5-E CLASSROOM STEM ACTIVITY: PLANNING A PURPOSE-DRIVEN TRIPBy Christine Milanese

14 LATE FALL 2016 // STEMJOBS.COM

TOURISM // FATHOM

MAKING WAVES

When you think of a Caribbean cruise, you probably imagine a fun, relaxing, and pampered week aboard a huge ship with no demands but to bask in the sun and have a good time.

Tara Russell, president of Fathom, invites you along for a different kind of sailing adventure she calls “social impact travel.” Choose a cultural immersion trip to Cuba or a volunteer opportunity to work with the citizens of the Dominican Republic from a home base aboard the MV Adonia, a 704-passenger Carnival cruise ship.

“The enlightened business leaders at Carnival Corporation shared my vision of leveraging the scale and resources of large global enterprise for good,” explains Tara. “Together we formed Fathom to harness the resources of the world’s largest travel and leisure company and combine them with the talents and hearts of qualified local social impact partners and the millions of travelers that we serve annually.”

Tara’s desire to steer a different course for travelers began with her own life experiences. “As a kid, I moved

around a lot, which constantly left me feeling excited for new places, people, adventures, and opportunities. So from a very early age, my life experiences taught me to love new places and all the new people I got to know.”

Even though she earned a bachelor’s degree in mechanical engineering from Georgia Tech and put her STEM skills to work at General Motors and Saturn, Tara also incorporated her love of travel into her job by moving to China for a year where she represented Saturn in the Shanghai GM New Vehicle Build and Launch Project. “I think travel is one of the best forms of education. Traveling helps people step outside of their comfort zones, learn about other cultures and lifestyles, take risks, create wonderful memories, and explore new opportunities,” she explains.

Tara’s experience in consumer product industries, including technology and footwear as well as the auto industry, meeting people from all walks of life and cultures, and seeing the human costs of social and environmental burdens, led her to her current career.

CRUISING TO A NEW STEM ADVENTURE WITH FATHOM

BY SUE HAMILTON

Watch out for icebergs!

STEMJOBS.COM // LATE FALL 2016 15

Tara calls herself a “social entrepreneur.” She co-founded Nightlight in Thailand, an international organization that addresses the issues surrounding human trafficking. She also founded Create Common Good, a nonprofit organization she describes as one that “provides training and employment to refugees and others with barriers to employment.”

Her launch of Fathom reaches out to other travelers who wish to “become immersed in another culture, and work alongside its people to create enduring social impact.” Tara believes “people long to connect in meaningful, authentic ways. All need to be inspired, to be our best selves. And collectively, we long for hope in a world that faces too many challenges.” To achieve those goals, Tara uses her STEM skills of leadership, long-range planning, development of strategies and policies, and critical thinking to create a diverse team and company environment.

Others working in STEM roles at Fathom include data analysts, sales, and finance experts. An important member of that team is Katie Dow, Fathom experience and sales manager. Her role is to aid in making a cruise on Fathom different from other travels. “We’re here to encourage purpose-driven travel, foster connection, and unleash individuals’ superpowers,” she explains.

Katie has a bachelor’s degree in business management and communications and points to her technological expertise as the most important STEM skill in her job. “Part of my job is sales,” she explains, “and if you’re not abreast to new advances coming through, then you’ll get left behind.” The use of analytical and leadership skills allow Katie to be a good manager and to deliver a good product, both for the company and the customers.

“I’m extremely proud to be part of the leadership team for the first ‘impact guide’ team in the Carnival Corporation,” reports Katie. “Together, we’ve delivered a travel experience the world has never seen and we’re breaking all kinds of customer satisfaction records.”

According to the Fathom website, travelers enjoy culturally inspired music and movies aboard ship, and are served authentic Cuban and Dominican food. Sea days, as with most cruises, provide time for relaxation, but there are also lots of activities to prepare travelers for their work on shore, such as learning conversational Spanish and tips on how to work with and engage those they are working beside. Entertainment by Dominican and Cuban musicians can be enjoyed and shoppers can buy authentic goods which are the products of local entrepreneurs.

Fathom is always looking for STEM-skilled people who want to make a difference. “The most rewarding part of my job is being part of a company with a positive social mission,” reports Katie. “Whether I’m behind a computer or out on the streets of Havana, Cuba, I know my efforts and successes are going towards something better, bigger than me. Together we’re moving towards making the world a better place, and I’m proud and honored to be a part of that.”

Both Tara and Katie advise students interested in a career in the travel industry to be adventurous. “Travel when you can and when you can’t, find places and organizations in your area that introduce new foods, music, and cultures,” advised Katie. Diverse experiences early in your career will help to determine the path you can take to match your work with your values, explains Tara. “Tackle the challenges that need to be solved. Go places. Try new things. And never be afraid to fail - there is no such thing.”

KATIE DOW FATHOM EXPERIENCE AND SALES MANAGER DEGREE: BACHELOR’S IN BUSINESS MANAGEMENT / COMMUNICATION YEARS IN THE INDUSTRY: 1 STEM TYPE: INTEGRATOR AND ADVISOR

TARA RUSSELL PRESIDENT OF FATHOM DEGREE: BACHELOR’S IN MECHANICAL ENGINEERING YEARS IN THE INDUSTRY: 3 STEM TYPE: DESIGNER

“THE MOST REWARDING PART OF MY JOB IS BEING PART OF A COMPANY WITH A POSITIVE SOCIAL MISSION.”

5-E CLASSROOM STEM ACTIVITY: PLANNING A PURPOSE-DRIVEN TRIPHere are some ideas for how high school teachers could use this story as a launching point for integrated STEM learning. Our activities follow the 5-E Learning Cycle Model.

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What are some of the benefits of tourism and traveling? In what ways can travel be educational? What kind of careers can travel provide? Have students read “Cruising to a New STEM Adventure with Fathom” in STEM Jobs magazine. Discuss with students: What is ‘social impact travel’ and how does it differ from traditional tourism?

Part 1: Engage

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Your classroom has been converted into a travel agency. Students will work together in pairs to design travel packages for prospective clients. These travel packages will be road trips that focus on “purpose-driven travel.” Sometimes we travel to get from point A to point B. Sometimes we travel just to see what we can see. Sometimes we travel to experience new adventures and learn new things along the way. The purpose of this trip is to experience and learn. Travel with a purpose. One student in the pair will work as navigator and the other will serve as the accountant.

The road trip will need to be at least 1,000 miles. Students will determine where they want the road trip to take place. Will it be up or down one of the coasts? Will it be throughout one specific state? Will it be through the northern or southern part of country? Will it be in just one direction or a round trip? 1. Navigator: The navigator will determine where the trip will take place and during what time of year.

What sights will be incorporated? Are there destinations between point A and point B that should be visited? What is the purpose of the trip? Is the purpose to just get from the starting point to the ending point or to make daily stops to experience what lies between the beginning and final destination? What are the educational aspects? How many days will the road trip cover? Research the costs of any sights/experiences/adventures to be included in the trip for the accountant to factor those into overall costs.

2. Accountant: The accountant will look at the financial side of things and will be responsible for any other necessary calculations. After the navigator determines the stops, the accountant will look at possible places to stay and eat that will fit into the budget. How much money will be needed for fuel for the drive? Research should be done on the fuel efficiency of vehicles on the road. How does it differ on the highways versus in-city driving? How much of the trip will be on major highways and how much will be on city/town streets? Using that data, calculate the average amount of fuel that can be expected to be used on the trip. Would any other factors influence fuel usage? Based on the current median of fuel costs in the area to be traveled, how much should travelers expect to spend on fuel? Are there any other costs to consider? Tolls? Tourist adventures? This person will figure out the miles covered. How many miles will be traveled between stops? How many total miles is the entire trip? Based on the miles traveled and the speed limits, calculate the time between each stop on the trip.

Part 2: Explore

Part 3: ExplainAfter research has been completed, the students will present their touring package to the class. They should incorporate a PowerPoint or Google Slides presentation and a spreadsheet keeping track of the budget and miles traveled. Students will need to explain the purpose of their travel. The navigator will explain why they chose that region and the specific stops to explore. The accountant should be prepared to explain any and all calculations and what they mean for the trip.

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Students will be evaluated for their presentation. The teacher will evaluate the overall project using the following rubric:

Part 5: Evaluate

What adjustments would need to be made to take this trip outside of the United States? How would that change things such as money and modes of transportation?

Assign student pairs two countries to investigate further. Look at countries such as Brazil and Argentina, Spain and Portugal, Scotland and Ireland, Norway and Sweden, Japan and China, India and Thailand, Germany and France, Greece and Turkey. (Locations may be assigned to multiple pairs if necessary.) Students will still have to focus on fuel costs, fuel efficiency, tolls, tourism sights, hotels, and food, but will also have to research currency exchange rates, regional customs, cost regulations, and travel conversions (kilometers vs miles).

Each pair will create a pamphlet/brochure to market their travel package. The pamphlet/brochure must include a map of the route, along with recommended stops, hotels, and restaurants. The total cost for tourists should be outlined and broken down into appropriate categories (but does not need to include airfare). Completed pamphlets/brochures should be displayed on a bulletin board or somewhere prominent in the school.

Part 4: Elaborate

Planning a Purpose-Driven Trip

Scoring Rubric

_____ /10 Participation Did both members of the team contribute? Is there significant research and data to support that both the navigator and accountant did their part?

_____ /10 Design Does the design of the road trip meet the criteria of being purpose driven and of at least 1,000 miles? Is the trip thoroughly mapped out and are hotel, food, fuel, and experience costs all considered?

_____ /10 Visual Aid Are visuals of the trip provided? Is there a map to follow? Are there pictures of the stops along the way?

_____ /10 Calculations Were necessary calculations performed and completed accurately to include the distances traveled and all necessary costs and any necessary conversions? _____ /10 Presentation Did the presentation cover all areas of the process? Was the presentation clear and easy to understand?

_____ /50 Total

Students will be provided a copy of the rubric to help guide in the completion of the initial project.

Individual students will also submit a brief essay reflecting on their own contributions to the project and their thoughts on social impact and purpose-driven travel. Why do people want to take these types of vacations? Who benefits? The reflection essay can be graded for completion or as a formal writing assignment.

Common Core State Standards – Math

Cross-Curricular Connections

Texas Essential Knowledge and Skills – Math

Texas Essential Knowledge and Skills – Science

Next Generation Science Standards

Standards Addressed:

CCSS.MATH.CONTENT.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems.CCSS.MATH.CONTENT.HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. CCSS.MATH.CONTENT.HSA-HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

CCSS.ELA-LITERACY.RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.CCSS.ELA-LITERACY.SL.9-10/11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10/11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

MMA.1.A apply mathematics to problems arising in everyday life, society, and the workplaceMMA.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problemsMMA.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

P.2.E design and implement investigative procedures, including making observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness.

HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

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