What is CRASH! The Science of Collisions,™ and why does it work?
CRASH! The Science of Collisions™ comes in a Universal CRASH! Toolbox™ (kit) which contains manuals, DVD’s, CD’s, measuring tapes, timers, and all the additional tools necessary to perform in class and take home student activities that motivate students to learn math and science in grades 9-12. CRASH! taps into and grabs teen interest in cars and driving to help teach them their subject material, while it’s of great interest to them “outside” the classroom. By combining their outside the classroom interests with fascinating CSI type vehicle accident investigation and crime solving inside the classroom, teens not only are interested in learning their subject material to solve the crime, but get a new, additional, simultaneous real world education in how and why accidents happen. This residual has shown to affect their driving habits when they get behind the wheel during these same teen years, creating an additional residual of potential life saving proportions. Parents, teachers, students and society all win big.
Tested and refined in actual high schools for the last 10 years in over 1,000 science and math classrooms around the country, CRASH! The Science of Collisions™ is a proven and widely acclaimed tool that teachers can easily and effortlessly employ.
Who is the creator of CRASH! The Science of Collisions™?
CRASH! The Science of Collisions™ was created by John Kwasnoski, Professor Emeritus of Forensic Physics at Western New England College. Professor Kwasnoski is a nationally recognized expert in accident reconstruction and the author of From Crash to Courtroom: Collision Reconstruction for Lawyers and Law Enforcement, Crash Reconstruction Basics For Prosecutors, Investigation and Prosecution of DWI and Vehicular Homicide and other standard works in the field. He travels the country at the request of legal and law enforcement professionals, conducting seminars on accident reconstruction. Additionally, Professor Kwasnoski continues to be called upon as an expert to testify in court cases.
Where did the idea for CRASH! The Science of Collisions™ come from?
CRASH! The Science of Collisions™ is the final result of an idea that occurred to Professor Kwasnoski when he was doing research for the U.S. National Highway Traffic Safety Administration (NHTSA) on safety and education. While NHTSA was, at that time, interested in investigating theoretical safety and education tie-ins, it became apparent to Professor Kwasnoski that theory alone would not solve the evolving educational challenges, and that he could adapt materials he had developed for use at the college level, for high school use. Taking a one year leave of absence from college teaching, he developed the first version of CRASH! The Science of Collisions™.
What is Safety Through Education,™ and what is its mission?
Safety Through Education™ is an organization created to find and secure sponsors, administrate and oversee the Universal CRASH! Toolbox™ manufacturing process, and control and oversee the many possible distribution avenues of the new “Universal CRASH! Toolbox™”.
Our mission is to fulfill the potential of CRASH! The Science of Collisions™ by putting a Universal CRASH! Toolbox™ into the hands of every high school science and math teacher in the United States, at no cost to their schools.
Can CRASH! The Science of Collisions™ save lives?
During the testing of CRASH!™ in actual high schools, Professor Kwasnoski was obtaining feedback from students, teachers, and administrators. In most cases, teen feedback emphasized that as the students used CRASH!™ materials, read accident reports, and were using their own math and science results to solve crimes, they were realizing that in the real world, they can’t hit a restart button to get a new life after a crash, as they can on a video game. By personally submitting their own conclusions, teens were getting a “real” perspective that no speech from an authority figure could give them.
Time and time again, student take home and in class experiments dealing with the actual, scientifically measured consequences of routine distractions while driving, and with the effect on reaction time of driving while impaired, revealed through student feedback that a powerful safety message was being discovered, without any teacher suggestion. This kind of learning is not forgotten over time.