A Student-Centered Approach to Materials Science for High School Students: The Introduction to Materials Science and Nanotechnology Summer Program

2014 ◽  
Vol 6 (2) ◽  
pp. 139-147 ◽  
Author(s):  
Luis Avila ◽  
Elena Bront de Avila ◽  
Leonard Fine
Keyword(s):  
High School ◽  
High School Students ◽  
Materials Science ◽  
Summer Program ◽  
School Students ◽  
Student Centered

Global Education for the Secondary and College Student

1989 ◽  
Vol 2 (1) ◽  
pp. 21-23
Author(s):  
Steven Hughes ◽  
George Otero
Keyword(s):  
High School ◽  
High School Students ◽  
Global Education ◽  
School Teacher ◽  
Summer Program ◽  
International Studies ◽  
School Students ◽  
Student Centered ◽  
Secondary Educators ◽  
University Of Denver

What's worth teaching and how to teach it are two questions we constantly pose to ourselves. As we ponder these, we inevitably run into two other questions: how to engage those who are less than fully motivated and how to involve students in learning about a world which is so incredibly complex and where virtually all issues are so globally interdependent. Because of the conditions of complexity and interdependence, we label ourselves global educators and what we do as global education.George initially became concerned with these problems as a middle school teacher in Colorado. Later, as director of the Center for Teaching International Relations (CTIR) at the University of Denver, he was involved in developing strategies for student centered, interactive learning.Steve has taught political science at a state university in California. Several years ago, he became convinced that the input, lecture based mode of learning he employed was terribly inadequate. So the search began for alternatives which eventually led to meeting George and to our subsequent collaboration.The purpose of this article is to share some of the activities we have found to be successful in addressing our concerns. These activities have been used in a variety of settings: residential programs for approximately 35 high school students from all over the country, held at Las Palomas de Taos; the Tennessee Governor's School for International Studies, which is a four week, summer program for 150 high school students; workshops for elementary and secondary educators; and a variety of college courses including Global Politics American Government, and Public Policy Making.

College Preparatory Program for Visually Impaired Students: An Evaluation

1978 ◽  
Vol 72 (2) ◽  
pp. 55-58
Author(s):  
Virgene Martin ◽  
Roger Martin ◽  
Lawrence Hapeman
Keyword(s):  
High School ◽  
High School Students ◽  
Visually Impaired ◽  
College Preparation ◽  
College Preparatory ◽  
Rehabilitation Counselors ◽  
Summer Program ◽  
School Students ◽  
Preparatory Program ◽  
Visually Impaired Students

The effectiveness of a nine-week college preparation summer program for visually impaired high school students is evaluated. Feedback from the students and their rehabilitation counselors indicates that the program increased the readiness of the students in the areas of communication, studying, personal-social and mobility.

Development of nanotechnology experimental modules using ferrofluids for high school classrooms

2013 ◽  
Vol 1583 ◽  
Author(s):  
Nitin Chopra ◽  
Wenwu Shi ◽  
Nikita R. Peramsetty ◽  
Victoria L. Evans
Keyword(s):  
High School ◽  
High School Students ◽  
Environmental Remediation ◽  
Materials Science ◽  
School Teacher ◽  
High School Teacher ◽  
School Curriculum ◽  
Water Mixture ◽  
School Students ◽  
High School Classrooms

ABSTRACTNanotechnology and nanoscience have a strong potential to impact society and the commercial sector. It is critical to introduce this area to high school classrooms as a teaching tool. Here, we report the development of ferrofluid-based experimental modules in a team effort including a high school student and a high school teacher. The basic experimental modules were developed as follows: A) Electric motor-based patterning of magnetic nanoparticles and carbon nanotubes on a silicon wafer. Electromagnetically activated or ‘spiked’-ferrofluid was utilized here. B) Basic concepts of wettability, hydrophobicity, and oleophilicity were demonstrated by combining hydrophobic CNTs, water, and ferrofluids. C) Finally, the utility of ferrofluid-based environmental remediation was demonstrated for oil removal from oil-water mixture and organic dye separation from water-dye mixture. It is envisioned that the integration of the developed experimental modules into high school curriculum will motivate high school students to pursue degrees in science, engineering, and nanotechnology. Thus, this will assist in the development of future workforce in the area of nanotechnology and materials science.

An Evaluation of a Social Norms Marketing Project for Tobacco Prevention with Middle, High, and College Students; use of Funds from the Tobacco Master Settlement (Virginia)

2005 ◽  
Vol 35 (3) ◽  
pp. 185-200 ◽  
Author(s):  
Jeanne Martino-McAllister ◽  
Maria Theresa Wessel
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Social Norms ◽  
Tobacco Prevention ◽  
School Students ◽  
Student Centered ◽  
Marketing Model ◽  
Positive Behaviors ◽  
Social Norms Marketing

The Anti-Tobacco Media Blitz (ATMB), a social-norms marketing program, was utilized for tobacco prevention with middle and high school students. University students assisted middle and high school students with the implementation of this campaign, which included a variety of media. Students worked in teams to design, develop, and evaluate tobacco-free messages through posters, radio, television, and peer-led activities. Evaluation of the campaign was constant and included assessment of message retention and demonstration of positive behaviors. This article discusses the procedures of this project, the five-step social norms marketing model, with emphasis on the student-centered evaluation and results.

scholarly journals A summer program to prepare high school students for careers in the health sciences

1983 ◽  
Vol 58 (1) ◽  
pp. 69-70
Author(s):  
E V Calkins ◽  
W O McLemore ◽  
K R Mares ◽  
D U Levine
Keyword(s):  
High School ◽  
High School Students ◽  
Health Sciences ◽  
Summer Program ◽  
School Students

Assessing “The Excitement of Meteorology!” for Young Scholars

1999 ◽  
Vol 80 (5) ◽  
pp. 879-892
Author(s):  
Paul J. Croft
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Opportunity To Learn ◽  
Field Trips ◽  
Summer Program ◽  
State University ◽  
School Students ◽  
Atmospheric Sciences ◽  
College Setting

The National Science Foundation Young Scholar Program “The Excitement of Meteorology!” successfully brought the atmospheric and related sciences to high school students in Mississippi. The four-week summer program was administered through the Jackson State University Meteorology Program in the Department of Physics, Atmospheric Sciences, and General Science and was supported by the Mississippi Science Partnership program office. This commuter program provided an opportunity to learn, study, and research the field of meteorology. Through instructional sessions, laboratories, field trips, and peer contact participants were exposed to the concepts of atmospheric motion, the development of storms, and the practical application of meteorology during a one-month period. The program was intended to help students make their own career decisions and to foster their interest in the sciences and meteorology. The goals and objectives of the program were to develop basic science skills; make participants aware of the interdisciplinary nature of meteorology; provide participants with the opportunity to see and hear the meteorologist as a researcher, teacher, and communicator; provide the information and incentive necessary for participants to choose a career in meteorology or the sciences; make participants aware of the various employment opportunities in the field; and show the moral and ethical responsibilities and importance of atmospheric science to society. Thirty sophomore and junior high school student participants (22 females and 8 males, nearly all of whom were African–American) completed the program. All were tested on their meteorological knowledge and skills gained during the program and questioned about their field and lecture experiences. They also “graded” the effectiveness of all speakers, presentations, videotapes, and laboratory sessions. Through surveys it was found that the participants' desire to pursue a science career and to go to college were increased by the program. They also indicated that the program objectives had been met and that the program had met their expectations. They were particularly pleased with the opportunity to work in a college setting and with professional scientists.

scholarly journals Implementation of a Biomedical Engineering Summer Program for High School Students

2020 ◽  
Author(s):  
Judy Cezeaux ◽  
Michael Rust ◽  
Robert Gettens ◽  
Richard Beach ◽  
Jason Criscuolo
Keyword(s):  
High School ◽  
High School Students ◽  
Biomedical Engineering ◽  
Summer Program ◽  
School Students

Nano-Scale Heat Transfer Education at Carnegie Mellon University: Programs for Mechanical Engineering and High School Students

2003 ◽  
Author(s):  
Sadegh M. Sadeghipour ◽  
Mehdi Asheghi
Keyword(s):  
Heat Transfer ◽  
High School ◽  
High School Students ◽  
Mechanical Engineering ◽  
Thermal Engineering ◽  
Summer Program ◽  
School Students ◽  
Nano Scale ◽  
Engineering Department ◽  
The Subject

The evolving high technology industries of recent years have created a growing need for mechanical engineers with nano-scale heat transfer expertise to aid analysis, design, and fabrication of micro devices such as transistors, sensors, actuators, etc. The trends and predictions for activities in this field are even more promising for the next decade. Therefore, the new generation of mechanical engineers should have a reasonable knowledge of the subject to meet the growing demands of the job market. This has created need for inclusion of nano-scale heat transfer topics and experiments in the mechanical engineering curriculum. To meet this demand, we have started a few programs in the mechanical engineering department of the Carnegie Mellon University. We have added nano-scale heat transfer topics, including lab experiments, to some of the existing courses also have developed and offered new specialized courses on the subject. In addition, we have started a summer program for interested high school students entitled “The Exciting World of Thermal Engineering”. The purpose of the latter program has been to expose the student to the subject, and to create/promote enthusiasm for pursuing a thermal engineering career. In this paper we are going to explain the program and to share our observations and experiences.

scholarly journals How Digital and Oral Peer Feedback Improves High School Students’ Written Argumentation—A Case Study Exploring the Effectiveness of Peer Feedback in Geography

2019 ◽  
Vol 9 (3) ◽  
pp. 178
Author(s):  
Michael Morawski ◽  
Alexandra Budke
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Feedback ◽  
School Students ◽  
Student Centered ◽  
Subject Specific ◽  
Specific Feedback ◽  
Written Argumentation ◽  
Argumentative Texts

This article approaches written argumentation as a concept of promoting geographical literacy. It is argued that student-centered peer feedback is an effective method with which to improve individual students’ argumentative texts. This research uses a case-study design, which analyzed how high school students in different pairs improve their argumentation text under subject-specific criteria. For the feedback process, a subject-specific feedback sheet for students has been designed for them to review their partner’s argumentative text. The findings mainly suggest two outcomes: Different kinds of feedback in terms of interaction, content and argumentative integration of text material lead to text improvement, and that there are varying complexities of feedback acceptance in terms of subject-specific criteria. The results provide a deeper insight into how students can be prepared and rewarded for producing qualitatively high and effective feedback on argumentative texts in socio-scientific contexts with a strong focus on the (linguistic) skills they need for these procedures.

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