Question: What happens when 200 students and 100 science teachers converge on the exhibition of 2,500 companies representing 46 countries, including 200 new exhibitors and many from Bahrain, Hungary, Israel, Lithuania and New Zealand, to name a few?

On Thursday, 3 May 2012, Houston-area high school students and science teachers attended the Offshore Technology Conference’s Energy Education Institute to learn more and provide depth about the oil and gas industry.

Educators from the National Energy Education Development Project (NEED) led hands-on science experiments showing how science and math relate to real-life applications in the industry. Students were then led on tours of the exhibit floor by volunteers from BP’s Challenge program. The young professionals hopped right into the experiments with the high school students and made the activities come alive. While touring the exhibits,  an ”Interactive Energy Scavenger Hunt” took place, along with the opportunities to ask questions of industry professionals and view the amazing new offshore resources in the fields of drilling, exploration, production and environmental protection. This prompted one student, Nathan Spann, a senior at Rosehill Christian School to make his career choice on the spot, by exclaiming that he’d like to be a petroleum engineer!

Simultaneously, science and math teachers representing grades 4-12 were being instructed by NEED receiving comprehensive, objective information about the scientific concepts of energy and its global significance. Teachers even received a variety of free instructional materials to take back to their classrooms.

Raynell Vallejo, a teacher from Klein Forest High School said, “This is such a wonderful opportunity for our students. The oil and gas industry offers such a variety of career opportunities for our students.”

“Next year, I intend to incorporate the experiments and discussion concepts of how, for example, porosity and density are related to the oil and natural gas industry into my physics class,” said Jennifer Thomas, math and physics teacher from Rosehill Christian School. “We are a Houston based school and a lot of our students will become employed by the oil and gas industry. I’m excited to bring this information to our younger students, also, to educate them on these topics and careers for them to consider.”

 And, that’s what happens when learning becomes relevant!

BP sponsored the high school STEM event and Exxon Mobile sponsored the teacher workshop— making these educational experiences possible!

What do you think of this event? Join the conversation and discuss  with us on Facebook— www.Facebook.com/Energy4me. You can also connect with us on Twitter at www.Twitter.com/Energy4me.

Cline made his energy education presentation to the school’s environmental science class; “Environmental Effects of Energy,” a course that offers college credit once the students pass the exam.

The subject matter was “Impacts of Energy.” Cline chose this topic in order to make comparisons of impacts (positive/negative) of all energy sources/uses. Additionally, Cline discussed sociological elements such as taking a balanced, “apples to apples” view of various energy sources and discussing the positive and negative impacts of each. To cover test questions (six week exam is on pollution – air and water), the students were shown oil spills and various cleanup methods and technologies. The class then discussed dispersants in detail as a result of student questions.

In addition to SPE notebooks, pens and education materials, Bobble Head SPE stickers were given as rewards to those that responded by asking or answering questions – and there were many!

“The students were quite enthusiastic and a number of them even stopped briefly to talk to me after the presentation,” said Cline. “I was thoroughly impressed with their interest, involvement and enthusiasm. I can’t wait to do it again.”

Interested in getting involved? Know students where you live who could benefit from energy education? Let us help. Send us a note to energyed@spe.org about how you’d like to get involved. Review some of the free materials that we offer to support you here: http://www.energy4me.org/classroom-resources/.

Want to discuss further? Join us on Facebook- www.Facebook.com/Energy4me. You can also connect with us on Twitter at www.Twitter.com/Energy4me.

Phone: +44 (0)2476 88 82 56

Facsimile: +44 (0)2476 88 86 79

Department email: info.ged@coventry.ac.uk

Dean: Professor Denise Skinner

Chair: Dr. Philip Dunham

Contact Information

Petroleum Engineering Degree Information

Program Description: http://wwwm.coventry.ac.uk/postgrad/postgraduate/Pages/pgft.aspx?itemID=660  

Accreditation

UK HE

Curriculum Description

MSc Oil and Gas Management: Students take a set of mandatory modules which provides a sound practical and theoretical base, scientific knowledge and analytical tools necessary to understand the principles and dynamics of managing the oil and gas industry.

Program Admission Requirements

MSc Oil and Gas Management:
A good UK honours degree or an international equivalent, preferably at upper 2nd class level or above. Candidates holding the equivalent of a good 2nd class lower degree may also apply. HND holders with at least five years working experience in the oil and gas industry may also be considered.

MSc Petroleum and Environmental Technology:
A good second class UK honours degree (or an international equivalent) in engineering, physical sciences, geological sciences, biochemical sciences, and mathematics. HND holders with at least five years working experience in the oil and gas industry will also be considered.

Faculty Information

Cumulative Degrees Awarded

Curriculum Analysis

Organized and ran by the Energy Education Institute and the US National Energy Education Development (NEED) Project, OTC will host 100 Houston-area classroom teachers (grades 4-12) for a free, one-day energy education workshop. The educators will receive comprehensive, objective information about the scientific concepts of energy and its importance while discovering the world of oil and natural gas exploration and production.

There will also be a High School Student STEM event whose focus is to educate the next generation of aspiring engineers, scientists and managers about the oil and gas industry. Approximately 200 high school students will see firsthand the exciting opportunities the oil industry offers! The day-long program will include a scavenger hunt of the technology exhibits, hands-on energy lessons provided by the NEED Project and the opportunity to meet industry professionals and ask questions about careers in the oil and gas industry.

 Interested in getting involved? Know students where you live who could benefit from energy education? Let us help. Send us a note to energyed@spe.org about how you’d like to get involved. Review some of the free materials that we offer to support you here: http://www.energy4me.org/classroom-resources/.

Want to discuss further? Join us on Facebook- www.Facebook.com/Energy4me. You can also connect with us on Twitter at www.Twitter.com/Energy4me.

The Earth gives us everything we need! Let’s celebrate our wonderful Earth on April 22!

1970 was the debut of devoting a day to teaching people about the importance of protecting the environment. Wisconsin Senator, Gaylord Nelson, announced the idea for a “national teach-in on the environment.”  

The first Earth Day led to the creation of the United States Environmental Protection Agency and the passage of the Clean Air, Clean Water, and Endangered Species Acts.

Earth Day activities vary around the world—from college campus demonstrations to recycling drives to clean-up events—but all are dedicated to the same goals: a healthy environment, clean energy options and a greener future.

What are you doing to celebrate Earth Day? Please share your ideas with us at:

www.Facebook.com/Energy4me or on Twitter at www.Twitter.com/Energy4me

For ideas on how others are celebrating, check out the following websites:

http://funschool.kaboose.com/globe-rider/earth-day/

http://www.epa.gov/earthday/

When students in the major are not available, oil and gas firms will look to recruit from other engineering disciplines, but petroleum engineering is quickly becoming a requirement in the field.

“There are a few exceptions where other engineering disciplines such as chemical, mechanical or civil might be considered with training, but by and large, a petroleum engineering degree is preferred,” said Steve Woodhead, manager of university affairs for Chevron Corp.

To meet industry needs, many of the nation’s existing engineering programs are expanding their course offerings, faculty numbers and class sizes. After graduating, petroleum engineering students are well-positioned to earn a starting salary between $80,000 and $100,000, depending on the company. According to Pay Scale on 6 April 2012, the national salary data information tells us Petroleum Engineers total pay range is from 61,559- $199,961. Currently, 92% of petroleum engineers are males and females make up 8%.

What do you think about this assessment? Let’s discuss on Facebook www.Facebook.com/Energy4me or on Twitter at www.Twitter.com/Energy4me

Sources: Pamela King, E&E reporter

Published: Monday, March 19, 2012

Pay Scale Research; Petroleum Engineer Salary, Updated: 6 Apr 2012

Educating, volunteering are foundations of the Energy4me program.

Because the students had so many questions about oil and gas, the science advisor envisioned someone in the industry coming in to speak to the class regarding facts about wind and solar power energy. Enter Amanda.

“I was excited about the opportunity to visit Braddock Hills and growing the outreach activities in the Pittsburgh area,” said Amanda. “Very exciting.”

After meeting with both the science coordinator and advisor, a plan was developed regarding the student presentation that would not only answer the students’ questions, but also provide them with valuable industry information that could use and apply. 

It was decided to spend half of the time explaining to the students about what certain engineers do and the other half talking about drilling for oil and gas. 

Amanda explained to the students what her role and responsibilities were for her job as a wireline field engineer for a service company. The students were very interested to hear about how Amanda has experience working on oil rigs and the value of an electrical engineering degree in the petroleum industry. 

During the presentation, Amanda wore coveralls, boots and a hard hat while passing out several of her tools for the students to hold and view. Once she explained what she did in the field, Amanda spoke about how one of the first oil wells was drilled near Pittsburgh, in Titusville, PA. Equally interested, the science advisor was excited to hear she went to college near the first oil well much to her amazement! 

Amanda went in-depth with the students about how wells were drilled, how they used seismic logging to figure out approximately where oil and gas fields are, and showed a few animations that explained hydraulic fracturing. 

“Overall, I think we all had a lot of fun and learned something in the process,” said Amanda. “I’m glad I had the opportunity to reach out to the community, diffuse some misconceptions and show both students and educators what the industry is all about here in the northeast.” 

Want to get involved? Interested in volunteering some capacity? There are many opportunities available: http://www.energy4me.org/spe-volunteers/ 

Want to discuss and leave your thoughts? Join us and other teachers on Facebook and leave your comments – www.Facebook.com/Energy4me

You can also connect with us at www.Twitter.com/Energy4me

The results are in… 100% of the participants selected “Hands-On.” Though it is not a total representation of students across the world, it’s a general consensus amongst people in our network that hands-on works the best. That speaks to us. That speaks to teachers.

As we venture deeper into the 21st century, where the availability of information is so readily available thanks to the technical age we live in with Google and other search engines/aids on our smartphones and tablets, it’s important now more than ever to reinforce visuals and things we can hold in our hands as valuable, teachable tools. Maybe instead of just showing that 3D map of where the state capitals and countries are, how about we bring out a globe and let the students twirl it and place stickers and pins on those places; or even a visit to their state capital where they can sit-in on a court proceeding. Instead of only watching a video about animal tendencies and features, that we take them to a zoo where they can see and hold animals and vegetation in their hands?

Instead of only looking at pictures of technology exhibits and new innovations, how about we take them to places like the Offshore Technology Conference (OTC) where they can touch, stand on and get expert insight from the person that built the technology… wouldn’t that help?

Fortunately, we have teachers like you that continue to realize hands-on is not just a chance to get out of the classroom and from behind a book: it’s a chance for students to write their own… with hands-on knowledge.

Energy4me employs the 5E instructional model.This model is a teaching sequence that can be used for entire programs, specific units and individual lessons. Energy4me lesson plans support the 5E constructivist learning cycle, helping students build their own understanding from experiences and new ideas.

Want to discuss and leave your thoughts? Join us and other teachers on Facebook and leave your comments – www.Facebook.com/Energy4me

You can also connect with us at www.Twitter.com/Energy4me

By Marva Morrow

For better or worse, technology is here to stay! Everything we do causes changes in the brain and the things we do a lot are most likely to cause long term changes. What is unclear is how modern technology influences the brain and the consequences this has.

According to an article published in guardian.co.uk, brain researcher Susan Greenfield claims, “’mind change’ as a result of using modern technology is one of humanity’s greatest threats. I haven’t met one parent or teacher who doesn’t think we should be talking about this. Just restricting children’s access to the internet isn’t very helpful. Instead, I would ask: What can we offer children that is even more compelling, fulfilling, exciting? We should be planning a 3D environment for our children [to enjoy] instead of putting them in front of a 2D one.” *1

Energy4me lesson plans support the 5E constructivist learning cycle, helping students build their own understanding from experiences and new ideas.

Through many studies based on brain research, educators have explored links between classroom teaching and emerging theories about how people learn. Exciting discoveries in neuroscience and continued developments in cognitive psychology have presented new ways of thinking about the brain-the human neurological structure and the attendant perceptions and emotions that contribute to learning. *2

Based on brain research, technology provides opportunities to use such important science of learning principles as pre-existing knowledge, active learning, mental models, transfer, and learning for understanding. A list of disconnected facts doesn’t lead to deep understanding or to easy transfer of knowledge from one situation to another. However, knowledge that is organized and connected around important concepts and mastery, which includes being able to visualize a concept, does lead to transfer and deeper, longer understanding.

“Because many new technologies are interactive, it is now easier to create environments in which students can learn by doing, receive feedback, and continually refine their understanding and build new knowledge,” according to How People Learn. The new technologies can also help people visualize difficult-to-understand concepts.

The verdict is in: The Brain can and does change! Technology is and will continue to have changing effects on our brains. Educators are understanding the importance of being able to transfer knowledge from one context to another and that it is “better to ‘broadly educate’ people than simply ‘train’ them to perform particular tasks.” Students cannot achieve high levels of performance without access to skilled professional teachers, adequate classroom time, a rich array of learning materials and the resources of the the communities surrounding their schools. Learning science is something that students must do through “hands-on” and “minds on” activities.

Stay in the know, LIKE Energy4me on Facebook or FOLLOW us on Twitter!  Get involved and be a part of the interactive change in education!                                                         

Sources:

*1 Oxford scientist calls for research on technology ‘mind change’ guardian.co.uk, Tuesday 14 September 2010.*2 Edutopia, Brain-Based Research Prompts Innovative Teaching Techniques in the Classroom Educators explore nontraditional methods of teaching and receive positive results. By Diane Curtis.* 3  How People Learn: Brain, Mind, Experience, and School. First published in 1999 and written by a  committee of scholars established by the National Research Council

The High School STEM Event

The full-day workshop will introduce up to 200 Houston-area students to careers and technology within the offshore oil and gas industry. The high school STEM event provides a unique learning experience for student ages 15 and older. Students will get to take an exhibition tour led by industry professionals. This allows students to get to know and ask questions of professionals working in the industry making for a personal interactive learning experience. Teachers can prepare students for the event by downloading pre-lessons to the event. The high school STEM event is free to attend thanks to a very generous sponsorship from British Petroleum!

Science Teacher Energy Education Workshop

Houston-area educators of grades 4-12 are invited to attend a free one-day energy education teacher development workshop during OTC. Educators will receive comprehensive, objective information about the scientific concepts of energy and its global significance while discovering the world of oil and natural gas exploration and production. A variety of free instructional materials will be available to take back to the classroom. Instructors from the National Energy Education Development Project (NEED), the US’s leading provider of energy education programs and materials to schools, lead this part of the workshop. All NEED learning activities are correlated to the Texas science objectives and other disciplines. Teachers will learn age-appropriate energy curriculum through hands-on activities. Teachers will also be briefed on Oil and Gas Exploration and Production through a dynamic presentation from an energy education ambassador on the energy outlook for the next 20 years and beyond. The teachers will also participate in the technology tour and have the opportunity to view amazing high-tech tools, software, and equipment used by the offshore industry to find and produce energy resources around the world. Tours are led by industry professionals. The science teacher energy education workshop is FREE thanks to the generous sponsorship from ExxonMobil!

Please share this information with schools and teachers you may know in the Houston area!

Visit the Energy Education Institute for additional event details and find more hands on classroom activities here!