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111. Bridging the Creativity and STEM Crisis

by Katanski, Daniel

This conference paper is authored by Daniel Katanski, Ph.D. Candidate, Eastern Michigan University and is part of the 2013 ASQ Advancing the STEM Agenda Conference proceedings.

American youth have become less creative in the past twenty years, impacting the numbers who are focusing on Science, Technology, Engineering, and Mathematics (STEM) subjects. Finding ways to foster creativity growth in students, can increase interest in STEM and prepare some to enter STEM careers. However, schools cannot alone generate significant interest in STEM topics. The use of Technology Competitions can provide constructive environments where students can solve challenging complex open ended problems with the guidance of adult mentors from STEM fields. The For Inspiration and Recognition of Science and Technology (FIRST) Robotics Competition is one of the best examples of a Technology Competition.

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  • STEM Conference Proceedings
Open Access

112. Blending Innovation, Student Co-Learning, Entrepreneurship and Informal Education – Innovation 5

by LaCommare, Katherine; Deits, Thomas L;

This ocnference paper is authored by Thomas L Deits, Michigan State University and Katherine LaCommare, Lansing Community College and the paper is part of the 2013 ASQ Advancing the STEM Agenda Conference proceedings.

We are engaged with Michigan's Impression 5 Science Center in a student co-learning project to systematically investigate how the new technologies of additive manufacturing and rapid prototyping can be adapted to the informal education environment. We will describe our progress in creating a sustainable plan to integrate these new technologies into a hands-on science museum in order to stimulate interest in STEM among young people, engage students in entrepreneurship and innovation and provide an accessible community resource for everyone from tinkerers to micro-entrepreneurs.

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  • STEM Conference Proceedings
Open Access

113. Promoting STEM Education Through The Ford High School Science

by Imad H. Makki

This paper is authored by Imad H. Makki of Ford Motor Company and is part of the 2013 Advancing the STEM Agenda Conference proceedings.

The fields of Science, Technology, Engineering, and Mathematics (STEM) have been critical for the U.S. workforce in order to maintain its competitiveness and leadership worldwide, and to stand at the forefront of innovation in the U.S. economy.

For the past three decades, Ford Motor Company has been a pioneer and a leading force in promoting STEM education amongst high school students in southeast Michigan, inspiring generations of scientists and engineers, demonstrating the wonders of science and technology thru a unique initiative: the Ford High School Science and Technology Program (HSSTP). The intent of the program is to increase student's interest in engineering, science, mathematics, and related careers. In this paper, we will review the motivation behind the Ford HSSTP program, discuss lessons learned, and provide some suggest

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  • STEM Conference Proceedings
Open Access

114. A Contract Research Organization as a Model for Engaged Learning in STEM

by Caldwell, Craig

This conference paper is authored by Craig Caldwell, Salt Lake Community College and is included in the 2013 ASQ Advancing the STEM Agenda Conference proceedings.

The Biotechnology Program at Salt Lake Community College operates a technician training program that is based on a contract research organization. The program, called InnovaBio, operates alongside of the regular academic program to provide training opportunities to biotechnology interns while at the same time offering research services to local bioscience companies. InnovaBio interns are drawn from partnering high school biotechnology programs as well as Salt Lake Community College programs. The value of their internship experience is the opportunity to work on challenging, credible, research projects that add value to their training as well as the local economy. InnovaBio research is conducted at the Salt Lake Community College Biotechnology Program labs under the guidance of professional research scientists.

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  • STEM Conference Proceedings
Open Access

115. How Do We Know? Inquiry-based Front Ends for Conventional Topic Treatments in STEM Textbooks

by Schuster, David

This conference paper is authored by David Schuster, Physics Department and Mallinson Institute for Science Education, Western Michigan University. It is included in the 2013 Advancing the STEM Agenda Conference proceedings.

Most conventional science textbooks present what we know, as an established body of knowledge, but little if anything of how we know. Science is presented largely as product, with the inquiry practices of science largely absent. To remedy this imbalance, we have been devising inquiry-based ‘front ends’ for use in instruction as precursors to direct textbook treatments. We illustrate the issue with an example of a direct textbook exposition of refraction, and then show this can be enhanced with an inquiry-based conceptual introduction to the topic. Similar inquiry-based front ends are being developed for other science topics.

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  • STEM Conference Proceedings
Open Access

116. sHaPe (Summer Health Activities and Professions Exploration)

Camp for Middle School Students

by Agee, Kathyrn

The Grand Valley State University Summer Health Activities and Professions Exploration (sHaPe) summer day-camp program provides area middle school students, mostly from urban Grand Rapids, hands-on exposure to various health professions.

The sHaPe program is designed for students entering eighth or ninth grade - a key time when students are exploring careers. The camp is entering its fourth year and one hundred students have completed camp to date. In 2010 and 2011, 32 students attended each year. In 2012, the number increased to 36 students.

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  • STEM Conference Proceedings
Open Access

117. An Integrative STEM Experience Onboard a Research Vessel

by Janet H. Vail and Michele H. Smith

The Grand Valley State University Annis Water Resources Institute (AWRI) operates a unique outreach program onboard its research and education vessels that provides STEM experiences for K-12 students. Since 1986, over 144,000 students and others have experienced Lake Michigan and adjoining waters through AWRI’s Water Resources Outreach Education Program. Offered aboard two research and education vessels, the program mainly serves school groups. Trips can be customized for all ages from fourth grade through adults. Onboard the vessel, students conduct hands-on water quality testing for a variety of parameters. Data from individual trips is aggregated with data collected by other groups and it is available for classroom use. Since 1996, the AWRI has hosted middle school students from a local school district that has 47.1% minority population. The majority of these students have never been out on the water on a boat until this trip. As “scientists” during their trip, they are able to ha

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  • STEM Conference Proceedings
Open Access

118. What Works in STEM Intervention Programs for URM Undergraduates

by Dyer-Barr, Raina

This conference paper is authored by Raina Dyer-Barr of the University of Illinois at Urbana-Champaign and is part of the 2013 ASQ Advancing the STEM Agenda Conference.

Using data collected as part of a larger study of the various factors that affect undergraduate students’ experiences in STEM, this paper addresses the conference topic of STEM student retention best practices. Focusing on intervention programs aimed at increasing the recruitment and retention of minority undergraduates traditionally underrepresented in STEM, this paper explores the perspectives of 56 SIP administrators from 10 large public, research universities around what “works” to enable the successful administration of these programs, especially in terms of how they aid in the recruitment and retention of historically and traditionally underrepresented minority (URM) students in STEM.

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  • STEM Conference Proceedings
Open Access

119. Teachers 'n Training: Builiding Formal STEM Teaching, Efficacy through Informal Science Teaching Experience

by Georgia Bracey, Molly Brooks, Stephen Marlette, and Sharon Locke;

This conference paper is authored by Georgia Bracey, Molly Brooks, Stephen Marlette and Sharon Locke of Southern Illinois University Edwardsville and is part of the ASQ 2013 Advancing the STEM Agenda Conference proceedings.

The SUIE Teachers 'n Training (TNT) program is a collaborative series of immersion experiences and teaching opportunities for preservice teachers designed to increase their ability, comfort level, and competence to teach science, technology, engineering, and mathematics (STEM) concepts. Teacher candidates engage in meaningful experiences with STEM professionals who guide them in the development and implementation of inquiry-based STEM lessons in an informal setting. In this paper, we describe the TNT program, report findings from its first year, and outline plans for subsequent years.

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  • STEM Conference Proceedings
Open Access

120. Pedagogical Environments in Chemistry: Effects on Women's Self-Efficacy Beliefs

by Megan L. Grunert and George M. Bodner;

This conference paper is authored by Megan L. Grunert, Western Michigan University and George M. Bodner, Purdue University. The paper is part of the 2013 ASQ Advancing the STEM Agenda Conference proceedings.

The underrepresentation of women in STEM fields has been an area of national focus for several decades. Research has focused on many areas, educational levels, and theoretical constructs in an effort to understand the continued shortage of girls and women in STEM. Self-efficacy beliefs have been strongly correlated to choice of academic major, persistence, and career interests. This qualitative study investigated the experiences and self-efficacy beliefs of women in chemistry, with a focus on understanding the role of pedagogical environments in the development of self-efficacy beliefs. Through a series of interviews, participants discussed their entry into a chemistry academic program, their progress, and their future goals.

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  • STEM Conference Proceedings
Open Access

121. Learning by Doing: A Case Study of a Clinical Model for STEM Teacher Preparation

by King, Caryn M.

This conference paper is authored by Dr. Caryn M. King, Associate Dean, College of Education, Grand Valley State University and is part of the 2013 ASQ Advancing the STEM Agenda Conference proceedings.

The United States Department of Education estimates that the nation will need 100,000 new science, technology, engineering, and mathematics (STEM) teachers during the next 10 years. Thus, preparing new STEM teachers has been identified as one of the nation’s priorities. This article describes the collaborative process used by one Midwestern university as it designed and implemented an experimental teacher preparation program, drawing STEM professionals from industry to become teachers in “high-needs” secondary schools. Following a description of the collaborative development process, the experimental curriculum is presented along with findings gleaned by an evaluator not associated with the program. Implications for preparing future STEM career changers who wish to become teac

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  • STEM Conference Proceedings
Open Access

122. An Overview of MIT’s Undergraduate Practice Opportunities Program (UPOP)

by Luperfoy, Susann

This conference paper is written by Dr.Susann Luperfoy, Executive Director of MIT's UPOP prgram and is part of the ASQ Advancing the STEM Agenda Conference proceedings.

MIT’s Undergraduate Practice Opportunities Program (UPOP) is a full year, co-curricular program that introduces second-year students to “Firm Skills:” the foundational knowledge, tools and cognitive frameworks they need to effectively apply the “hard” science, math and engineering learning from their core disciplinary studies, to leadership careers that they themselves actively design. Now in its twelfth academic year, UPOP continues to evolve and grow to meet the changing educational needs of burgeoning enrollment, while also responding to the shifting priorities of the employers who hire students as interns and later recruit them as regular employees upon graduation.

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Open Access

123. Synthesizing the Literature Concerning the Math Anxiety to Inform a Project on Pre-Service Teacher Retention Rates

by Flegg, Nicholas; Mohamed, Kamariah;Trimmer, Karen

This conference paper is authored by Nicholas Flegg, Kamariah Mohamed and Karen Trimmer of the University of Southern Queensland, Australia and is including in the 2013 Advancing the STEM Agenda Conference proceedings.

This paper reviews literature regarding numeracy and mathematics anxiety and considers the role of teacher efficacy as a predictor of teachers' competence and commitment to teaching. This examination of previous studies leads to discussion of a proposed project that is predicted to confirm the expected correlations between high Anxiety / poor Numeracy levels and lowered retention rates of University pre-service Education students.

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  • STEM Conference Proceedings
Open Access

124. LASER: Leadership and Science Ensures Results- Evolution of a STEM Partnership

by Brooks, Jill

This paper is authored by Jill Brooks of Raytheon and the paper is part of the 2013 ASQ Advancing the STEM Agenda Conference proceedings.

The STEM crisis was the catalyst for a partnership between Raytheon and McKinney Independent School District to develop LASER (Leadership And Science Ensures Results), a STEM outreach program.

LASER started as a technical and leadership curriculum embedded in the 11th grade Physics curriculum, in 2010-2011. After two years of execution, with many lessons learned, the high school curriculum was re-designed, and the original curriculum was refined to meet the abilities/needs of 6th grade students for 2012-2013.

The program has touched 4500+ high school students over three years and 2250+ middle school students this year. Feedback from students, teachers, and administrators is positive and there are now “LASER Graduates” pursuing STEM education in college. Data indicates the program has caused 42% of the students to

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Open Access

125. Pre-Engineering STEM Capstone Project to Design an Oil Cap Remover Tool to Help General Aviation Cessna Pilots

by Feola, Sandy

This conference paper is authored by Sandy Feola and is part of the 2103 ASQ Advancing the STEM Agenda Conference proceedings.

This Extended Abstract paper will describe one high school team's experience as they apply pre-engineering course competencies to solve a problem that women and older general aviation pilots encounter - difficulty to open over-tightened Cessna 152 or 172 engine oil caps during the pre-flight check. Industry professionals from three local companies provided STEM (science, technology, engineering, math) mentorship targeted to support project plan activities best suited to their key support strengths.

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  • STEM Conference Proceedings
Open Access

126. Developing an Advanced Manufacturing Certificate Program for High School Students

by Christopher Reis and Donald Patnode

This paper is authored by Christopher Reis, Kettle Moraine School District (WI) and Donald Patnode, Second Chance Partners for Education. This conference paper is part of the 2013 ASQ Advancing the STEM Agenda Conference paper.

The demand for skilled workers in technology-intensive manufacturing careers is growing due to demographic shifts in the American workforce. The Kettle Moraine School District and Second Chance Partners for Education have partnered to establish a program to circumvent these challenges. Junior and senior students will complete academic coursework and will also learn technical skills through employment experience with local and national manufacturing businesses.

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Open Access

127. Eliminating Confounding Variables to STEM Implementation in a Rural School District Using Mobile 1:1

by Diane Brissette and James Anderson

This conference paper is authored by Diane Brissette, Assistant Superintendent (Curriculum and Instruction) for Greenville Public Schools and James Anderson, Board Member of the Greenville Public Schools. This paper is part of the 2013 ASQ Advancing the STEM Agenda Conference proceedings.

This paper will trace the history, conditions, rationale, and early experiences of current STEM applications in Greenville Public Schools. Specifically addressed in the project analysis are efforts to identify and isolate two significant variables – time and access. These variables, and the impact of poverty on them, were considered in the design and delivery of instruction using contemporary technology.

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Open Access

128. Enhancing STEM Education through Project-Based Learning: Barriers versus Benefits

by Susan Mendoza and Robert M. Smart

This conference paper is authored by Susan Mendoza and Robert M. Smart of Grand Valley State University and the paper is part of the ASQ Advancing the STEM Agenda Conference proceedings.

A practical research experience is an important tool to enhance and reinforce learning in STEM fields, as well as shape commitment to science and engineering careers. Through an integrated approach to STEM education focused on real-world, authentic problems, students learn to utilize and reflect on the problem-solving process. Although the benefits of project-based learning are well documented, institutional culture often discourages broad based adoption of these practices. Barriers exist structurally as well as organizationally. The presenters will speak to how to utilize the strength of undergraduate research as pedagogy to expand the practice within the classroom, as well as collaborate with industry and community partners.

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Open Access

129. Creating a Foundation for Engineering Education in Five K-12 Rural School Districts

by Stephen Marlette, Allison Fahsl, Gary Mayer and Georgia Bracey;

This conference paper is authored by Stephen Marlette, Allison Fahsl, Gary Moyer and Georgia Bracey of the Southern Illinois University Edwardsville (SUIC)

This paper describes the first phase of multi-year university lead partnership with rural school districts. A professional development model was designed to provide teachers in these rural schools access to professional development focused in the area of engineering design at the K-5 level. The project evaluation utilized a quasi-experimental approach to follow a cohort of twenty-six teachers and twenty-five comparison group teachers. Overall, the data suggest the project has been successful thus far in achieving the goal of increasing rural K-12 teachers’ understanding of engineering design and technology concepts.

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Open Access

130. Standard of Learning

by Johnson, F. Craig

Z1.11 is an American national standard that can help you measure and manage the degree to which your planned activities are realized and planned results are achieved. This enables your organization to fulfill requirements of the No Child Left Behind (NCLB) Act, the Education Criteria for Performance Excellence, achieve AdancED accreditation and meet state requirements. The standard can even be applied in education organizations outside of the United States.

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  • Primary - Secondary Education Brief
Open Access

131. Editor's Note: Standard Definition

by Schmidt, Megan

Quality management system (QMS) standards, the focus of this issue, provide a formalized, process-oriented approach to document and review the structure, responsibilities and procedures required to achieve effective quality management in an organization. ASQ/ANSI Z1.11:2011-Requirements for education organizations is an American national standard for educators and school administrators. Similar to other industry-specific standards published in recent years, Z1.11 is based on the widely-adopted ISO 9001 standard, which had 1.1 million certified users worldwide at the end of 2010, the most recent data available.

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  • Primary - Secondary Education Brief
Open Access

132. The Pedagogy of Science Teaching Test

by William W. Cobern

Planning and implementing successful classroom science instruction for concept learning is a demanding task for teachers, requiring several kinds of knowledge: content knowledge, pedagogy knowledge, and knowledge of inquiry. Together this knowledge is the Pedagogical Content Knowledge of Science Instruction. Science teacher education programs routinely include science content courses where knowledge of science is assessed. Much less attention has been given to the assessment of knowledge pertaining to the pedagogies of science content instruction as typically taught in science teaching methods courses. Our assessment items are for this purpose. Each item begins with a classroom teaching vignette followed by a question asking either for an evaluation of what was done in the vignette or preference for what should be done. Although the items were designed with formative assessment in mind, sets of items can also be compiled for summative or research purposes, with versions for different science su

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Open Access

133. Improvement in Teaching Quality Concepts to Engineers: Measurement, Data Analysis, Experiments and Modeling

by Chris Plouff, Paul Stephenson and Shabbir Choudhuri ;

This paper is authored by Chris Plouff, Paul Stephenson and Shabbir Choudhuri of Grand Valley State University and is included in the 2013 ASQ Advancing the STEM Agenda Conference proceedings.

A pair of courses has been developed to teach engineering students about measurement, data analysis, and statistical modeling concepts used in quality control and quality systems in technical environments. Engineering students take two complementary courses, typically during the first year of the engineering curriculum: Statistical Modeling for Engineers (STA 220) and Engineering Measurement and Data Analysis (EGR 220). The new course pair is designed to provide an introduction to probability and statistical concepts. STA 220 introduces students to statistical tools that can be used to aid in the design of engineering experiments and in the analysis of data generated from these studies. The EGR 220 course provides hands-on, lab experiences which reinforce the material discussed in STA 220,

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Open Access

134. An Aviation-Themed STEPS Camp for Engaging 7th Grade Girls

by Sara L. Mass, Charles R. Standridge and Paul D. Plotkowski;

This conference paper is authored by Sara L. Maas, Charles R. Standridge and Paul D. Plotkowski of the Seymour and Esther Padnos College of Engineering and Computing at Grand Valley State University. It is part of the 2013 ASQ Advancing the STEM Agenda Conference.

The STEPS Camp for Girls at Grand Valley State University (GVSU) is a four day introduction to science, technology, and engineering. The main objective of the camp is to increase the number of females, particularly those who are members of additional under-represented groups, entering the engineering profession through building self-esteem, confidence, and self-efficacy; increasing content knowledge and interest in engineering, science, and technology; and nurturing teamwork in each camper.

A 10-year tracking study on the impact of the camp showed that 47% of camp participants claim an interest in a science related career versus 18% of a comparable peer group. Most of the participants responded that STEPS s

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Open Access

135. Teaching Lean Six Sigma with Service Learning

by Janet Braun

This paper by Janet Braun of Western Washington University, is part of the 2013 ASQ Advancing the STEM Agenda Conference proceedings.

In learning and applying the Lean Six Sigma methodology and tools, the challenges of clearly defining a problem and then systematically driving down to find the root causes are better experienced than talked about in the classroom.

To improve student learning of this subject, the author incorporated a problem-based service-learning project in the course. Student teams were paired with community non-profit organizations that have no significant knowledge of Lean Six Sigma methodology and little or no resources to spend on process improvement. Each team worked on a unique problem from definition through the recommendation of improvements.

A preliminary assessment was conducted using student surveys. 80% of students agreed that this project helped them see how to apply the Lean Six Sigma tools and methodology and 69% agreed

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