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191. Inspiring and Engaging the Next Generation in STEM Handout

by Ontiveros, Cordelia; Alvarez, Elena;

This is the Powerpoint presentation handout for the conference paper "Inspiring and Engaging the Next Generation in STEM Through PLTW and REAL" for the ASQ 2012 Advancing the STEM Agenda Conference. The presentation and paper are authored by Dr. Cordelia Ontiveros and Elena Alvarez, California State Polytechnic University, Pomona- College of Engineering

  • Filetype: pdf
  • Publish date: 2012-07
  • STEM Conference Proceedings
Open Access

192. Building STEM Partnership Teams- Presentation Handout

by Reis,Christopher

This is the presentation handout prepared by Christopher Reis, School District of Kettle Moraine (WI) for the ASQ 2012 Advancing the STEM Agenda Conference and is part of the conference proceedings.

Recently, partnerships designed to increase student achievement and interest in science, technology, engineering, and mathematics (STEM) fields have become common. Partnerships have been developed between university departments, regional industry, youth organizations, and K-12 schools. Despite this, little guidance exists concerning how to create a team of industry partners to support K-12 STEM initiatives in suburban districts. The School District of Kettle Moraine has, during the last two years, established a partnership team including school personnel and local industry representatives. Techniques in recruiting potential partners, strategies for setting up meetings, and examples of partnership activities that have occurred in the district are discussed.

  • Filetype: pdf
  • Publish date: 2012-07
  • STEM Conference Proceedings
Open Access

193. Learning What They Live

by Amanda Hankel

If you visited nearly any school in the United States today, you would find a “traditional” education model. A teacher usually stands near the front of the room, facing a class of about 20 students, presenting lectures and lessons, and administering exams to assess knowledge and comprehension. But at any school in the country, you’re also likely to find at least a few students who don’t seem to adapt to or excel in this traditional education model. What happens to these students? In this article, read about the Fontan Relational Education model, a self-learning, method that designs a personalized learning path based on each student's abilities, likes, dislikes, interests and unique learning rhythm.

  • Filetype: pdf
  • Publish date: 2012-07
  • ASQ Primary and Seconday Education Brief
Open Access

194. Inspiring Writing With VoiceThread

by Amanda Hankel

VT is a web-based, media-sharing tool. Video, audio and PDF files can be uploaded to VT, and uploaders can choose who they want to share the files with and allow access for others to comment on and edit the submitted pieces. The educational sector of VT allows teachers to set limits on who can view, comment on and edit the pieces that are shared. In this article, get ideas from the success of first-grade teacher Joan Biese, as she discusses how the use of a media-sharing program called VoiceThread helped her students improve their writing.

  • Filetype: pdf
  • Publish date: 2012-07
  • ASQ Primary and Secondary Education Brief
Open Access

195. High Performance Math

by Zinn, Wendy; Reisgen, Craig

This paper is co-authored by Wendy Zinn and Craig Reisgen. This paper is included in the Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference

HiPerMath is a program developed to teach California Content and Occupational Educational Standards –in math and science through hands on automotive engine dismantling and assembling, virtual drag racing and math competitions. There are lesson plans for over 70 standards (more to come) with the availability of custom lesson plans available to meet the needs of any student group.

HiPerMath is an innovative teaching design using virtual online models of racing cars getting students to use math applications in competitive solutions to maximize the design and operation of these virtual vehicles. Through the use of virtual and hands-on devices students design engines (bore, stroke, compression), fuel/air mixtures (carburetors), transmissions (gear and power ratios), tires and wheels (power and speed), body design

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

196. The 4-H Tech Wizards Program: Engaging Underserved Youth in STEM

by Skluzacek, Joanna M.;Gonzalez, Michelle;Arnold, Jolene; Kelly, Pam;;

This paper is written by Dr. Joanna M. Skluzacek, University of Wisconsin-Extension and Michelle Gonzalez, Jolene Arnold and Pam Kelly, of the University of Wisconsin-Cooperative Extension. This paper is included in the Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference.

The 4-H Tech Wizards Program is a national program funded through the Office of Juvenile Justice and Delinquency Prevention whose mission is to engage youth from economically depressed areas in robotics and STEM related activities while providing a strong small group mentoring environment. In Wisconsin, the program reaches over 100 youth in four counties: Kenosha, Racine, Crawford and Milwaukee. Youth ages 8-17 are paired with adult mentors who are trained in aspects of positive youth development and evidence-based standards. This paper describes the Wisconsin 4-H Tech Wizards Program which includes a robotic competition based on robots such as the LEGO NXT Mindstorm Robots.

This pap

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

197. Service Learning in Non-Majors Biology

by Little, Amanda M.

This paper is authored by Dr. Amanda M. Little, UW-Stout and is included in the ASQ 2012 Advancing the STEM Agenda Conference Proceedings.

I investigated how student performance differed in five differently-structured service learning projects in a non-majors plant biology course. I addressed how cognitive and affective gains from these projects differed with different levels of student ownership, preparation, community involvement, and instructor-provided scaffolding. Projects met with varying levels of success in accomplishing both context-specific educational goals and the broader aims of service learning. Students felt more positively toward STEM disciplines when provided academic-level-appropriate structure. The largest determinants of meeting student engagement aims of service learning were: 1) involved community partner, 2) appropriate match between student level and instructor-provided structure, and 3) student ownership.

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

198. Gesture-Based Software Development with Undergraduate Teams

by Miller, Trudi; Ellertson, Anthony; Damle, Amod;;

This paper is authored by Trudi Miller, PhD, Anthony Ellertson, PhD and Amod Damle, PhD from the University of Wisconsin-Stevens Point. The paper is included in the Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout July 16-17.

Undergraduate professors in computing often find it difficult to bring 'real world' projects to their students. Many undergraduates aim to work in industry and value hands-on development of software and the challenges it brings. As faculty, we search for opportunities to work with industry partners who have a plausible idea, but lack either the software expertise or resources to complete development. Faculty also struggle with bringing successful business models into the classroom that help students understand their role as emerging professionals, but which also meet the needs of an academic experience.

In pursuit of these experiences we have found applied research grants to be excellent opportunities to bring indu

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

199. Understanding the Organizational Structure of STEM:

Intervention Programs Impact on Service Delivery

by Williams, Montrischa M.

This paper is authored by Montrischa M. Williams, a doctoral student in the Department of Education Policy, Organization, and Leadership at the University of Illinois Urbana-Champaign.

This study examines the extent to which the organizational structure of STEM intervention programs impact the way services are delivered to underrepresented students in STEM fields. This study utilizes data gathered in 2009 and 2010 through semi-constructed interviews with 55 program administrators at ten universities. Participants were asked questions regarding the history, goals, services, and outcomes of the program, as well as how the program is structured and funded.

Findings reveal that two types of structures, specifically physical/visible and organizational play a critical role in how services are delivered to students. The physicality and visibility of where the program is located on campus serves as a strategic tool to ensure students have easy access to program services or c

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

200. Creating a Pipeline:

An Analysis of Pre-College Factors of Students in STEM

by Harwell, Erica; Houston, Derek A.

This paper is co-authored by Erica Harwell and Derek A. Houston, graduate students at the University of Illinois at Urbana-Champaign, Department of Educational Policy. This paper is included in the Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference.

This study seeks to understand the pre-college factors of undergraduate students who select a STEM major by specifically focusing on parental occupations, the level of parental influence on choice of major, and the characteristics of the high schools attended by STEM majors. This study draws upon survey data collected from a total of 4,567 college students in 2010 (n=1,881) and 2011 (n=2,686) from a variety of majors at ten large research universities. Results regarding parental occupation and choice of major influence suggest that students with at least one parent in a STEM field choose to major in STEM at a higher rate than those whose parents are in STEM. However, the results also suggest that students’ choice of co

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

201. Preparing Students for STEM Research at the Lyman Briggs College

by Sweeder, Ryan D., Strong, Philip E.

This paper is co-authored by Ryan D. Sweeder, PhD and Philip E. Strong, PhD of Lyman Briggs College, a residential college at Michigan State University. This paper is included in the conference proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout July 16-17, 2012.

Fifteen students were participants in a scholarship program which actively engaged them in the exploration of a range of science careers (from their 2nd through 4th year). Through interviews and reflective essays, we found that they did not initially understand 1) the expectations of a research based science career, 2) how to advance on a path necessary to reach a career, and 3) the breadth of potential science careers. These deficiencies suggest steps for overcoming these common problems and in the process increasing the retention of students in science fields.

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

202. Organizational Learning in STEM Education Contexts:

Analyzing the “Stickiness” of High Impact Practices

by Oravec, Jo Ann; Ciganek, Andrew; Smith, John; Yin, Roger

The paper is authored by Jo Ann Oravec, Andrew Ciganek, John Smith and Roger Yin of the University of Wisconsin-Whitewater. This paper is included in the Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout, July 16-17.

This research initiative addresses problems involving how higher educational institutions acquire and disseminate knowledge, with emphases on knowledge about the effectiveness of high impact practices (HIPs) and the concept of “stickiness” (Szulanski, 2003). HIPs, which include such activities as capstone experiences and internships, have been shown to have considerable impact on the overall quality of the academic experiences of undergraduates although their importance is often overlooked and systematic accounts rarely retained and shared. This initiative outlines and expands the notion of stickiness, a construct that incorporates insights from knowledge transfer milestones and communication theory, and applies it to the context of STE

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

203. The Effects of Technology-Based Activities on STEM Major Choices

by Ahlam Lee

This paper is authored by Ahlam Lee, PhD, Post-Doctoral Fellow in the Graduate School of Education at U. of Pennsylvania.

This study examined the extent to which technology-based activities, inside and outside of the classroom, affect students’ STEM major choices in two and four-year colleges based on the Educational Longitudinal Study of 2002, considering the well-known learning predictors for STEM major choices (i.e., math achievement scores, math self-efficacy, and taking advanced math courses) and students social economic status and gender. The major findings were as follows: using logistic regression analysis, (a) students who have a high tendency of using computer and video game activities for their leisure activities are more likely to choose STEM majors in four-year colleges; (b) female students who frequently play video games and computers for leisure activities are more likely to enroll STEM majors in 4-year colleges; and (c) chi-square analysis showed that female s

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

204. Industrial and STEM Partnership Creates Engineering Student Leaders

by Deruntz, Bruce, Kowalchuk, Rhonda, Nicklow, John;

Bruce DeRuntz, PhD, Rhonda Kowalchuk, PhD and John Nicklow, PhD from Southern Illinois University-Carbondale describe an innovatie program for transitions community college graduate to bachelor degree graduates in engineering and engineering technology in 2 1/2 years. This paper is included in the Conference Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout July 16-17, 2012.

Abstract provided by the authors: Students, universities and industry are all struggling during these economically challenging times. Students face rising tuition costs, universities face a reduction of state funding, and industry has a looming shortage of future technical leaders. Developing industrial and government partnerships to support the development of America’s future technical leaders has become imperative. The Southern Illinois University Carbondale’s (SIUC) Leadership Development Program (LDP) meets many of these pressing problems.

The LDP has received o

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceeding
Open Access

205. Dual Enrollment: A STEM/Engineering Initiative

by Larrick, Tecca;

This paper is authored by Tecca Larrick at Kent State University-Tuscarawas. This paper is included in the Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference, UW-Stout July 16-17.

Dual Enrollment partnerships between high schools and universities are not unusual. The Science, Technology, Engineering and Mathematics (STEM) dual enrollment initiative between Kent State University-Tuscarawas and eleven high schools is not only unique in its objectives but also in its delivery method. In conjunction with the Dual Enrollment initiative, we have also implemented a Cyber Club which includes the same eleven high schools and the Women in Engineering seminar. The Cyber Club reaches students on a daily basis in their high schools and the Women in Engineering seminar focuses on bringing more young women into a STEM related field. The result has been an outstanding response and success rate that can be emulated in educational institutions across the country.

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

206. Inspiring and Engaging the Next Generation in STEM through PLTW and REAL

by Ontiveros, Cordelia, Alvarez, Elena;

Dr. Cordelia Ontiveros and Elena Alvarez co-authored this California State Polytechnic University, Pomona paper on their K12-outreach efforts. This paper is included in the ASQ 2012 Advancing the STEM Agenda Conference Proceedings.

Our nation's shortage of engineering graduates is an issue in which higher education institutions have placed ongoing efforts. Recently, a greater emphasis has been designated to increasing the number of underrepresented groups that would account for a diverse pool of well qualified engineers (Genalo et al., 2000). The College of Engineering (CoE) at California State Polytechnic University, Pomona (Cal Poly Pomona), a Hispanic Serving Institution, is committed to increasing the number of individuals within engineering, including women and underrepresented students, through the implementation of various programs that promote early engagement in K-12 schools. The CoE at Cal Poly Pomona has taken an approach that engages and inspires the next generation of

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

207. STUDENTfacturED: Providing a Way to “STEM” Out from behind Old School Walls and Into the Real-World Workplace

by Ngan-Winward, Vivian

This paper is authored by Vivian Ngan-Winward and is included in the conference proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout July 16-17, 2012.

While the number of US businesses based on science, technology, engineering, and mathematics (STEM) fields has increased steadily over the past decade, the number of students completing STEM degrees is barely 10% of all conferred degrees. Additionally, US teens interested in pursuing a STEM career perceive major obstacles in their ability to achieve this goal. These obstacles include college readiness, learning effort required, and the high cost and lengthy time commitments. This negative perception may relate to how STEM education is delivered and the lack of opportunities to apply knowledge learned. To counter the negative perception, Salt Lake Community College has developed and implemented STUDENTfacturED, a student-run biotechnology manufacturing company that provides a mechanism to shift learning away

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

208. Teaching History of Science and Technology at a Polytechnic University

by Seim, David

The author of this paper is Professor David Seim, UW-Stout. This paper is in the conference proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout, July 16-17, 2012

I teach a survey-level course on History of Science and Technology, which is designed to suit a greatest possible range of student backgrounds and interests. The course aims to maximize student choice, especially with respect to what course elements might most interest each student. Students are encouraged to focus each of their individual attention and learning efforts on whatever subjects they like the most, and this is also how the instructor assesses student effort and learning. One major category of assignments requires each student to prepare his or her own, uniquely-packaged take-home exams with respect to what might have worked well and not so well, within each unit of the course. My overriding intention is for students at a polytechnic university – and especially those students interest

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  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

209. A Philosopher Looks at STEM Quality in Higher Education

from a Liberal Arts and Sciences Perspective

by Gallegos, Jeremy;

This paper is authored by Dr. Jeremy Gallegos, Friends University. This paper is included in the Proceedings of the ASQ 2012 Advancing the STEM Agenda Conference at the UW-Stout July 16-17, 2012.

Higher education is at a pivotal crossroads. The federal government is looking more carefully at the practices and outcomes of colleges and universities. Businesses are becoming increasingly disappointed in the graduates of higher education institutions as noted in Richard Arum’s and Josipa Roksa’s 2011 Academically Adrift. Moreover, in terms of innovation, critical curriculum components are lacking as denoted by STEM: sciences, technology, engineering and mathematics.

The philosopher Aristotle was, like many philosophers, a scientist as well. He discussed the process of change in substances with respect to what he called the four causes. These causes are final cause, formal cause, efficient cause, and material cause. Further, in each category of cause, there is a state of

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

210. Diversity Awareness Education in an Introductory Seminar Course to Promote Social Responsibility

by James, Kirsta C. ; Carlson, Kitrina;

This paper is authored by Kirsta James and Kitrina Carlson. This paper is included in the Proceedings of the ASQ 2012 Advancing the STEM Agenda Conference at the UW-Stout July 16-17, 2012. Diversity Awareness Education in an Introductory Seminar Course to Promote Social Responsibility Description: The Applied Science program at the University of Wisconsin-Stout has incorporated diversity awareness education into the Applied Science Profession I (APSC 101) freshmen seminar course for the past three years to promote social responsibility. Since that time, over two hundred APSC 101 students have been involved with in-classroom and out-of-classroom diversity awareness experiences. To assess the effectiveness of the programming, a pre-and post-course survey was implemented. Results indicate APSC 101 programming is helping students become more aware of ways they can support a more inclusive campus community and an increasingly culturally diverse working environment.

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

211. An ABC Sampler of Best Practices

NSF STEM Scholar Program at UW-Platteville

by Landgraf, Lisa M.; Salmon-Stephens, Tammy; Ul-Haq, Irfan;;

This paper is co-authored by Lisa M. Landgraf, Tammy Salmon-Stephens and Irfan Ul-Haq of the University of Wisconsin-Platteville. This paper is included in the Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout July 16-17, 2012.

In 2010, the University of Wisconsin - Platteville (UW-Platteville) received a National Science Foundation (NSF) S-STEM grant. The grant provides ten renewable half tuition scholarships to students majoring in a Science, Technology, Engineering and Mathematics (STEM) fields. One focus of the grant is to encourage women and racially/ethnically diverse students to matriculate. UW-Platteville is a land grant university located in a rural community population of 7,458 undergraduate students. Approximately 50% of the incoming freshmen each year are first generation college-bound students who come from rural areas. To be eligible for the scholarship, students must be new to the university, be academically achieving and show financial

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

212. A Comparison of Epistemological Beliefs of African American Engineering Students

by Wilkes, Bethany King;

This paper is authored by Bethany King Wilkes and is part of the ASQ 2012 Advancing the STEM Agenda Conference proceedings.

This study used Schommer’s Epistemological Questionnaire (SEQ) to examine 146 African American engineering college students located in Tennessee to determine whether there were differences in epistemological beliefs between the students that attended a Predominantly White Institution (PWI) versus those that attended a Historically Black University (HBCU). After examining these students, the results of this study indicated that there were no significant differences in the epistemological beliefs between students attending the PWI and the HBCU; however, differences in simple knowledge beliefs were found between underclassmen and upperclassmen African American engineering students attending an HBCU. Moreover, graduate level African American engineering students at a PWI had significantly different beliefs in quick learning and fixed ability from undergraduate

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

213. Leveraging Simple Problems to Introduce Engineering Principles and Ways of Thinking

by Welty, Kenneth; Stricker, David

This paper is co-authored by Dr. Kenneth Welty and Dr. David Stricker, from the School of Education at the University of Wisconsin-Stout. This paper is included in Proceedings of the ASQ 2012 Advancing the STEM Agenda Conference.

This study sought to test the merits of “engineering simple things in sophisticated ways” under the auspices of integrated STEM education. The inquiry employed pre- and post-assessments to gauge students’ conceptions of engineering, the work that engineers do, and the nature of engineering design.

It also included an analysis of classroom observations, teacher testimony, and students’ work in the interest of triangulation. The findings suggest the nature of engineering can be portrayed with surprising richness with an extremely simple problem. More specifically, they suggest engineering a simple object in a rich manner can weaken the misconception that engineers fix things, increase student awareness of design in engineering endeavor

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

214. Seeing the Forest for the Trees -- An Industry

by Bowman, Michael R;Rodriguez, Glendali

This paper is co-authored by Michael R. Bowman and Glendali Rodriquez and is part of the conference proceedings for the ASQ 2012 Advancing the STEM Agenda Conference.

Partnerships between universities and professional organizations can address the demand for well-educated professionals. Collaboration between the University of Wisconsin Stout (UW-Stout) and the North American Wholesale Lumber Association (NAWLA) Education Foundation (NEF) connected science, technology, engineering & mathematics (STEM) students to internships and STEM faculty with industry leaders. In order to meet the workforce needs of the lumber industry, NAWLA began an educational program in 2011 that would encourage students outside of typical forestry-related programs to investigate opportunities in the lumber business. This paper examines the partnership between UW-Stout and NAWLA, and the results from the first offering in a three-year planned series.

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings
Open Access

215. Identification of Strategies that Overcome Barriers to Women and Minorities in STEM

by Ilumoka, A. A. ;

This paper is authored by A.A. Ilumoka and is included in the conference proceedings for the ASQ 2012 Advancing the STEM Agenda Conference.

At a time when there is concern by policy makers about the nation’s STEM capacity, it is imperative not only to increase capacity, but also to address gender and racial imbalances. Leading high-tech companies require diversity to maintain globally competitive technical workforces. Research shows that workforce diversity can boost a company’s bottom line by providing a creative variety of thinking styles and, thus, new business solutions. Integration of STEM education into middle and high school curricula for women and minorities poses important challenges. For example, the average female or minority teenager is exposed to less than 3 hours/week of STEM-related material in popular media as compared to over 100 hours/week of non-STEM content such as sports and entertainment. As a result, STEM issues are barely on their radar screens. The STEM

  • Filetype: pdf
  • Publish date: 2012-06
  • STEM Conference Proceedings

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