Implementing concepts of pharmaceutical engineering into high school science classrooms

The New Jersey Institute of Technology in conjunction with the Center for Pre-College Programs and research groups within the Engineering Research Center for Structured Organic Particulate Systems (ERC-SOPS) established a summer Research Experience for Teachers (RET). The goal of the RET was to educate high-school science teachers in the opportunities and challenges involved with manufacturing of pharmaceutical products, and thus help educate the future generation of students, helping create a strong pipe-line of talented students interested in pursuing careers in engineering and science. Nine teachers representing chemistry, biology, and physics, were recruited from schools in local urban districts, and were able to develop skills and knowledge in science and engineering with a focus on the area of pharmaceutical particulate and composite systems from which they created instructional modules to be integrated into their teaching practices. The teachers worked in teams of two along with a faculty mentor on different projects that evolved from current research in C-SOPS which included: a) control and characterization of flowability of cohesive powders; b) The Electromagnetic Spectrum and Raman Scattering Spectroscopy; c) The Mixing Efficiency of Dissolution Testing for Pharmaceutics and Engineering; and d) Crystallization of Ultrafine (Nano and Micro) Particles of Active Pharmaceutical Ingredients. The evaluation process focused on the summer experience and the impact it had on the teachers and their classroom practices. During the summer research experience and through the following school year teachers completed survey instruments to gauge: 1) the effectiveness of the research experience and the supportive activities that took place, 2) changes in the teachers' concerns about integrating engineering skills into classroom practice, 3) their preparedness to teach the engineering skills they learned and 4) changes in their attitudes toward engineering and knowledge about careers in engineering. Results indicate that teachers felt the experience was useful and that their concerns about implementing engineering skills in their classroom changed from needing more information to considering the impact the change(s) in their teaching would have on their students. After completing the program teachers felt they were prepared to teach the engineering skills they learned, had more self-efficacy for helping students who might want to study engineering and teachers knew more about careers in engineering and what engineers do.