Laura M. Bartolo Kent State University
Katherine C. Chen California Polytechnic State University
M. Grant Norton Washington State University
Greta M. Zenner University of Wisconsin-Madison
W1: Bringing Materials Science and Nano to the General Public
Greta M. Zenner
Tuesday PM, November 27, 2007
Room 300 (Hynes)
9:30 AM - W1.1
Molecularium: Merging Entertainment with Education, Outreach, and Scientific Literacy.
Shekhar Garde 1 , Linda Schadler 2 , Richard Siegel 2 Show Abstract
1 Chemical and Biological Engineering, Rensselaer Polytechnic Institute, Troy, New York, United States, 2 Materials Science and Engineering, Rensselaer Polytechnic Institite, Troy, New York, United States
Molecularium is a world of molecules. It is a one of the flagship Education and Outreach projects developed at Rensselaer Nanotechnology Center. Molecularium project includes new digital media, such as immersive digital dome technology, computer games, and interactive websites, as well as hands-on activities. One of our goals is to excite the next generation about 'all things scientific' and attract them to careers in science and engineering. We have recently finished making of our first digital dome movie, Episode I - Riding Snowflakes, that is currently being distributed nationwide. The development of this movie involved interdisciplinary collaboration amongst scientists, engineers, and artists. We were also able to incorporate scientifically accurate trajectories from molecular dynamics simulations into the cartooniverse of molecules. We will describe the development of this first movie, results of assessment, and future directions of the project. We are currently making an extended IMAX version of the Molecularium show.
9:45 AM - W1.2
Bridging Formal and Informal Learning Through Cutting Edge Science.
Ethan Allen 1 Show Abstract
1 GEMSEC, University of Washington, Seattle, Washington, United States
Accessible presentation of the complex and often abstract nature of many cutting edge fields of science presents daunting challenges. Yet some these same sciences are growing rapidly in their public impact, and thus should be presented to the broad public in museum or science center contexts. Nanoscale science and technology, with phenomena that are often obscure, generally invisible, and frequently counterintuitive, and whose economic impact are already measured in billions of dollars per year and are expanding rapidly, provide illustrative examples. How does bringing topics like nanoscale science and technology to the public in a meaningful and informative manner at informal science education venues help both ISE and researchers? Our experiences, based on ongoing work between two University of Washington centers - Center for Nanotechnology and Genetically Engineered Materials Science and Engineering Center – and the Pacific Science Center, provide guidance on how to build the critical, synergistic relationships among ISE staff and research scientists that will engender good exhibits. PSC’s simple ``nano carts" provide visitors with a human interface to this sometimes intimidating subject and suggest one key route to accessibility. Development of the ``big ideas in nanoscience" will be presented as a model for focusing on key concepts.
10:00 AM - **W1.3
Bringing Nano to the Public through Informal Science Education.
Wendy Crone 1 2 Show Abstract
1 Engineering Physics, University of Wisconsin - Madison, Madison, Wisconsin, United States, 2 Materials Research Science and Engineering Center, University of Wisconsin - Madison, Madison, Wisconsin, United States
Researchers in nanoscale science and engineering communicate all the time. We give talks, present lectures, and write papers regularly. But the general public—the consumers who will use the products of our work and the voters who indirectly set the national research agenda—do not often hear us. Informal science education—including museums, TV, public lectures, popular press, etc.—is a way to connect with broader audiences in a variety of fun and effective ways. Museums, which are visited by hundreds of millions of people each year in the U.S., are popular because they are skilled at making abstract and complex phenomena comprehensible to people from all walks of life and at making the whole experience fun. This talk will provide an introduction to what museums call the “informal science education” field, describe how researchers can get involved with museums to present nano to the public, and provide background about how museums work. It will also review what the public currently understands about nanoscale science and engineering and the challenges that these (mis)understandings create for museums and researchers.
11:00 AM - **W1.4
Developing an Infrastructure of Partnerships with Science Museums to Support the Engagement of Scientists and Engineers in Education and Outreach for Broad Impact.
Eric Marshall 1 , Jill Andrews 2 , Wendy Crone 3 , Jim De Yoreo 4 , Douglas Gorham 5 , Renee Miller 6 , Marylou Molina 7 , Wendy Pollock 8 , James Wynne 9 Show Abstract
1 , New York Hall of Science, Queens, New York, United States, 2 NSF Research Center Education Network (NRCEN) and Office of Engineering Outreach and Engagement, University of Michigan, Ann Arbor, Michigan, United States, 3 Interdisciplinary Education Group, MRSEC on Nanostructured Interfaces , University of Wisconsin, Madison, Wisconsin, United States, 4 MRS NISE subcommittee (Nanoscale Informal Science Education Network), Lawrence Livermore National Laboratory, Livermore, California, United States, 5 IEEE Educational Activities, IEEE, Piscataway, New Jersey, United States, 6 , Randi Korn & Associates, Alexandria, Virginia, United States, 7 Corporate Community Relations, IBM, Armonk, New York, United States, 8 , Association of Science Technology Centers (ASTC), Washington, District of Columbia, United States, 9 Local Education Outreach and Engineers Week, IBM Research Headquarters, Yorktown Heights, New York, United States
Science museums, professional associations, corporations and university & government research centers share the same mission of education and outreach, yet come from "different worlds." This gap may be bridged by working together to leverage unique strengths in partnership. Front-end evaluation results for the development of new resources to support these (mostly volunteer-based) partnerships elucidate the factors which lead to a successful relationship. Maintaining a science museum-scientific community partnership requires that all partners devote adequate resources (time, money, etc.). In general, scientists/engineers and science museum professionals often approach volunteer relationships with different assumptions and expectations. The culture of science museums is distinctly different from the culture of science. Scientists/engineers prefer to select how they will ultimately share their expertise from an array of choices. Successful partnerships stem from clearly defined roles and responsibilities. Scientists/engineers are somewhat resistant to the idea of traditional, formal volunteer training. Instead of developing new expertise, many prefer to offer their existing strengths and expertise. Maintaining a healthy relationship requires the routine recognize the contributions of scientists/engineers.As professional societies, university & government research centers, science museums and corporations increasingly engage in education and outreach, a need for a supportive infrastructure becomes evident. Work of TryScience.org, the MRS NISE Net (Nanoscale Informal Science Education Network) subcommittee, NRCEN (NSF Research Center Education Network), the IBM On Demand Community, and IEEE Educational Activities exemplify some of the pieces of this evolving infrastructure.
11:30 AM - W1.5
Addressing ``Broader Impacts" through Research Center - Museum Partnerships.
Carol Lynn Alpert 1 2 3 Show Abstract
1 Strategic Projects, Museum of Science, Boston, Boston, Massachusetts, United States, 2 Research/ISE Partnerships, NSF Nanoscale Informal Science Education Network, Boston, Massachusetts, United States, 3 NSF Nanoscale Science and Engineering Centers, Harvard University, Northeastern University, Cambridge/Boston, Massachusetts, United States
The National Science Foundation requires its funded researchers to plan and carry out activities that address “broader impacts” in science and society. Broader impacts, as defined by NSF, include education and outreach activities designed to enhance scientific and technological understanding as well as activities that foster connections between research and service to society. However, institutions optimized for research and teaching do not always also have the expertise, resources, and connections for carrying out these required activities. It is for this reason that NSF offers the suggestion of partnering “with museums, nature centers, science centers, and similar institutions to develop exhibits in science, math, and engineering,” to “involve the public…in research and education activities,” and to provide “science and engineering presentations to the broader community.”* This sensible-sounding advice provides little guidance for the planning, design, and implementation of such partnerships, which, to be effective, require considerable forethought, cross-professional communication, and serious attention to details like appropriate audience targeting, budgeting, and evaluation.This paper addresses the benefits of designing effective educational outreach partnerships between research centers and museums and their potential for addressing real needs of each of the partners and their institutional stakeholders while also addressing a number of the NSF “broader impacts” merit criteria. The author is a Co-PI of the NSF Nanoscale Informal Science Education Network (NISE Net) and also manages three long-term NSF and NIH research center – museum educational partnership programs already in place at the Museum of Science, Boston. The author will present examples of such collaborations, how they are formed and how they operate, a range of types of activities they pursue, audience impact and evaluation data. The NISE Net will be initiating this fall a new effort to help foster the development of new research center – museum partnerships in nanoscale science and engineering educational outreach, and this program will be outlined as well. *“NSF Merit Review Broader Impacts Criterion: Representative Activities,” published at www.nsf.gov/pubs/gpg/broaderimpacts.pdf - 2003-07-29.
11:45 AM - W1.6
Collaboration between the Exploratorium Museum (San Francisco) and the University of Chicago MRSEC in Educational Outreach Programs.
Eileen Sheu 1 , Heinrich Jaeger 1 2 , Sidney Nagel 1 2 3 , Barry Kluger-Bell 4 , Shawn Lani 4 , Charles Sowers 4 Show Abstract
1 James Franck Institute, The University of Chicago, Chicago, Illinois, United States, 2 Dept. of Physics, The University of Chicago, Chicago, Illinois, United States, 3 Enrico Fermi Institute, The University of Chicago, Chicago, Illinois, United States, 4 , Exploratorium, San Francisco, California, United States
Science centers and museums have long been at the forefront of communicating the wonder of science to the general public and the K-12 school community. Interactions between the Exploratorium Museum (San Francisco, CA) and the University of Chicago MRSEC will be described in this presentation. The Exploratorium-organized NEO program—part of the NSF-sponsored NISE network—has greatly influenced the Univ. of Chicago’s approach to its materials science course for teachers and helped them incorporate inquiry more deliberately into their after-school science clubs. Exhibit Developers at the Exploratorium have collaborated with scientists at the Univ. of Chicago to design exhibits that explain contemporary cutting-edge research in materials. These exhibits emphasize the wonder and beauty of common phenomena that one rarely stops to notice but which lead to deep scientific inquiry.
12:00 PM - W1.7
Public Understanding of Novel Technological Materials: The Role of Science Expositions.
Theodoros Karakasidis 1 , Denis Vavougios 2 Show Abstract
1 Civil engineering, University of Thessaly, Volos Greece, 2 Special Education, University of Thessaly, Volos Greece
12:15 PM - W1.8
Piloting an Integrated Art and Materials Chemistry Workshop at the Philadelphia Museum of Art.
Tami Lasseter Clare 1 , Barbara Bassett 2 , P. Andrew Lins 1 Show Abstract
1 Conservation, Philadelphia Museum of Art, Philadelphia, Pennsylvania, United States, 2 Education, Philadelphia Museum of Art, Philadelphia, Pennsylvania, United States
A pilot workshop entitled, “The Chemistry of Metallic Art” is being offered at the Philadelphia Museum of Art. The aim of the workshop is to expose high school chemistry students to chemical and materials concepts using examples from art. Science is not usually associated with works of art, and therefore teaching the materials chemistry involved in the production of art provides a unique “informal” science education opportunity. Metallic art is a particularly appropriate subject for the workshop because of the diverse chemical finishing techniques and materials used and because metallic art, such as armor, is widely appealing. The three-hour workshop consists of a guided gallery tour, several hands-on activities and demonstrations. Topics covered during the workshop include the materials requirements for physical methods of finishing, such as damascene, and the chemistry of metals finishing, such as silvering. Images of the art acquired by scientific equipment, including x-ray radiography and scanning electron microscopy, are presented and discussed in the context of authenticating art. Emphasis is placed on inquiry-based activities to engage the students. The materials developed for the workshop will be published online and in a booklet for use by other institutions and classes wishing to implement similar workshops.
12:30 PM - W1.9
Free Engineering Resources from PBS’ Design Squad.
Thea Sahr 1 , Ellen Robinson 1 Show Abstract
1 , WGBH, Boston, Massachusetts, United States
Design Squad, the new reality competition show from PBS, follows eight high school students as they compete to design and build fantastic, fully operational engineering projects. Projects include everything from a motorized red wagon that can reach speeds up to 20 mph to a low cost peanut butter making machine for a women’s collective in Haiti. In the final episode, the two top-scorers battle for the Grand Prize—a $10,000 college scholarship provided by the Intel Foundation. Design Squad’s seamless blend of entertainment and education was created to increase students’ knowledge of engineering and the design process, as well as improve the public image of engineering, especially among girls and minorities. In addition to the series, an extensive educational outreach campaign, strategic partnerships with engineers and educators, and a Web site deliver Design Squad activities to places where kids congregate, including after school programs, schools, museums, and the Internet.Design Squad is a powerful, multimedia project that is inspiring and educating millions of kids—ultimately helping to build a new generation of engineering-literate citizens and future engineers. This presentation will provide everything participants need to unleash kids’ ingenuity and get them thinking like engineers. Design Squad has free educational resources engineers and educators can use with 9-13 year old kids in classrooms, afterschool programs, and event settings. The Educator's Guide's ten hands-on challenges emphasize teamwork and creative problem solving and each challenge comes with teaching strategies, discussion questions, science and engineering background concepts, and more. The Event Guide includes five reproducible activity sheets (in English and Spanish) and event set-up suggestions. Design Squad resources also include downloadable video profiles of engineers currently in the field. Participants will learn how to lead hands-on engineering activities with kids, host events and workshops, train others, and incorporate Design Squad into national and regional outreach programs. In addition, this presentation will offer collaborative approaches to develop hands-on engineering programs through partnerships with informal education organizations. Participants will also learn compelling messages to encourage kids to consider engineering education and subsequent careers based on research findings.
W2: Increasing the STEM Pipeline
Tuesday PM, November 27, 2007
Room 300 (Hynes)
2:30 PM - W2.1
Engineer Your Life: Talking to High School Girls About Engineering.
Thea Sahr 1 , Ceit Zweil 1 Show Abstract
1 Educational Outreach, WGBH Educational Foundation, Boston, Massachusetts, United States
Many high school girls care deeply about making a difference in the world, whether it is preventing disease, reducing poverty, or protecting our planet. Imagine these same girls merging this passion with an engineering education that provides them with the actual know-how to solve these pressing problems. That’s a powerful combination.Yet, too few academically prepared girls (and boys) are studying engineering in college. The Engineer Your Life campaign is out to change this and professional engineers can help. The goal of the Engineer Your Life project is to encourage and inspire college-bound high school girls to integrate engineering into their future studies and into their careers. Based on in-depth research and message testing, the project aims to meet girls where they live, promoting engineering through the lens of what matters to girls as they begin to shape their own futures. A key component of this project is to achieve a shift in the way engineering is portrayed by engineering and educational communities.This presentation will explore the research and messaging of the Engineer Your Life campaign. It will offer practical tips for how engineers can begin to apply this messaging in their own work and in outreach to high school students (including a demonstration of hands-on activities that allow students to “take engineering for a test drive”), as well as how they can spread the word to their professional colleagues. In addition, the workshop will include a tour of the project’s flagship Web site (EngineerYourLife.org, available September 2007), which will feature information for high school girls and practical resources that will assist parents, educators, and engineers in promoting a better understanding of engineering, the academic background needed to pursue engineering, and the various career paths available. Primary partners for Engineer Your Life (formerly known as the Extraordinary Women Engineers Project) include WGBH Educational Foundation, the American Society of Civil Engineers (ASCE), Association of Engineering Societies (AAES), National Association for College Admission Counseling (NACAC), National Academy of Engineering (NAE), National Engineers Week Foundation (Eweek) and more than 50 additional engineering associations, colleges, and universities that have formed a project coalition.
2:45 PM - W2.2
Inspiring 1000 Middle School Students at Princeton University’s Materials Science and Engineering Expo.
Daniel Steinberg 1 , Shannon Swilley 1 Show Abstract
1 PRISM, Princeton University, Princeton , New Jersey, United States
3:00 PM - W2.3
Incorporating Nanotechnology into Connecticut High School Science Classes: 5 Hands-on Modules, 17 Teachers, Reaching 400+ Students.
Kate Bagnoli 1 , Ali Langston 1 , James Bosse 1 , Robert Veith 2 , Bryan Huey 1 Show Abstract
1 Institute of Materials Science, University of Connecticut, Storrs, Connecticut, United States, 2 Science Education, Connecticut Center for Advanced Technology, East Hartford, Connecticut, United States
A NASA funded project promoting STEM education in Connecticut high school science classes (‘PLAN Teachers Academy’) introduced seventeen grade 8-12 teachers to nanotechnology and provided materials for classroom demonstrations and hands-on learning. Initial content was provided during a voluntary summer course for teachers, in which: nanotechnology concepts and applications were introduced; background was presented in the areas of nano-characterization, -fabrication, -application, and -health issues; and resources for further information aimed separately at teachers and students were supplied. Finally, 5 hands-on experiential learning modules were developed and tested to demonstrate both nanotechnology principles as well as common curriculum content standards for secondary school STEM education. The modules focused on: i) understanding nano-scales; ii) Atomic Force Microscopy to characterize nanoscale features; iii) nanoparticle applications in sunscreen; iv) nano-improvements in the performance of solar cells; and v) shape memory alloys. In collaboration with the high school teachers participating in this program, the five nanotechnology modules were modified to better reach the target audience of 8th-12th grade youths. Classroom implementation of the modules is ongoing.
3:15 PM - W2.4
Integrating Materials Science and the Visual Arts in the Secondary Classroom: A Teacher Professional Development Project Through the U C Santa Barbara Materials Research Laboratory.
Dorothy Pak 1 , Lynne Cavazos 2 Show Abstract
1 Materials Research Laboratory, University of California Santa Barbara, Santa Barbara, California, United States, 2 Gevirtz Graduate School of Education, University of California Santa Barbara, Santa Barbara, California, United States
Because lasting interest in science is often developed through pre-college experiences, increasing undergraduate participation in science requires engaging students’ interest in primary and secondary school. The visual arts provide an alternative means of communicating scientific concepts to secondary students who may not respond to traditional formats or identify themselves as interested in science. In addition, the visual arts provide a natural link to materials science through experimentation and investigation of the properties of new media. We have initiated a teacher professional development program through the University of California Santa Barbara Materials Research Science and Engineering Center (MRSEC) focused on bridging art and science in secondary curricula, to engage students underrepresented in science majors, including girls, English language learners and non-traditional learners. Models and Materials is a three-year program involving ten secondary art and science teachers from six Santa Barbara County schools. A three-year format provides the participating teachers with the time and resources necessary to create innovative learning experiences for students that will enhance their understanding of both art and science content. Art and science teachers from each school are paired and challenged to create innovative and fully integrated curriculum projects that bring visual art concepts to the science classroom and science concepts to the art classroom. Models and Materials were selected as unifying themes; understanding the concept of models, their development and limitations, is a prominent goal in the California State Science and Art Standards. Similarly, the relationship between composition, structure and properties of materials is an important concept in both art and science classrooms. After the first year of the program, participating teachers reported a clearer understanding of the uses and limitations of models in the classroom and a better understanding of materials science. Teachers also benefit from the opportunity to work across disciplines with their teammates, as well as with colleagues at other area schools. All teams have developed initial curriculum projects that will be fully integrated during the summer institute. Challenges to be addressed during the coming year include logistical issues, such as scheduling, involved with teaching across disciplines in secondary school, as well as the challenge of fully incorporating materials science projects into the state mandated curriculum.
4:00 PM - **W2.5
Relation between Efforts in Science Education and Economic Prosperity as Revealed from the Database of the Human Development Reports and the OECD Reports.
Hanns-Ulrich Habermeier 1 Show Abstract
1 , MPI-FKF, Stuttgart Germany
The correlation between education, basic research and economical strength at a national level has been frequently claimed and suggestive arguments for it have been given previously [1,2]. In this paper an independent, more quantitative approach is attempted. The statistical data published by the OECD as well as the UNDP Human Development Reports are taken as source material and correlations between economical strength, the technology achievement and education indicators are elaborated. The analysis is given for the categories leading countries, potential leaders, dynamical adopters and developing countries. Whereas a previous study  was covering the general trends, here a more specific investigation is presented focusing on natural sciences and especially materials science in technologically leading countries. Based on the analysis caveats and recommendations for education issues will be developed with a focus on modern aspects in materials science. in “Condensed Matter and Materials Physics” National Research Council USA, National Academy Press, Washington D.C. USA 1999 H.-U. Habermeier, J. of Education 24 ( 2002 ) 87 H.-U. Habermeier, J. of Education 29 (2007) 55
4:30 PM - W2.6
Increasing Diversity in Materials Research Opportunities.
Sarah Morgan 1 , Kim Wingo 1 Show Abstract
1 School of Polymers and High Performance Materials, University of Southern Mississippi, Hattiesburg, Mississippi, United States
Reaching out to the diverse population of Mississippi is a key initiative of The Center for Response-Driven Polymeric Films, and partnerships are integral to increasing diversity of opportunities. The Louis Stokes Mississippi Alliance for Minority Participation, Alliance for Graduate Education in Mississippi, IMAGE (increasing minority access to graduate education) and Women in Science and Engineering, in addition to partnerships with HBCU’s in the region, help us to attract, recruit, retain and graduate students in STEM disciplines. The presentation will highlight successful modes of cooperation with these organizations and initiatives targeted at local minority serving high schools. The Explore Polymer Science Day is a summer program where high school students interact with summer Research Experience for Undergraduate (REU) students, graduate students and Research Experience for Teachers for Polymer Engineering Research and Workforce Development (RET) participants. The program involves hands-on polymer science experiments, demonstrations, tours of facilities and discussion of summer research projects with student researchers. Teachers participating in the RET implemented polymer engineering-based activities into their science classrooms. The students performed activities ranging from making conditioning shampoo, nylon, slime, and shrinky dinks to evaluating super absorbent polymers in diapers. The benefit of these activities was to show students that polymers are a part of their every day life. As students’ knowledge of polymers increased it enabled them to take conceptual knowledge to a real-world understanding.
4:45 PM - W2.7
Strategies for Developing Research Internships in Nanoscience for High School Students.
Daniel Reich 1 Show Abstract
1 Physics and Astronomy, Johns Hopkins University, Baltimore, Maryland, United States
Participation in research can be crucial in interesting students at all levels in pursuing further study and/or careers in materials research and engineering. However, providing research experience opportunities to pre-college students can present challenges, due to the inexperience of the students, and the limited time they typically have available to devote to such projects. As part of its K-12 Education Outreach program, the Johns Hopkins University (JHU) MRSEC has developed a highly effective summer research internship program for high school students. In this program, 11th and 12th grade students from Baltimore City and surrounding communities carry out intensive one-month research projects, working full-time in JHU MRSEC laboratories, in close collaboration with MRSEC faculty and other researchers. Approaches to project design and mentoring have been developed that enable the students to achieve meaningful research results on nanoscience-related projects, and to have satisfying laboratory experiences in the allotted time frame. Outcomes from this program will be presented together with suggestions for best practices for successful implementation of programs of this type.
5:00 PM - W2.8
The Partnership for Research and Education in Materials (PREM): Highlights and Successes from the California State University Los Angeles (CSULA)/Caltech Collaboration.
Robert deGroot 1 , Frank Gomez 2 , Harry Atwater 1 Show Abstract
1 Engineering and Applied Science, California Institute of Technology, Pasadena, California, United States, 2 Chemistry and Biochemistry, California State University Los Angeles, Los Angeles , California, United States
The mission of the CSULA/Caltech PREM collaboration is to enhance and promote diversity in materials science research and education in the Southern California area by fostering and nurturing interdisciplinary interactions between faculty and students at CSULA and Caltech that advance the discovery and understanding of new materials. Since 2004 PREM has engaged 15 high school students and 25 college students in research experiences with over 11 faculty members at CSULA and Caltech. The evaluation effort focuses on collecting information that documents (i.e. tells the story) of the program as well as learning about how the students’ experience influences their academic goals, career interests, and how they overcome challenges using scientific methods. In 2006, the PREM evaluation team gathered the high school students for two “site visit” seminars. These events provided an opportunity for the students to be in the same place at the same time and it offered a chance for them to share their research with their peers. Additionally, the students responded to a question asking about the challenges (resolved and unresolved) that they faced in their work. During 2006 the PREM college researchers devised and conducted a Broader Impacts activity on the campus of CSULA during the Sally Ride Science Festival. PREM students facilitated hands-on activities in the festivals “fair” area and conducted two workshops that taught participants about the strength of pasta using an inquiry-based activity. They also participated in a weekend long “retreat” where they were able to share their research, get feedback from their colleagues, and interact with their mentors in an environment using the Gordon Conference model. In both the high school and the college research efforts, affective data was collected and interpreted so that PREM faculty and staff could address ways to improve the program in subsequent years. Images of student researchers working in their lab environment or presenting their research not only gives faces to the names, it also reminds all those involved in PREM that the program is about people and that the PREM experience changes lives.
5:15 PM - W2.9
A Partnership Inspiring Interest in MSE Careers: The Center for Research on Interface Structures and Phenomena (CRISP).
Christine Caragianis-Broadbridge 1 , Heather Edgecumbe 1 , Ann Lehman 1 , Greg Osenko 2 , Lisa Alter 3 , John Tully 4 Show Abstract
1 Physics, Southern Connecticut State University, New Haven , Connecticut, United States, 2 Center for Community and School Action Research (CCSAR), Southern Connecticut State University, New Haven, Connecticut, United States, 3 CT Scholars Academy, New Haven Public Schools, New Haven, Connecticut, United States, 4 Chemistry, Yale University, New Haven, Connecticut, United States
The intent of the CRISP education and outreach efforts is to use materials science as a vehicle for enhancing the scientific literacy and knowledge of kindergarten through graduate level students. Inspiring these students to take the next step and consider further study (or a career) in the field of Materials Science and Engineering (MSE) is a challenging part of our mission. The CRISP educational programs were developed through a partnership between Yale University, Southern Connecticut State University and the urban school district of New Haven, CT. An overview of the methods and results of both formal and informal educational program components will be presented for years one and two of the CRISP MRSEC. This paper will focus on two CRISP programs: 1) MRSEC Initiative for Multidisciplinary Education and Research (MIMER) and 2) “Exploring Materials Science” Mobile Kits. The MIMER program is a team-based REU/RET program designed to provide interdisciplinary/integrated science research experiences to teams composed of high school and undergraduate students as well as science teachers working toward a Masters of Science Degree in Science Education. The “Exploring Materials Science” Mobile Kits are designed to increase the understanding of materials science as a discipline based on structure/property relationships and to demonstrate how this knowledge is used in real life applications and technologies. An outcomes based assessment was performed for these components. The data showed that the approach used in developing these educational programs is very important. For example, emphasizing career opportunities in MSE rather than just presenting content-based programs is a key element in increasing interest in further study in MSE. Specifically, the impact of these programs is influenced by the students’ ability to relate the acquired knowledge to real life applications and technologies.This research and the educational programs described are supported by NSF Grant MRSEC DMR05-20495.
5:30 PM - W2.10
The Nanoscience and Engineering High School Research Internship program at the University of Alabama.
David Nikles 1 , Gregory Thompson 1 Show Abstract
1 Center for Materials for Information Technology, The University of Alabama, Tuscaloosa, Alabama, United States
The Center for Materials for Information Technology provides an opportunity for high school students to pursue research in nanoscience and engineering during a ten-week summer session. These were students between their junior and senior year or their sophomore and junior year who are interested in a career in scientific research. Each student had their own research project within the general theme of metal nanoparticles. They were trained in safe laboratory practice and could prepare their own particles independently. Each used x-ray diffraction and SEM EDX to characterize the structure of their nanoparticles. They also identified potential applications for their particles such as magnetic recording, fuel cell catalysis and cancer therapy. Many of the students accomplished enough to submit competitive entries to regional and national high school science fair competitions. One was a semi-finalist in the Siemens-Westinghouse Competition. Another won the West Alabama Science Fair and competed in the Intel International Science Fair. This program provided the high school students with a vision for the breadth and excitement of doing basic research in materials science.
5:45 PM - W2.11
Evaluation Framework of Module Based Science Activities.
Nev Singhota 1 , Kevin Dilley 1 Show Abstract
1 , Cornell Center for Materials Reserach, Ithaca, New York, United States
Cornell Center for Materials Research (CCMR) is collaborating with Professor William Trochim on an NSF grant: Building Evaluation System Capacity for STEM Programs. CCMR is piloting assessment tools for science modules presented to K-16 groups. The focus of the assessment will look at partnerships developed with the following minority serving institutions: NSF funded Partnerships for Research and Education in Materials (PREM) – Tuskegee University; Community groups – Big Brothers Big Sisters; and Schools – Harlem Children’s Zone, Syracuse and Rochester High Schools. The presentation will describe the process involved in creating an evaluation plan that includes understanding the expected outcomes, developing a logic model, and analysis of tools for evaluation of CCMR science modules.
Laura M. Bartolo Kent State University
Katherine C. Chen California Polytechnic State University
M. Grant Norton Washington State University
Greta M. Zenner University of Wisconsin-Madison
W3: Incorporating New Research into New Teaching Strategies
Wednesday AM, November 28, 2007
Room 300 (Hynes)
9:30 AM - **W3.1
Are You Connected? Enhancing the Student Experience Through Personalization and Integration of Broader Context.
Jonathan Stolk 1 , Robert Martello 1 Show Abstract
1 Dept. of Mechanical Engineering and Materials Science, Franklin W. Olin College of Engineering, Needham, Massachusetts, United States
The educational community has repeatedly affirmed the importance of students’ development of an appreciation of the larger context of their technical work. In addition to mastering technical skills and knowledge, our future engineering graduates must also be able to articulate the relevance of technical content and connect their learning to broader contextual factors. A technical education can emphasize contextual understanding in many ways, including the integration of arts, humanities, and social science perspectives as well as the specific study of ethical, societal, historical, or environmental impacts of engineering work within technical courses. The integration of contextual understanding may provide a much-needed sense of authenticity and relevance to students, and it may improve students’ motivation, engagement, perceived competence, interest in broader technological impacts, awareness of human factors in engineering, and transferable skill development. Despite the potential benefits of and existing opportunities for connection building between technical topics and broader context, however, the institutional, departmental, or individual energy barriers to disciplinary integration remain relatively high. As a result, few engineering educators actively leverage non-technical topics as a means to greater contextualization, personalization, and development of broad and transferable skills. In this session, we discuss current course and curricular experiences that integrate science and engineering learning with contextual understanding. We describe approaches designed to simultaneously highlight societal connectedness, enable interdisciplinary synthesis and application of content, and increase students’ sense of choice, relevance, and interest. We review preliminary data from context-rich learning environments that suggest improvements in student motivation, engagement, and self-efficacy, and that indicate a synergistic coupling of competency development across technical and non-technical disciplines. Finally, we highlight key challenges regarding both the student responses to and the transferability of non-traditional teaching and learning approaches.
10:00 AM - W3.2
The Asemblon Self-Assembled Monolayer Demonstration Kit: Macroscopic Visualization of Nanometer Thick Surface Modifications.
Dan Graham 1 Show Abstract
1 Materials Science and Engineering, Penn State University, University Park, Pennsylvania, United States
10:15 AM - W3.3
Converting Traditional Materials Labs to Project-based Learning Experiences: Aiding students' Development of Higher-order Cognitive Skills.
Linda Vanasupa 1 , Katherine Chen 1 , Jonathan Stolk 2 , Richard Savage 1 , Trevor Harding 1 , Blair London 1 , William Hughes 1 Show Abstract
1 Materials Engineering, California Polytechnic State University, San Luis Obispo, California, United States, 2 Mechanical Engineering and Materials Science, Olin College, Needham, Massachusetts, United States
Against a backdrop of compelling societal needs, graduates in science and engineering now must master their disciplines and demonstrate a sophisticated level of cognitive, affective and social development. This has lead a number of national and international commissions on science and engineering to urge educators to re-think the way in which STEM disciplines are taught. We have chosen to "repackage" a traditional undergraduate materials engineering curriculum in a form designed to promote the development of higher-order cognitive skills like self-directed learning and design. Classic metallurgy experiments have been converted to project-based learning experiences where students are put in the role of "designers" of problem solutions and faculty play the role of coaches. These include: designing, prototyping and marketing of a cast metal object; systems designing, building and testing of a fiber optic spectrometer; product improvement of a prosthetic device; evaluation of oxidation process for production; design and evaluation of a heat treatment process for roller bearings; and materials characterization of an everyday product. Projects were designed to leverage known relationships within the educational psychology literature that enable deeper learning. Evaluation of 36 juniors in a project-based learning course (i.e., the test cohort) against a quasi-control group in traditional engineering courses showed that the test cohort scored significantly higher on two motivation scales shown to be critical components in self-directed learning (p<0.001). The test cohort also reported a significantly higher use of peers as learning resources than the quasi-control group. Their motivation scores also correlate highly with self-reported comfort with several aspects of design, implying that their motivation contributes significantly to students' ability to effectively engage in the design process. In this paper, we present examples of the materials engineering projects that were designed and implemented, and the design features that enable them to promote the development of sophisticated cognitive functioning.
10:30 AM - W3.4
HELICAL Learning Model Applied in a Nanotechnology for Science and Engineering Course.
Eric Peterson 1 , David Cocke 1 , Jerry O'Connor 2 , Jewel Gomes 1 Show Abstract
1 Chemical Engineering, Lamar University, Beaumont, Texas, United States, 2 Physics, Engineering & Architecture, San Antonio College, San Antonio, Texas, United States
In education, a popular model employed to represent the learning process is typically portrayed as a four-stage process signified by a cycle in a two-dimensional circular path. This cycle can be repeated by revisiting topics at increasing levels of sophistication in order to produce what is known as a spiral curriculum.In this presentation, a variation of Kolb’s two-dimensional learning cycle model is offered that represents the learning cycle as if it were a three-dimensional spiral or helix, with successive turns associated with increases in Bloom’s Taxonomic level. This representation is explored and developed, with a specific catalytic example from an engineering course offered in Nanotechnology for Science and Engineering. Catalysis is challenged with the enormity of the import of surface energies in this realm. This more comprehensive concept-centered model for the learning cycle explicitly includes higher order thinking skills to promote creative thinking, through the application of concepts, such as appropriate measurement tools, monitoring techniques, applications and implications that can be used to develop more effective curricula and course instruction. Specifically, our sample class consists of four teams, each of which is responsible for becoming expert in the concepts associated with an area of science and another of application. An example is the tremendous increase in surface area to volume ratio which alters many macroscopic properties of materials into vastly different ones such as gold becoming catalytic. Transfer of content is student driven while topics are explored. Students teaching each other allows for synergistic enhanced motivation to explore, with concurrent ultimate improvement in the retention of core concepts by the entire course population.
10:45 AM - W3.5
Interdisciplinary Virtual Labs for Undergraduate Education in the NSDL Materials Digital Library.
Donald Sadoway 1 , David Yaron 2 , Laura Bartolo 3 , W. Craig Carter 4 , John Portman 5 , Jodi Davenport 6 , Colin Ashe 7 , Michael Karabinos 8 , Arthur Barnard 9 7 Show Abstract
1 Department of Materials Science and Engineering, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States, 2 Department of Chemistry, Carnegie Mellon University, Pittsburgh, Pennsylvania, United States, 3 Materials Informatics Lab, Kent State University, Kent, Ohio, United States, 4 Department of Materials Science and Engineering, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States, 5 Department of Physics, Kent State University, Kent, Ohio, United States, 6 Pittsburgh Science of Learning Center, Carnegie Mellon University, Pittsburgh, Pennsylvania, United States, 7 Department of Materials Science and Engineering, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States, 8 Department of Chemistry, Carnegie Mellon University, Pittsburgh, Pennsylvania, United States, 9 Engineering, Cornell University, Ithaca, New York, United States
11:30 AM - **W3.6
Educating the Ethical Engineer of 2020.
Trevor Harding 1 Show Abstract
1 Materials Engineering, California Polytechnic State University, San Luis Obispo, California, United States
Perhaps the most significant change in engineering practice over the next several decades will be the increasing demands placed on the engineer to balance the technical, economic, and social aspects of engineering design. Within these domains, engineering educators have historically placed their primary teaching efforts in the technical and, to a lesser extent, economic areas. However, it is education within the social realm that is directly tied to ethical development, an important attribute of future engineers as outlined by the National Academy of Engineer’s report “The Engineer of 2020”. Engineering ethics can be defined as the application of moral principles that defines the duties of engineers to the profession and society. At the very heart of engineering ethics then are moral principles. Current approaches to ethics education in engineering typically focus on ethics knowledge including the “facts” of moral philosophy, codes, and case studies. In this view, students are seen as empty vessels into which is poured the ethical wisdom of the profession, with little attention paid to how students integrate this knowledge in practice. However, modern theories of moral development suggest that real growth occurs from a more constructivist perspective. This view argues that individuals construct their own moral principles and that these principles are reformulated through discussion and direct experience. This interaction causes the individual to sequentially develop more principled models of how social systems do and should operate. It is true that at most institutions, engineering students are required to take a number of courses in the humanities that presumably create the sort of conditions that would lead to constructivist growth. However, a considerable body of evidence now suggests that moral development requires that learning occur within a relevant context in order to provide motivation for development. In other words, if engineering students are to learn about and address the social implications of their designs, they must engage this learning within the context of other engineering topics in order to recognize its importance and personal relevance. And so it seems that, by-and-large, where students may receive the proper form of education it is not within the proper context, and when it is within the proper context it is not usually in the proper form. This paper will present recent data on the moral growth of engineering undergraduate students and connect it to the literature on moral development theory. In turn, the theory will be used to argue for changes in the educational process experienced by most engineering undergraduates. In particular, an argument will be made for the inclusion of more embedded discussion within engineering courses, a shift from teacher-centered to student-centered teaching methodologies, and opportunities for students to engage in non-traditional engineering design experiences.
12:00 PM - W3.7
Cups to Cleaners, Trash to Treasure: A Green Campus Initiative.
Jennifer Boice 1 , Richard Gurney 1 Show Abstract
1 , Simmons College, Boston, Massachusetts, United States
An increase in worldwide environmental consciousness has led to movement within the field of chemistry to pursue methods of synthesis that are environmentally friendly, or “green.” Drinking cups produced by Natureworks LLC and used in the cafeteria at Simmons College are made from polylactic acid (PLA), which can be easily hydrolyzed into lactic acid (LA) and used as a greener acidic cleaning agent. These biodegradable cups, already a product of benign design, can be transformed into LA producing salt water as the only byproduct. Within this guided inquiry experiment, students will design their own “greenest” procedure to prepare LA from PLA cups via a simple ester hydrolysis by applying several of the principles of green chemistry. Students will be encouraged to design their own metric system to determine the greenness of their proposed experimental design. Furthermore, students will compare the cleaning ability of LA to that of CLR and LimeAway by removing soap scum from bathroom tiles that have been prepared in lab using calcium hydroxide and stearic acid. The laboratory experience described herein is designed to accompany a standard saponification experiment, in which the same ester hydrolysis is performed on a triacylglyceride (Crisco) to make hand soap. In addition to learning about the chemical properties of PLA and LA, students will learn how to apply the methods of green chemistry and will be encouraged to participate in a campus initiative to educate the community about the real-world applications of green chemistry.
12:15 PM - W3.8
The Use of A Multidisciplinary Project to Expand the Materials Science Curriculum.
Robert Heard 1 , Deanna Matthews 2 Show Abstract
1 Materials Science and Engineering, Carnegie Mellon University, Pittsburgh, Pennsylvania, United States, 2 Civil and Environmental Engineering and Eberly Center for Teaching Excellence, Carnegie Mellon University, Pittsburgh, Pennsylvania, United States
A special interdisciplinary project course was offered in the Fall of 2006 within the Carnegie Institute of Technology at Carnegie Mellon University. The course was open to students from across the university, it drew participants from Civil and Environmental Engineering, Engineering and Public Policy, Materials Science and Engineering, Architecture, the School of Design. This multidisciplinary collection of students formed the necessary knowledge base to approach the various tasks of the project. Each student was to rely on their academic experience and talents to contribute to the work, while simultaneously learning from those in other disciplines. The participating material science and engineering were juniors acquainted with fundamental of materials. Some students were taking courses involving steel making process and steel mechanical properties concurrently. Students in civil and mechanical engineering and architecture are familiar with structural design and construction processes. Students in engineering and public policy and environmental engineering have experience with life cycle assessment and environmental impacts. The collaborative group experience introduced students to how disciplines interact in the real world, encouraging them to pursue their own interests in broader areas. The project consisted of three efforts assessing life cycle impact in terms of energy consumption, greenhouse gas emissions, and economic costs of equivalent products made from both steel and wood The first effort involved comparison of steel products versus wood products in existing designs. The second, looked at the optimization of steel products to improve design options and the third tried to identifying opportunities to leverage the use of steel materials in green building design and construction, based on certification requirements established by the US Green Building Council and the Leadership in Energy and Environmental Design (LEED) rating system.At Carnegie Mellon, the Green Design Initiative researchers have been leaders in life cycle assessment methodology development and assessment, and have a history of merging students and faculty from across the university into research teams. This multidisciplinary project was good example of how common topics can be exploited to provide excellent discovery opportunities for undergraduate engineering programs,
12:30 PM - W3.9
Instructional Project for Introductory Course in Materials Science at James Madison University
Scott Paulson 2 , Brian Augustine 1 , W. Hughes 2 , Jon Wyrick 2 Show Abstract
2 Physics, James Madison University, Harrisonburg, Virginia, United States, 1 Chemistry, James Madison University, Harrisonburg, Virginia, United States
We report on the use of an Instructional Project in an introductory materials science course at James Madison University. The course (MATS 275) is primarily geared toward sophomore – junior chemistry and physics majors. The Instructional Project has been assigned in lieu of an exam and has been used as a capstone experience for students at the end of the semester in the class. Students have been asked to design a classroom demonstration at a level that is appropriate for high school science classes, courses for non-science majors at JMU or lower division chemistry or physics classes that demonstrate some aspect of the structure/property relationships in materials science. Several example student Instructional Projects will be highlighted in this presentation, and particular emphasis will be given to a Java application written by a student to demonstrate energy band diagrams in semiconductor materials. This Java application has been used subsequently in several courses including Physical Chemistry laboratory, Solid State Physics and a new nanoscience course entitled, “The Science of the Small: An Introduction to Nanotechnology”. Features of the Java applet include being able to select the number, height and width of energy barriers, and we will demonstrate the particle-in-a-box concept as well as the emergence of energy bands, nearly free and tightly bound electrons.
12:45 PM - W3.10
Emerging Cybertools for Soft Matter Education.
Sharon Glotzer 1 2 , Christopher Iacovella 1 , Aaron Keys 1 , Laura Bartolo 3 , Cathy Lowe 3 Show Abstract
1 Department of Chemical Engineering, University of Michigan, Ann Arbor, Michigan, United States, 2 Department of Materials Science and Engineering, University of Michigan, Ann Arbor, Michigan, United States, 3 Materials Informatics Laboratory, Kent State University, Kent, Ohio, United States
Advances in cyberinfrastructure are revolutionizing the way we access and share information, transforming everything from the entertainment industry to social networks. However, the materials community has yet to take full advantage of these technologies for research, collaboration, and education. In this talk we explore the potential for current cyber technologies, including wikis and digital data repositories, for use in materials education. We describe the Materials Digital Library (MATDL) Soft Matter Wiki  and digital library repository  developed at the University of Michigan in collaboration with Kent State University, and demonstrate its use in teaching concepts in soft materials and molecular simulation . We demonstrate how these tools interface with classroom simulation modules developed using the Glotzilla simulation API , providing students with a wide array of relevant-linked material ranging from definitions of key terms, explanations of algorithms, research examples, data, and links to relevant literature.  http://matdl.org/matdlwiki/ http://matdl.org/repository/ Sponsored by the National Science Foundation under grant number DUE-0532831. Sponsored by the National Science Foundation under grant number CHE-0624807.
W4: Implementing New Course Materials and Strategies
Katherine C. Chen
Wednesday PM, November 28, 2007
Room 300 (Hynes)
2:30 PM - **W4.1
Getting Students Interested in Material Science and Engineering Through Realistic Nanotechnology Modeling Problems.
Tamara Moore 1 Show Abstract
1 , University of Minnesota, Minneapolis, Minnesota, United States
Attracting students to engineering is a challenge. In addition, ABET requires that engineering graduates be able to work on multi-disciplinary teams and apply mathematics and science when solving engineering problems. One manner of integrating teamwork and engineering contexts in a first-year foundation engineering course is through the use of Model-Eliciting Activities (MEAs) – realistic, client-driven problems based on the models and modeling theoretical framework. A Model-Eliciting Activity (MEA) is a real-world client-driven problem. The solution of an MEA requires the use of one or more mathematical or engineering concepts that are unspecified by the problem – students must make new sense of their existing knowledge and understandings to formulate a generalizable mathematical model that can be used by the client to solve the given and similar problems. An MEA creates an environment in which skills beyond mathematical abilities are valued because the focus is not on the use of prescribed equations and algorithms but on the use of a broader spectrum of skills required for effective engineering problem-solving. Carefully constructed MEAs can begin to prepare students to communicate and work effectively in teams; to adopt and adapt conceptual tools; to construct, describe, and explain complex systems; and to cope with complex systems. MEAs provide a learning environment that is tailored to a more diverse population than typical engineering course experiences as they allow students with different backgrounds and values to emerge as talented, and that adapting these types of activities to engineering courses has the potential to go beyond “filling the gaps” to “opening doors” to women and underrepresented populations in engineering. Further, MEAs provide evidence of student development in regards to ABET standards. Through NSF-funded grants, multiple MEAs have been developed and implemented with a MSE-flavored nanotechnology theme. This paper and presentation will focus on the content, implementation, and student results of these MEAs.
3:00 PM - W4.2
Science of the Small – A New Upper-Division Undergraduate Nanoscience Course at James Madison University.
Kevin Caran 1 , Barbara Reisner 1 , Brian Augustine 1 , Stephanie Torcivia 1 Show Abstract
1 Chemistry and Biochemistry, James Madison University, Harrisonburg, Virginia, United States
3:15 PM - W4.3
Incorporating Nanomaterials into a New Ceramics Textbook.
Grant Norton 1 , Barry Carter 2 Show Abstract
1 , Washington State University, Pullman, Washington, United States, 2 , University of Connecticut, Storrs, Connecticut, United States
3:30 PM - W4.4
Scanning Probe Microscopy as an Undergraduate Educational Tool: Web-Based Database and Portable NanoManipulator Instrument.
Brian Augustine 1 , Scott Paulson 2 , John Wyrick 2 , John Magnotti 3 Show Abstract
1 Chemistry, James Madison University, Harrisonburg, Virginia, United States, 2 Department of Physics, James Madison University, Harrisonburg, Virginia, United States, 3 Department of Computer Science, James Madison University, Harrisonburg, Virginia, United States
We report on the development of a searchable and sortable web-based database and clearinghouse for experiments and ideas in using scanning probe microscopy (SPM) as a tool in an undergraduate teaching setting. The database is available at http://spmeducation.virginiananotech.com. The educational literature has been searched for experiments dealing with scanning tunneling, atomic force microscopy and related topics, and a searchable database has been created that includes information helpful to educators in implementing SPM experiments in their classes. Fields for metadata such as needed supplies, preparation time required, experimental time required, and hyperlinks to the original journal articles are included. Current search capabilities include author names, titles and keywords. The database is also sortable on date published, author name and title. We are currently accepting submissions for published or unpublished teaching resources for scanning probe and nanoscience experiments for inclusion in the database as subsequent experiments are developed. We also report the integration of a haptic device used for real-time nanomanipulation with a Nanosurf easyScan 2 atomic force microscope (AFM). Integration of the haptic interface with the easyScan AFM enables a completely portable system that can be run off a laptop computer. Students can operate the microscope in a mode that enables “feeling” the topography of the surface as it is scanning with the haptic feedback device, or in a mode where the students “nanomanipulate” or take control of the probe to move/interact with objects on a surface in real-time. We will report on the use of this system in an upper-division physical chemistry laboratory class at James Madison University, and outreach efforts to local high schools.
3:45 PM - W4.5
Classroom Demonstrations, Laboratory Experiments, Technical Updates for Materials Science and Engineering Education for 2020.
James Jacobs 1 , Thomas Stoebe 2 , Mary Kaye Bredeson 3 Show Abstract
1 School of Science & Technology, Norfolk State University, Virginia Beach, Virginia, United States, 2 Materials Science and Engineering, University of Washington, Seattle, Washington, United States, 3 Center of Excellence for Materials & Process Development, Edmonds Community College, Lynnwood, Washington, United States
The National Educators’ Workshop (NEW) has provided 21 annual workshops throughout the USA. Approximately 7,000 educators and their many thousands of students were provided with resources/experiences (technical information, hands-on labs and in-depth visits to corporate and federal labs, kits and samples, printed and digital media, websites, etc.) to enhance their labs and classrooms with emerging science and technology. The workshops have been hosted by federal labs (e.g. NASA LaRC, ORNL and NIST), corporate headquarters (e.g. Boeing, DiamlerChrysler and Ford) and universities/community colleges. Now partnering with the NSF funded National Resource Center for Materials Technology Education (MatEd) and the annual NEW events should expand its reach to more technical educators. NEW:Updates participantd have seen about 700 experiments and demonstrations presented live or on videotape. Peer review and publication of the experiments and demonstrations have provided the technical education community with current, valuable aids for teaching, strategies for improved classroom and laboratories activities, and methods to enhance their recruitment and retention of students. Industry experts have provided technical updates on emerging science and technology with supportive media.This presentation will provide background on past NEWs, look at the plans ahead and seek input from this session’s participants on means to insure NEW, MatEd and our other partners provide resources for materials science and engineering education through 2020.
4:30 PM - **W4.6
PANEL DISCUSSION: MRSEC REU Students Pilot Using & Contributing to the NSDL MatDL Soft Matter Wiki.
Nevjinder Singhota 1 , Susan Rosevear 2 , Klara Mueggenburg 4 , Daniel Steinberg 5 , Laura Bartolo 3 Show Abstract
1 Cornell Center for Materials Research, Cornell University, Ithaca, New York, United States, 2 MIT Center for Materials Science and Engineering , Massachusetts Institute of Technology, Cambridge, Massachusetts, United States, 4 Materials Science and Engineering, Northwestern University, Evanston, Illinois, United States, 5 Princeton Center for Complex Materials, Princeton University, Princeton, New Jersey, United States, 3 Materials Informatics Lab, Kent State University, Kent, Ohio, United States
5:00 PM - W4.7
Academic/Industrial Partnerships as a Factor in Improved Education: Experiences of the Partnerships of the IBM Almaden Research Center, Stanford University, and San Jose State University.
Charles Wade 1 , Dolores Miller 1 , Curt Frank 2 , Kristin Black 2 , Marni Goldman 2 , Joseph Pesek 3 Show Abstract
1 Science and Technology, IBM Almaden Research Center, San Jose, California, United States, 2 Department of Chemical Engineering, Stanford University, Stanford, California, United States, 3 Chemistry, San Jose State University, San Jose, California, United States
5:15 PM - W4.8
A Multidisciplinary Case For Teaching Materials Science At High School And Undergraduate Levels.
Laura Fornaro 1 , Hector Espinosa 1 Show Abstract
1 Compound Semiconductors Group, Faculty of Chemistry, Montevideo, Montevideo, Uruguay
In the framework of a more general plan for bringing materials science and technology into the Uruguayan curricula, we have proposed, implemented and evaluated a teaching module through a case. The module was designed and checked for two levels: high school (students 16-17 years old), focused as part of a chemistry course, and undergraduate (students 23-24 years old), focused as the experimental activity of a course of crystal growth.The case was thaught under the following principles: it has to be amenable to implementation without modifying the current curricula, it should include subjects and experiences related to things that the student might find in his/her everyday life, or to new materials developed in the country, it should include experiments which can be done with starting materials and equipment that can be found in high schools, or at the University, the inter- and multi-disciplinary character of materials science and technology and its social and environmental implications, ought to be stressed. The module, named “The ternary semiconductor HgBrI: from its starting materials to its application as sensor”, was developed including theory, experimental activities, sequentiation, temporalization and evaluation strategies. Experimental activities include synthesis from precursors, crystal growth from solution by solvent (ethyl alcohol) evaporation, film deposition by the physical vapor deposition method (only at university level) assembly of devices, measurement of electrical properties and application of the devices as radiation sensors (as a function of the wavelength of the radiation; HgBrI detects ultaviolet but not visible light). The module was checked during two school years at both, high school and university levels. Evaluation of the module shows that students find it more interesting and creative as other curricular activities, that it improves their yield and learning motivation. The evaluation also indicates the module as a flexible tool to be applied at several educational levels. Furthermore, it gives a multidisciplinary vision of material science, that particularly helps to overcome the traditional compartmentalization of disciplines, one of the problems of the Uruguayan education whatever its level.
5:30 PM - W4.9
Training Undergraduates in the Broader Context of the Research Enterprise.
Katie Cadwell 1 , Greta Zenner 1 , Thomas Kuech 1 2 , James Blanchard 3 , Wendy Crone 1 3 Show Abstract
1 Materials Research Science and Engineering Center, University of Wisconsin-Madison, Madison, Wisconsin, United States, 2 Chemical and Biological Engineering, University of Wisconsin-Madison, Madison, Wisconsin, United States, 3 Engineering Physics, University of Wisconsin - Madison, Madison, Wisconsin, United States
Undergraduate students participate in research through a variety of mechanisms, including on-campus research assistant positions, summer research experience programs, independent study research credits, and even research-oriented degree requirements We have developed training materials that have been used to introduce undergraduates to the conduct of science and engineering research. Topics covered include the scientific method, ethics in research, documentation and treatment of research data, publication practices, presentation of results, the structure of the broader research community, applying to graduate school, giving effective presentations, and writing abstracts. We have used the training materials developed in a required course, “Introduction to Engineering Research,” for our Engineering Physics bachelor’s degree program and for a seminar series offered to undergraduate students engaged in research with the Materials Research Science and Engineering Center (MRSEC) at the University of Wisconsin - Madison.
5:45 PM - W4.10
An Intensive ``Camp” Format to Provide Undergraduate Research Experiences to First Year Students.
David Bahr 1 , Kip Findley 1 Show Abstract
1 Mechanical and Materials Engineering, Washington State University, Pullman, Washington, United States
At Washington State we have initiated a program, the Cougar Undergraduate Research Experience (the “CURE”) to provide rising sophomores and transfer students across engineering an introduction to research skills. The field of materials science and engineering has often been noted as a research intensive environment, and thus introducing students to the research process in a university environment is seen as a benefit by many undergraduates. In general, getting students into the research lab is becoming an essential component in undergraduate education in engineering as a whole because of the valuable experience it provides in real-world research and design problems. The CURE provides an introduction to topics which include literature searchs, laboratory notebook skills, intellectual property, writing and poster presentation skills, interviewing for research positions, and the differences between trade and peer reviewed literature. Each session is a half day, and is structured with a 1 hour introduction, a 1.5-2 hour group activity, and a 1 hour wrap-up session. Session organizers were faculty and staff on campus. This summer “boot camp” experience is followed up with a mentoring and research group advising segment during the fall semester to place participants into active research groups on campus. This presentation will outline the basic format of the program. In addition, the results of the first summer’s experience and initial results in the fall semester will be presented. Our participants included 20 students, and had a wide range of incoming GPA and backgrounds. The student satisfaction in the program was high, and did not relate to prior academic performance. Student’s perceived value in both the jump start provided to get into a research environment in the fall semester as well as recognizing future benefits in coursework and critical thinking skills. Lessons from faculty participants will be discussed, with recommendations for future topics and suggestions for using an intensive immersive experience as a first introduction to research in a university environment in materials science and engineering.