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Value Added: Integrating Nsbe Jr. Chapters Into Math And Science Curricula

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

ASEE Multimedia Session

Page Count

11

Page Numbers

8.1276.1 - 8.1276.11

Permanent URL

https://peer.asee.org/11912

Download Count

15

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Paper Authors

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Sundiata Jangha

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Richard Peltier

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Pamela Reid

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F. Scott Cowan

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Christal Gordon

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David Woessner

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Douglas Edwards

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Donna Llewellyn

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Marion Usselman

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

2003-1917

Value Added: Integrating NSBE Jr. Chapters Into High School Mathematics and Science Curricula

David Woessner 1,2, Sundiata Jangha1, Christal Gordon3, Douglas Edwards8, ,F. Scott Cowan1 , Pamela Reid4, Richard Peltier5, Dr. Donna Llewellyn6, Dr. Marion Usselman7,

1 George W. Woodruff School of Mechanical Engineering, 2 Dupree College of Management 3 School of Electrical and Computer Engineering, 4 School of Chemical Engineering, 5 School of Earth and Atmospheric Science 6 Center for the Enhancement of Teaching and Learning, 7 Center for Education Integrating Science, Mathematics and Computing, The Georgia Institute of Technology 8 Westlake High School, Fulton County School System

Introduction

Research studies show that Georgia’s present and future workforce is unprepared for the scientific and technological challenges facing them. Georgia's middle and high school students lag far behind the national average in science and math scores. Specifically, • The Fordham Foundation gave Georgia a grade "F' in science. • Over half of Georgia 8th grade students scored at the lowest science achievement level in the 1996 National Assessment of Educational Progress study.1 • One out of every four Georgia high school students fails the science portion of the Georgia High School Graduation Test on his or her first attempt.2 • Georgia ranked dead last nationally in Scholastic Assessment Test (SAT) scores in 2002.

As part of a National Science Foundation (NSF)-supported GK-12 program, the Student and Teacher Enhancement Partnership (STEP) Program, Georgia Tech has initiated partnerships with three metro-area high schools with high percentages of under-represented minorities. These three schools have historically performed substantially even worse than Georgia does as a whole. They are primarily African-American schools (87-99% black) that draw from a mixture of middle and lower income neighborhoods where 33-43% of the students are eligible for free or reduced lunch. Both the average cumulative SAT scores (between 852 and 902 for the three

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

Jangha, S., & Peltier, R., & Reid, P., & Cowan, F. S., & Gordon, C., & Woessner, D., & Edwards, D., & Llewellyn, D., & Usselman, M. (2003, June), Value Added: Integrating Nsbe Jr. Chapters Into Math And Science Curricula Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11912

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