A 2010 Report to the President from the Council of Advisors on Science and Technology calls for “research and development to create “well-designed and validated examples of comprehensive, integrated instructional materials” for K-12 education. The Center for Functional Nanoscale Materials (CFNM) at Clark Atlanta University (CAU) and the Center for Science Education at Emory University have partnered in a program that provides a collaborative experience between CAU graduate students and Atlanta area high school and middle school teachers. The partnership expands Emory’s PRISM (Problems and Research to Integrate Science and Mathematics) program, a NSF Graduate Teaching Fellows in K-12 Education (GK-12) program. We believe that personal and experiential collaboration between these stakeholders in materials education provides even more substantial and tangible benefits.

PRISM aims to stimulate reflection, by providing teachers and graduate students (PRISM Fellows) with an opportunity to lead in producing knowledge about pedagogical practice in STEM areas. By direct linkage with pedagogic theory, teaching practice can be subjected to continuous improvement, and it is anticipated that participants will catalyze change in both the educational and research communities.

CFNM/PRISM Program ensures that both categories of Fellows participate in professional development activities designed to propagate active learning pedagogies and reflective practice during an annual Summer Institute. Teachers are immersed in a content-rich nano- and materials science research environment, while the graduate fellows have the opportunity during the subsequent academic year to assist with instruction in local schools. Thirteen graduate students and seventeen teachers have participated in the CFNM/PRISM Program over the course of five years. Teams were formed that comprised a teacher, a CAU faculty researcher and a graduate student. Each team tackled a nanoscience research problem during a summer project, developed problem-based learning (PBL) and investigative case-based learning strategies that integrate grade-appropriate science and math content, and implemented the cases in middle school and high school classrooms.

The program has been preliminarily evaluated using online written attitudinal surveys and interviews with participants. Most striking among our observations is that teachers report an enhancement of their science process skills, including an increased ability to design and implement experiments for their students. Correspondingly, graduate students report a better understanding of the importance and practice of mentoring, as well as improved ability to articulate complex scientific concepts to lay audiences. Finally, since the student body at CAU and in these Atlanta area school systems is predominantly of African American heritage, the project also contributes to diversification of the Nation’s scientific enterprise.

A comparative study investigating the integration of supplemental teaching resources in materials science education was developed for the purpose of determining the effectiveness of teaching strategies. Digital stories created by students, excerpts from the Nova Making Stuff documentaries, YouTube educational videos and student generated demo-kits were used as part of the investigation whereby two 9th grade science classes (n~26) were evaluated. Each participant in the study received one period (40-min) of a traditional lesson on Materials Science including specific content, vocabulary, and a pre- and post- lesson assessment. Additionally, the students in each class participated in a 30-min supplemental component, e.g. video or activity-based demonstration using aforementioned kits or video compilation. Pre- and post- evaluations (e.g. open-ended and likert questions) were administered to all of the participants. As hypothesized, the students’ feedback and performance on assessment activities reveal that the use of multimedia and activity-based resources may be equally effective teaching methods as traditional methods.

The Department of Materials and Metallurgical Engineering faculty at the South Dakota School of Mines and Technology (SDSM&T) has developed a unique undergraduate program that integrates research, extracurricular activities, and outreach experiences. A common thread throughout the program is an introduction to the artistic and historical background of metallurgical engineering. These activities use kinesthetic learning to promote student learning of metallurgical engineering, aspects often not traditionally included in engineering curricula. These programs are similar to those envisioned by the National Academy of Engineering in response to the changing needs of engineering. These are described in two visionary books published by the National Research Council.

A major focus of the program integrates blacksmithing activities with curricular, extracurricular, and outreach activities. All SDSM&T students are invited to a weekly blacksmithing activity called Hammer-in. Blacksmithing-related laboratories were added to the curriculum. Additionally, students developed a portable blacksmithing laboratory with faculty supervision. The laboratory has been taken to K-12 schools, including Native American schools on reservations, to reach out to regional students, thereby promoting interest in STEM careers. The success of these activities led to their incorporation into a National Science Foundation Research Experience for Undergraduate (REU) at SDSM&T called Back to the Future that focuses on understanding new technologies through historical antecedents. The SDSM&T students who participated in this REU used this experience as part of their junior/senior design courses. This program has increased enrollment in the department and has led to better learning outcomes for the students.

A general chemistry experiment has been adapted in which electrochemical principles in fuel cells are applied to the curriculum, thus bringing research into the classroom. It is well documented that students struggle in understanding redox reactions, in particular when applied to an electrochemical cell. There are three basic concepts needed to analyze these energy devices: anode, cathode and electrolyte.

In the proposed experiment, undergraduate students explored the role on an electrolyte in an electrochemical cell. Inquiry based methods were used to introduce the experiment. Explanations of fundamental electrochemical concepts involved in fuel cells were introduced to the students with pre- and post-laboratory activities and experimental results discussions. The lesson for the experiment “role of an electrolyte in an electrochemical cell” was planned to improve students’ technological skills and application of knowledge acquired in daily life. The battery was made using household materials: zinc, copper and napkin paper soaked in different electrolyte solutions. Students correlated the voltage of the cells with the substances being used in the experiment and classified these as strong electrolyte, weak electrolyte or non electrolyte. A variety of assessment tools were designed and incorporated during the experience to probe students understanding in the main topics and to identify the struggles during their learning process.

Spatial intelligence plays an important role in the success of nanoscience students specific to their visual ability to perceive structures in three dimensions. The NSF-funded IDEAS project makes use of a unique interactive 3D visualization system, based on immersive environment technology, for research and learning in Materials Science and Engineering (MSE) at UC Merced. In order to determine the effectiveness of the immersive system on nanoscience learning, a pilot project was conducted with undergraduate students, which showed the success of immersive systems in the science learning process. Overall, the immersive environment provided complete control in the construction and analysis of carbon-based nanostructure models. Results also showed the 3D visualization system benefited students with low spatial abilities. To facilitate a better understanding of the structure and properties of nanostructures, the IDEAS project has recently been expanded to allow accelerated simulations for materials research. It is important to integrate these new applications into undergraduate level courses in order to strengthen materials science education, recruit and retain future students, and to adapt modern technologies for future materials science educators. The expansion of the IDEAS project relies on the flexibility of this system to serve as a research tool as well as an innovative resource for science education. To adapt the 3D visualization and computing system and help engage students early in engineering research, our research group gathered practical technical documentation geared towards education of science users, based on both Cognitive Science and MSE Education (MSE-Ed) research. The work presented here involves developing educational resources through the design of audio-visual manuals for effective nanoscience learning. The manuals are being created using commercial software to produce interactive electronic books (ebooks). During the planning of the audio-visual manuals, we discovered that it is imperative to provide adequate educational tools as well as efficient guiding principles for the large number of visual, inductive, and active learners in general engineering education. This interdisciplinary project combines fundamental concepts from materials science and cognitive science, particularly project-based learning and active processing, while considering the concepts of overloading, and the unreliability of natural language, among other topics. This investigation will serve society by enhancing materials science research and education, as well as influencing engineering, chemistry, computer science and cognitive science fields, among others.

We describe our approach to a student-centered interdisciplinary research program in material science. Our work in the synthesis and optical characterization of sol-gel materials provides an ideal research setting for undergraduates interested in physics and chemistry. Students fabricate all samples and perform laser spectroscopic measurements. The work is accessible to undergraduates but also of current interest to a wide community of scientists interested in new rare earth based optical materials. Students make meaningful contributions to publishable work, and many go on to do graduate work in physics or chemistry. Two recent students have been recognized with national awards for their research, and many have presented work at international meetings.