Collaborative student research takes place in educational settings where the teacher directs the laboratory (traditional class) or allows the students to research a topic (non-traditional class). This study examines the role of collaborative student research in two separate settings: in high school (grades 9-12) and in college undergraduate institutions. These experiences include college level Research Experiences for Undergraduates (REU) and high school level Authentic Science Research (ASR) programs. These programs promote collaboration among student peers, teachers, professors, graduate students, post-docs, community members, and industry experts. Benefits of these collaborative student research programs may include development of skills aligned with educational standards such as Common Core State Standards and the Next Generation Science Standards. This study examines the short and long-term outcome of student engagement in collaborative student research experiences, and offers new insight regarding the impact that these unique experiences have on 21st century skill development. Students in this study have participated in non-traditional, research-based experiences ranging from 8 weeks to 4 years. Pre-post and retrospective student survey data was examined qualitatively and quantitatively to better understand the role in which collaborative student research experiences play in the formation of 21st century skills. Results of the study support the notion that collaborative student research experiences offer students meaningful interdisciplinary benefits, and these experiences are more than just a means of recruiting students into science, technology, engineering and math (STEM) fields.

The United Kingdom aims to decarbonize its national electricity generation in order to transition to a low carbon economy. Solar, wind, hydro and thermal energy conversion are renewable alternatives to fossil fuels and are currently being explored that may form part of the future generation mix of the country.

How does materials scientist's work addressing energy research challenges for solar and storage (for example) translate into the adoption of new technology? How appropriate are the technology usage visions of the scientists? How can technology users better inform the materials science motivations? This report will focus on how a multidisciplinary team of researchers from the Universities of Sheffield and University of Durham, community members and industry representatives are jointly developing renewable energy projects to try to answer these and other questions. The history of the project will be presented as well as the methodology used to collaboratively engage the community participants.

This work is supported by a grant provided by the Engineering and Physical Sciences Research Council (EPSRC) of the United Kingdom.

The Next Generation Science Standards make scientific discourse a vital part of the classroom and arguing with evidence needs to become a common practice for students. Analysis and interpretation of data are an integral part as well. We present an approach using 21st-century technology combined with collection of laboratory data that is suitable for middle school through college. In an experiment using common nuts and bolts first semester chemistry students form six groups and determine a bolt mass indirectly. They collect mass data; then enter the data into an online form that compiles the data into a spreadsheet in Google Drive, a free cloud-based application. Once all the groups have submitted their data, they access the spreadsheet online and start an emulated online discussion in the laboratory as if the groups were globally dispersed using the chat feature available in Google Drive. Each group is identified by a group number having a unique group email address so there is a semi-anonymous sense among the members that allows for a fairly free discussion among students.

What do fiber optics, superconductors, memory wire, polymers, solid state devices, ferrofluid, rare earth magnets, carbon-based electroacoustic devices, and photonic crystals have in common? They are all products of materials science research. Many of these advances play an important role in improving daily life; all are capable of enhancing the teaching of physics. This paper will address how topics from materials science can be used to ignite student interest by providing the basis for exciting hands-on activities.

The growing role of the nano-perspective in contemporary technologies naturally calls for the inclusion of Nanoscience in high school curricula. Reasons range from-the need to educate future responsible citizens to more exquisitely didactical ones. Nanosciences are-in fact a natural playground to introduce modern Physics in a hands-on interdisciplinary way, therefore opening the possibility to expose intrinsically quantum phenomena even in school laboratories. In some cases in fact the unusual properties of nanomaterials can be probed by simple experiments, including systematic data collection, in contrast to spectacular but qualitative-only demonstrations. In this paper-we will present NANOLAB, an open project by FIM Department of Modena and Reggio E. University in Italy, which aims at including nano-inspired hands-on activities in high schools. It consists of simple, cheap, robust and safe experimental protocols, currently covering four areas of nanoscience: smart metals, nanoparticles, conductive polymers, nanostructured surfaces, each linked to one of Nanoscience “big ideas”. The experimental activities range from manual to digital data collection and elaboration, including use of pupils’ own mobile devices (cell and smart phones, tablets) which turn out to be powerful, low-cost, sensitive multi-purpose lab tools, with an added impact on students’ motivation and active involvement in what we could rightly call a high-tech hands-on approach. All accompanying materials are published under Creative Commons license. In such a picture teachers’ role is crucial. To give them adequate support and provide solid background knowledge a coaching program has been running since 2011.

As a part of the IMI-NFG’s series of low-cost experiments in glass science [1,2] we have developed a simple home-built apparatus for measuring the thermal conductivity of glassy materials, from polymers to oxide glasses, in the range of 0.1 to 1.5 W/ °C. Our apparatus is inexpensive, relatively easy to construct and accurate enough for students to use for quantitative measurements of their own glass or polymer samples. Standard materials are used to demonstrate good correlation with literature values. We also measured the thermal conductivity of a silica filled epoxy and showed a linear increase with fill fraction to 20%. This simple, low-cost method can provide students and researchers with a much broader access to this important property.

We have been developing a collection of low-cost experiments for exploring the science of glassy materials through hands-on activities with sucrose based glass (a.k.a. hard candy). These form a mini-curriculum of glass science, consisting of inter-related experiments and home built apparatuses. It provides an environment to develop an understanding of glassy materials through active, prolonged engagement. Some of our earlier experiments were reported four years ago[1]. Since that report we have made substantial improvements and added new topics, including electrical and thermal conductivity, an improved DTA apparatus, and improved methodology for crystallization kinetics. All of our experiments are designed to be low-cost (typically <$100) and the apparatuses are designed for construction by students or teachers.

An introductory materials science course has been traditionally taught at Texas A&M University - like at many other universities - through lectures with minimal active student involvement. With this approach, most students just reproduce what they are given and accept it without any challenge or question. The authors have redesigned this course to include an active learning component. While the course consists of lecture-based classes during regular teaching hours to keep the essence of traditional teaching, the authors incorporated a research experience to their class in order to engage students and encourage them to apply the content seen in class to real-word problems with a higher level of expertise. The aim of the study was to discover the effectiveness of the authors’ redesign. We hypothesized that the research experience would facilitate the learning of knowledge content and the enthusiasm for the chosen field of study, i. e. engineering. The results reveal that students in the experimental condition consistently show a greater gain in knowledge, but there is no sufficient evidence suggesting that the research experience increase the student’s enthusiasm to be an engineer.

Course viability requires dealing with issues of adequate class size, diversity of academic background and goals, English fluency, heavy content and more. To this end, for thirteen years a consortium of five Virginia universities, including an HBCU, has shared a first-year graduate course on materials characterization. The journey began with just classroom co-presence. The present state includes common-server availability of materials (presentation slides, background articles, e-books), of content-delivery lectures (“full flip”) and of recorded class sessions (all). The most significant current issue is making effective use of the extensive in-class discussion time now made available by flipping.