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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
Open Access

216. Using Cognitive Acceleration Materials to Develop Pre-Service Teachers’ Reasoning and Pedagogical Expertise

by Moore, Nathan; Jacqueline O'Donnell;Poirier, Dennis;

The co-authors of this paper are Nathan Moore (Physics) and Dennis Poirier(Education)of Winona State University and Jacqueline O'Donnell from Rochester STEM Academy. The paper is included in the Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout.

The present work outlines two approaches taken at Winona State University (WSU) to increase the reasoning ability of pre-service elementary education majors through exposure to the “Cognitive Acceleration” materials produced by Shayer, Adey, and collaborators in the UK. These materials, which stimulate the development of reasoning ability, have been tremendously effective in Europe for pupils aged 5-6 and 11-13.

Intervention 1: Elementary Education students at Winona State Univeresity take two classes in science to meet general education requirements. In Spring 2011, one of these classes was modified to include 11 of the 30 “Thinking Science” lessons, which employ techniques of Cognitive

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

217. Improving Mathematics Success Through Enhanced Support Services

by Basyrov, Alexander; Bendel, Christopher P.; Dutter, Seth; Jones, Benjamin F.;

This paper is co-authored by Alexander Basyrov, Christopher P. Bendel, Seth Dutter and Benjamin F. Jones, professors at UW-Stout. This paper is include in the Conference Proceedings for the ASQ 2012 Advancing the STEM Agenda Conference at UW-Stout July 16-17, 2012.

Over the past year the Department of Mathematics, Statistics, and Computer Science at the University of Wisconsin-Stout has worked to improve the quality of tutoring available to students enrolled in introductory level mathematics courses. The principle investigator of this project worked alongside student tutors on a daily basis to document the quality of tutoring provided as well offer guidance to the tutors themselves. In addition, online testing modules were developed to establish the level of mathematical mastery that the department’s tutors possessed. Overall the conclusion is that tutors generally have a high level of mathematical proficiency, yet many lack the interpersonal and time-management skills neces

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

218. Student Technology Access in an Urban STEM High School: The Missing Variable

by Sersion, Brian L.;Stevens, Douglas M.

This paper is co-authored by Brian L. Sersion, Cincinnati Public Schools and Douglas M. Stevens, University of Cincinnati and Cincinnati Public Schools and is part of the conference proceedings for the ASQ 2012 Advancing the STEM Agenda Conference.

This case study focuses on school technology access for low-income students enrolled in Hughes STEM High School, a large urban science, technology, engineering, and mathematics (STEM) secondary school. In order to meet the high expectations of the STEM curriculum, students need access to information and communication technology (ICT) outside of school, especially at home. Our objective is to develop a better understanding of the expectations that schools have for students regarding the use of technology, the level of access students have outside of school, and whether students feel they have adequate access to and training in the appropriate technologies to meet the expectations of their teachers and school. Teachers, staff, and school

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

219. Applied Universal Design for Learning in STEM Education

by Tharp, Kevin W.; Howarton, Renee;Wirtanen, Dean; Rodriguez, Glendali; Ding, Xuedong (David);

The co-authors of this paper are: Kevin W. Tharp, Renee Howarton, Dean Wirtanen, Glendali Rodriguez and Xuedong (David) Ding of UW-Stout and this paper is included in the Conference proceedings for the 2012 ASQ Advancing the STEM Agenda Conference at UW-Stout July 16-17, 2012.

Universal Design for Learning (UDL) is a field of inquiry and practice that proactively designs course content in a manner that is accessible to as wide of an audience as possible. The approach is one where the instructor pre-emptively addresses course content that targets defined and/or undefined accessibility issues. In this way the benefits of improved accessibility are available to the entire class rather than just those seeking accommodation. Utilizing a mini-case study format this paper examines the process involved in implementing UDL practices in a cohort of STEM courses, the perceived accessibility challenges that were targeted by each intervention, and how the design in each class allowed for the g

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

220. Interdisciplinary Service Learning: Two Approaches to Solving One Problem

by Hashmi, Maleka P;Carlson,Kitrina

This paper is co-authored by Maleka P. Hashmi, PhD and Kitrina Carlson, PhD of the University of Wisconsin-Stout.

We propose an interdisciplinary, comprehensive and immersive approach to integrating service learning and research into the STEM (science, technology, engineering and mathematics) classroom. Presented here are two examples of experiential learning activities integrated into STEM curricula that align learning objectives around the central theme of food security. Results show that when students are intimately connected to real-life problems within the community, student appreciation for the complexity of solving real-life problems deepens.

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

221. Collaborative Educational Experiences through Higher Education-Industry Partnerships

by Pinelli, Thomas E. ; Hall, Cathy W. ;

This paper is co-authored by Thomas E Pinelli from the NASA Langley Research Center and Cathy W. Hall of the East Carolina University for the 2012 ASQ Advancing the STEM Agenda Conference.

This paper examines the perceptions of mentors and student interns from NASA’s Langley Aerospace Research Summer Scholars (LARSS) program in Hampton, Virginia. Data for the current study are from student interns and mentors participating in the 2010, 10-week summer internship. Students are chosen from around the country based upon their applications and mentoring opportunities to participate in a summer program focusing on a range of specialty areas including: aeronautics; earth science research; exploration and flight; systems and concepts; systems engineering; subsonic/transonic testing; supersonic/hypersonic testing; and structures testing. This study presents information on mentors’ perceptions of academic preparedness brought to the workplace by student interns; student interns’ p

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

222. Using Hands-on Robotics Projects to Engage and Strengthen High School Students Participation in STEM

by Zhang, Andy S.; Heng, Iem; Zia, Farrukh; Berri, Sidi

This paper is authored by Andy S. Zhang, Iem Heng, Farrukh Zia, and Sidi Berri of the New York City College of Technology of CUNY.

This paper discusses the work that the Mechatronic Technology Center (MTC) in the School of Technology and Design of New York City College of Technology (City Tech) has done in the past two years to actively engage high school students in STEM education through hands-on robotic projects. Project-based hands-on robotic design activities are introduced at various levels. MTC offered these hands-on robotic design activities through after-school program, weekend workshops, and summer programs to maximize participation.

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

223. 2012 ASQ STEM Agenda Conference Breakout Sessions Schedule

by Cindy Veenstra

Schedule of Breakout Sessions for the 2012 ASQ Advancing the STEM Agenda Conference.

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

224. The STEPS Difference: 16 Years of Attracting Girls to Careers in STEM

by Puck, Brenda S.;Stary, Wendy R

This paper is authored by Brenda S. Puck and Wendy R. Stary, University of Wisconsin-Stout.

The Science, Technology, Engineering Preview Summer Program (STEPS) at the University of Wisconsin-Stout is a one-week experience initiated in 1997 that will celebrate its 16th anniversary during the summer of 2012. The main purpose of STEPS is to introduce girls and young women to the excitement of careers in science, technology, engineering, and mathematics related fields through manufacturing experiences. A fundamental component of that goal is to inspire them to select the appropriate math and science courses in middle and high school prepare for these majors and these careers. A project-based experiential learning curriculum is used for the program which focuses on the manufacture and assembly of a radio-controlled device. For the first ten years of the program it was a model airplane, and the last five years a model boat. To date, approximately 2,400 girls have participated in STEPS fo

  • Filetype: pdf
  • Publish date: 2012-06
  • 2013 STEM Proceedings
Open Access

225. Lyman Briggs College: An Innovative Living-Learning Community for STEM Education

by Sweeder, Ryan D. ; McCright, Aaron M. ;

This paper is co-authored by Ryan D. Sweeder, Ph.D. and Aaron M. McCright, Ph.D.of Michigan State University. The paper will be presented at the Education Division's 2012 ASQ Advancing the STEM Agenda Conference held at UW-Stout July 16-17, 2012.

Founded in 1967 with the mission of bridging the divide between C.P. Snow’s “two cultures” of the sciences and the humanities, Michigan State University’s Lyman Briggs College (LBC) is a residential undergraduate college devoted to studying the natural sciences in their historical, philosophical, and social context. LBC is the longest-running program of its kind at a large U.S. research university. Lyman Briggs offers its students the best of both worlds: the close-knit living-learning community of a liberal arts science college and resources and opportunities of a great research university. The faculty—active and accomplished scholars focused on undergraduate education—span the sciences from astrophysics to zoology and also th

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

226. Building STEM Partnership Teams in Suburban Districts

by Christopher Reis;

This paper was authored by Christopher Reis, teacher at the School District of Kettle Moraine (WI).

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.

This paper is part of the conference proceedings for the Education Division's 2012 Advancing the STEM Agenda Conferen

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

227. Best Practices for Attracting Girls to Science and Engineering Careers

by Cindy P. Veenstra

We do not have a uniform problem with women earning degrees in STEM. It is only in engineering and engineering technology that there is a major disconnect with U.S. women pursuing degrees (and therefore careers) in engineering. We need more women in engineering to ensure innovation. It is widely recognized that economic growth is driven by innovation and engineering know-how. We also need the diversity of engineering problem solving that women bring to engineering. This paper discusses the current participation of women in engineering degrees and recommends best practices for attracting more young women to science and engineering careers.

  • Filetype: pdf
  • Publish date: 2012-06
  • ASQ Higher Education Brief
Open Access

228. From the Editor: Giving Girls, Women a Chance in STEM

by Amanda Hankel

In this From the Editor article, read some of the highlights in the June 2012 issue of the Higher Education Brief, in which we explore the gender gap in STEM with a great lineup of articles and multimedia pieces, looking at what is being done and what can be done in the future to pull this gap to a close.

  • Filetype: pdf
  • Publish date: 2012-06
  • ASQ Higher Education Brief
Open Access

229. MapCores: Improving the Representation of Women in STEM

by Lynn Ziegler, Kris Nairn, Jim Crumley, Pam Bacon, Sarah Yost

The gender gap in participation in mathematics, physics, computer science and engineering is a well-known problem of higher education. Researchers have identified numerous social and environmental factors that contribute to gender differences in entry and persistence in these disciplines. To improve the representation of women in STEM fields, in fall 2009, the College of Saint Benedict started the Math, Physics, Computer Science Research Scholars (MapCores) program. The MapCores program uses scholarship support, special curricular offerings and research opportunities to increase the success of women in STEM fields.

  • Filetype: pdf
  • Publish date: 2012-06
  • ASQ Higher Education Brief
Open Access

230. The STEPS Difference

by Brenda S. Puck, Wendy R. Stary

The Science, Technology, Engineering Preview Summer Program(STEPS) at the University of Wisconsin-Stout is a one-week experience initiated in 1997 that will celebrate its 16th anniversary during the summer of 2012. The main purpose of STEPS is to introduce girls and young women to the excitement of careers in science, technology, engineering, and mathematics related fields through manufacturing experiences. A fundamental component of that goal is to inspire them to select the appropriate math and science courses in middle and high school prepare for these majors and these careers. A project-based experiential learning curriculum is used for the program which focuses on the manufacture and assembly of a radio-controlled device. For the first ten years of the program it was a model airplane, and the last five years a model boat. To date, approximately 2,400 girls have participated in STEPS for Girls at the University of Wisconsin-Stout and the program has also been replicated at other institutio

  • Filetype: pdf
  • Publish date: 2012-06
  • ASQ Higher Education Brief
Open Access

231. 2012 ASQ Education Division WCQI Sessions

by Cindy Veenstra;

2012 ASQ Education Division WCQI Sessions..

  • Filetype: pdf
  • Publish date: 2012-05
  • ASQ Education Division
Open Access

232. From the Editor: Quality Tools for the Classroom

by Amanda Hankel

For most working in the quality profession, stories of Six Sigma success are familiar tales. Organizations that pioneered the method—Motorola, of course, along with companies such as General Electric and Allied Signal (now Honeywell)—used the method mostly in manufacturing settings. But does Six Sigma have a place in K-12 education? This issue of the Primary and Secondary Education Brief explores this question.

  • Filetype: pdf
  • Publish date: 2012-05
  • ASQ Primary and Secondary Education Brief
Open Access

233. Is it Time for Six Sigma in Education?

by Leslie Gardner

Over the last three years, Leslie Gardner has led a series of workshops for high school and middle school teachers in Indiana to introduce them to supply chain management, its potential for economic development and the career opportunities in supply chain management for their students in the future. Drawing from this experience, Gardner discusses why it is time for Six Sigma to emerge as a quality method in education, and what needs to happen to make this a reality.

  • Filetype: pdf
  • Publish date: 2012-05
  • ASQ Primary and Secondary Education Brief
Open Access

234. The Observation Tower: Publish and Perish—The Imperiled World of Academic Integrity

QED News-Spring 2012

by Marianne Di Pierro;

An editorial by Dr. Marianne Di Pierro. Published as the "Observation Tower" editorial in the ASQ Education Division's spring issue of its newsletter, "QED News".

  • Filetype: pdf
  • Publish date: 2012-05
  • Education Division News

235. International Service Learning

by Reid,Ken; North,Christine

This 22-minute podcast by Ohio Northern University professors, Dr.Ken Reid (Engineering ) and Dr. Christine North (Communications) summarizes approaches to international service learning (what it is and is not), typical problems associated with global engineering outreach projects, issues of social responsibility and sustainability to communities as it applies to international service learning, and tips for successful global outreach. Service learning projects of engineering freshmen at Ohio Northern University at the Domician Republic are highlighted in this podcast.

  • Filetype: wmv
  • Publish date: 2012-04

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