A Partnership Inspiring Interest in MSE Careers: The Center for Research on Interface Structures and Phenomena (CRISP)
- PDF / 276,419 Bytes
- 6 Pages / 612 x 792 pts (letter) Page_size
- 49 Downloads / 127 Views
1046-W02-09
A Partnership Inspiring Interest in MSE Careers: The Center for Research on Interface Structures and Phenomena (CRISP) Christine Caragianis-Broadbridge1, Heather Edgecumbe1, Greg Osenko1, Ann Lehman1, Lisa Alter2, and John Tully3 1 Southern Connecticut State University, New Haven, CT, 06515 2 Wilbur Cross High School, New Haven, CT, 06515 3 Yale University, New Haven, CT, 06515 ABSTRACT 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 postgraduate 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 is included 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. INTRODUCTION Digital IPOD’s®, cell phones, computers and many other high-tech products are commonplace among today’s students. The desire to understand them is widespread and students put forth an immense effort to become skilled in these devices. Therefore, it seems a natural progression for many of them to pursue careers in these technologies. In fact, most Americans believe that “technology makes a positive contribution to society and that engineers are to be credited with creating economic growth and preserving national security”1. However, compared to other countries, many young American students are not choosing science and engineering (S&E) careers. The NSF Science and Engineering Indicators for 2006 state that the proportion of first degrees in S&E fields in countries such as Japan (64%), China (57%) and South Korea (47%) were “considerably higher” than in the United States2. The CRISP education and outreach center is addressing 21st century students whose lives abound in technology but show little to no interest in choosing these fields as a career. If this trend continues, the United States will become more a consumer-based economy rather than a producer and leader in the world economy. Many reasons exist for the apparent disinterest in high technology careers. Those cited most are a lack of
Data Loading...
