Squishy circuits give kids firm grasp of electrical principles Kids across the Golden Triangle have a firmer grasp on electricity thanks to some squishy teaching aids and students from the Bagley College of Engineering. Working with Angela Verdell, director of diversity programs and student development, the students spent time teaching youths at the Boys and Girls Clubs of Starkville and Columbus the basics of engineering through hands-on science and math activities. “There were some non-believers in the classes when we started,” said Maya Luster of Meridian, a junior in electrical engineering. “But by the end of the day we’d converted them. They began to understand and believe that they were capable of doing this stuff.” Luster explained that when they first arrived for classes, the kids would stare at them blankly as if wondering what they’d done wrong to have to do math and science during their summer vacations. But their faces would light up as they started their activities and realized that it was more than just equations in a textbook. “Once they realized that science and math were things they could feel and see and mess with, their attitudes shifted,” Luster said. “We were able to introduce them to a lot of different engineering disciplines through hands-on activities that made everything fun.” One of the activities, called squishy circuits, used light, buzzers and dough to teach the kids about electrical energy. Within minutes of beginning
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the project, the kids were giggling, squealing excitedly and staring in awe at what they’d been able to do. “You could watch their faces and see that aha moment; that moment when all the abstract stuff they’d been taught clicked in their minds,” said John Laws, a junior in civil engineering. “It was a lot of fun to be a part of; a lot more fun that I expected.” The oldest of six children, Laws, a native of Atlanta, Ga., is no stranger to being around kids. He said he likes to help get them excited about math and science, and knows from experience what a difference engaging instructors and activities can make. “I know if I was in class and there was someone just going on and on reading from a textbook I would get bored immediately,” Laws admitted. “I wanted to make sure I was really energetic and excited when we were teaching the lessons.” The engineering students saw some of the benefits of their efforts when several kids stopped them to ask about studying engineering. And while the experience hasn’t necessarily made the engineers consider switching their majors to elementary education, Laws said it did open his eyes. “I was afraid I wouldn’t have enough patience to take my time and walk the kids through the experiments, but I learned a little about myself,” he said. “When it’s fun and the kids are excited, I have more patience that I thought.”