CU undergraduate TAs help Ithaca eighth-graders save Humpty Dumpty

By Briana Collins '03

When Michel Louge met with his daughter Claire's technology education teachers at DeWitt Middle School in Ithaca nearly three years ago, he had no idea that the meeting would change not only his own child's education but also that of all current and future eighth-graders in classes taught by Bob Walters and Dave Buchner, the school's two technology education teachers.

Mechanical and aerospace engineering Professor Michel Louge, right, and teaching assistant Dan Murphy '03, left, work with DeWitt Middle School eighth-graders Katirae Palmer and Crystal Sanchez, while Bob Walters, technology education teacher at DeWitt, looks on. Charles Harrington/University Photography

The main problem, Louge was told, was "that these kids asked so many questions all at once the teachers were sometimes overwhelmed," recalled Louge, a French-born Cornell professor of mechanical and aerospace engineering. "I thought, gee, maybe I can help."

And help he did. In February 2000 Louge began a program for Cornell engineering undergraduates enrolled in ENGR 490: Independent Studies to become teaching assistants (TAs) in Walters' and Buchner's eighth-grade technology education classes.

At first the program had only two Cornell engineering seniors: Chris Consolati and Keith Epstein. The two were the guinea pigs of the program, aiding the middle-school students in their work and helping them stay focused. At the end of the first year, Louge's review noted that the teachers and the DeWitt and Cornell students "loved" the program.

As a result of that initial success, the program has grown over the past two years. "This is the biggest group," said Louge proudly of this year's seven TAs assisting in the 11 DeWitt eighth-grade technology education classes.

Over the past two years, the TAs have helped DeWitt students create mag-levs -- miniature cars that move along a magnetic track -- rockets, musical instruments and miniature bridges able to survive a simulated earthquake. This year's first hands-on activity taught the basics of hydraulics and levers. Students used this knowledge to design devices to lower Humpty Dumpty (a plastic egg) from his wall.

Such activities have proven to be particularly challenging, even frustrating, for some eighth-graders. "One of the skills we want to develop is problem solving," said Walters. The TAs, because of their experience in Cornell engineering classes, "are just great at this -- they help the kids stay on task," said Walters, who has been teaching technology education at DeWitt since 1985 and is the department head.

Louge recruits Cornell students for the program through The Sundial, an online, weekly newsletter e-mailed to all undergraduate engineers. He also relies on mechanical engineering undergraduate coordinator Nanette Peterson to get the word out to students. In fact, Peterson's efforts are responsible for the involvement of at least one student, Michelle Engler, a senior majoring in mechanical engineering.

Engler said she joined Louge's TA team with the idea that she could help dispel common misperceptions about engineering. "I feel that students form an opinion of engineering based solely on how much they like the activities in their technology class," said Engler. "I was most motivated to help out when Bob Walters told me how much of an impact female engineering students have on the eighth-grade students. Both the boys and girls in the classes could see that females do go into engineering fields and are capable of succeeding."

Senior Brian Yee-Chan said he joined the program for the teaching experience. "I became involved in the program because I have an interest in kids and in teaching," said Yee-Chan, a mechanical and aerospace engineering major. He also sees the program as an opportunity to "give back to others during a time when it is easy to become overly concerned about myself."

Ironically, the TAs often learn just as much as their students. "I've learned that I love to teach," said Yee-Chan. "I feel that this is the most meaningful work I can do."

Louge gets high praise for starting the program. "We have him to thank for it," said Walters. Recalling the technology education class before the TAs were helping, Walters jokingly said, "I think Michel's daughter went home and complained that I couldn't spend enough time answering her questions."

Now that his daughter has graduated from the eighth-grade technology education class, what is Louge's goal? Said Louge, "I can't wait to see a former eighth-grader in [MAE] 225."