Janet M. Callahan

Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers

Louis S. Nadelson et al. — Fri, 03 May 2013 13:25:37 PDT

Student foundational knowledge of science, technology, engineering, and mathematics (STEM) is formed in their elementary education. Paradoxically, many elementary teachers have constrained background knowledge, confidence, and efficacy for teaching STEM that may hamper student STEM learning. The association between teacher preparation to teach STEM and student achievement in STEM motivated the authors' professional development program. The authors created and implemented a professional development program to address K–5 teacher confidence for, attitudes toward, knowledge of, and efficacy for teaching inquiry-based STEM. Using data from 2 independent cohorts the authors found significant and consistent increases in pre- to postinstitute assessments of teacher confidence, efficacy, and perceptions of STEM. Further, they found increased participant attention toward linking STEM curriculum and instruction to learning standards. Implications and suggestions for future research are discussed.

Promoting STEM Faculty Members' Reflection on Their Teaching Practice

Susan Shadle et al. — Wed, 05 Sep 2012 13:35:52 PDT

As part of an institutional focus on STEM student success, a group of eight STEM faculty from across the STEM disciplines participated in a year-long faculty learning community (FLC). The facilitated experience was designed to support the professional development of faculty through exploration and adoption of research-based best practice in their pedagogy. A significant component of participant development involved promoting faculty reflection on both new ideas and on their teaching practice. We undertook to document and study the type of reflection undertaken by faculty in the group. Our analysis of participants' teaching logs shows that the experience expanded the reflective practice of participants and that from the participants' perspectives, their reflective work was linked to their exploration of new pedagogical approaches.

Using Online Assessment and Practice to Achieve Better Retention and Placement in Precalculus and Calculus

Alex Feldman et al. — Wed, 05 Sep 2012 08:55:31 PDT

In the fall of 2008 Boise State University began using an online assessment tool, ALEKS¹, as an initial assignment in Precalculus and Calculus courses. This paper reports on the effectiveness of the ALEKS assessment as a self-placement tool, used in conjunction with standard placement tests and prerequisite courses. The benchmark levels of 40% and 70% of knowledge space in the ALEKS course: Preparation for Calculus for Precalculus and Calculus courses were used. The paper looks at the effectiveness of the assessment with these benchmark levels as a first student assignment, both as a tool for student success, and as an instrument for making efficient use of the university's resources. Although there are no hard answers, and although much information is anecdotal, we introduce a statistic that is pertinent to these questions and show that it indicates partial effectiveness of the ALEKS assessment.

What Value Does Service Learning Have on Introductory Engineering Students' Motivation and ABET Program Outcomes?

Carol Sevier et al. — Wed, 05 Sep 2012 08:55:29 PDT

A quasi-experimental study was conducted to investigate the effectiveness of using a service learning (SL) method on influencing introductory engineering students' motivation and ABET program outcomes, compared to the effectiveness of using a conventional, non-service-learning (NSL) method. The sample used in the study was 214 students enrolled in an Introduction to Engineering course at a medium-size university in the northwestern region of the U.S. during the fall semester of 2009 and the spring semester of 2010. Sixty-nine students completed SL projects while 145 students completed NSL projects. Both SL and NSL projects were team-based. Using the ARCS model as a framework, students’ motivation was measured on attention (interest), relevance, confidence in engineering knowledge, confidence in collaborative learning, and satisfaction. Students' self-assessed engineering abilities were measured on the "a through k" ABET program outcomes. Results showed that the SL method was significantly more effective than the NSL method in terms of positively influencing students’ interests, recognition of relevance, and satisfaction in learning and their self-assessed engineering abilities in three out of 11 ABET program outcomes, c, e, and k. Interpretation of the results, application of the results to the course redesign, and recommendations for other engineering educators are provided.

Both Sides of the Equation: Learner and Teacher

Janet Callahan et al. — Wed, 05 Sep 2012 08:55:28 PDT

An engineering professor decided to retake a first-semester calculus course under the tutelage of the chair of mathematics at Boise State University. While completing the course with 37 other students, she had in-depth experiences as a student of a calculus class as well as an experienced educator with a strong background on STEM retention. During the course, she recorded her observations and experiences in the classroom. The math professor also shared reflections on his teaching, observations of his students, and perspectives on the influence of her presence in his class.

The two professors' reflections enabled us to identify a set of student assumptions and learning behaviors that would likely influence their learning outcomes in both positive and negative ways. We developed a survey questionnaire based on the identified student assumptions and learning behaviors. At the end of the course, we administered the survey with the calculus students in order to obtain the students' perspectives. By triangulating the three sources of information and through our self-reflections on the results, we have generated recommendations on teaching strategies to which math and engineering instructors might need to pay attention, in order to better understand students and to provide them with more meaningful learning experiences.

Faculty Development for STEM Student Success: Generating a Campus Culture of Best Practice

Susan Shadle et al. — Fri, 13 Apr 2012 08:15:56 PDT

A key component of STEM student success lies with the faculty, especially with those teaching courses early in the STEM curriculum. In order to effect sustained changes in STEM student success at Boise State, our project has targeted faculty development as one of its cornerstones. The goals are to impact faculty classroom pedagogy and to elevate the dialogue within STEM departments and colleges so that faculty feel ownership of student success. As part of our STEP project, we have initiated a STEM-focused faculty learning community and we have held an annual "Best Practices for STEM Teaching and Learning" symposium. This interactive session will use case studies to model components of the two strategies we've used to impact pedagogy. Facilitated small-group discussions and report outs will allow participants to generate ideas for impacting faculty teaching practice and campus culture on their own campuses.

The RadioVascular Systems Catheter

Neal A. Scott et al. — Tue, 20 Mar 2012 12:39:03 PDT

Radioactive Coating Solutions Methods, and Substrates

Janet M. Hampikian et al. — Tue, 20 Mar 2012 12:39:00 PDT

Radioactive coating solutions and sol-gels, and corresponding methods for making a substrate radioactive by the application of the radioactive coating solutions and sol-gels thereto. The radioactive coating solution comprises at least one carrier metal and a radioisotope, which may be soluble or insoluble, and may further comprise a reducing agent. The radioactive sol-gel comprises at least one metal alkoxide and a radioisotope, which may be soluble or insoluble. Methods of making a substrate radioactive by coating with radioactive coating solutions or sol-gels are also disclosed, including electrodeposition, electroless deposition, spin coating and dip coating. In a particular embodiment, the radioactive coating formed by the method is a composite coating. Radioactive substrates are also disclosed, comprising a substrate and one or more radioactive coatings, which coatings may be the same or different. Suitable substrates include medical devices, such as catheters, stents, brachytherapy devices and guidewires, or components thereof. Medical devices capable of generating asymmetric, or targeted, radiation fields are also disclosed.

Method for Ion Implantation Induced Embedded Particle Formation via Reduction

Janet M. Hampikian et al. — Tue, 20 Mar 2012 12:38:57 PDT

A method for ion implantation induced embedded particle formation via reduction with the steps of ion implantation with an ion/element that will chemically reduce the chosen substrate material, implantation of the ion/element to a sufficient concentration and at a sufficient energy for particle formation, and control of the temperature of the substrate during implantation. A preferred embodiment includes the formation of particles which are nano-dimensional (<100 m-n in>size). The phase of the particles may be affected by control of the substrate temperature during and/or after the ion implantation process.

The Implementation of an Online Mathematics Placement Exam and its Effects on Student Success in Precalculus and Calculus

Doug Bullock et al. — Tue, 20 Mar 2012 12:38:54 PDT

Engineering education research on the impact of freshman engineering courses reveals a close connection between graduation rate and first semester GPA.¹ The same research also explains the importance of first-semester math placement, so as to provide students with the necessary background for success. For example, students at Purdue University that earned a grade of A in a pre-calculus course in the first semester had the same engineering retention rate as students who earned a B in the first semester calculus class.¹ Yet, if those same students are placed based on their SAT math scores, such students would probably fail calculus if taken in their first semester.¹A recent study on parameters that affect student success indicated that the grade earned in a student’s first college level mathematics class was significantly correlated to whether or not those students persisted in engineering, while the level at which they began mathematics study at the university was not.² French, et al. conclude in their study of indicators of engineering students’ success and persistence, that achievement of good grades at the student’s university is an indicator of persistence, and suggests that retention programs focus on academic achievement.³ These studies highlight the importance of timely and accurate student placement in mathematics in terms of success in engineering programs.

Deposition of α-alumina Via Combustion Chemical Vapor Deposition

V. Siva Kumar G. Kelekanjeri et al. — Tue, 20 Mar 2012 12:38:49 PDT

Combustion chemical vapor deposition was used to synthesize α-alumina thin films. The deposition solutions were 0.0015 M aluminum acetylacetonate dissolved in isopropanol. Fused silica and nichrome (Ni–20Cr) served as substrates. Deposition temperatures were in the range of 1050 °C to 1125 °C.

Crystalline films consisting of hexagonal α-grains were produced on both substrates. Some films on nichrome displayed preferred orientations of (113) and (116) normal to substrate surfaces, while films deposited on silica showed no preferred orientation. Films deposited on nichrome seemed denser than those on silica as the grains clustered together to provide a ‘cauliflower’ appearance.

The oxidation response of uncoated and alumina-coated nichrome specimens was measured by isothermal thermogravimetric analysis in pure flowing air at 900 °C, 1000 °C and 1100 °C. The coated specimens had significantly lower mass gain values and parabolic rate constants than their uncoated counterparts.

Connecting Science with Engineering: Using Inquiry and Design in a Teacher Professional Development Course

Louis S. Nadelson et al. — Tue, 20 Mar 2012 12:38:44 PDT

The engineering design process has evolved over time to be the central and effective framework that engineers use to conduct their work. Logically, K-12 STEM professional development efforts have then attempted to incorporate the design process into their work. There has been little in the STEM literature, though, of the explicit measurement of the growth in design process knowledge. Our study presents findings of significant improvements in knowledge of the design process that resulted over the course of a recent summer STEM institute and professional development program among K-5 teachers.

As more emphasis is placed on integrating STEM into the curriculum 1 there is a need to enhance the capacity for K-12 teachers. Responding to this call the Colleges of Engineering and Education at Boise State University collaborated to offer an intensive three-day summer institute to address the preparation of elementary school teachers (grades K-5) to teach STEM curriculum. The focus of our institute was on the use of both inquiry and design as approaches for integrating STEM content. In particular we explicitly stressed the link between science and inquiry and engineering and design, how these processes differ, how they can complement each other and how they can be used instructionally to teach a wide range of STEM content. The instructional materials used in the workshop included Lego®-like bricks called PCS BrickLab® (supplied by PCS Edventures! an educational products company) and other common classroom items such as paper, tape, string, and cardboard.. Each participant received a classroom set of the materials at the close of the workshop. The BrickLab® kit contains over 5,000 bricks which is sufficient to simultaneously engage up to about 30 students in hands-on activities, which makes these instructional materials particularly suitable to facilitate classroom instruction using inquiry and design. We engaged the participants in a series of hands-on activities focused on the inquiry process of manipulating variables to gather data to explain phenomena or design processes that focus on creating and refining the best solution given constraints.

To determine the effectiveness of our workshop we gathered pre and post data to assess our 58 participants' comfort for teaching STEM, their STEM pedagogical discontentment, their implementation of inquiry curriculum, and their knowledge of the design process. Our initial results indicate significant increases in comfort teaching STEM (t = 12.761, p < .01), decreases in STEM pedagogical discontentment (t = 7.281, p < .01), and increases in design process knowledge (t = 6.072, p < .01). Delayed post data collection for the implementation of inquiry took place in Fall 2010, which allowed time for the participating teachers to apply their learned knowledge and develop a post conference context for their instructional practice with students. All instruments used for data collection were extant and had established reliability and validity.

Our results indicate that our three-day summer institute and follow-up support increased our participants' knowledge of design along with comfort for teaching STEM. Also, the institute decreased the teachers’ pedagogical discontentment for teaching STEM.

A Comparison of Two Engineering Outreach Programs for Adolescents

Louis S. Nadelson et al. — Tue, 20 Mar 2012 12:38:40 PDT

There is continued growth and development of outreach programs designed to increase pre-college students’ awareness and understanding of engineering as a profession and as a career. These outreach programs vary in format and in the groups targeted for participation but maintain the same fundamental goal of increasing participant knowledge of engineering. Many of these outreach programs also maintain the implicit goal of increasing the participants' knowledge and attitudes toward college. The additional resources and funding that are commonly allocated to support outreach programs frequently involve documenting accountability which motivates evaluation of program impact. Therefore, many outreach events include program evaluation to assess impact on the pre-college participants’ knowledge and perceptions of engineering, but they have not included the assessment of program impact on college attitudes. In this outreach program evaluation study, we examined the impact of two residential engineering outreach events on the participants' engineering perceptions and attitudes and their college attitudes. Our results indicate a number of personal variables were predictors of college attitude, but we failed to expose any variables as indicators of engineering perceptions and attitudes. Analysis of the pre-post survey scores revealed a significant change in engineering perceptions and attitudes (p < .01), but no significant change in college attitude (p =.07). We also exposed a differential impact by outreach event. Results, implications, limitations, and directions for future research are discussed.

Improving Campus Climate for Faculty from Underrepresented Groups

Lisa McClain et al. — Tue, 20 Mar 2012 12:38:35 PDT

A continuing challenge in engineering in higher education is that of professional equity regarding opportunity for advancement and job satisfaction due to differences in gender, race, ethnicity, sexual orientation, ability and other factors. Because there are more women and persons of color visible within engineering faculties and administrations than ever before, casual observers might conclude that significant progress has been made in creating an equitable climate in academia. A preponderance of recent studies, however, demonstrate that while women and individuals from other underrepresented groups have gained access to some faculty and administrative positions, this has not necessarily translated into consistent patterns of success through all levels of academic hierarchies and leadership positions. For example, some universities do a good job of recruiting and hiring women faculty and faculty of color, yet beyond this, both groups are consistently underrepresented at certain levels of faculty administration, such as department chair, dean, and endowed chairs.^1-7

In 2005, Boise State University, a mid-sized, metropolitan university, administered a Campus Climate Survey to gain an understanding of how these national trends presented themselves on a particular campus, with the long-term goal of transforming campus climate and culture to enhance opportunities for underrepresented groups. In general, between two-thirds and three-quarters of the faculty who responded to the survey reported that they have been treated fairly and equitably while at the university. The following analysis sheds light on the approximately one-quarter to one-third of faculty members who did not feel that they had been equitably treated while also focusing on responses from the science and engineering faculty in particular. Additionally, this paper explores ways in which engineering and science departments and universities can use climate data to inform strategic plans of action.

Enhancing Precalculus Curricula with E-Learning: Implementation and Assessment

Janet Callahan et al. — Tue, 20 Mar 2012 12:38:30 PDT

During Fall semester of 2007, a semester-long, quasi-experimental study was conducted at Boise State University to investigate the effectiveness of a systematically sequenced and managed, self-paced e-learning activity on improving students’ academic performance and motivation. A total of 125 students enrolled in 3 different sections of a Precalculus class participated in the study. The e-learning activity was implemented in 2 of the 3 sections as a required homework assignment. Students enrolled in one of the 2 selected sections were all engineering majors. The 3rd section was a control group that did not use the e-learning activity. A pre-test, measuring students’ entry-knowledge levels, was administered at the beginning of the semester, and a posttest was administered at the end of the semester. Students’ learning styles were measured with the Gregorc Style Delineator™. Then, the relationships among the students’ learning styles, their academic performance, and self-regulated studying behaviors such as the number of hours they spent on weekly e-learning homework assignments were investigated. This study revealed that using an e-learning activity as a homework assignment improved students’ knowledge in Precalculus about the same as did traditional homework that was collected, graded and returned daily. Moreover, we found that different types of learning styles were associated with different degrees of knowledge improvement in Precalculus. Several recommendations on instructional strategies related to students’ learning styles are discussed.

A Prototype Continuous Flow Polymerase Chain Reaction LTCC Device

Korey Moeller et al. — Tue, 20 Mar 2012 12:38:25 PDT

There is a growing need for remote biological sensing in both laboratory and harsh field environments. Sensing and detection of biological entities such as anthrax, Ebola and other micro-organisms of interest involves sampling of the environment, amplification, analysis and identification of the target DNA. A key component of such a sensor is a low cost, portable, reusable, continuous flow polymerase chain reaction (PCR) thermal cycler. Fabrication with low temperature co-fired ceramics (LTCC) can provide a reusable low cost device capable of operating in a wide range of environments The design and manufacture of a prototype continuous flow micro-fluidic PCR device using low temperature co-fired ceramic is presented. Initial modeling of flow characteristics and heat transfer was carried out in SolidWorks™. The prototype device employs resistance heaters below the channels, buried and surface thermocouples for temperature monitoring, and air gaps for thermal isolation.

Improving Engineering Students’ Cognitive and Affective Preparedness with a Pre-Instructional E-Learning Strategy

Seung Youn Chyung et al. — Tue, 20 Mar 2012 12:38:20 PDT

During the 2006–2007 academic year, five faculty members from the College of Engineering at Boise State University initiated a curriculum augmentation project using new instructional technologies with the intention to help improve undergraduate engineering students’ cognitive and affective preparedness for their classroom learning. The instructional technologies used in the project were a pre-instructional strategy and a self-paced e-learning method. The main question addressed in this project was: Will a pre-instructional e-learning strategy help engineering students cognitively and affectively prepare for their classroom learning? This paper is a report of the project, describing the analysis, design, and development of a multimedia e-learning module for an engineering curriculum, the implementation of the e-learning module as a pre-instructional strategy in two engineering courses, and the evaluation of the effectiveness of using the pre-instructional e-learning strategy on engineering students’ cognitive and affective preparedness for classroom learning. It also provides a list of lessons learned from the project.

Teaching Inquiry-Based STEM in the Elementary Grades Using Manipulatives: A SySTEMic Solution Report

Louis S. Nadelson et al. — Tue, 20 Mar 2012 12:38:15 PDT

Young learners come to school holding myriad conceptions about how the world works, particularly in the areas of science, technology, engineering, and mathematics, or STEM.^1-3 Further, young students' conceptions are commonly based on fragmented knowledge or naïve perspectives that contribute to the importance of early exposure to and practice with scrutinizing situations scientifically.^1,3 An important part of helping children gain the skills necessary to approach situations scientifically involves preparing them to conduct scientific inquiry.³ The development of critical thinking skills and scientific approaches to problem solving should begin early in education.⁴However, lack of elementary teacher comfort and familiarity with inquiry may be a significant barrier hindering early learner experience with and development of inquiry skills.⁵ Additionally, although engineering topics are particularly well suited for teaching inquiry, most teachers, like the general public, are not well versed in engineering. Therefore, teachers are excellent candidates for participation in professional development that enhances their knowledge and comfort with teaching inquiry-based STEM curriculum and engineering content in particular.

The Idaho Science Talent Expansion Program: Improving Freshmen Retention for STEM Majors

Janet Callahan et al. — Tue, 20 Mar 2012 12:38:09 PDT

During summer of 2010, we conducted a series of freshman orientation programs that were held for new science, technology, engineering and mathematics (STEM) majors at Boise State University. Approximately 320 students were advised in this manner, during seven summer orientation sessions. This was a significant change from previous years, which used a college-specific approach to advising, thereby limiting various retention programs and opportunities designed and promoted by the College of Engineering to engineering majors. The motivation for these changes was a Science Talent Expansion Program award from the National Science Foundation, and the fact that the retention rates for freshmen engineering majors is approximately 10% higher as compared with science and mathematics majors. The grant proposed to (1) integrate the science and mathematics majors with the engineering majors during summer orientation, (2) expand student learning community offerings to STEM majors, (3) create a General Sciences course for STEM students who are underprepared in mathematics, and (4) offer an elective, non-credit bearing mathematics online review course, free of charge, to students entering the university in STEM majors. An underlying and important rationale for widening the advisement base to include all STEM majors in an inclusive manner is the fact that many freshmen are unsure of their major. Therefore orientation materials were prepared that emphasized the commonalities between majors and the underpinning courses and their prerequisites. The results of these four activities, to date, will be presented together with strategy revisions planned for summer 2011.

Successes of an Engineering Residential College Program Within an Emerging Residential Culture

Sondra Miller et al. — Tue, 20 Mar 2012 12:38:04 PDT

Boise State University is in the process of transforming from a historically "commuter" campus into a metropolitan research university which includes a growing residential culture (currently 8% of students live in residence halls). First time, full time freshmen age 18 or younger have increased from 61% of the incoming class in 2000 to 72% of the incoming class in 2008. To support our growing residential culture, University Housing, in cooperation with six academic colleges, began the Residential College (RC) program in 2004. Key among the five current RC communities is the College of Engineering. The Engineering Residential College (ERC) admits first and second year students with declared majors in one of our six undergraduate programs (civil engineering, computer science, construction management, electrical engineering, materials science and engineering, and mechanical engineering) and undeclared engineering. The 2007- 2008 academic year was the first during which an engineering faculty member lived in residence, the Faculty-in-Residence (FiR), with the 26 members of the ERC. The physical structure of the ERC supported collaborative work and study with student community members. Daily interaction of student ERC community members with the FiR and structured activities outside the classroom facilitated learning that enhanced engineering academics. In this paper, we discuss the qualitative life skills and quantitative academic successes of this living-learning community facilitated by a live-in engineering faculty member during the past three semesters and make recommendations for improving the overall ERC experience.