Cressman joined nine fellow graduates of the elite science and technology magnet program every day for six weeks to create top-flight engineering courses for high school students. The class at the Greenbelt, Maryland, school will teach the latest in computer programming and drafting with software used by college professors and professional engineers. And since engineering teachers can be hard to find, the curriculum is designed to be taught by a non-expert.
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All freshman in the science and technology magnet program are already required to take two introductory engineering classes, but the curricula for those classes were originally designed in 1976. “There has been some revamping through the years, but we knew we needed a major overhaul. Things have changed so much,” explains Jane Hemelt, coordinator of the science and technology program, which serves about 900 of the school’s 2,700 students. The problem was that there wasn’t an easy way to get the expertise to fix it.

Hemelt talked about the problem with Rocco Mennella, a mathematics professor at Prince George’s Community College and Catholic University who teaches science and math at Roosevelt. For several years, Mennella had been recruiting Roosevelt graduates as tutors for his summer precalculus class, and he told Hemelt that his recruits—who were science, math, and engineering majors—might serve double duty by redesigning the engineering curriculum.

Mennella’s college recruits came from Caltech, MIT, Brown, Johns Hopkins, Georgia Tech, and the University of Maryland, where they have been exposed to some of the best science and engineering teachers in the country. In addition, Cressman contacted about 80 engineering professors at universities and colleges around the country to find out what they would like their incoming students to know; almost 50 responded.
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For example, all agreed that the classes should focus on the practical aspects of engineering, including computer-aided design and computer programming, while exposing the high school students to electrical, civil, and mechanical engineering. But the curriculum designers also wanted their younger peers to have fun while learning, so they put in many hours on computers creating lessons that would challenge students to redesign the Taj Mahal, build an SUV, or guide a robot.
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Eleanor Roosevelt High School will test some of the modules as part of other classes this fall, which will reach 30 students or more, and the team hopes to roll out the other classes full time in coming years. The Prince George’s school district’s other two science magnet schools, Oxon Hill and Charles Flowers, also plan to use the curriculum. But Mennella and Hemelt hope it will spread even wider, including to schools that don’t specialize in science and math. Those schools might just use parts of the curriculum, or spread a semester-long class out over a year. “Who knows, this could become a model for the state and maybe a model for the country,” Hemelt says.

The Tinkering School offers an exploratory curriculum designed to help kids - ages 7 to 17 - learn how to build things. By providing a collaborative environment in which to explore basic and advanced building techniques and principles, we strive to create a school where we all learn by fooling around. All activities are hands-on, supervised, and at least partly improvisational.
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Parents/guardians will be expected to complete the big scary liability waiver.
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Tinkering School is taught primarily by me, Gever Tulley, aided of course by my indispensable wife Julie Spiegler and the inimitable Robyn Orr. By day, I am a Senior Computer Scientist at Adobe, writer, and practicing sculptor…

I started the Tinkering School because it’s the kind of thing I would like to have been able to go to myself.

The 28 students participating in the first-ever Powhatan County Schools engineering camp spent eight days doing hands-on activities like building model amusement park rides and suspension bridges, and taking field trips to see engineering in action. They visited the Richmond Times Dispatch’s production facility, where they observed robots shuttling stacks of paper back and forth, and the Watkins Center, where they observed engineers at work on a construction site.

The group even enjoyed a presentation from a NASA engineer, who spoke of his experience working on the Mars rover.

sixth grade girls, along with their teachers and parents. This award winning conference encourages the exploration of science and mathematics by middle school girls through two days of experiments, activities, and interaction with science professionals. The girls, teachers, and parents will work with Beloit College faculty, students, and alumnae.

Eaton said the 24 girls participating will be able to take an active role in the laboratories. It’s critical the girls are encouraged and get the chance to increase their risk-taking abilities without boys.

The problem is, Eaton said, that sixth-grade girls’ interest in science starts dwindling and boys start becoming more dominant. “The boys take over the hands-on projects and the girls take notes,” Eaton said. “Boys will answer a question more authoritatively. Girls pose answers as a question. They are not as confident in their answers.”

To help foster activity among girls, the weekend conference also offers several workshops for parents and teachers. The workshops teach adults what they are doing to discourage girls and how they can learn to encourage them more.

When 14-year-old Dayne Savory first heard about a summer camp on technology in suburban Maryland, he had no idea that he would become so interested in science and engineering.

“Even though engineering was not one of my first options, now I will consider it. After attending this program I realized that I was able to do this,” Long Island resident Savory said.

Worried about the steep decline in U.S. science and engineering graduates, U.S. institutions such as the Navy and the NAVSEA — the command in charge of building, buying and maintaining the Navy’s ships- are promoting technology camps and competitions around the country. They’re doing it through partnerships with a growing number of associations such as the nonprofit Seat Pleasant, Md.-based Patriots Technology Training Center.
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The students built underwater robots and held a competition on July 3 at Prince George’s Sports and Learning Complex.

Thurman Jones, president of the Patriots Technology Training Center, said that the number of participants grows every year. To support this summer’s edition -as well as other programs organized by the Patriots Center — the U.S. Navy and the NAVSEA provided more than $100,000 worth of in cash, technical equipment and volunteers, according to Jones.

Proteins are the workhorses in every cell of every living thing. Your body is made up of trillions of cells, of all different kinds: muscle cells, brain cells, blood cells, and more. Inside those cells, proteins are allowing your body to do what it does: break down food to power your muscles, send signals through your brain that control the body, and transport nutrients through your blood. Proteins come in thousands of different varieties, but they all have a lot in common. For instance, they’re made of the same stuff: every protein consists of a long chain of joined-together amino acids.
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structure specifies the function of the protein. For example, a protein that breaks down glucose so the cell can use the energy stored in the sugar will have a shape that recognizes the glucose and binds to it (like a lock and key) and chemically reactive amino acids that will react with the glucose and break it down to release the energy.
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Proteins are involved in almost all of the processes going on inside your body: they break down food to power your muscles, send signals through your brain that control the body, and transport nutrients through your blood. Many proteins act as enzymes, meaning they catalyze (speed up) chemical reactions that wouldn’t take place otherwise. But other proteins power muscle contractions, or act as chemical messages inside the body, or hundreds of other things.

Cherlyn Anderson is one of eight Einstein Fellows spending this academic year at NSF. In her other life, Anderson is an eighth-grade science teacher in South Carolina. She has used an experiment involving Mentos candy and Diet Coke as a teaching tool. The accompanying video offers a demonstration of the experiment, and discusses its benefits for eighth-grade science students.

For the 2007 awards, 99 middle school and high school math and science teachers are receiving this recognition. In the citation from the president, winners are commended “for embodying excellence in teaching, for devotion to the learning needs of the students, and for upholding the high standards that exemplify American education at its finest.”

Each winner receives a $10,000 award from NSF, as well as a trip for two to Washington, D.C., for a week of celebratory events and professional development activities.

Among the activities during that week are a day with scientists and science educators at NSF; meetings with members of Congress and federal agency leadership; and a reception and dinner at the U.S. Department of State featuring guest speaker Dorothy Metcalf-Lindenburger, a NASA Astronaut-Mission Specialist.

The third poster shows the threats that our turtles are facing — a turtle is trapped in a fisherman’s net, a turtle is consuming a plastic bag, which it mistakes as a jellyfish, and there are rubbish on the sea floor.

a 4-month scholarship, and involves professional training in the conservation of turtles (including sea turtles, freshwater turtles and tortoises, I presume). The flow of the program has yet to be finalized but according to the Director of the Program, we (the Laotian student and I) would be spending one month visiting turtle scientists and turtle research centers in New Jersey, Tennessee, Florida and maybe California.

And the remaining 3 months would be spent at the Wetlands Institute at Stone Harbor, New Jersey. The training will be conducted at the Wetlands Institute, together with other local participants.

As educators statewide push for better science and math education, the popularity of an international robotics competition has grown drastically among Minnesota high schools. The FIRST Robotics competition, where high school students build complicated robots to push a ball along and do other tasks, has 54 Minnesota teams this year, up from just two in 2006.

Area educators attribute the growth to dramatic fundraising by Minnesota technology companies desperate to encourage future engineers and a statewide push to improve science and technology education. “It’s a long-term investment,” said Dr. Stephen Oesterle, senior vice president of medicine and technology for Medtronic, who pushed other companies to donate.
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The competition started in New Hampshire in 1992. Now, it includes more than 1,500 teams from around the world. Founded by entrepreneur Dean Kamen, the inventor of the Segway, FIRST stands for “For Inspiration and Recognition of Science and Technology.”

Mitch Lown and Dave Arndt teach technology education to students at Bangor High School and West Salem High School. A few of the courses they teach were once, years ago, called “shop class,” but the curriculum is far more advanced today. Not only are these not your father’s shop classes, they aren’t shop classes at all.

Computer programs, 3-D designs, architectural drawing, engineering, mass production and the design and marketing of products are only some of the areas local high school students are tackling in Lown and Arndt’s classes.
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In their manufacturing classes, both Lown and Arndt give students a feel for what it’s like to set up a business and produce and sell a product. And they do make a profit. Lown’s students, for example, built and sold mounting kits for deer antlers and made a profit on the venture. Arndt said he always stays conscious of the world that students will face after graduation.

“I address every class as if it’s a job,” he said. “We’re not here to waste time because that’s not the way it’s going to be when they get in the job market. The biggest challenge for me is changing the attitudes of some students and instilling a work ethic. If they say they are going to do something, they need to follow through on that.”

Yogi Patel, a retired chemical engineer and motel owner from Dallas, was nearing the end of his presentation about the need to tackle illiteracy in India when he put up a slide showing a thumb impression: his dad’s. “I’ve never needed anyone to tell me just how important education is,” Patel said last weekend to a gathering of the Indian diaspora in Singapore. “I’ve seen it in my own life.”

Born into a poor, illiterate family in the western Indian state of Gujarat, Patel was lucky to break free of the poverty trap. Several people from his community had prospered in East Africa. They supported his studies.
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at 30 U.S. cents per child per year, the basic math, reading and writing skills required to help young learners retain their interest in education and keep them from dropping out of school are ridiculously cheap. It’s also critical enough to have caught the attention not just of wealthy Indian communities overseas but also of the Menlo Park, California-based William and Flora Hewlett Foundation and the Bill & Melinda Gates Foundation.

Together, the two charities offered to help 10 million students for three years by pledging $9 million last year to Read India, an initiative of Pratham, a Mumbai-based not-for- profit organization for which Patel is a fund-raiser. Google.org, the philanthropic arm of Google Inc., chipped in last month with a $2 million grant to help fund Pratham’s annual survey of the qualitative aspects of primary education in India.