1

Introduction to CeMaSTCeMaST’s mission “to stimulate, conduct, and support integrative STEM education activities and scholarship” is wide-ranging and is an interdisciplinary unit of Illinois State University under the Provost’s Office. With support from the College of Arts and Sciences; the College of Education; and the College of Applied Science and Technology, CeMaST leads collaborative Illinois State and national STEM research and outreach on behalf of the University. For over 20 years, we have attempted to meet this mission in a variety of ways. We have stimulated sponsored research and professional development programs, we have encouraged diversity in the STEM disciplines through outreach, and we have been an advocate for STEM locally, regionally and nationally. As you likely know, most CeMaST efforts occur with the involvement of people from outside of our unit. For that reason, over the past three years we have tried to classify our work as being either CeMaST-driven, CeMaST-assisted, or CeMaST-encouraged. This classification system allows for, and recognizes that, in some cases, a project or activity is driven from within CeMaST with outside assistance; and sometimes driven by people external to CeMaST and we just provide encouragement along the way. Sometimes, the work is a 50/50 partnership with CeMaST. As we put this year’s annual report in context of what has occurred in the past at CeMaST, we used the CeMaST-driven, or CeMaST-assisted, or CeMaST-encouraged categories to help accurately and honestly compile the extent to which we have been achieving our mission.

Figure 1. Publications by type from 1992 to 2013. These publica-tions include peer reviewed journals, monographs, textbooks, and curriculum materials published as textbooks. Note: Annual reports were not found for some of the early CeMaST years, nor in 2001, 2002, and 2003.

Figure 2. Total Number of Active Grant Awards. These values represent the total number of different awards active during any particular year.

2

Introduction to CeMaST

Figure 3. Total Grant Dollars received by CeMaST. These values include all awards at ISU in which CeMaST had a role: either CeMaST-driven, or CeMaST- assisted, or CeMaST-encouraged. These values are the largest and most favorable view of CeMaST’s role in grant writing and procurement. Values are inflation-adjusted to 2013 dollars so that earlier awards are given appropriate credit.

Figure 4. Total Grant Dollars received by CeMaST. These values include all awards at ISU in which CeMaST had a role: either CeMaST-driven, or CeMaST- assisted, or CeMaST-encouraged. These values are the largest and most favorable view of CeMaST’s role in grant writing and procurement. Values are inflation-adjusted to 2013 dollars so that earlier awards are given appropriate credit. Non-inflation adjusted values are also shown as well as the annual Dow Jones Industrial Average ( X 500 pts to get it on the same scale) to demonstrate the overall status of the economy during the award periods.

3

Finally, as you will see, the work of CeMaST is a team effort —the combined efforts of many faculty, staff, students, administrators, and volunteers at ISU and across the country. To those volunteers, to administrative staff, to Assistant and Associate Directors, and to colleagues on campus and to our supervisors, we want to express our gratitude to you for the successes we’ve shared this past year.

Introduction to CeMaST

Figure 5. Total Grant Dollars received by CeMaST with fair CeMaST proportion. These values are the previously reported values adjusted to represent the fair role CeMaST played in obtaining the grant and/or in operating the grant. While a subjective decision on the appropriate percent of each award, it tends to be higher on those awards that are CeMaST-driven, or CeMaST-assisted, versus those that are CeMaST-encouraged. Figures 4 and 5 show a significant increase in CeMaST’s role in helping others across campus to procure grants over the past twenty years.

Figure 6. Total Cumulative General Revenue spent to operate CeMaST and Total Grant Dollars received by CeMaST (fair CeMaST proportion). These graphs show the cumulative amount of revenue generated by CeMaST in support of various projects compared to the cumulative amount general revenue spent by ISU. The general revenue includes salaries and operating costs, but not benefits for employees.

4

Regional ImpactFamily Science Day a Big SuccessThe Center for Mathematics, Science, and Technology (CeMaST), along with the Children’s Discovery Museum and Challenger Learning Center, hosted the 3rd Annual Family Science Day on Saturday, April 13, 2013. The event has been growing each year and attracted 2,000 attendees to Redbird Arena this year.

Family Science Day is a public outreach event to educate and inspire K–8 students in the fields of science, technology, engineering, and mathematics (STEM). This family-friendly event encourages scientific discovery through hands-on activities, challenges, and demonstrations while providing the opportunity to learn about scientific careers from actual research scientists and science educators. In addition, the event helps raise awareness of the importance of STEM in our society.

The event was geared towards pre-K through 8th grade students and their families, and this year’s theme was robotics. Some of our booths that featured robotics included: 4H MetalCow robotics, VEX Robotics, University of Illinois iRobotics, First Robotics, and Dr. R.E. Cycler, the can-crushing robot. This year, the event held more than 80 exhibits, including exhibitors in all areas of STEM. Some highlights of the day included the GeoSphere, which is an inflatable hand-painted globe showing the physical characteristics of the Earth, and the Physics on the Road booth. This year, we also welcomed the Museum of Science and Industry for the first time.

The big highlight of this year’s event was the Central Illinois Robotics Club Bot Brawl 2013 Robotics Tournament, which attracted fans of all ages. This competition marked

the 13th annual Bot Brawl, which included the following events: RC Combat, Sumo, Line Following, Line Maze, and Checkers on a Sumo Ring. Make sure to visit their

website, www.circpeoria.org, for competition results along with photos and videos of the tournament.

CeMaST would like to thank all of the exhibitors who participated this year. We would also like to thank all of our volunteers, without whom we could

not pull off an event of this scale. We would also like to thank all of our event sponsors and our prize donors. Thank you to everyone who helped make

Family Science Day a success. We will see you all next year.

For more information, please visit:www.familyscienceday.com

5

Regional Impact12th Annual High School Research Symposium

On Friday, April 26, 2013, the Center for Mathematics, Science, and Technology (CeMaST) hosted the 12th Annual ISU High School Research Symposium in the Bone Student Center on the Illinois State campus. For the event, each high school student (or group of students) created a poster to display. They also prepared a 2-minute oral presentation to share their research with those in attendance. This year’s High School Research Symposium drew 232 high school students and 27 teachers from 14 schools throughout Illinois. More information about the symposium and this year’s winners can be found on the CeMaST website: CeMaST.IllinoisState.edu

Project JudgesEach year, dozens of volunteers review and rank the high school student research posters. Judges complete a formal rubric and provide valuable feedback to the event participants. Poster presentations encompass all aspects of STEM, including any of the following categories: Animal Sciences, Behavioral Sciences, Biochemistry, Cellular and Molecular Biology, Chemistry, Computer

Sciences, Earth and Planetary Sciences, Engineering, Environmental Sciences, Geospatial Sciences, Mathematical Sciences, Medicine and Health Sciences, Microbiology, Physics and Astronomy Plant Sciences, Product Sciences, and Social Sciences. Judges range from university students, faculty, and professionals, to community volunteers. In addition to the rubric scores, participants have the opportunity to vote for their favorite research poster. The winning participant receives the People’s Choice award.

For more information, contact:Dr. Amy Bloom

CeMaST Assistant Director for Outreach

(309) 438-8115 ambloom@ilstu.edu

6

Innovative Design ProjectThe Innovative Design Project (IDP), directed by CeMaST Associate Director George Rutherford, solicits technical problems from businesses, private citizens, and non-profit entities and works with student teams to develop practical solutions to those problems.

Current projects include:• Developing a simple, rugged thermometer that firefighters can incorporate into their

personal safety gear to warn them when the room they’re entering is too hot. The student team has developed a test circuit and is now building a prototype that will merge with existing equipment.

• Designing and building a wheelchair tray that incorporates a water-tight compartment for storing a student’s laptop. The student lacks the arm strength to put the laptop away before leaving the building, so a rainy day poses a significant problem. The new carbon fiber tray will be stronger and lighter then the existing tray and will incorporate other features like an integrated flash drive receptacle.

• Creating a mechanical way for a student with limited mobility to push elevator buttons via a smart phone app. Needless to say, this project requires lots of programming, robotics, and a little mechanical ingenuity.

• Developing a student idea into a commercially viable product. We could tell you more, but you’d have to sign a non-disclosure agreement.

IDP also aims to educate students on entrepreneurship. Dr. Rutherford has joined forces with Director Mark Hoelscher and others at the George R. and Martha Means Center for Entrepreneurial Studies to broaden our students’ experiences. Illinois State is now a member of the National Collegiate Inventors and Innovators Alliance, offering our students access to resources in this area, especially the annual E-Team competition. Plans are underway to offer more entrepreneurial training to science students through their partici-pation in IDP projects and through new university-wide courses. For more information or to inquire about technical problems, contact Dr. George Rutherford atghr@ilstu.edu

Regional Impact

7

Sports Medicine and Rehabilitation Therapy (SMART) Clinic at ISUThanks largely to the efforts of Dr. Kevin Laudner, Director of Graduate Athletic Training Education and former CeMaST Associate Director, the new Sports Medicine and Rehabilitation Therapy (SMART) Clinic has opened, offering rehabilitation treatment for orthopedic-related injuries to students here at Illinois State. The SMART Clinic offers therapeutic rehabilitation services for a variety of musculoskeletal, neurological and soft tissue injuries and helps to educate student clients on injury prevention techniques. The clinic is open to students through referral from Student Health Services. Students visiting the clinic are charged a $10 fee for each visit.

The clinic is directed by Justin Stanek, an instructional assistant professor in the School of Kinesiology, the clinical coordinator of the Undergraduate Athletic Training Education Program, and a board certified and Illinois licensed athletic trainer. Clinic staff includes graduate student Ashley Keck, who is also a board certified and Illinois licensed athletic trainer. Several undergraduate athletic training students assist in the clinic under the direction of Stanek and Keck.

The SMART Clinic, located in the athletic training laboratory in McCormick Hall, features a large rehabilitation area with an extensive variety of equipment for the diagnosis and treatment of a wide array of orthopedic-related injuries such as strains, sprains, tendonitis,

fractures, dislocations, concussions, and post-surgical injuries. Treatment options include hydrotherapy; electrical stimulation; ultrasound; various manual therapies; joint mobilization and traction; and strengthening, stretching, and balance exercises.

Hours: Mon – Fri from 1:30 p.m.–4:30 p.m. Weekend appointments are available on an individual basis.

Making an Appointment: Upon referral by SHS, students can schedule an appointment as they check out at the Health Center or contact the clinic directly.

Regional Impact

For more information, please visit www.kinrec.illinoisstate.edu/smart

8

State-Wide ImpactIllinois Summer Research Academy (ISRA)—June 23–28, 2013

This June 23-28, the Center for Mathemat-ics, Science, and Technology hosted 49 high school students at the 2013 Illinois Summer Research Academy. Students ranged from freshmen to juniors.

Students spent a week with ISU professors and other Illinois high school students working on various hands-on research projects. Students were also introduced to current research projects ISU faculty are working on and were exposed to the tools and techniques that are being used to accomplish this research.

Students then make contributions to these research projects and/or work on their own research projects with their peers. The summer research opportunities available to students this year were:

Chemistry Cell Biology BiochemistryGIS and Geospatial TechnologiesBehavior and Ecology of Lubber GrasshoppersIntroduction to Computer Programming and ImagingStereotypical Reality: Perceptions of the Criminal Type Mathematics, Physics, and Technology Roller Coaster Design Development of Lab Curricula for Future Elementary Teachers

For more information, please visit:cemast.illinoisstate.edu/students/high_school/isra/

9

State-Wide ImpactEnergy Learning Exchange Powered by Illinois StateWith nearly six billion people on the planet who would all like to use as much energy as people in the developed world use, many challenges and opportunities exist in providing enough energy in a responsible and equitable way to people in both the developed and under-developed world. Students in Illinois will be presented with career choices, production and distribution challenges, and incredible potential opportunities for innovation. From the perspective of growth, importance, social justice, and employment security, careers in the energy fields are an exciting and challenging way to contribute to society. To deal with this and similar challenges, a partnership between the State of Illinois’ education and economic development agencies, Illinois Pathways was formed. Illinois Pathways, funded through the Race to the Top program, is a new and innovative State of Illinois-led STEM education initiative designed to support college and career readiness for all students. Illinois Pathways supports local programs that empower students to explore their academic and career interests while also supporting new statewide, public–private partnerships (Learning Exchanges) that better coordinate investments, resources, and planning for those programs.

Illinois State University (through the Center for Renewable Energy and CeMaST) was just named lead organization for the Energy Learning Exchange (ELE) as part of this Illinois Pathways Initiative. STEM Learning Exchanges support local implementation of P-20 STEM Programs of Study by coordinating and reducing the transaction cost among statewide networks of education partners, businesses, industry associations, labor organizations, and other organizations. Learning Exchanges are organized by career cluster and work to coordinate planning and investment, aggregate resources, and review talent supply-chain performance.

Since the establishment of the ELE several important steps have been taken by the consortium. The ELE will develop a ninth grade orientation course for energy, then follow-up with progressive immersion in internships in high school and on-the-job training through community college and university. The ELE has established expectations for energy literacy and energy career-readiness that are aligned with the U.S. Department of Energy guidelines and is working on developing internships, academic challenges, and on-the-job training that match industry expectations for new employees.

10

State-Wide ImpactIllinois Mathematics and Science Partnership Programs at Illinois StateIn February, Illinois State University was awarded three new Illinois Mathematics and Science Partnership (IMSP) program grants, funded by the Department of Education/Illinois State Board of Education. Each partnership receives $320,000 over 2 years to conduct professional development with Illinois teachers. These partnerships help teachers implement the Next Generation Science Standards (NGSS). According to the National Science Teachers Association, “these new science standards will change the way science is taught and learned in classrooms nationwide by fully engaging K–12 students in three essential dimensions—disciplinary core ideas, scientific and engineering practices, and crosscutting concepts—in a way that will deepen and strengthen their knowledge and skills in science.”

Each grant includes partners from high needs school districts and industries dedicated to the program goals. Each project will result in the creation of a series of online learning modules that teach science content, including disciplinary core ideas and engineering design, in the context of the career clusters outlined by Illinois Pathways. It will also result in a cohort of teachers skilled in NGSS module implementation who are prepared to help others gain the same skills. The learning modules will be implemented throughout the 2013–14 school year.

Real Science and the Next Generation Science StandardsPersonnel: William Hunter, Brad Christensen, and Ryan BrownPartners: Rockford Public Schools District 205, Belvidere Community Unit School District 100, Woodstock School District 200, Harlem School District 122, the Rock River Environmental Services, Boone-Winnebago ROE #4, and CeMaST.

Introducing Students to Research and Development for the High School Classroom Personnel: Darci Harland, Amy Bloom, William Hunter, and George RutherfordPartners: Bloomington High School District 87, Peoria Public Schools District 150, Illinois Science and Technology Coalition, and CeMaST.

Teaching Next Generation Energy Concepts with  Next Generation Science Standards Personnel: David Loomis, Amy Bloom, William Hunter, and Matt AldemanPartners: Bloomington High School District 87, Peoria Public Schools District 150, Urbana School District #4, Illinois Energy Association, Center for Renewable Energy, Institute for Regulatory Policy Studies, and CeMaST. In addition to these three partnerships led by Illinois State, CeMaST is partnering with a fourth project, the Cornbelt STEM Alliance, which serves the Olympia School District and Pontiac School District. These four projects were four of the ten awarded for 2013–14.

Figure 7: Teachers in CeMaST Professional Development since 2009

11

National ImpactLearning Trajectories to Support the Growth of Measurement Knowledge: Pre-K Through Middle SchoolThe National Science Foundation emphasis is to establish a closer set of guidelines for the developmental patterns of growth that undergird the claims of the Common Core for State Standards for Mathematics and to provide a framework on which teachers can base their instructional decisions. This grant from NSF’s Discovery Research K-12 program will provide just over 2 million dollars in funding, to allow a collaborative team of researchers from ISU and from the University at Denver to work with elementary and junior high students over the next four years. This research will provide a rich collection of data about children’s strategy growth, including instructional tasks and assessment tasks that are relevant and effective in targeting students’ exhibited strategies and levels of sophistication as they reason about continuous quantity. These measurement concepts are integrated to address a broad range of mathematical concepts: algebraic thinking, reasoning multiplicatively rather than always relying on addition to analyze patterns, geometric objects and ways of understanding space, collecting data and considering typical values (central tendency) based on developing adequate measures, and working with proportions and ratios.

The project will have two related components of investigation: (1) revisit the learning trajectories (LTs) for length, area, and volume measurement for children in grades Prekindergarten through Grade 5 using new tasks and a new method of research called microgenetic analysis and (2) extend the hypothetical theoretical trajectories for length, perimeter, area, and volume measurement into the middle school years of development (grades 6-8), using teaching experiment methods in clinical settings. These two components will allow us to both clarify and validate the generality of the LTs for elementary students and to extend and create new aspects of LTs to address the learning and thinking of junior high aged students.

The project represents an important collaboration between faculty of Illinois State University and at the University at Denver. The research addresses a critical need in our nation’s pursuit of improved STEM workforce and development of critical research capacity in the sciences and mathematics. This effort will benefit students in impacted schools in the region by engaging them in critical scientific measurement concepts as they prepare for high school coursework in mathematics, science and engineering and by providing models of substantive tasks and problems for their teachers. The project is also linked to the Department of Education project with Illinois State Board of Education to provide professional development that targets the benefits of teaching using these learning trajectories. By focusing closely on students’ specific strengths and weaknesses to anticipate their struggles, teachers can improve instruction by anticipating established routes to gain critical concepts of measurement. CeMaST Director, Dr. William Hunter, and CeMaST Associate Director, Dr. George Rutherford, also provide assistance on this project.

12

CeMaST Leads the Journal of STEM Teacher EducationIn November, CeMaST agreed to take leadership in supporting a premier journal in integrated STEM education and formed the editorial team for the Journal of STEM Teacher Education (JSTE). Started in 1963, the journal was originally called the Journal for Industrial Teacher Education and was developed in order to serve the growing field of industrial education. In 2010, the journal was renamed the Journal of STEM Teacher Education in order to better reflect the evolution of the journal and the field.

The Journal of STEM Teacher Education promotes excellence in science, technology, engineering, and mathematics teacher education issues from early childhood through university level education. All manuscripts accepted for publication address the integration of at least two STEM disciplines, but may focus on issues about which STEM teachers (at any K-20 level) should know or issues of how to better educate integrated STEM teachers (at any K-20 level).  

As JSTE enters its 5th decade, CeMaST Director William Hunter will serve as Editor, and CeMaST Associate Director Ryan Brown will serve as Associate Editor.  Having JSTE housed at Illinois State University serves two purposes.  The first is that CeMaST can further its national and inter-national role as a leader in STEM education, and the second is that it highlights the strength of Illinois State University as an important STEM Education institution.  As part of CeMaST’s mission to support faculty as they become editors of journals, JSTE joins the Journal of Technology Education and the Journal for Research in Mathematics Education as new journals brought to campus and partially supported by CeMaST.

For more information about JSTE, contact:Dr. William Hunter (whunter@ilstu.edu)

http://jstemed.org/

National Impact

13

National ImpactFlinn eLearning Courses Make a Large ImpactSince 2010, CeMaST, the Chemistry Department, and Flinn Scientific, Inc. have partnered to offer online graduate level courses for chemistry teachers across the country. This past summer, these courses have reached over 550 teachers throughout the U.S., with over 1000 enrollments. The courses were developed as a way to provide quality instruction to chemistry teachers through the use of a series of videos highlighting various chemistry demonstrations from expert teachers. Some of the benefits of the course include: (1) earning graduate credit to enhance professional development, career, and salary advancement goals of teachers; (2) connecting content knowledge to modern demonstrations and teaching activities; (3) learning from some of the best (and award-winning) high school chemistry teachers in North America, who have over 550 combined hours of chemistry teaching experience; (4) inspiring students through a variety of effective, student-centered lab activities; (5) setting one’s own learning schedule since the online format allows 24/7 access to the online classroom; and (6) saving money compared to other graduate credit opportunities which might involve additional costs such as travel, lodging, food, and out-of-state tuition expenses.

A Closer Look at the Impact of these CoursesFlinn Scientific, Inc. is based out of Batavia, IL, but their reach is national. Students for these courses have come from 47 states, which can be seen in Figure 1. The largest enrollment has come from Illinois, followed by Ohio and Pennsylvania. The only states in which students have not enrolled in these courses are Arkansas, Hawaii, and New Mexico. Additionally, of the 571 teachers who have taken our eLearning courses, 57% have completed more than one course.

A Variety of Course OptionsIn total, the Flinn eLearning courses include eight courses that address a range of chemistry topics. Two of the courses focus on safety in the classroom and laboratory setting. As part of these courses, teachers receive their safety certification from Flinn Scientific, Inc. A third course focuses on teaching chemistry as an experimental science, and the pedagogical implications that entails. The remaining five courses are content-specific, covering a broad spectrum of topics, including Gas Properties, Laws, and Reactions; Chemical Reactions, Stoichiometry and the Mole; Kinetics, Equilibrium, and Acids & Bases; Atomic and Mo-lecular Structure; and Electrochemistry, Redox, and Solutions.

Figure 8: Student Enrollment By State

14

Creative Core Curriculum and Illinois Mathematics, Science, and TechnologySince its inception, the Center for Mathematics, Science, and Technology (CeMaST) has been involved in the development of integrated curriculum in the STEM fields, from the development of the Integrated Mathematics, Science, and Technology (IMaST) curriculum to the present.

CeMaST’s most recent curricular endeavor to build on this curriculum is a partnership with TPS Publishing and Alpha Graphics to produce, promote, and distribute the Creative Core Curriculum program. The Creative Core Curriculum consists of a series of textbooks and curricular materials that specifically address Common Core Standards for Mathematics grades K–8. It also includes correlated lessons utilizing crafting activities, specific materials for ELL and students with special needs, and an extensive assessment database. CeMaST contributed STEM projects addressing each standard and provides Professional Development for all of the Creative Core Curriculum materials.

This series of books provide ideas and instructions for several projects specifically designed to teach and apply Common Core standards. Each activity allows the students to work in groups to solve problems as they design and build products. All activities are written in a learning cycle format that requires application of the Mathematical Practices as defined by the Common Core Standards.

CeMaST is pleased to announce that the Creative Core Curriculum Mathematics K–5 with Literacy and STEM has been adopted by Florida Department of Education, where we are one of only three programs that have been adopted for K–5 Mathematics. The same curriculum was also adopted as one of 16 programs in Georgia for K–5 Mathematics. The IMaST materials for 6–8 Science were adopted in New York City. The Creative Common Core Curriculum has been modified to address the Texas Essential Knowledge and Skills (TEKS) for both mathematics and science. We are pleased that both sets of curriculum materials have been adopted from Kindergarten through eighth grade.

We have plans to submit the Creative Core Curriculum program to several more states for consideration in the next year. We plan to submit these curricula to Louisiana for K–5 Mathematics, California for K–8 Mathematics, Georgia for 6–8 Mathematics, and Florida for 6–8 Mathematics.

For more information, please visit:cemast.illinoisstate.edu/educators/stem/

National Impact

15

Recent ProposalsIllinois Energy STEM Learning Exchange Implementation. D. Loomis, W. J. F. Hunter, M. Aldeman, and A. Bloom. State of Illinois Department of Commerce and Economic Opportunity. Awarded July 2013, $350,000.

Illinois Water Partnership for Schools. D. Park, W. J. F. Hunter, and E. W. Peterson. Environmental Protection Agency. $208,021 – denied.

Real Science and the Next Generation Science Standards. W. J. F. Hunter, B. Christensen, and R. Brown. Illinois State Board of Education, (2013-2014 – $320,000) Federal Grant: CFDA-84.366B NCLB Title II Part B. Awarded February 2013, $160,000.

Promoting Students’ Spatial Thinking in Upper Elementary Grades using Geographic Information Systems (GIS). M. Jadallah, A. Hund, and J. Thayn with W. J. F. Hunter. National Science Foundation. $449,879 – pending

Cornbelt STEM Alliance. C. Embry Mohr and W. J. F. Hunter. Illinois State Board of Education, (2013-2014 – $320,000) Federal Grant: CFDA-84.366B NCLB Title II Part B. Awarded February 2013, $160,000. ISU portion $10,000.

Creativity and Reasoning Informative System of Assessments of Learning In Science-Modeling (CRISALIS-M) Project. A. Meyer, R. Brown, M. Hesson-McInnis, and C. Zimmerman. National Science Foundation. $304,444 – pending

Introducing Students to Research and Development for the High School Classroom. D. Harland, W. J. F. Hunter. A. Bloom, and G. Rutherford. Illinois State Board of Education, (2013-2014 – $320,000) Federal Grant: CFDA-84.366B NCLB Title II Part B. Awarded February 2013, $160,000.

Teaching Next Generation Energy Concepts with Next Generation Science Standards. D. Loomis, W. J. F. Hunter, A. Bloom and M. Aldeman. Illinois State Board of Education, (2013-2014 – $320,000) Federal Grant: CFDA-84.366B NCLB Title II Part B. Awarded February 2013, $160,000.

Real Numbers in Real Situations: Modelling with Mathematics. W. J. F. Hunter, B.A. Christensen, and M. Winsor. Illinois State Board of Education, awarded February 2012, $140,000. (2012-2013 – $280,000) Federal Grant: CFDA-84.366B NCLB Title II Part B – 2nd year awarded.

Formative Assessment in Elementary Mathematics. J. Barrett, C. Cullen, J. Baek, and J. Tobias. Illinois State Board of Education, awarded June 2011, $180,000. (2011-2013 – $510,000) Federal Grant: CFDA-84.366B NCLB Title II Part B – 3rd year awarded.

Illinois Earthscope and the New Madrid Earthquakes. R. S. Nelson, D. H. Malone, and W. J. F. Hunter. Illinois State Board of Education, awarded June 2011, $180,000. (2011-2013 – $510,000) Federal Grant: CFDA-84.366B NCLB Title II Part B – 3rd year awarded.

Southern Illinois Partnership for Mathematics and Science. F. Mumba, W. J. F. Hunter, H. Henson, K. Renzaglia, and M. Wright. Illinois Board of Higher Education. Awarded February 2010, $896,808. – 3rd year denied.

16

Bergman, J. M., Boesdorfer, S. M., Carver, J. S., Mumba, W. J. F. Hunter. (2013) Teaching Atomic Theory using Photoelectron Spectroscopy Data. The Chemical Educator. 18, 1-5

Brown, R., Brown, J., & Berkehiser, M. (In Press). Fundamentals of Engineering. Tinley Park, IL: Goodheart-Willcox Publishers.

Brown, R. (2012). STEM Curricula. In J. Ernst, A. Clark, W. DeLuca, L. Bottomley, & S. Ferguson (Eds.), Transforming Teaching through Implementing Inquiry Iearning Objects. Raleigh, NC.

Christensen, B., and Hunter, W. (2013) Creative Science Curriculum Mathematics with STEM, Literacy and Arts. Student Project Edition Grade Kindergarten. Normal, IL: TPS Publishing, Center for Mathematics, Science, and Technology.

Christensen, B., and Hunter, W. (2013) Creative Science Curriculum Mathematics with STEM, Literacy and Arts. Teacher Project Edition Grade Kindergarten. Normal, IL: TPS Publishing, Center for Mathematics, Science, and Technology.

Christensen, B., and Hunter, W. (2013) Creative Science Curriculum Mathematics with STEM, Literacy and Arts. Student Project Edition Grade One. Normal, IL: TPS Publishing, Center for Mathematics, Science, and Technology.

Christensen, B., and Hunter, W. (2013) Creative Science Curriculum Mathematics with STEM, Literacy and Arts. Teacher Project Edition Grade One. Normal, IL: TPS Publishing, Center for Mathematics, Science, and Technology.

Christensen, B., and Hunter, W. (2013) Creative Science Curriculum Mathematics with STEM, Literacy and Arts. Student Project Edition Grade Two. Normal, IL: TPS Publishing, Center for Mathematics, Science, and Technology.

Christensen, B., and Hunter, W. (2013) Creative Science Curriculum Mathematics with STEM, Literacy and Arts. Teacher Project Edition Grade Two. Normal, IL: TPS Publishing, Center for Mathematics, Science, and Technology.

Christensen, B., and Hunter, W. (2013) Creative Science Curriculum Mathematics with STEM, Literacy and Arts. Student Project Edition Grade Three. Normal, IL: TPS Publishing, Center for Mathematics, Science, and Technology.

Christensen, B., and Hunter, W. (2013) Creative Science Curriculum Mathematics with STEM, Literacy and Arts. Teacher Project Edition Grade Three. Normal, IL: TPS Publishing, Center for Mathematics, Science, and Technology.

Recent Publications

17

Christensen, B., and Hunter, W. (2013) Creative Science Curriculum Mathematics with STEM, Literacy and Arts. Student Project Edition Grade Four. Normal, IL: TPS Publishing, Center for Mathematics, Science, and Technology.

Christensen, B., and Hunter, W. (2013) Creative Science Curriculum Mathematics with STEM, Literacy and Arts. Teacher Project Edition Grade Four. Normal, IL: TPS Publishing, Center for Mathematics, Science, and Technology.

Christensen, B., and Hunter, W. (2013) Creative Science Curriculum Mathematics with STEM, Literacy and Arts. Student Project Edition Grade Five. Normal, IL: TPS Publishing, Center for Mathematics, Science, and Technology.

Christensen, B., and Hunter, W. (2013) Creative Science Curriculum Mathematics with STEM, Literacy and Arts. Teacher Project Edition Grade Five. Normal, IL: TPS Publishing, Center for Mathematics, Science, and Technology.

Harland, D. (January 2013). The devil’s in the deadlines: Planning a long-term research project. The Science Teacher, 80(1).

Hartlep, N. D., McCubbins, S., and Department of Educational Administration and Foundations. (2013). What makes a Star teacher? Examining teacher dispositions, professionalism, and teacher effectiveness using the Haberman Star Teacher Pre-Screener. Illinois State University.

Hartlep, N. D., McCubbins, S., and Morgan, G.B. (in press). Revealing the myth of the “fully-qualified” bright young teacher: Using the Haberman Star Teacher Pre-Screener to teach and assess professional dispositions and core beliefs in education. In J. A. Gorlewski, B. J. Porfilio, D. A. Gorlewski, & J. Hopkins (Eds.), Effective or Wise: Teaching and Assessing Professional Dispositions in Education. New York: Peter Lang Publishing.

Laudner, K. G., Lynall, R., and Meister, K. (May 2013). Shoulder adaptations among pitchers and position players over the course of a competitive baseball season. Clinical Journal of Sports Medicine.

Laudner K. G., Meister K., Kajiyama S., and Noel B. (November 2012). The Relationship between Anterior Glenohumeral Laxity and Proprioception in Collegiate Baseball Players. Clinical Journal of Sports Medicine.

Laudner K. G., Meister K., Noel B., and Deter T. (May 2012). Anterior Glenohumeral Laxity is Associated with Posterior Shoulder Tightness among Baseball Players. American Journal of Sports Medicine.

Laudner, K. G. and Williams, J. G. (February 2013). The relationship between latissimus dorsi stiffness and altered scapular kinematics among asymptomatic collegiate swimmers. Phys Ther Sport.

Recent Publications

18

Barrett, J. E., Cullen, C. J., Miller, A. L., Van Dine, D. W., Eames, C. L., Kara, M., Sarama, J., & Clements, D. H. (2013, April). Framing and revising a hypothetical learning trajectory for area measurement. Symposium conducted at the Research Presession of the 2013 Annual Conference of the National Council of Teachers of Mathematics, Denver, CO.

Barrett, J. E., Van Dine, D. W., Cullen, C. J., Eames, C. L., Kara, M., & Miller, A. L. (2013, April). Using Rasch modeling to support validation of a developmental progression for area. Round table paper session presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, CA.

Bloom, A. M. and Hunter, W. J. F. (2013, January). CeMaST: supporting and increasing STEM knowledge-able teachers, researchers, and students. Changing Teaching; Changing Learning: Helping Students Become Knowledge-Able. Illinois State University 2013 University-Wide Symposium on Teaching and Learning, Normal, IL.

Cullen, C. J., Eames, C. L., & Kara, M. (2013, April). Children’s learning and development of volume measurement procedures and concepts: A longitudinal cross-site qualitative synthesis. Round table paper session presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, CA.

Eames, C. L., Kara, M., & Barrett, J. E. (2013, April). Pump up the volume (measurement). Research session presented at the 2013 Annual Conference of the National Council of Teachers of Mathematics, Denver, CO.

Eames, C. L., Miller, A. L., Kara, M., Van Dine, D., Cullen, C. J., Barrett, J. E., Clements, D. H., & Sarama, J. (2013, June). The longitudinal development of children’s conceptions of spatial measurement. Paper presented at the 43rd Annual Meeting of the Jean Piaget Society, Chicago, IL.

Hunter, W. J. F., & Christensen, B. (2013, May). Hands-on Inquiry STEM Activities for Middle School. Paper presented to the National Science Teachers Association STEM Forum, St. Louis, MO.

Hunter, W. J. F., & Houtsma, R.A. (2013, June). Hands-on Inquiry STEM Activities for Elementary School. Paper presented to the Los Angeles Unified School District Monlux Elementary School, Los Angeles, CA.

Hunter, W. J. F. (2013, January). Data in the hands of students: Constructivism, photoelectron spectroscopy, & research. Seminar at Northern Arizona University, Flagstaff, AZ.

Hunter, W. J. F. (2013, August). Energy STEM Learning Exchange in Illinois. Presented to the State Energy Sector Partnership, Springfield, IL.

Hunter, W. J. F. (2013, June). STEM Curriculum possibilities for California. Paper presented to the State Department of Education Curriculum Adoption Committee, Sacramento, CA.

Hunter, W. J. F. (2013, March). Research on growing chemistry teacher education programs. Paper presented to the Physics Teacher Education Coalition Annual Meeting, Baltimore, MD.

Recent Presentations

19

Hunter, W. J. F. (2013, August). STEM Curriculum possibilities for Georgia. Presented to the State Board of Education Curriculum Adoption Committee, Atlanta, GA.

Hunter, W. J. F. (2013, September). STEM Curriculum possibilities for Louisiana. Presented to the State Department of Education Curriculum Adoption Committee, Baton Rouge, LA September, 2012.

Hunter, W. J. F. (2013, January ).The Center for Mathematics, Science, & Technology at Illinois State University. Paper presented to Southern Utah University, Cedar City, UT.

Kara, M., Eames, C. L., & Van Dine, D. W. (2013, April). Children’s reasoning about volume invariance. Round table paper session presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, CA.

Kara, M., Miller, A. L., Cullen, C. J., Barrett, J. E., Sarama, J., & Clements, D. H. (2012, November). A retrospective analysis of students’ thinking about volume measurement across grades 2-5. Paper presented at the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI.

Laudner K. G., Lynall R., Williams J. G., & Meister K. (2012, June). Forearm Rotational Motion Adaptations among Baseball Pitchers and Position Players. NATA Annual Meeting and Clinical Symposia. St. Louis, MO.

Laudner K. G., Selkow N., Lynall R., & Meister K. (2012, September). Decreased Blood Flow in the Throwing Arm of Baseball Players. Paper presented to the XXXII World Congress of Sports Medicine. Rome, Italy.

McCubbins, S. A. (2012, March). Forensics in Chemistry: The Case of Kirsten K. Paper presented to the NSTA National Conference, Indianapolis, IN.

Miller, A. L., Kara, M., Eames, C. L., Cullen, C. J., & Barrett, J. E. (2012, November). A comparison of three students’ re-sponses to area invariance tasks across grades 2 – 5. Poster presented at the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI.

Van Dine, D., Kara, M., Miller, A. L., Eames, C. L., Sarama, J. Clements, D. H., Barrett, J. E., & Cullen, C. J. (2013, June). Validating a learning trajectory for volume measurement with Rasch modeling. Poster presented at the 43rd Annual Meeting of the Jean Piaget Society, Chicago, IL.

Wickstrom, M. H., Baek, J., Barrett, J., Cullen, C., & Tobias, J. (2012) A teacher’s noticing of children’s understanding of linear measurement. Presented at the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Kalamazoo, MI.

Wickstrom, M. H., Baek, J., Barrett, J., Cullen, C., Tobias, J. (2013, January). Teachers’ noticing of children’s understanding of linear measurement. Presented at the AMTE 2013 Conference. Orlando, FL.

Recent Presentations

20

Personnel

Olcay Akman David AndersonFuxia ChengSaad El-ZanatiGreg FerrenceAnu GokhaleShawn HitchcockMarjorie Jones

Anthony LorsbachCraig McLaughlanCynthia MooreDo-Yong ParkRick SatchwellLisa SzczepuraCarl WenningCorrine Zimmerman

Director:Dr. William HunterProfessor of Chemistry and Curriculum and Instruction

Associate Directors:Dr. Jeffrey BarrettProfessor of Mathematics Education

Dr. Ryan BrownAssistant Professor of Curriculum and Instruction

Dr. Kevin LaudnerAssistant Professor of Kinesiology and Recreation

Dr. George RutherfordAssociate Professor of Physics

Assistant Directors:Dr. Amy Bloom

CeMaST Assistant Director for Outreach

Dr. Darci Harland

CeMaST Assistant Director for Research

Staff:Dr. Brad Christensen

CeMaST Research Associate

Todd Eddy

CeMaST Administrative Clerk

Kate Edler

CeMaST Research Associate

Amanda Fain

CeMaST Technical Editor

Sara McCubbins

CeMaST Office and Project Manager

CeMaST Fellows

Annual Report 2012-2013

Annual Report 2012-2013

ST

EM