Symposium EEE: Materials Education—Toward a Lab-to-Classroom Initiative
- April 1-5, 2013
- San Francisco, California
Mark L. Brongersma, Vladimir Matias, Rachel Segalman, Lonnie D. Shea, Heiji Watanabe
Scientific innovation plays a major role on the economic landscape of the 21st century. Indeed, innovation leads to job creation in the technological era, and for this reason the need exists to optimize the discovery-to-commercialization process in an attempt to minimize effort and maximize output. To this end, educators, scientists, and policy makers resort to the design of novel initiatives toward the implementation and dissemination of newly discovered phenomena. An example of such a novel initiative was launched by the National Science and Technology Council (NSTC) in June 2011 as the Materials Genome Initiative (MGI). NSTC has identified historically lengthy lab-to-market pathways within the novel materials space. The MGI aims to optimize the efforts toward effective development and commercialization. However, the design of effective translational mechanisms is not a new concept, with the biomedical sciences already having developed a good understanding of the commercialization sequence particular to their market segment. The central keystone in the MGI is the design of novel materials from integrated computational experimental and data informatics tools, generating a Materials Innovation Infrastructure. The proposed in computo approaches are faster than conventional in vitro approaches. However, the implications of these strategies throughout the education chain need further exploring. A key factor to be addressed on the education front is the dissemination of new scientific findings in the classroom.
It is a timely question to consider about the adequate innovation-to-textbook pathways and time frame. Currently, knowledge and technological development accumulate at the forefront of the scientific ecosystem, not necessarily propagating throughout the education chain, while more stringent demands are being placed on the workforce (i.e., use of sophisticated computational tools and knowledge of advanced scientific concepts). The question arises as to whether a Golden Spike is likely to be achieved.
The aim of this symposium is to lay a foundation toward sustainable innovation-to-textbook or lab-to-classroom procedures as they pertain to the MGI and beyond. Among others, discussions and reflections toward equipping the next-generation workforce are encouraged, with the revolving question being: Is a paradigm shift required in 21st century materials education? This symposium will aim to assemble relevant stakeholders to develop a more profound understanding of the building blocks needed for execution. Stakeholders in the materials education ecosystem include funding agencies, universities, education experts, scientists, students, business experts, and the general public, at large, among others.
- Best practices toward the design of scientific-educational programs: from basic research to early education
- Models for the assembly of scientific-education teams to execute a lab-to-textbook continuum
- Parallelism with biomedical sciences: translational research toward the acceleration of lab-to-classroom
- Program design and evaluation strategies; application of the logic model and beyond
- What should the Material Innovation Infrastructure look like?
- Equipping the next-generation workforce: Is there a paradigm shift required in education and industry?
- Review of education curriculum to support in computo materials design
- K-12 education: inclusion of computer science, nanotechnology, quantum mechanics, and relativity concepts throughout the curriculum
- "Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas," with a special focus on "Scientific and Engineering Practices"
- Core ideas and approaches from Framework for 21st Century Learning
- Impact of providing research experiences on the educational process: REU, RET, and beyond
- Lessons learned from the Nanotechnology Initiative: bringing in the general public to the developmental framework
- Anticipation of strategies to bring the general public into the equation: early dissemination of scientific findings
- The role of the media on the dissemination of scientific findings
(Georgia Inst. of Technology), C.
(National Science Foundation),
(ATLAS Experiment, CERN,
Switzerland), D. Gomez-Ullate
(Univ. Complutense de Madrid, Spain), R.
(Hitachi High Technologies America, Inc.), N. Healy
Inst. of Technology), P. Hix
(Deutsches Museum, Germany), C. Kourkoumelis
(Univ. of Athens, Greece), J. Le Moigne
(NASA Goddard Space Flight
(NASA Goddard Space
Flight Ctr.), L. Redfern
(High Performance Computing Wales), M. Satterfield
(NIST), D. Steinberg
(Princeton Univ.), R. Tomellini
Commission, Belgium), A. White
(Virginia Tech), T. Wilkins
(Univ. of Leeds, United
Kingdom).Eva M. Campo
School of Electronic Engineering
Dean St., Bangor, Gwynedd LL57 1UT, United Kingdom
Tel 44-1248-382686, email@example.comChristine Caragianis Broadbridge
Southern Connecticut State University
Dept. of Physics
CRISP, an NSF MRSEC at Yale/SCSU
Jennings Hall 108c, 501 Crescent St., New Haven, CT 06515
Tel 203-392-6461, firstname.lastname@example.orgKathryn Hollar
Harvard School of Engineering and Applied Sciences
29 Oxford St., Cambridge, MA 02138
Tel 617-496-7479, email@example.comCostel Constantin
James Madison University
Dept. of Physics and Astronomy
MSC 4502, 901 Carrier Dr., Harrisonburg, VA 22807
Tel 540-568-4991, firstname.lastname@example.org
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