Exposing K-12 students to science and engineering

Bachnak, Rafic; Chappa, Eduardo; Rosa, Karla De La

doi:10.1109/fie.2009.5350789

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…It has been more and more difficult to motivate high school students to study science and mathematics, in spite of the many efforts made worldwide to show the relevance of these subjects for the formation of engineers (McCuen and Kucner 1993, Robinson et al 1999, Anderson and Northwood 2002, Conrad 2002, Stoebel et al 2002, Kosbar 2003, Jeffers et al 2004, Smith and Monk 2005, Bachnak et al 2009, Prieto et al 2009). The low performance indices, which the students have scored in science and mathematics in some evaluations such as the 'Program for International Student Assessment', where Brazil was ranked in last place amongst 32 nations, not only in reading, but also in mathematics and sciences, are well known.…”

Section: Introductionmentioning

confidence: 96%

UCS-PROMOVE: The engineer of the future

Villas-Boas

2010

European Journal of Engineering Education

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The Universidade de Caxias do Sul (UCS) elaborated the cooperative project called 'The engineer of the future', with the objective of promoting science and engineering among high school teachers and students. This project aims to improve the quality of the teaching and to increase the interest of students in technological areas, leading to a future career in engineering. The activities of this project were planned to give meaning and foundation to the teaching-learning process of science and for the application of theory in the solution of real problems, while articulating scientific, economic, environmental, social and political aspects and also to reinforce the important role of engineering in society. Amongst the activities to be offered to high school teachers and students are a specialisation course for teachers based upon new educational methodologies, workshops in different areas of science and technology, a programme entitled 'Encouraging girls in technology, science and engineering', science fairs and visits to the industries of the region. Activities with the engineering instructors of UCS are also being developed in order to help them to incorporate in their classes more effective pedagogical strategies for educating the engineer-to-be.

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Section: Introductionmentioning

confidence: 96%

UCS-PROMOVE: The engineer of the future

Villas-Boas

2010

European Journal of Engineering Education

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“…It has been argued and very well documented by professional organizations, federal space research programs and the experience of many schools in the U.S. and around the world that hands-on, project-based education is very effective for recruiting, retaining and training engineering students [1][2][3][4][15][16][17][18]. Since early eighties to mid-nineties, only a handful of universities worldwide had even a token amount of student involvement in real spacecraft engineering.…”

Section: Impact Of University Spacecraft Programs In Improving Space mentioning

confidence: 99%

Significance of Student-Built Spacecraft Design Programs: Its Impact on Spacecraft Engineering Education over the Last Ten Years

Jayaram¹,

Swartwout

2011 ASEE Annual Conference &Amp; Exposition Proceedings

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For nearly 30 years, student-built space missions have provided an unique opportunity to launch small spacecraft with a small budget. Among the technical and educational merits of such projects, one significant outcome is the cross disciplinary training for undergraduate science and engineering students that prepares them for a future career in industry. The experience of many schools in the U.S. and around the world indicates that hands-on, project-based education is very effective for recruiting, retaining and training engineering students. In the last decade, programs such as the AFRL-sponsored University Nanosat Program, the CanSat program, and especially the CubeSat standard have dramatically changed spacecraft engineering education. In an incredibly short period of time (especially by aerospace standards), such activities have helped foster strong aerospace education programs in schools with no history of space activity. In fact, it can be shown that the 'success' of these programs was a direct result of their satellite-building activities. In this paper, we will discuss three related topics, (1) the status of the student-built space missions over last ten years, (2) the significance of these programs and their contributions to spacecraft engineering education and opportunities looking ahead, and (3) the broader impact of these programs on research, innovation and entrepreneurship.

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“…There are many examples of engineering outreach activities designed to educate students about the wide variety of jobs available to those with an engineering degree, demonstrate the accessibility of engineering knowledge, and encourage students who would otherwise have steered clear of engineering to take another look [1,2,3,4] . Early outreach also allows students to start thinking about the possibility of engineering far enough in advance to make sure they take the requisite high school courses to enter an engineering program [5,6,7] .…”

Section: Introductionmentioning

confidence: 99%