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 are described in this paper. 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. Also, Exhibit Developers at the Exploratorium collaborate 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 leads to deep scientific inquiry.

The Center for Materials for Information Technology provides a ten-week summer research experience in nanoscience and engineering for high school students. The students were between their junior and senior year or their sophomore and junior year and were interested in a career in scientific research. Each student had their own research project within the general theme of metal alloy 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 research to submit competitive entries to regional and national high school science fairs. Two were semi-finalists 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.

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; design and evaluation of a heat treatment process for roller bearings. 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.

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.

The intent of the CRISP education and outreach effort is to use materials science as a vehicle for enhancing the scientific literacy and knowledge of kindergarten through post-graduate level students. A challenging part of our mission has been inspiring students to take the next step and consider further study (or a career) in the field of Materials Science and Engineering (MSE). 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 & Research (MIMER) and 2) “Exploring Materials Science” mobile kits. The evaluation data indicates that the approach used in developing these educational programs is important. Specifically, the impact of these programs is influenced by the students' ability to relate the acquired knowledge to real life applications and technologies. In particular, emphasizing career opportunities rather than just presenting content-based programs is a key element to increasing interest towards further study in Materials Science and Engineering.

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 example from a chemical engineering course offered in Industrial Electrochemistry. 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 and 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. 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.

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.

Princeton 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.

The National Science Foundation requires investigators to address the “broader impacts” of research in science, education, and society. NSF considers significant contributions in this area to include education and outreach activities designed to enhance scientific and technological understanding and to foster connections between research and service to society. Yet, organizations optimized for research and teaching often lack the expertise, tools, and resources for carrying out these activities, and lack connections to community-serving organizations and audiences intended for these kinds of engagements. 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.” [1] This sensible-sounding advice nonetheless offers little guidance to materials science and engineering researchers in the actual planning, design, implementation, and evaluation of effective educational outreach partnerships. This MRS Symposium proceedings briefing, preliminary to a more extensive treatment of the topic, presents particular aspects of the case for pursuing such partnerships as well as some suggestions for ensuring their effectiveness. 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-funded research center partnership programs in place at the Museum of Science, Boston.