HIGHL IGHTS A D V A N C E D M A T E R I A L S & P R O C E S S E S | J A N U A R Y / F E B R U A R Y 2 0 2 3 4 4 Kavicky winner will receive a plaque and a check for $2500. Paper submission deadline is March 1. HTS/Surface Combustion Emerging Leader Award The ASM HTS/Surface Combustion Emerging Leader Award was established in 2013 to recognize an outstanding early-to-midcareer heat treating professional whose accomplishments exhibit exceptional achievements in the heat treating industry. The award was created in recognition of Surface Combustion’s 100-year anniversary in 2015 and includes a plaque and a check for $4000. The award acknowledges an individual who sets the “highest standards” for HTS participation and inspires others around him/her to dedicate themselves to the advancement and promotion of vacuum and atmosphere heat treating technologies. Nominations must be submitted to ASM Headquarters no later than March 1. For nomination rules and forms for awards, visit the Heat Treating Society website at hts.asminternational.org and click on Membership and Networking and then Society Awards. For additional information or to submit a nomination, contact Mary Anne Jerson at 440.671.3877 or email maryanne.jerson@asminternational.org. SEEKING NOMINATIONS FOR EDFAS AWARDS The Electronic Device Failure Analysis Society (EDFAS) is seeking nominations for two awards to recognize the accomplishments of its members. The awards are given annually at ISTFA. Nominate a worthy colleague today! EDFAS Lifetime Achievement Award The EDFAS Lifetime Achievement Award was established by the EDFAS Board to recognize leaders in the EDFAS community who have devoted their time, knowledge, and abilities toward the advancement of the electronic device failure analysis industry. EDFAS President’s Award The EDFAS President’s Award recognizes exceptional service to EDFAS and the electronic device failure analysis community. Examples of such service include committee service, service on the Board of Directors, organization of conferences or symposia, development of education courses, and student and general public outreach. While any member of EDFAS is expected to further the Society’s goals through service, this award recognizes those who provide an exceptional amount of effort in their service to the Society. For complete rules and nomination forms, visit the EDFAS website at asminternational.org/web/edfas/ societyawards; or contactMaryAnneJersonat 440.671.3877, maryanne.jerson@asminternational.org. Nomination deadline for both awards is March 1. FROM THE FOUNDATION A Teacher’s Perspective As a teacher who has benefited from the resources offered by the ASM Materials Education Foundation, I would like to say thank you to all of the ASM members who have contributed to the program. The experience and resources gained through my involvement have been revitalizing for my teaching career and invaluable in maximizing my impact on students. I am in my tenth year of teaching and have had the pleasure to teach chemistry, physical science, and materials science at Luxemburg-Casco (LC) High School, located in northeastern Wisconsin near Lake Michigan. After being introduced to materials science by ASM Foundation Master Teachers presenting at the National Science Teachers Association conference, I knew I needed to bring this course to my high school. I signed up to attend an ASMMaterials Camp and in 2018 taught my first materials science class at LC. The ASM Materials Camp was the most interesting and inspiring professional development I have participated in. Working with the other teachers brought me new insights that I couldn’t wait to share with my students. The new curriculumwas just what I was looking for, helpingme make connections to the real world beyond the classroom with my students. The first year my school offered the class, I had two sections. Students enjoyed the subject matter so much, they asked me if I would provide a second materials science course they could take. The following year, I had three full sections of materials science, which is unusual for a new elective. This curriculum resonated with students in a way that traditional curriculums did not. One of the reasons I felt so strongly about bringing materials science to my classroom was to engage those students who struggle in traditional science classes. Karson was one of those students. At the time, he worked part-time at the local plastics plant in town. When we began our unit on polymers, it gave him the opportunity to be the expert in class. I got to witness him light up when sharing his experiences and knowledge about the manufacturing process with his classmates. While he was once the kind of student who never knew the answer or disrupted the lesson to avoid an assignment, he was now the one sharing insights and asking deeper questions. Karson is one of many students who have benefited from the materials science curriculum in this way. FROM THE FOUNDATION
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