6) The teacher further constrained students’ creativity and ability to learn from failure through missed opportunities. This study provided empirical data to support the need for a modified engineering design process (EDP) utilized in integrated STEM units to promote creativity and innovation in problem solving in STEM.Item Factors that influence participation of students in secondary science and mathematics subjects in IB Schools outside of the United States and Canada.(2012-01) Straffon, ElizabethThe purpose of this study was to investigate factors that affect the extent of international secondary students' participation in International Baccalaureate science and mathematics courses. The factors examined were gender, home region, size, percent host culture and age of the program, and coeducational and legal status of the school. Participation in math and science subjects was determined by analyzing the level and number of courses taken by students taking International Baccalaureate exams in 2010. Chi-Square and Cramer's V analysis were used to measure the effect of categorical variables on student participation and One-Way ANOVA and Bonferroni comparison of means were used to analyze the quantitative variables. All categorical variables were statistically significant (p<.01). Home region was the most important factor affecting participation in both math and science. Students from East, Southeast and South-Central Asia; and Eastern Europe have greater participation in math. The highest science participation came from students in East, Southern and Western Africa; and Southeast Asia. Top participators in science came from Australia/New Zealand, Northern Europe, East Africa and South-Central and Western Asia. State schools showed higher math and science participation. Science and math participation was also greater in all-male schools though associations were weak. Boys participated more than girls, especially in math. All quantitative variables were statistically significant. The program size had the largest effect size for both math and science with larger programs showing more participation at the higher level. A decreasing trend for age of the program and percent host culture was found for math participation. Three years of participation data were collected from an international school in Western Europe (n = 194). Variables included the influence of parent occupation, math preparedness (PSAT-Math), student achievement (GPA), and the importance of significant others in career and academic decisions. Findings indicate that performance on the PSAT- Math was the most important predictor of both science and mathematics participation. Twenty students were also interviewed. Results showed the importance of several key factors. These include the role of parents in student academic and career decisions, the importance of personal interest, and the contribution of early decisions in confidence-building.Item Global Literacy Through Mandarin Immersion and STEM: Minnesota Mandarin Immersion Collaborative Year 1(Center for Applied Research and Educational Improvement, 2010) Dretzke, Beverly; Rickers, Susan; Wahlstrom, Kyla; Werner, JessicaIn 2009, a 5-year Foreign Language Assistance Program (FLAP) grant was awarded by the U.S. Department of Education to the Minnesota Mandarin Immersion Collaborative (MMIC) for the project Global Literacy Through Mandarin Immersion and STEM. The grant supports immersion instruction in Mandarin Chinese that begins at the kindergarten level and the development of a curriculum that has a content focus on Science, Technology, Engineering, and Math (STEM). The schools in the MMIC will add a grade level each year, with the intent of creating the capacity to continue Chinese immersion to grades 7-12. The MMIC has contracted with the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota to serve as the evaluator of the project. This year 1 evaluation report presents enrollment and retention data as well as the results of a teacher survey, teacher interviews, principal interviews, and a parent survey.Item Global Literacy Through Mandarin Immersion and STEM: Minnesota Mandarin Immersion Collaborative Year 2(Center for Applied Research and Educational Improvement, 2011) Dretzke, Beverly; Rickers, Susan; Wahlstrom, KylaIn 2009, a 5-year Foreign Language Assistance Program (FLAP) grant was awarded by the U.S. Department of Education to the Minnesota Mandarin Immersion Collaborative (MMIC) for the project Global Literacy Through Mandarin Immersion and STEM. The grant supports immersion instruction in Mandarin Chinese that begins at the kindergarten level and the development of a curriculum that has a content focus on Science, Technology, Engineering, and Math (STEM). The schools in the MMIC will add a grade level each year, with the intent of creating the capacity to continue Chinese immersion to grades 7-12. The MMIC has contracted with the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota to serve as the external evaluator of the project. This report presents CAREI’s evaluation of the second year of the grant-funded project. The report includes enrollment and retention data as well as the results of principal interviews, teacher interviews, and a parent survey.Item Global Literacy Through Mandarin Immersion and STEM: Year Three Evaluation Report (2011-2012)(Center for Applied Research and Educational Improvement, 2012-12) Dretzke, Beverly; Miron, Chloe OIn 2009, a Foreign Language Assistance Program (FLAP) grant was awarded by the U.S. Department of Education to the Minnesota Mandarin Immersion Collaborative (MMIC) for the project Global Literacy Through Mandarin Immersion and STEM. The funding was expected to continue for a total of 5 years contingent upon annual renewal approved by Congress. However, in 2011, Congress voted to discontinue all FLAP funding. The 3 years’ of funding received by the MMIC supported early elementary immersion instruction in Mandarin Chinese that begins at the kindergarten level and the development of a curriculum that has a content focus on Science, Technology, Engineering, and Math (STEM). The schools in the MMIC have added a grade level each year, with the intent of creating the capacity to continue Chinese immersion to grades 7-12. The MMIC contracted with the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota to serve as the external evaluator of the project. This report presents CAREI’s evaluation of the third year of the grant-funded project. The report includes enrollment and retention data as well as the results of a parent survey and a survey of English teachers (i.e., instructional staff whose positions were in the regular, non-immersion program).Item Inquiry-Based Learning & Critical Thinking (2013-03-26)(2013) University of Minnesota Duluth. Instructional Development Service; Ellis, Jason; Gute, BrianTeaching and Learning in STEM is a series of stand-alone workshops geared towards faculty from the Swenson College of Science and Engineering. Each session will be presented by STEM faculty and will focus on pedagogy and research in the disciplines. All faculty are welcome to attend. Inquiry-Based Learning & Critical Thinking focuses on the role of experimental design and laboratory work in training students to think like scientists.Item Integration of Engineering education by high school teachers to meet standards in the physics classroom(2013-08) Kersten, Jennifer AnnaIn recent years there has been increasing interest in engineering education at the K-12 level, which has resulted in states adopting engineering standards as a part of their academic science standards. From a national perspective, the basis for research into engineering education at the K-12 level is the belief that it is of benefit to student learning, including to "improve student learning and achievement in science and mathematics; increase awareness of engineering and the work of engineers; boost youth interest in pursuing engineering as a career; and increase the technological literacy of all students" (National Research Council, 2009a, p. 1). The above has led to a need to understand how teachers are currently implementing engineering education in their classrooms. High school physics teachers have a history of implementing engineering design projects in their classrooms, thus providing an appropriate setting to look for evidence of quality engineering education at the high school level. Understanding the characteristics of quality engineering integration can inform curricular and professional development efforts for teachers asked to implement engineering in their classrooms. Thus, the question that guided this study is: How, and to what extent, do physics teachers represent quality engineering in a physics unit focused on engineering? A case study research design was implemented for this project. Three high school physics teachers were participants in this study focused on the integration of engineering education into the physics classroom. The data collected included observations, interviews, and classroom documents that were analyzed using the Framework for Quality K-12 Engineering Education (Moore, Glancy et al., 2013). The results provided information about the areas of the K-12 engineering framework addressed during these engineering design projects, and detailed the quality of these lesson components. The results indicate that all of the design projects contained components of the indicators central to engineering education, although with varied degrees of success. In addition, each design project contained aspects important to the development of students' understanding of engineering and that promote important professional skills used by engineers. The implications of this work are discussed at the teacher, school, professional development, and policy levels.Item International mobility of undergraduate and Graduate Students in Science, Technology, Engineering, and Mathematics: push and pull factors(2013-12) Chien, Chiao-LingThis study examines factors that contribute to the cross-border movement of international students in science, technology, engineering, and mathematics (STEM) fields. It analyzes characteristics of host countries (pull factors) associated with international students' arrival for education in STEM fields, as well as characteristics of home countries (push factors) related to STEM student's departure for study abroad.The study applies trend analyses and random- and fixed-effects estimations to data from multiple national and international sources. The findings show that a) international STEM students are increasingly concentrated in countries where English is used for instruction and in countries with advanced technological capabilities; b) industrialized countries that have lower enrollments of their own students in STEM programs or aging populations tend to enroll more international STEM students; c) countries that are neither advanced nor substantially lagging in technological capability send more students abroad to pursue STEM education; and d) STEM students migrate more from countries that already have high emigration rates of highly educated citizens.The findings have implications for higher education policies and practices. Key issues include the following: technologically marginalized countries' low STEM enrollment, which may contribute to a widening disparity in technological capability between countries; the migration of STEM students, which suggests that countries should address possible negative effects of the loss of highly skilled citizens; and the increasing use of English as the language of science, which suggests a tendency toward more English-based instruction in non-English speaking countries.Item Investigation of secondary hardening in Co-35Ni-20Cr-10Mo alloy using analytical scanning transmission electron microscopy(2014-08) Sorensen, Daniel DavidThe mechanism of secondary hardening in MP35N (Co-35Ni-20Cr-10Mo) alloy due to exposures at elevated temperatures has been studied. It was observed that short exposure to elevated temperatures increased the ultimate tensile strength and yield stress while decreasing the elongation of MP35N wires. Upon aging at temperatures from 300 to 900°C the elastic modulus increased although no changes in crystallographic orientation or microstructure were observed. No proposed model for this apparent increase in elastic modulus is suggested as yet. The grain size and major texture components were unchanged following aging. Analytical scanning transmission electron microscope investigation showed that MP35N is hardened by preferential segregation of molybdenum to stacking faults and deformation twins. It also revealed that the concentration of molybdenum segregation was proportional to the amount of initial cold work before aging.Item “It’s What We Use as a Community”: Exploring Students’ STEM Characterizations In Two Montessori Elementary Classrooms(2017-06) Szostkowski, AlainaIntegrated science, technology, engineering, and mathematics (STEM) education promises to enhance elementary students’ engagement in science and related fields and to cultivate their problem-solving abilities. While STEM has become an increasingly popular reform initiative, it is still developing within the Montessori education community. There is limited research on STEM teaching and learning in Montessori classrooms, particularly from student perspectives. Previous studies suggest productive connections between reform-based pedagogies in mainstream science education and the Montessori method. Greater knowledge of this complementarity, and student perspectives on STEM, may benefit both Montessori and non-Montessori educators. This instrumental case study of two elementary classrooms documented student characterizations of aspects of STEM in the context of integrated STEM instruction over three months in the 2016-2017 school year. Findings show that the Montessori environment played an important role, and that students characterized STEM in inclusive, agentive, connected, helpful, creative, and increasingly critical ways. Implications for teaching and future research offer avenues to envision STEM education more holistically by leveraging the moral and humanistic aspects of Montessori philosophy.