circulates among schools to supercharge projectbased learning. Inside the bus, students and teachers have access to a professional-grade 3D printer, a laser cutter, and a Cricut production station for graphic design. The model flips the usual constraint on its head: instead of a single room with limited hours, Roselle brings fabrication tools to the units that need them, when they need them, and ties every stop to curriculum. “It’s not a standalone show-andtell,” Vilcean says. “The equipment is embedded in PBL. Students plan, design, iterate, and prototype solutions to real problems, then choose the right tool for the job.” The district complements the mobile lab with onRoselle’s Student Repair Academy turns tech support into workforce preparation. Under the guidance of a district technician, high school students earn industry-recognized micro-credentials and perform minor repairs—replacing screens, keyboards, and hinges—while learning customer service and troubleshooting in a real support environment. The district’s drone pathway builds from fundamentals to certification, with students learning mapping and survey applications and then visiting the Amazon warehouse to see how drones and data drive logistics, routing, and safety.“The applications are exploding,” Fisher notes. “From construction imaging to public safety, students need to see the work—and the work needs to see them.” THE S.T.E.A.M. MACHINE: A MOBILE MAKERSPACE THAT MEETS STUDENTS WHERE THEY ARE Space is precious in Roselle’s aging buildings, so the district built capacity that moves. The S.T.E.A.M. Machine—a mobile, district-owned makerspace— 311 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 12 ROSELLE PUBLIC SCHOOLS
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