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1. Virtual Intensive Training for Experimental Centric Pedagogy Team Members: Effectiveness During COVID-19 Pandemic

   Owolabi, O. A. ( July 2021 , 2021 ASEE Virtual Annual Conference Content Access)

   null (Ed.)

   The COVID-19 pandemic grounded the implementation of many research projects. However, with the intervention of the NSF research grant awarded to a Historically Black College and University (HBCU), with a specific goal to increase students’ achievement in multiple STEM disciplines, the pandemic challenges provided opportunities to effectively achieve the project objectives. The Adapting an Experiment-centric Teaching Approach to Increase Student Achievement in Multiple STEM Disciplines (ETA-STEM) project aims to implement an evidence-based, experiment-focused teaching approach called Experimental Centric Pedagogy (ECP) in multiple STEM disciplines. The ECP has been shown to motivate students and increase the academic success of minority students in electrical engineering in various institutions. During the Summer of 2020, the ETA-STEM Trainees engaged in research activities to develop three instruments in their respective disciplines. This paper highlights the strategic planning of the project management team, the implementation of the ECP, a comprehensive breakdown of activities and an evaluation of effectiveness of the virtual training. The 13-week intensive virtual training using Canvas learning management system and zoom virtual platform provided the opportunity to effectively interact and collaborate with project team members. Some of the summer training activities and topics included: instrumentation and measurements in STEM fields, sensors and signal conditioning, assessing the performance of instruments and sensors, effective library and literature search, introduction to education research, writing excellent scientific papers, as well as the implementation and development of ECP curriculum with focus on home-based experiment. Prior to the training, ECP kits were shipped to the team and facilitators fully utilized the virtual platform to collaborate with team members. Overall, there was a great satisfaction and confidence with the participants designing three home-based experiments using the M1K and M2K analog devices. 

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2. Translating and Scaling a Face-to-Face, Video-Based Elementary Science PD Program to an Online Environment

   Kowalski, S. ; Belcastro, A. ; Hvidsten, C. ; Constantine, A. ; Faruqi, F. ; Askinas, K. ; De Vaul, R. ; Roehrig, G. ( April 2021 , Annual Meeting of the NARST International Conference)

   Objective Over the past decade, we developed and studied a face-to-face video-based analysis-of-practice professional development (PD) model. In a cluster randomized trial, we found that the face-to-face model enhanced elementary science teacher knowledge and practice and resulted in important improvements to student science achievement (student treatment effect, d = 0.52; Taylor et al, 2017; Roth et al, 2018). The face-to-face PD model is expensive and difficult to scale. In this paper, we present the results of a two-year design-based research study to translate the face-to-face PD into a facilitated online PD experience. The purpose is to create an effective, flexible, and cost-efficient PD model that will reach a broader audience of teachers. Perspective/Theoretical Framework The face-to-face PD model is grounded in situated cognition and cognitive apprenticeship frameworks. Teachers engage in learning science content and effective science teaching practices in the context in which they will be teaching. There are scaffolded opportunities for teachers to learn from analysis of model videos by experienced teachers, to try teaching model units, to analyze video of their own teaching efforts, and ultimately to develop their own unit, with guidance. The PD model attends to the key features of effective PD as described by Desimone (2009) and others. We adhered closely to the design principles of the face-to-face model as described by Authors, 2019. Methods We followed a design-based research approach (DBR; Cobb et al., 2003; Shavelson et al., 2003) to examine the online program components and how they promoted or interfered with the development of teachers’ knowledge and reflective practice. Of central interest was the examination of mechanisms for facilitating teacher learning (Confrey, 2006). To accomplish this goal, design researchers engaged in iterative cycles of problem analysis, design, implementation, examination, and redesign (Wang & Hannafin, 2005) in phase one of the project before studying its effect. Data Three small pilot groups of teachers engaged in both synchronous and asynchronous components of the larger online course which began implementation with a 10-week summer course that leads into study groups of participants meeting through one academic year. We iteratively designed, tested, and revised 17 modules across three pilot versions. On average, pilot groups completed one module every two weeks. Pilot 1 began the work in May 2019; Pilot 2 began in August 2019, and Pilot 3 began in October 2019. Pilot teachers responded to surveys and took part in interviews related to the PD. The PD facilitators took extensive notes after each iteration. The development team met weekly to discuss revisions. We revised all modules between each pilot group and used what we learned to inform our development of later modules within each pilot. For example, we applied what we learned from testing Module 3 with Pilot 1 to the development of Module 3 for Pilots 2, and also applied what we learned from Module 3 with Pilot 1 to the development of Module 7 for Pilot 1. Results We found that community building required the same incremental trust-building activities that occur in face-to-face PD. Teachers began with low-risk activities and gradually engaged in activities that required greater vulnerability (sharing a video of themselves teaching a model unit for analysis and critique by the group). We also identified how to contextualize technical tools with instructional prompts to allow teachers to productively interact with one another about science ideas asynchronously. As part of that effort, we crafted crux questions to surface teachers’ confusions or challenges related to content or pedagogy. We called them crux questions because they revealed teachers’ uncertainty and deepened learning during the discussion. Facilitators leveraged asynchronous responses to crux questions in the synchronous sessions to push teacher thinking further than would have otherwise been possible in a 2-hour synchronous video-conference. Significance Supporting teachers with effective, flexible, and cost-efficient PD is difficult under the best of circumstances. In the era of covid-19, online PD has taken on new urgency. NARST members will gain insight into the translation of an effective face-to-face PD model to an online environment. 

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3. Development and Implementation of an NSF REU Site with Integrated Academia-Industry Research Experience

   Jiang, Z. ; Caicedo, J. ; Petrulis, R. ( June 2019 , 126th ASEE Annual Conference & Exposition)

   With increasing demands for high performance in structural systems, Smart Structures Technologies (SST) is receiving considerable attention as it has the potential to transform many fields in engineering, including civil, mechanical, aerospace, and geotechnical engineering. Both the academic and industrial worlds are seeking ways to utilize SST, however, there is a significant gap between the engineering science in academia and engineering practice in the industry. To respond to this challenge, San Francisco State University and the University of South Carolina collaborated with industrial partners to establish a Research Experiences for Undergraduates (REU) Site program, focusing on academia-industry collaborations in SST. This REU program intends to train undergraduate students to serve as the catalysts to facilitate the research infusion between academic and industrial partners. This student-driven joint venture between academia and industry is expected to establish a virtuous circle for knowledge exchange and contribute to advancing fundamental research and implementation of SST. The program features: formal training, workshops, and supplemental activities in the conduct of research in academia and industry; innovative research experience through engagement in projects with scientific and practical merits in both academic and industrial environments; experience in conducting laboratory experiments; and opportunities to present the research outcomes to the broader community at professional settings. This REU program provides engineering undergraduate students with unique research experience in both academic and industrial settings through cooperative research projects. Experiencing research in both worlds is expected to help students transition from a relatively dependent status to an independent status as their competence level increases. The joint efforts among two institutions and industry partners provide the project team with extensive access to valuable resources, such as expertise to offer a wider-range of informative training workshops, advanced equipment, valuable data sets, experienced undergraduate mentors, and professional connections, that would facilitate a meaningful REU experience. Recruitment of participants targeted 20 collaborating minority and primarily undergraduate institutions (15 of them are Hispanic-Serving Institutions, HSI) with limited science, technology, engineering, and mathematics (STEM) research capabilities. The model developed through this program may help to exemplify the establishment of a sustainable collaboration model between academia and industry that helps address the nation's need for mature, independent, informed, and globally competitive STEM professionals and could be adapted to other disciplines. In this paper, the details of the first-year program will be described. The challenges and lesson-learned on the collaboration between the two participating universities, communications with industrial partners, recruitment of the students, set up of the evaluation plans, and development and implementation of the program will be discussed. The preliminary evaluation results and recommendations will also be shared. 

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4. An NSF REU Site with Integrated Academia-Industry Research Experience

   Jiang, Zhaoshuo ; Caicedo, Juan M. ; Petrulis, Robert ( January 2020 , 2020 ASEE Annual Conference & Exposition)

   With increasing demands for high performance in structural systems, Smart Structures Technologies (SST) is receiving considerable attention as it has the potential to transform many fields in engineering, including civil, mechanical, aerospace, and geotechnical engineering. Both the academic and industrial worlds are seeking ways to utilize SST, however, there is a significant gap between the engineering science in academia and engineering practice in the industry. To respond to this challenge, San Francisco State University and the University of South Carolina collaborated with industrial partners to establish a Research Experiences for Undergraduates (REU) Site program, focusing on academia-industry collaborations in SST. This REU program intends to train undergraduate students to serve as the catalysts to facilitate the research infusion between academic and industrial partners. This student-driven joint venture between academia and industry is expected to establish a virtuous circle for knowledge exchange and contribute to advancing fundamental research and implementation of SST. The program features: formal training, workshops, and supplemental activities in the conduct of research in academia and industry; innovative research experience through engagement in projects with scientific and practical merits in both academic and industrial environments; experience in conducting laboratory experiments; and opportunities to present the research outcomes to the broader community at professional settings. This REU program provides engineering undergraduate students with unique research experience in both academic and industrial settings through cooperative research projects. Experiencing research in both worlds is expected to help students transition from a relatively dependent status to an independent status as their competence level increases. The joint efforts among two institutions and industry partners provide the project team with extensive access to valuable resources, such as expertise to offer a wider-range of informative training workshops, advanced equipment, valuable data sets, experienced mentors for the undergraduate researchers, and professional connections, that would facilitate a meaningful REU experience. Recruitment of participants targeted 20 collaborating minority and primarily undergraduate institutions (15 of them are Hispanic-Serving Institutions, HSI) with limited science, technology, engineering, and mathematics (STEM) research capabilities. The model developed through this program may help to exemplify the establishment of a sustainable collaboration model between academia and industry that helps address the nation's need for mature, independent, informed, and globally competitive STEM professionals and could be adapted to other disciplines. In this paper, the details of the first-year program are described. The challenges and lessons-learned on the collaboration between the two participating universities, communications with industrial partners, recruitment of the students, set up of the evaluation plans, and development and implementation of the program are discussed. The preliminary evaluation results and recommendations are also shared. 

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5. Development and Implementation of an NSF REU Site with Integrated Academia-Industry Research Experience

   Jiang, Zhaoshuo. ; Caicedo, Juan M ; Petrulis, Robert ( June 2019 , 126th ASEE Annual Conference & Exposition)

   With increasing demands for high performance in structural systems, Smart Structures Technologies (SST) is receiving considerable attention as it has the potential to transform many fields in engineering, including civil, mechanical, aerospace, and geotechnical engineering. Both the academic and industrial worlds are seeking ways to utilize SST, however, there is a significant gap between the engineering science in academia and engineering practice in the industry. To respond to this challenge, San Francisco State University and the University of South Carolina collaborated with industrial partners to establish a Research Experiences for Undergraduates (REU) Site program, focusing on academia-industry collaborations in SST. This REU program intends to train undergraduate students to serve as the catalysts to facilitate the research infusion between academic and industrial partners. This student-driven joint venture between academia and industry is expected to establish a virtuous circle for knowledge exchange and contribute to advancing fundamental research and implementation of SST. The program features: formal training, workshops, and supplemental activities in the conduct of research in academia and industry; innovative research experience through engagement in projects with scientific and practical merits in both academic and industrial environments; experience in conducting laboratory experiments; and opportunities to present the research outcomes to the broader community at professional settings. This REU program provides engineering undergraduate students with unique research experience in both academic and industrial settings through cooperative research projects. Experiencing research in both worlds is expected to help students transition from a relatively dependent status to an independent status as their competence level increases. The joint efforts among two institutions and industry partners provide the project team with extensive access to valuable resources, such as expertise to offer a wider-range of informative training workshops, advanced equipment, valuable data sets, experienced undergraduate mentors, and professional connections, that would facilitate a meaningful REU experience. Recruitment of participants targeted 20 collaborating minority and primarily undergraduate institutions (15 of them are Hispanic-Serving Institutions, HSI) with limited science, technology, engineering, and mathematics (STEM) research capabilities. The model developed through this program may help to exemplify the establishment of a sustainable collaboration model between academia and industry that helps address the nation's need for mature, independent, informed, and globally competitive STEM professionals and could be adapted to other disciplines. In this paper, the details of the first-year program will be described. The challenges and lesson-learned on the collaboration between the two participating universities, communications with industrial partners, recruitment of the students, set up of the evaluation plans, and development and implementation of the program will be discussed. The preliminary evaluation results and recommendations will also be shared. 

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