Making Stuff at Princeton University

2011 ◽  
Vol 1364 ◽  
Author(s):  
Daniel J. Steinberg ◽  
Shannon Greco

ABSTRACTThe Princeton Center for Complex Materials (PCCM) joined the PBS NOVA/MRS Making Stuff coalition and created a program to inspire middle school students and their teachers about materials science during exciting large programs at Princeton University and multiple pre and post events. As a National Science Foundation funded Materials Research Science and Engineering Center, it is part of PCCM’s mission to inspire and educate school children, teachers and the public about STEM and materials science. Research shows that it is critical to excite students at a young age and maintain that excitement, and without that these, students are two to three times less likely to have any interest in science and engineering and pursue science careers as adults. The Making Stuff TV series offered a great teachable moment in materials science for students and teachers alike. The four episodes, Stronger, Smaller, Smarter and Cleaner aired in January and February, 2011. Our complementary education program helped promote the viewership of the Making Stuff series in the region, and the NOVA episodes helped us by priming the teachers and students to learn more about materials science research conducted at Princeton University. The Making Stuff coalition events we conducted were designed to have the maximum positive impact on students’ attitudes towards science and scientists, in general, and materials scientists and engineers, specifically. Each and every student had an opportunity to interact with dozens of scientists and engineers, in the lab, at table demonstrations and lecture presentations. As an ongoing MRSEC education and outreach program we have developed many successful educational partnerships to increase our impact. Plus, through years of successful education programs and the participation of our materials scientists and engineers, we have cultivated great trust in the schools and local community. The schools eagerly joined as partners in the program to bring their students to the event. Teachers from those partner schools actively participated in associated professional development programs conducted by education staff and PCCM professors before and after the big event. Included were presentations by MRSEC members and the partners from Princeton Institute for the Science and Technology of Materials (PRISM), Princeton University’s chemistry department, DOE funded centers PP-SOC and PPPL, Liberty Science Center, Franklin Institute, our PBS partner NJN and our many school district partners.

2009 ◽  
Vol 1233 ◽  
Author(s):  
Daniel Jonathan Steinberg ◽  
Shannon L. Greco ◽  
Kimberly Carroll

AbstractThe Princeton Center for Complex Materials (PCCM) is an NSF-funded Materials Science and Research Center (MRSEC) at Princeton. PCCM currently has four Interdisciplinary Research Groups (IRGs) and several seed projects. PCCM runs a variety of education outreach programs that include: Research Experience for Undergraduates, Research Experience for Teachers, Materials Camp for Teachers, Middle School Science and Engineering Expo (SEE) for 1200 students, and Princeton University Materials Academy (PUMA), for inner city high school students. In this paper we focus on new evaluation efforts for the PUMA and the Science and Engineering Expo. We will discuss first PUMA the SEE and elaborate on the new evaluation efforts for each program.Created in 2002 by PCCM, PUMA has an inquiry based materials science curriculum designed to work at the high school level. PUMA's activities are paired with an inquiry based evaluation of scientific ability and attitude change. An evaluation of high school students' ability to formulate scientific questions as a result of their participation in this summer program based was developed based on similar studies of college students questioning ability in inquiry learning environments. Created in 2004 by PCCM and partners in Molecular Biology, SEE is run once per year in the spring. It is a day dedicated to capturing the imaginations of young students through science demonstrations and direct interaction with materials scientists and engineers. 1000 middle school students from local schools come to Princeton University to interact with Princeton scientists and engineers and explore science with the help of demonstrations and hands-on activities. Throughout the day, they explore a wide range research from Princeton that is at the cutting edge of science and engineering to generate excitement about science and engineering. In addition to studying over 5000's student written essays we have constructed a pre and post test for student attitudes administered to over 500 students in 2009 to determine the impact of the SEE on students' attitudes about materials science and STEM fields. This large scale attitude assessment and student written statements help to establish the impact of this one day program.


2004 ◽  
Vol 861 ◽  
Author(s):  
Daniel Steinberg

AbstractAll National Science Foundation funded MRSEC centers have education, outreach and community service as one of their major objectives. The Princeton Center for Complex Materials (PCCM) takes this commitment very seriously. PCCM runs a full slate of education activities including a host of Pre-college science and engineering programs and a research experience for undergraduates and teachers program each summer. Our outreach programs are designed to increase awareness, appreciation and knowledge of materials science.Liberty Science Center (LSC) in Jersey City, New Jersey and the Strange Matter traveling exhibit allowed PCCM to expand its outreach program to include tens of thousands of family audience members. LSC gets 1000's of visitors each weekend, and has expertise in communicating with this audience. Princeton University scientists have expertise in materials science. This partnership required coordination between the LSC staff and the PCCM outreach director in facilitating the training and presentations by faculty and other scientists from Princeton. Together we developed a program that sent over 30 scientists from Princeton University to the liberty science center to offer their enthusiasm for material science to the public. Scientists can reach a much larger audience at a science center than at their home institutions. This can be repeated anywhere in the country where there are science centers is and university research centers willing to work together.


2007 ◽  
Vol 1046 ◽  
Author(s):  
Daniel Steinberg ◽  
Shannon Swilley

AbstractPrinceton Center for Complex Materials (PCCM) is a National Science Foundation-supported Materials Research Science and Engineering Center. The educational outreach team conducts many educational outreach programs. Since 2004, one of our largest k-12 education programs has been the Science and Engineering Expo at Princeton University (SEE Princeton) for middle school students in partnership with other outreach programs at Princeton University. The goals of the program are to allow hundreds of Princeton University scientists and engineers the opportunity to share their enthusiasm for science with middle school students, to instill excitement for science and engineering in the students, to expose the students to learning opportunities in science and engineering, and to introduce them to the field of materials science. This paper provides a brief guide to developing and conducting a science and engineering expo based on a successful model.


1985 ◽  
Vol 66 ◽  
Author(s):  
Merton C. Flemings ◽  
Donald R. Sadoway

This is an era of great excitement and opportunity in the materials field, particularly for those of us in universities. Our field has expanded greatly in recent years. Materials scientists and engineers have joined forces with physicists, chemists, electrical engineers and others to pave the way for major technological advances. Remarkable strides in instrumentation have brought insights unimagined a decade ago. The realization is growing in so many other fields of research and education that further advances are limited largely by the capabilities of materials. There is no field of engineering that could not improve the efficiency or performance of its products, if better materials were available.


2004 ◽  
Vol 827 ◽  
Author(s):  
L. J. Martínez-Miranda

AbstractThe GK-12 program involves students doing a masters or a Ph.D. in science and engineering working with a science teacher to develop demonstrations and laboratories which will bring the excitement of science into the schools. They work for an entire semester with the same group in school. We expect that the teachers will be able to carry on these demonstrations after the GK-12 students have left. Another aspect we want to bring to the students is the excitement of doing research in the field, and that what they are learning may be helpful in doing this research. As part of their work, we ask the GK-12 participants to prepare a research presentation for their schools. They have to present it in language that the students will understand, and with the material that the students have learned. In doing this, the students learn how to explain their research in much better terms and the K-12 students are exposed to real research and new approaches that nonetheless are based in the lessons they are learning.


2008 ◽  
Vol 41-42 ◽  
pp. 439-444 ◽  
Author(s):  
Oliver Kirstein ◽  
Vladimir Luzin ◽  
Alain Brule ◽  
Hien Nguyen ◽  
David Tawfik

The Australian Nuclear Science and Technology Organisation (ANSTO) has recently started commissioning the new Australian Research Reactor OPAL that has replaced the old HIFAR reactor in January 2007. At the first stage, the new reactor will provide neutrons to several neutron scattering instruments. Among them is the residual stress diffractometer Kowari that was designed to study engineering problems related to residual stresses as well as allow material science research using neutron diffraction. We give an update on the progress of the instrument’s installation and commissioning and present an example to illustrate how neutron diffraction can be used to obtain information about residual stresses in a flash butt welded plate.


2011 ◽  
Vol 1364 ◽  
Author(s):  
Shannon L. Greco ◽  
Daniel J. Steinberg

ABSTRACTWe, as education outreach providers at a research center, believe research scientists and engineers have much to contribute to science education. Our job is to design programs that allow our faculty and students to share their expertise and their stories to positively impact student learning and attitudes towards STEM fields. Is it possible to show that middle school students’ interaction with scientists and engineers makes a positive difference in only one day? The National Science Foundation funded Princeton Center for Complex Materials (PCCM), in partnership with MRS and NOVA, held a large-scale, one-day event for middle school students on January 27, 2011. This study measures the impact of that engagement on the students’ attitudes, contributing to their general attitude towards science and scientists that will ultimately determine their career choices later in life. Among other methods, focus group interviews and pre- and post-event attitude surveys were conducted and analyzed to evaluate the impact of the program.


Water ◽  
2021 ◽  
Vol 13 (13) ◽  
pp. 1745
Author(s):  
Jawaher Alsultan ◽  
Michelle Henderson ◽  
Madison Rice ◽  
Xia Yang ◽  
Jordin Kahler ◽  
...  

The lack of readily available sources of potable water is major problem in many parts of the world. This project engaged high school (HS) students in authentic and meaningful science and engineering activities to teach them about the lack and poor quality of potable water in many regions and how they can be addressed through the use of point of use (POU) treatments, such as biosand filters (BSFs). The HS students’ activities paralleled those of USF students, including research question development and BSF design, construction, operation, and monitoring. An ethnographic approach was utilized by incorporating participant observation, collection and review of artifacts, and interviews. It was found that the project’s focus on the need to provide potable water in the developing world provided authenticity and meaningfulness to the HS students, which encouraged their participation in activities and the learning of science and engineering practices. The HS students reported an awareness of the differences between this project and their regular science classes. The project had a positive impact on their perceptions of themselves as scientists and their interest in STEM careers. The HS students’ results were useful to the university-based research. In addition, the USF students gained teaching experience while investigating research questions in a low-stakes environment.


2014 ◽  
Vol 1716 ◽  
Author(s):  
Ishrat Khan ◽  
James Reed ◽  
Myron Williams ◽  
Madge Willis

ABSTRACTThe Center for Functional Nanoscale Materials (CFNM), an NSF Center for Research Excellence in Science and Technology, at Clark Atlanta University has partnered with ACS (American Chemical Society) Project SEED. The ACS project SEED program is recognized nationally as providing hands-on research opportunities to disadvantaged high school students who historically lack exposures to scientific careers. The University is a minority serving institution (MSI) and has an excellent relationship with Atlanta area school systems, which serve the African American community. Students entering their junior and senior years in high school were selected based on their academic performance, an essay and letters of recommendation for participation the Center’s eight week summer nanoscholar Program. Professors served as advisors and/or mentors and graduate students and doctoral fellows served as mentors. The Program included a variety of enrichment activities. All summer nanoscholars had personal research projects that were integral to the research programs of their advisors, and they presented their work in the form of a symposium at the end of the Program. We have completed three summers as an ACS Project SEED site. So far we have had one SEED scholar submit a major manuscript, two were invited to present at ACS National Meetings and one was awarded an eight year Gates-Millennium fellowship. Evaluation of the project strongly suggests that our approach is effective for opening doors for the economically disadvantaged students and tapping the best and the brightest for careers in the sciences and engineering. In the words of one of our young scholars “I realized that research is a continuous learning process. You can never know everything. Even a professor has credentials but they’re still continuing to learn.”


PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0258717
Author(s):  
Patricia K. Hunt ◽  
Michelle Dong ◽  
Crystal M. Miller

There remains a large gender imbalance in the science, technology, engineering and mathematics (STEM) workforce deriving from a leaky pipeline where women start losing interest and confidence in science and engineering as early as primary school. To address this disparity, the Science Research & Engineering Program (SREP) at Hathaway Brown School was established in 1998 to engage and expose their all-female high school students to STEM fields through an internship-like multi-year research experience at partnering institutions. We compare data from existing Hathaway Brown School SREP alumnae records from 1998–2018 (n = 495) to Non-SREP students and national datasets (National Center for Educational Statistics, National Science Foundation, and US Census data) to assess how SREP participation may influence persistence in the STEM pipeline and whether SREP alumnae attribute differences in these outcomes to the confidence and skill sets they learned from the SREP experience. The results reveal that women who participate in the SREP are more likely to pursue a major in a STEM field and continue on to a STEM occupation compared to non-SREP students, national female averages, and national subsets. Participants attribute their outcomes to an increase in confidence, establishment of technical and professional skills, and other traits strengthened through the SREP experience. These data suggest that implementing similar experiential programs for women in science and engineering at the high school stage could be a promising way to combat the remaining gender gap in STEM fields.


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