Author: Anthony Darby; Published: Sep 6, 2012; Category: Classroom materials, Energy Education, Volunteering; Tags: Children, Classroom Instruction, Education, energy education, Energy4me, Engineering, Engineering Careers, Environment, Petroleum, Student, students, Teacher, Teachers; Comments: Comments Off
Want to enhance your knowledge of the petroleum industry? How about a petroleum museum! At the museums, watch history come to life with interactive displays, informative guides, and live demonstrations. Some even have specific, focused, elementary, middle and high school educational tours. From Calgary to France to West Virginia, petroleum museums tell fascinating stories of oil discovery, production, to showcasing some of the modern uses of oil you might not know about.
For instance, at the Houston Museum of Natural Science’s Energy exhibit, the Exploration gallery features the latest techniques used to search for hydrocarbons, from magnetometers and gravimeters to seismic vibrator trucks. In the Geology in the Field interactive, gaze across a barren, mountainous landscape, and watch as holographic illusions of two petroleum geologists materialize and explain what they are doing in the middle of nowhere. A massive Vibroseis truck interrupts them, sending its booming vibrations deep into the rock below.
At the Indonesian Oil and Gas Museum, the exhibits display how important the role of oil and gas is as the source of energy, for fuel, lubricants and petrochemical products. There’s even an oil tree that symbolically displays at its branches various products resulting from the refinery processes of oil and gas.
Check out our full petroleum museum listings HERE. Have plans to attend one on the list? Share your experience with us by Joining the conversation on Facebook— www.Facebook.com/Energy4me. You can also connect with us on Twitter at www.Twitter.com/Energy4me!
There are different ways to teach. Each student learns differently and there is no right or wrong way. The goal is that the subject matter resonates and that the student understands. That being said, we took a short survey here at Energy4me posing the question “Hands-On or Hands-Off” regarding the best way information resonates and/or assists one in understanding the material.
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
Joseph Piro, Education Week
In education circles, STEM—the teaching of science, technology, engineering, and mathematics—has been gathering, for want of a better descriptor, “alpha” status. Not only has President Barack Obama announced a $250 million public-private initiative to recruit and train more STEM teachers, but also the U.S. Department of Education’s Race to the Top Fund grants competition is giving bonus points for applications that stress STEM instruction.
This funding is on top of the nearly $700 million the federal government already spends on science and math education programs within the National Aeronautics and Space Administration, the National Science Foundation, and other agencies. Factor in what’s earmarked by individual states for STEM and a picture emerges of where a lot of tax money is rightfully going.
This generous support is being allocated in the belief (or fear) that the United States is becoming less competitive and secure, that we are losing our global-leader status in STEM fields and being eclipsed by other countries, mostly in Asia.
Yet, in the midst of all the STEM frenzy, we may want to do something riskier, and more imaginative, to save the country: turn STEM funding into STEAM funding. Inserting the letter A, for the arts, into the acronym could afford us even greater global advantage.
Many may be puzzled by this statement, considering that the arts have held a traditionally marginalized place in both American society and the school curriculum. And, in the eyes of some, support for the arts has a dubious payback, especially in areas of national concern such as defense, homeland security, and technology. The arts are something we do when we stop being serious. Friday afternoons spent drawing turkeys, pumpkins, and valentines in more classrooms than one might think can attest to this.
But just consider the following. A 2008 study from the National Endowment for the Arts, “Artists in the Workforce,” showed that individuals involved in the arts represent a sizable branch of the labor force, only slightly smaller than the total number of active-duty and reserve personnel in the U.S. military. What may also be surprising to some is that artists make up a larger occupational group than lawyers, medical doctors, or agricultural workers. The size of the artistic community gives it an astonishing $70 billion aggregate annual income. The country’s $316 billion communication and entertainment business employs a diverse range of artists, including musicians, actors, filmmakers, videographers, and architects. It is probably safe to say that most of these people prepared for their careers by participating in some sort of arts education program…
Joseph Piro is an associate professor of curriculum and instruction in the school of education at Long Island University’s C.W. Post campus, in Brookville, N.Y.
Teachers, what do you think?
Author: Heather Stanford; Published: Dec 22, 2011; Category: Classroom materials, Classroom presentations, Education outreach, Energy, Energy Education, Energy sources, Engineering Careers, Environment, SPE members; Tags: Children, Classroom Instruction, Education, Energy, Energy4me, natural gas, oil, Petroleum, School, SPE, Student, Volunteer; Comments: Comments Off
The Society of Petroleum Engineers (SPE), Ghana section, is growing and gaining momentum! With a growing membership and an enthusiastic board, they have made the commitment to make a difference in the oil and gas industry while doing something good for their community. The Ghana section will be supporting 10 schools in Accra and 10 schools in Takoradi with energy education materials including energy4me books and kits as well as classroom presentations.
SPE encourages all its members and sections to educate the public about energy and put a face on the industry. Energy is a critical issue worldwide, and SPE believes face-to-face contact is the ideal way to spread the word about energy conservation, the future of the oil and gas industry, and its impact on the planet.
The energy4me books and kits donated to the Ghana section were sponsored by energy4me, SPE’s energy education outreach program, and Colin Black, SPE EIC member and Director, Optima Solutions UK Ltd.
SPE and energy4me would like to thank the Ghana section in their energy outreach initiatives. Together, we can make a difference by sharing the facts about energy with the public and putting a face on the industry.
Keep up the good work!
The picture to the right shows the SPE Ghana board members and British High Commissioner, Mr. Peter Jones.
Author: Guest Author; Published: Dec 6, 2011; Category: Education outreach, Energy Education, Engineering Careers, SPE members, Technology, Volunteering; Tags: Careers, Education, Engineering, Engineering Careers, School, SPE, Student, Technology, Volunteer; Comments: Comments Off
The National Engineers Week Foundation and partners honor top college engineering students by recognizing the most promising engineering professionals of tomorrow with their first annual New Faces of Engineering College Edition program.
Fifteen engineering students in their third, fourth, or fifth year were selected. Winners are recognized for academic excellence, leadership within student organizations, outstanding communication skills, non-engineering related community service and involvement in the engineering industry.
Moustafa Ezzat, a 5th year student from the British University in Egypt and student member of the Society of Petroleum Engineers (SPE), was among the winners.
Since 2003, National Engineers Week Foundation has honored young engineering professionals with its New Faces of Engineering award. This is the first year the popular initiative has expanded to recognize the best and brightest college engineering students.
Congratulations Moustafa Ezzat!
New Faces of Engineering College Edition is live on Facebook (www.facebook.com/collegeedition). The page provides a source of academic and professional development opportunities available to students from National Engineers Week Foundation’s engineering association, university, and corporate partners. Students can meet with their engineering peers in every field and learn about other events, internships, jobs, competitions, engineering associations and more.
Funding for New Faces of Engineering College Edition is provided by the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE) and the National Council of Examiners for Engineering and Surveying (NCEES). For more information, visit www.eweek.org.
Learn more about engineering careers.