News

Army Educational Outreach Program (AEOP) Technical Symposia Travel Award Application

Working to inspire our next generation of STEM stars, the Army Educational Outreach Program (AEOP) is announcing a new award designed to encourage AEOP program participants and alumni to engage in scientific meetings/technical symposia to showcase their STEM research.

The AEOP’s new Technical Symposia Award is open to all eligible AEOP participants and alumni who have a scholarly paper, poster, or other creative scholarly work that has been accepted for a professional conference to apply for a travel award.

Participation in scientific meetings/technical symposia will expand and enrich current AEOP students’ educational experiences by interacting and networking with STEM professionals in the field, exploring a variety of STEM disciplines and careers, gaining experience in communicating their research accomplishments, and serving as AEOP ambassadors. Additionally, it will provide AEOP alumni to reconnect with AEOP, present their current research or research conducted while with AEOP at technical symposia.

 Current AEOP program participants who have a paper, poster, or other STEM-based research/scholarly work that has been accepted for national professional presentation may apply.  AEOP research apprenticeship includes Science & Engineering Apprentice Program (SEAP), Research and Engineering Apprenticeship Program (REAP), High School Apprenticeship Program (HSAP), College Qualified Leaders (CQL) and Undergraduate Apprenticeship Program (URAP).  AEOP alumni may also apply to present their current research or research that they’ve conducted during their participation in AEOP.

Eligible Expenses Include:

  • Registration fees for conference or creative exhibition.
  • Travel fees: plane fares, train fares, car rental, ground transportation.
  • Lodging: up to, but not exceeding, the federal maximum per diem rate (http://www.gsa.gov).
  • Food: up to, but not exceeding, the federal per diem rate (http://www.gsa.gov/portal/content/104877).
  • The award may NOT be used to cover individual membership dues for professional organizations or societies.

For minors under the age of 18, travel expenses (airfare, lodging, food) will be covered for the presenter and one parent/legal guardian.

AEOP’s new Technical Symposia Travel Award will be awarded to program participants and alumni based on the quality of their applications and fulfillment of all eligibility requirements. For more information on how to apply, contact your program director.

 

PROGRAM NAME PROGRAM LEAD

CONTACT INFORMATION

GEMS Jarod Phillips

jphillips@nsta.org

CAMP INVENTION Sue Whitsett

swhitsett@nsta.org

eCYBERMISSION Kathleen Kelly

kkelly@nsta.org

UNITE Hillary Lee

hlee@tsaweb.org

JUNIOR SOLAR SPRINT Sue King

sking@tsaweb.org

APPRENTICESHIPS Pamela Hampton

phampton@aas-world.org

JUNIOR SCIENCE AND HUMANITIES SYMPOSIUM Doris Cousens

dcousens@aas-world.org


Application Information

Please be prepared to include the following information in the CVENT application tool:

  • First Name
  • Last Name
  • Email address
  • Phone number
  • Street address
  • City
  • State
  • Zip
  • If under 18, name of parent/guardian who will be traveling with you.
  • Are you currently a student? Yes/No
  • If yes, school name.
  • If yes, year in school.
  • Which AEOP did you participate in?
  • Name of mentor
  • Email address of mentor
  • Letter of support from mentor (upload file)
  • Name of conference you wish to attend with this award.
  • Location of conference you wish to attend with this award.
  • Dates you will attend conference you wish to attend with this award.
  • Will you be presenting a paper, poster or an oral session?
  • Title of paper, poster or presentation
  • Names of co-presenters, if applicable
  • In 200 words or less, please describe why attending this conference will help you achieve your professional and/or academic goals.
  • Total amount of funds requested:
  • Expense summary: Provide an estimate of expenses for presenter and parent/guardian, if applicable. Include airfare, lodging, per diem, ground transportation, and registration (for presenter only).

It’s Our Future: How Volunteers Power Junior Science and Humanities Symposium (JSHS)

By Doris Cousens, Director, JSHS

 

At the JSHS regional and national competitions, students and their research projects take center stage. Yet behind the scenes are hundreds of volunteers who make it happen. JSHS events are only possible through collaboration and volunteer contributions of thousands of Department of Defense scientists and engineers and university faculty. And, most importantly, local champions like Gayle Grant.

 

In her professional life, Grant has a very long title as Branch Chief at U.S. Army CERDEC (Communications-Electronics Research, Development and Engineering Center) Flight Activity at Joint Base McGuire-Dix-Lakehurst (JB MDL), New Jersey. As the expression goes, she’s kind of a big deal. To us, she is volunteer-extraordinaire.

 

Grant’s involvement with South Jersey JSHS (also known as South Jersey Science Symposium at Ocean County Community College) is an example of volunteerism that stands out this year because the program was actually at risk of closing. Without South Jersey JSHS, 350 students would not have a local symposium in which to showcase their work. Fortunately, a core team of volunteers—with Grant at the heart—helped save the symposium. She and a private sector partner, Specialty Systems Inc., were pivotal in helping us make the transition from Monmouth University to the new host, Ocean County Community College, thus allowing the program to continue.

 

Grant’s contributions to JSHS go back more than a decade, serving as the Technical Paper and Volunteer Coordinator during her tenure. In this role, she engages volunteer mentors from the Department of Defense labs and professional engineering organizations in a unique mentorship component that provides one-on-one advising to students. These mentors help students refine presentation content, clarify key messages and provide feedback on public speaking skills.

 

“I always want to give back in any way. I, and many other mentors, stay involved because these students are our future.” said Grant. “Mentors get as much out of it as the students. They see progress from orientation through final presentations and watch students grow within six months – and they know that this growth is due in large part to their efforts.” Grant has worked on state of the art technology throughout her entire career with the Army. And through JSHS, she is able to encourage the next generation of engineers and scientists.

 

The South Jersey JSHS volunteers have a long history of collaboration and volunteer contributions from DoD laboratories, including: Communications-Electronics Research, Development & Engineering Center at Aberdeen Proving Ground and Joint Base McGuire-Dix-Lakehurst, Armament Research, Development & Engineering Center, Naval Air Systems Command and Naval Weapons Station Earle.

 

What is success in this JSHS region? “If everyone enjoys the Symposium,” according to Grant. “And if we provide enriching opportunities to introduce students to careers that they may not have known about.”

 

South Jersey JSHS and the National JSHS extend our thanks to local partners who also make this symposia possible: Ocean County Community College (new host), New Jersey Institute of Technology, Specialty Systems and local government agencies.

 

Will you be the next JSHS volunteer? Or student competitor? To find your regional JSHS, please visit the JSHS website.

AEOP Strategic Outreach Initiatives

Open Request for Information (RFI) for Partnership Opportunity with AEOP

 

PURPOSE/OBJECTIVE: The U.S. Army Educational Outreach Program (AEOP) through its cooperative agreement (COA) with Battelle is investigating new and innovative ways to form mutually beneficial relationships with likeminded organizations and technical associations that have similar STEM goals, specifically serving students from underserved populations and military dependents. In collaboration with STEM partners and by sharing information, leveraging strong STEM networks, and building on already existing relationships, AEOP intends to promote its portfolio of opportunities to better meet objectives, maximize impact, and provide more enriching STEM opportunities for students.

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Teachers Bring Design Process to Life in the Classroom

Teachers want to strengthen their practice because we want to prepare our students to succeed. We want to engage them, and we want to bring STEM learning to life.

That is why I was eager to participate this summer in RESET, the Army Educational Outreach Program (AEOP) devoted entirely to educator development. Through the program, I completed 64 hours of online learning and collaboration with fellow STEM educators. These sessions focused on the Legacy Cycle of Learning, which begins with a real-world engineering problem and is designed to help students organize and manage learning activities in the lab in a meaningful way. The engineering design process enables students to apply skills and knowledge from all aspects of their education from social studies, to science, to math and language arts.

I also worked on-site at the United States Army Aeromedical Research Laboratory (USAARL) in Ft. Rucker, Ala. with Adrienne Madison, Ph.D., and her colleagues as they established plans and protocols for their upcoming head supported mass research study. The study focuses on testing helmets for medical safety. Witnessing the collaboration in this working laboratory firsthand has greatly helped me teach and nurture collaboration in my classroom.

Following my on-site RESET experience, I returned home to Erie and led a group of three teachers in the development of a Legacy Cycle lesson that focuses on concussions and the science of football helmets. This lesson requires students to design, test and build an improved football helmet to prevent traumatic brain injury—a lesson following the Legacy Cycle of learning to engage students in creating a solution to a real world problem. I am now rallying my community to raise funds for materials supporting this lesson. I plan to lead this cross curricular STEM unit on concussions in my STEM lab, where students complete hands-on experiments to solve real-world challenges. I am confident it will go a long way in helping my students strengthen their application of biology and physics knowledge and skills to think critically, while using creativity, communication and collaboration skills.

All of these experiences helped broaden my perspective and ability to teach the engineering design process, a critical learning process for students that mirrors how real-life engineers solve problems. (The process typically follows these steps: ask, plan, imagine, create, improve and communicate.) However, perhaps the greatest outcome was walking away with ready-to-use classroom lessons that I developed with fellow educators. Being part of this online network of teachers from across the country has taught me invaluable lessons about the implementation of STEM across grade bands and STEM resources available at the middle and high school level.

How are you engaging your students through the engineering design process? Tell us on Twitter at @USAEOP.

 

By Lindsey Dahl

GEMS AND CAMP INVENTION ALUM BECOMES ONE OF PRESIDENT OBAMA’S KID SCIENCE ADVISORS

GEMS and Camp Invention alumnus Khristian Ward received special recognition from President Obama last month for proposing a valuable STEM solution to a problem plaguing thousands of veterans every year.

In his search for Kid Science Advisors, the president recently invited students from around the country to submit STEM projects and inventions. President Obama received more than 2,500 submissions, but selected only 11 of these students, including Khristian, to meet with him personally at the White House as his Kid Science Advisors. A fifth grader from Aberdeen Proving Ground, Md., Khristian proposed creating a brain microchip to help soldiers overcome PTSD (Post-Traumatic Stress Disorder), an idea inspired by his own father’s experience with PTSD after two Army deployments in Iraq. “I want to help him and other soldiers like my dad,” Khristian said. He also submitted an idea for lighter body armor to help soldiers avoid back problems.

While Khristian’s winning submission incorporated military science, his dream is to study aerospace and space exploration. In fact, Khristian visits the Goddard Space Flight Center near his home every month to launch model rockets.

Read all about Khristian’s groundbreaking ideas and his exciting meeting with the Commander-in-Chief! Keep up the great work, Khristian!

A School-Work STEM Balance that Works!

katherine“Sign me up!” This was Katherine Clohan’s immediate reaction to a GEMS flyer encouraging local students and professionals interested in teaching science to kids as a Near-Peer Mentor (NPM).

Gains in the Education of Math and Science (GEMS) incorporates very talented and dedicated students that work as NPM’s each summer. Katherine, a graduate student working toward a Chemistry degree at Auburn University, has always found serenity with a school-work balance.

During Katherine’s second year as a NPM this past summer, she taught neuroscience and forensics to sixth and seventh graders. It was rewarding for Katherine to work with some of the underprivileged kids. For some, science meant reading out of a text book.

“I had a lot of kids this year that saw how science was fun and full of cool things,” said Katherine. “Because the students had that hands-on experience, they saw that science was more than just reading out of a book.”

Katherine had a pivotal moment in her college career while working as an NPM. She initially went to college deciding to be a doctor, then discovered through GEMS that her calling was chemistry and teaching.

“I told the kids you might have a plan now and figured out, but you’ll get to college or you’ll find something else and all your plans go out the window,” says Katherine. “It’s OK. It’s OK to have your world completely turned upside down. Just find something you are happy doing.”

Even though Katherine’s doctorate program is 4-5 years long, she’d love to continue with GEMS by writing a curriculum, working with kids for a week, or even being a speaker during one of the GEMS workshops.

katherine2This same inspiration has kept Katherine’s work-school balance going. This past summer during her neuroscience workshop, kids dissected a cow’s eye. When most students were done in 15 minutes, they were anxious to pull everything apart. For one student, however, dissecting a cow’s eye gave him a new awareness. The student realized he found something that he loved.

According to Katherine, the students enter GEMS expecting a normal experience until they find an experiment or hear from a STEM professional that connects the student with science.

“Their eyes light up and now they can’t wait to tell mom about it,” said Katherine. “That’s what makes it good for me because I now know that I’ve successfully passed on my love for science.”

Outside of Katherine’s busy work-school life, she enjoys reading, road trips with her best friend, and her new furry edition, a cat named Mendeleev.

Hopkins Student and Mentor Go the Extra Mile

Shawn in laboratoryShawn Abraham’s visual impairment doesn’t stop him from learning as much as he can. A junior at Eleanor Roosevelt High School in Greenbelt, MD, Abraham used his summer vacation to delve deeper into the world of science, technology, engineering and math (STEM).

Abraham, who is blind, completed over 200 hours of work at the Hopkins Extreme Materials Institute (HEMI) at Johns Hopkins University (JHU) as part of AEOP’s Research & Engineering Apprenticeship Program (REAP), a summer program that places talented high school students from groups historically under represented and underserved in STEM into research apprenticeships.

Abraham and his REAP mentor, JHU postdoctoral Fellow Kavan Hazeli, Ph.D., had the idea to study different resin composites to substitute what is currently used in tooth cavity fillings, as the current composite attracts bacteria and therefore requires patients to replace fillings. While this was a new field to Abraham, he welcomed the challenge with enthusiasm. Along the way, he discovered a new interest in mechanical engineering. He explained that the ability to study hands-on how different materials behave was particularly meaningful because it is applicable to a real-world challenge. “This experience has exposed me to so many different fields and types of projects in engineering,” said Abraham.

Abraham and Hazeli said creativity was key in their summer research. Over the course of six weeks, Hazeli came up with several creative ways to teach Abraham fundamental science and engineering principals by combining special kits and braille graphs. They wore gloves to feel different materials, and used the University of Maryland dental school laboratory for testing.

Kavan and Shawn learning about atomic structure“I could only choose two applicants out of 44. Shawn’s statement of purpose clearly indicated a desire to learn,” said Hazeli. As a mechanical engineer, Hazeli believes it’s important to make himself available to whomever is passionate about STEM and research.

Before his experience at HEMI, Abraham, who is also on his school’s wrestling team, had some exposure to advanced science through his physics class, but shared that REAP taught him “so much more” and has played an important part in his desire to become an engineer.

Victor Nakano, Ph.D., HEMI executive program director, applauded both Abraham and Hazeli for their superb collaboration over the summer. “They each truly went the extra mile to make the most out of the apprenticeship.”

For more information about AEOP’s apprenticeship programs, go to www.usaeop.com/programs.

Meet Jonathan Gonzales, GEMS Near-Peer Mentor

jonathan-2

Jonathan Gonzalez, a junior studying mechanical engineering at Auburn University, has spent the past three summers mentoring students from grades 5-12 in STEM with Gains in the Education of Math and Science (GEMS), a STEM-enriching program offered through the Army Educational Outreach Program.

Most recently, as a Near-Peer Mentor (NPM) with GEMS, Gonzales taught students basic concepts of nano-technology. Working at the Fort Rucker, Ala. GEMS site, Gonzales and other NPMs incorporated examples of real-world careers into their projects and invited guest speakers to inspire and motivate students.

The majority of mentors that Gonzales worked with at Fort Rucker went to high school together, making their GEMS mentoring experience even more rewarding—for them and for the students they mentor. “At GEMS, it doesn’t feel like a job,” said Gonzales. “It’s great working with other mentors that share my interest and seeing the students become more passionate about STEM.”jonathan

When Gonzales isn’t busy with school work or GEMS, he’s enjoying his love of music. He is a member of Phi Mu Alpha Sinfonia Fraternity of America, a collegiate music fraternity that advances music through community outreach and concerts. Interestingly, he sees some similarity between this outreach and GEMS. In both, he is all about sharing his passion with the hope of inspiring and educating others.

Want to get involved with GEMS or any other AEOP program? Visit our program page: http://www.usaeop.com/programs/.

AEOP Featured on Discovery Channel

Big news! We are excited to share that the Army Educational Outreach Program was featured on the Discovery Channel’s NewsWatch for their Tech Report Back to School episode, which aired this morning on TV and online. The AEOP segment features students and mentors across AEOP programs in action, highlighting for a national stage the importance of providing real-world STEM experiences for all.

Watch the clip here, and be sure to share it on social media tagging @USAEOP and using #newswatchtv!

JSHS Teachers Receives Presidential Award for Excellence in Mathematics and Science Teaching

Cary James, a JSHS science teacher in Maine, and Jeffrey Wehr from Washington will be two of the 213 mathematics and science teachers to receive the prestigious Presidential Award for Excellence in Mathematics and Science Teaching.  Every year, the White House presents this honor to outstanding K-12 science and math teachers nationwide who have showed exemplary success in ensuring students are equipped with the science and math skills to succeed.

James is the head of the science department at Bangor High School, where he mentors students through JSHS. For the past 17 years, James has taught Advanced Placement, Honors, and Credit Recovery Chemistry classes to 10th–12th grade students. He has received numerous teaching awards throughout his career including the Siemens Award for Advanced Placement Teacher of the Year (Maine 2009), Pulp and Paper Foundation Maine Teacher Award (2009), the Francis Crowe Society Honorary Engineering Degree from the University of Maine (2010) and New England Institute of Chemistry Maine State Teacher Award (2011) just to name a few.

Wehr has been a scientist and educator for the past 19 years. He has spent the last 12 years at Odessa High School, where he teaches Integrated Science, Biology, Chemistry, Physics, Computer Programming, and Advanced STEM Research Laboratory. Over the course of his career he has earned the Department of Education’s American Star of Teaching Award, the Washington State Regional Teacher of the Year, the National Siemens Founder’s Award for STEM Research, and the National Junior Science and Humanities STEM Research Award.

On September 8, all recipients of this award will gather for a formal award ceremony in Washington, DC. The winners, who were selected by a panel of distinguished and accomplished scientists, mathematicians and educators, will all receive a $10,000 award from the National Science Foundation to be used at their discretion.

Congratulations, Mr. James and Mr. Wehr!