More Like this

1. Partnering Middle School Teachers, Industry, and Academic to Bring Engineering to the Science Classroom

   Carrico, C. ; Grohs, J.R. ; Matusovich, H.M. ; Kirk, G.R. ; Schilling, M.R. ( July 2021 , 2021 ASEE Virtual Annual Conference Content Access)

   Despite limited success in broadening participation in engineering with rural and Appalachian youth, there remain challenges such as misunderstandings around engineering careers, misalignments with youth’s sociocultural background, and other environmental barriers. In addition, middle school science teachers may be unfamiliar with engineering or how to integrate engineering concepts into science lessons. Furthermore, teachers interested in incorporating engineering into their curriculum may not have the time or resources to do so. The result may be single interventions such as a professional development workshop for teachers or a career day for students. However, those are unlikely to cause major change or sustained interest development. To address these challenges, we have undertaken our NSF ITEST project titled, Virginia Tech Partnering with Educators and Engineers in Rural Schools (VT PEERS). Through this project, we sought to improve youth awareness of and preparation for engineering related careers and educational pathways. Utilizing regular engagement in engineering-aligned classroom activities and culturally relevant programming, we sought to spark an interest with some students. In addition, our project involves a partnership with teachers, school districts, and local industry to provide a holistic and, hopefully, sustainable influence. By engaging over time we aspired to promote sustainability beyond this NSF project via increased teacher confidence with engineering related activities, continued integration within their science curriculum, and continued relationships with local industry. From the 2017-2020 school years the project has been in seven schools across three rural counties. Each year a grade level was added; that is, the teachers and students from the first year remained for all three years. Year 1 included eight 6th grade science teachers, year 2 added eight 7th grade science teachers, and year 3 added three 8th grade science teachers and a career and technology teacher. The number of students increased from over 500 students in year 1 to over 2500 in year 3. Our three industry partners have remained active throughout the project. During the third and final year in the classrooms, we focused on the sustainable aspects of the project. In particular, on how the intervention support has evolved each year based on data, support requests from the school divisions, and in scaffolding “ownership” of the engineering activities. Qualitative data were used to support our understanding of teachers’ confidence to incorporate engineering into their lessons plans and how their confidence changed over time. Noteworthy, our student data analysis resulted in an instrument change for the third year; however due to COVID, pre and post data was limited to schools who taught on a semester basis. Throughout the project we have utilized the ITEST STEM Workforce Education Helix model to support a pragmatic approach of our research informing our practice to enable an “iterative relationship between STEM content development and STEM career development activities… within the cultural context of schools, with teachers supported by professional development, and through programs supported by effective partnerships.” For example, over the course of the project, scaffolding from the University leading interventions to teachers leading interventions occurred. 

   more » « less
2. Virtual Reality Laboratory Experiences for Electricity and Magnetism Courses

   Ilie, R. ( July 2021 , 2021 ASEE Virtual Annual Conference Content Access)

   A solid understanding of electromagnetic (E&M) theory is key to the education of electrical engineering students. However, these concepts are notoriously challenging for students to learn, due to the difficulty in grasping abstract concepts such as the electric force as an invisible force that is acting at a distance, or how electromagnetic radiation is permeating and propagating in space. Building physical intuition to manipulate these abstractions requires means to visualize them in a three-dimensional space. This project involves the development of 3D visualizations of abstract E&M concepts in Virtual Reality (VR), in an immersive, exploratory, and engaging environment. VR provides the means of exploration, to construct visuals and manipulable objects to represent knowledge. This leads to a constructivist way of learning, in the sense that students are allowed to build their own knowledge from meaningful experiences. In addition, the VR labs replace the cost of hands-on labs, by recreating the experiments and experiences on Virtual Reality platforms. The development of the VR labs for E&M courses involves four distinct phases: (I) Lab Design, (II) Experience Design, (III) Software Development, and (IV) User Testing. During phase I, the learning goals and possible outcomes are clearly defined, to provide context for the VR laboratory experience, and to identify possible technical constraints pertaining to the specific laboratory exercise. During stage II, the environment (the world) the player (user) will experience is designed, along with the foundational elements, such as ways of navigation, key actions, and immersion elements. During stage III, the software is generated as part of the course projects for the Virtual Reality course taught in the Computer Science Department at the same university, or as part of independent research projects involving engineering students. This reflects the strong educational impact of this project, as it allows students to contribute to the educational experiences of their peers. During phase IV, the VR experiences are played by different types of audiences that fit the player type. The team collects feedback and if needed, implements changes. The pilot VR Lab, introduced as an additional instructional tool for the E&M course during the Fall 2019, engaged over 100 students in the program, where in addition to the regular lectures, students attended one hour per week in the E&M VR lab. Student competencies around conceptual understanding of electromagnetism topics are measured via formative and summative assessments. To evaluate the effectiveness of VR learning, each lab is followed by a 10-minute multiple-choice test, designed to measure conceptual understanding of the various topics, rather than the ability to simply manipulate equations. This paper discusses the implementation and the pedagogy of the Virtual Reality laboratory experiences to visualize concepts in E&M, with examples for specific labs, as well as challenges, and student feedback with the new approach. We will also discuss the integration of the 3D visualizations into lab exercises, and the design of the student assessment tools used to assess the knowledge gain when the VR technology is employed. 

   more » « less
3. FEARLESS STEPS: ADVANCEMENTS IN SPEECH TECHNOLOGY AND CORPUS DEVELOPMENT FOR NATURALISTIC AUDIO

   Joglekar, A. ; Hansen, J.H.L. ; Yousefi, M. ; Chandra Shekar, M. ; Chen, S.-J. ; Belitz, C. ( February 2023 , NASA Human Research Program Investigators Conference)

   INTRODUCTION: CRSS-UTDallas initiated and oversaw the efforts to recover APOLLO mission communications by re-engineering the NASA SoundScriber playback system, and digitizing 30-channel analog audio tapes – with the entire Apollo-11, Apollo-13, and Gemini-8 missions during 2011-17 [1,6]. This vast data resource was made publicly available along with supplemental speech & language technologies meta-data based on CRSS pipeline diarization transcripts and conversational speaker time-stamps for Apollo team at NASA Mission Control Center, [2,4]. In 2021, renewed efforts over the past year have resulted in the digitization of an additional +50,000hrs of audio from Apollo 7,8,9,10,12 missions, and remaining A-13 tapes. Cumulative digitization efforts have enabled the development of the largest publicly available speech data resource with unprompted, real conversations recorded in naturalistic environments. Deployment of this massive corpus has inspired multiple collaborative initiatives such as Web resources ExploreApollo (https://app.exploreapollo.org) LanguageARC (https://languagearc.com/projects/21) [3]. ExploreApollo.org serves as the visualization and play-back tool, and LanguageARC the crowd source subject content tagging resource developed by UG/Grad. Students, intended as an educational resource for k-12 students, and STEM/Apollo enthusiasts. Significant algorithmic advancements have included advanced deep learning models that are now able to improve automatic transcript generation quality, and even extract high level knowledge such as ID labels of topics being spoken across different mission stages. Efficient transcript generation and topic extraction tools for this naturalistic audio have wide applications including content archival and retrieval, speaker indexing, education, group dynamics and team cohesion analysis. Some of these applications have been deployed in our online portals to provide a more immersive experience for students and researchers. Continued worldwide outreach in the form of the Fearless Steps Challenges has proven successful with the most recent Phase-4 of the Challenge series. This challenge has motivated research in low level tasks such as speaker diarization and high level tasks like topic identification. IMPACT: Distribution and visualization of the Apollo audio corpus through the above mentioned online portals and Fearless Steps Challenges have produced significant impact as a STEM education resource for K-12 students as well as a SLT development resource with real-world applications for research organizations globally. The speech technologies developed by CRSS-UTDallas using the Fearless Steps Apollo corpus have improved previous benchmarks on multiple tasks [1, 5]. The continued initiative will extend the current digitization efforts to include over 150,000 hours of audio recorded during all Apollo missions. ILLUSTRATION: We will demonstrate WebExploreApollo and LanguageARC online portals with newly digitized audio playback in addition to improved SLT baseline systems, the results from ASR and Topic Identification systems which will include research performed on the corpus conversational. Performance analysis visualizations will also be illustrated. We will also display results from the past challenges and their state-of-the-art system improvements. 

   more » « less
4. NSF INCLUDES Conference: Advancing the Collective Impact of Retention and Continuation Strategies for Hispanics and Other Underrepresented Minorities in STEM Fields: Conference Proceedings

   Zatz, Marjorie S. ; Gates, Ann Q. ; Santiago, Deborah ( July 2017 , NSF INCLUDES Conference: Advancing the Collective Impact of Retention and Continuation Strategies for Hispanics and Other Underrepresented Minorities in STEM Fields:)

   The 2017 NSF INCLUDES “Conference to Advance the Collective Impact of Retention and Continuation Strategies for Hispanics and Other Underrepresented Minorities in STEM Fields” was held at the Kellogg Conference Center on the Gallaudet University campus in Washington, D.C., on March 6-8th, 2017. The conference brought together 74 researchers, higher education administrators, industry representatives, members of professional societies, and other community members from regions across the United States. Participants shared their experiences and expertise in broadening participation in STEM fields and in identifying strategies to improve outcomes for Hispanics, women, and other underrepresented groups in STEM fields. Panels focused on lessons learned about collective impact, the K-12 pipeline to college and the importance of community, Latino student success in two-year institutions, increasing Latino retention in undergraduate STEM programs, recruitment of highly competitive Latinos and other underrepresented minorities into graduate schools and strategies for successful completion of graduate studies, and industry partnerships to identify a diverse workforce. Panel and keynote presentations focused on evidence-based knowledge, leveraging findings from disciplinary and interdisciplinary fields and from differing types of institutions and educational levels to determine whether strategies identified can yield large-scale progress towards INCLUDES goals. In addition, small breakout sessions offered opportunities for attendees to share their ideas on (1) lessons learned from collective impact projects; (2) obstacles confronting students at various points and in different sectors of the education, career, and industry STEM pathways; and (3) best practices for overcoming barriers and ensuring that the strategies identified would be successful in different contexts. 

   more » « less
5. Setting the stage for co-creation: Using workshops to scaffold interdisciplinary research, collaboration, and community building

   Kershaw, T.C. ; Tripathy, S.T. ; Liu, H. ; Chandra, K. ( June 2023 , Proceedings of the 2023 ASEE Annual Conference & Exposition)

   Co-creation in academe can take multiple forms. In this research, the co-creation focus is on collaboration between faculty and graduate students to develop educational modules. This activity is designed to improve graduate education and prepare students for conducting graduate research. In previous work presented at ASEE 2022, we discussed benefits and challenges of participating in the co-creation process. This current paper focuses on how we took lessons from our first year and transformed them into a structure to better support interdisciplinary research, collaboration, and community building. We will discuss how we supported the process of co-creation by developing a series of workshops to scaffold student learning. Scaffolds are instructional methods and interventions that are designed to foster skill development by allowing for interactions between what students already know and what they have yet to learn. These workshops were designed using the tenets of the gold standard project-based learning (PjBL). The PjBL framework is itself a scaffold that is designed to build research competencies. Specifically, to introduce a challenging problem or question, we created multiple technical overviews of the cyber-physical system theme of interest that would constitute the eventual educational modules. We scaffolded sustained inquiry by developing a workshop using techniques from the Right Question Institute, and also through a workshop about crafting your message for different audiences. To support the PjBL idea of authenticity, we developed a workshop about core values to help students connect personally to their project topics. To further support collaboration and community building, we developed a workshop to introduce ideas of interdisciplinary collaboration, including developing community agreements and recognizing and responding to microaggressions. Periodic reinforcements of these topics were incorporated as students progressed in their co-creation project. We assessed how students applied these topics through student reflections. Scaffolding students’ learning helped to address co-creation challenges that were expressed by our pilot group, including not understanding the goals of the project and not feeling connected to the research. Observational data of the current groups suggests that students have better understanding of the co-creation process and are collaborating more effectively than our pilot group students, and focus group data confirmed these observations. We also collected feedback from students about the workshops to evaluate what is effective about them and what can be improved. Students felt skills taught in the workshops such as how to prioritize research questions, construct messages for specific audiences, and perform literature searches and reviews, were all effective and useful as they worked on their projects. For improvement, they suggested clearer objectives and more workshops that focus on technical aspects of the project work would be helpful. 

   more » « less