Honorable Mention
Download the Complete Paper as a PDF file

Developed by:
Andrew R. Myrick
South Burlington High School
South Burlington, VT

Project Description:
The Research and Design Lab addresses the needs of students wishing to enter the engineering/design fields. Invention, methods of problem solving, and development of necessary content knowledge are presented as tools to solve to a problem.  Students define and develop personalized models of problem solving to discover efficient solutions.  Engineering Contests are used as a context.  We have competed in the University of Vermont's DesignTASC Competition, and as our program has expanded, participated in the West Point Bridge Design contest, and the Boston University Engineering and Design Contest. 

Goal and Objectives:
Develop personalized, systematic approaches to problem solving.

Lesson Plans and Timeline:
Throwing problems at students is not teaching problem solving.  Students participate in Design Challenges to construct solutions to problems.  These problems are carefully designed to address specific National Standards related to problem solving, design, and tool use.  These Design Challenges have been refined and field tested for five years.

• Design Challenge 1: Paper Towers
• Design Challenge 2: Paper clip equation
• Design Challenge 3: Electronic Research
• Design Challenge 4: Electricity and Electronics
• Design Challenge 5: Computer Aided Design
• Design Challenge 6: Computer Aided Manufacturing
• Design Challenge 7: Participation in an Engineering contest
• Design Challenge 8: Mapping your solution; How do you invent solutions?

Delivery of Design Challenges should be fast and furious at the beginning of the course.  After the challenges are almost exhausted (save one or two for invigorating a class in the doldrums), introduce an Engineering contest.  Although difficult to teach, students must take the responsibility to read and understand the rules and regulations.  I often give them the assignment to build the competition are or ?playing field.?  At this point students need lots of time for trial and error, research, and practice.  Mini-lessons on soldering, fasteners, tool safety, and Computer Aided Design keep students on task.  Create an environment where students explore and experience, rather than follow assignments, and students will develop a great deal of self direction.  Tailor lessons and assist in research in a student directed manor.  More often than not, the teacher?s solution will not work as well as a student?s, as the students have more invested in their own ideas.

Students engage in the lessons, which progress rapidly from the simple to the complex.  Students participate in the Challenges by themselves and with collaborative groups.  These collaborative groups are self-chosen and/or teacher assigned.  This is to give students an experience similar to the workplace, where they might not always work with their friends.  Students learn to recognize the strengths and weaknesses of others, and to capitalize on their own strengths.  These group challenges allow students to identify those traits necessary for successful problem solving.

Assign the first Challenge to groups of two randomly assigned students.  Many students have never worked in this arrangement, and find it difficult at first.  It encourages them to recognize other?s strengths and weaknesses, as well as builds their self esteem, confidence, and assertiveness.

The full project PDF file includes list of equipment required, assessment tools, and all lesson plans.

Alignment with National Standards:
International Technology Education Association

• Standard 8: Students will develop an understanding of the attributes of design.
• Standard 9: Students will develop an understanding of engineering design.
• Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.

Project Results:
The computer in our classroom was a prize in the UVM DesignTASC.  Students often refer to their placement in these contests on their college applications.   One of my students was chosen for a BF Goodrich school/work partnership, resulting in a $10,000 scholarship and summer employment in the engineering field.  Students have attended Stanford, Harvard, MIT, RIT, WPI, UVM, Northeastern, and worked for many local and national employers.  The R&D Lab is often the subject of local press coverage.   Many parents have become ambassadors for the program, as it reached out and ?grabbed? their teenagers. These methods allow students to challenge themselves, rather than attempting to challenge them.

Contact Information:
Andrew R. Myrick
South Burlington High School
Research and Design Lab 139
550 Dorset Street
South Burlington, VT 05403
E-mail: amyrick@sbschools.net