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THE STEM EDUCATION RESEARCH INSTITUTE (SERI) ANNUAL REPORT
FY 2013
TABLE OF CONTENTS
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Contents
Letter from the Co-‐Directors ____________________________________________________________________________ 3
SERI Structure ____________________________________________________________________________________________ 4
Vision and Mission _______________________________________________________________________________________ 5
Awarded and Submitted Grant Proposals ______________________________________________________________ 6
Scholarship _______________________________________________________________________________________________ 8
Initiatives and Pilot Studies ____________________________________________________________________________ 11
Collaborations ___________________________________________________________________________________________ 12
Staff _______________________________________________________________________________________________________ 14
STEM Education Research Institute ____________________________________________________________________ 14
LETTER FROM THE CO-‐DIRECTORS
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Letter from the Co-‐Directors
The STEM Education Research Institute (SERI) officially opened its office doors in November 2012 with three co-‐Directors and one office manager/researcher. By January a post-‐doctoral fellow and research associate were added to the SERI staff.
SERI is quickly developing into a STEM Education Research leader on campus by working with faculty, campus institutes, and outside organizations throughout Indiana and the nations. By identifying and nurturing these synergistic activities, and leveraging the successes of our campus’ many prestigious initiatives, SERI is seeking to advance IUPUI’s already accomplished reputation as an internationally recognized research university. With the continued integration of SERI into the broader campus, the dynamic field of STEM education research will become more prevalent in the culture of IUPUI, which will only serve to bolster the competitiveness and innovativeness of our faculty’s research proposals.
Moreover, SERI is constantly striving to play an active role in the evaluation, assessment, and refinement of current and future IUPUI STEM education initiatives. SERI is currently taking a leadership role in the development of multiple grant proposals. We are also reaching out to other STEM education programs in need of evaluation services, fostering links between like-‐minded researchers, and providing guidance to faculty as they grapple with the introduction of STEM education research into their academic endeavors and funding pursuits.
On behalf of everyone at SERI, we would like to express our genuine excitement as we set out to play our part in the promotion of research excellence at IUPUI.
Sincerely,
Charlie Feldhaus School of Engineering and Technology
Andy Gavrin School of Science
Jomo Mutegi School of Education
SERI STRUCTURE
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SERI Structure
SERI is overseen by the Office of the Vice Chancellor for Research, and is led by a Leadership Team, with representation from the partnering School of Education, School of Engineering and Technology, and School of Science.
VISION AND MISSION
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Vision and Mission
SERI’s Vision is to be a nationally and internationally recognized center of excellence for STEM education research, contributing to the advancement of STEM education in Indiana and the nation. SERI’s Mission is to …
1. Promote research on STEM education at all levels, including: • Evaluating the effectiveness of existing and proposed educational practices in STEM • Investigating fundamental questions of how people learn STEM • Encouraging STEM faculty to participate in the scholarship of STEM teaching and learning.
2. Promote and coordinate STEM education research initiatives pursued through the institute and in
collaboration with external partners.
AWARDED AND SUBMITTED GRANT PROPOSALS
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Awarded and Submitted Grant Proposals
An overarching concern for producing excellent scholarship and attaining needed funding has informed much of SERI’s recent activities. Proposals for the following programs either have been submitted or awarded. SERI activities have also emphasized the need to identify and organize STEM-‐related RFPs and Solicitations both for future submission and for dissemination to appropriate IUPUI faculty.
AWARDED Houser, J.H.W., Feldhaus, C.R., Helfenbein, R.J., & Stuckey, S.M. A Longitudinal Analysis of Project Lead the Way in Indiana. Indiana University Collaboration Research Grant (IUCRG) March 5, 2013. ($53,000)
Summary: This pilot study will describe PLTW participants who graduated high school in 2008 and examine the impact of program participation on college outcomes including enrolling in college, college major, first year to second year college retention, and college graduation in four years. The educational outcomes of PLTW participants will be compared with their peers via propensity scoring matching. In subsequent years, external funding will be solicited to conduct similar analyses for each cohort. Results will provide robust, high quality research providing insight on PLTW’s impact on real long-‐term outcomes regarding college success and preparation for STEM professions.
Feldhaus, C.R., & Burns, D. Mixed Methods Research in Technology and Health Graduate Certificate. 2013 IUPUI Curriculum Enhancement Grant. April 5, 2013. ($15,000).
Summary: We are proposing the development of a 12 credit hour, 4 course inter-‐disciplinary graduate-‐level certificate tentatively titled “Mixed Methods in Health and Technology”. The curriculum for the certificate includes two existing courses offered through the Technology program focusing on qualitative and quantitative methodologies, one course from the students’ home department, and a new course Mixed Methods Research. The outcomes from the CEG project will result in a certificate that will allow IUPUI students to be highly competitive in seeking additional graduate and postdoctoral research training and engaging in productive, meaningful research careers in industry or academia.
Smith, A., & Mutegi, J. W. From Standards to STEM: Integrating Science and Math in the Classroom. Indiana Department of Education – (Math/Science Partnership). November 12, 2012. ($448,521.69). (UCASE).
Summary: This program will provide professional development and research experience in mathematics and/or science for approximately 45 teachers of grades 3-‐8 from the MSD Washington Township. During the summer training experiences, participating teachers will spend their mornings building pedagogical content knowledge in mathematics/science and their afternoons participating in research with faculty members on the IUPUI campus.
SUBMITTED Feldhaus, C.R. (PI), Noam, G., Marrs, K., Zipes, D., & Couvault, J. The Indiana Project: Using STEM Standards and High Quality Assessments in Informal STEM Learning Programs. NSF Afterschool Informal STEM Learning RFP. January, 2013. ($250,000).
AWARDED AND SUBMITTED GRANT PROPOSALS
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Summary: This Pathways project is a pilot study to assess Indiana afterschool STEM education programs in informal learning environments. “The Indiana Project: Using STEM Standards and High Quality Assessments in Informal STEM Learning Programs” will employ a case study research methodology to produce new knowledge on informal STEM learning (ISL). It will do so by field-‐testing the Dimensions of Success (DOS) observational tool to formally assess and evaluate ISL program quality. Harvard researchers previously received NSF REESE funding to refine the DOS tool, which is designed to assess 12 indicators of quality STEM learning in informal environments. The DOS tool was developed for widespread use in varied ISL environments. Presently, it has been used to train observers in six states.
Rizkalla, M.E. (PI), Agarwal, M., Naumann, C., Feldhaus, C.R., & Mutegi, J. Research Experiences for Teacher Advancement in Nanotechnology (RETAIN). NSF Research Experiences for Teachers RFP. October, 2012. ($494,571).
Summary: The Integrated Nanosystems Development Institute (INDI) at Indiana University-‐Purdue University Indianapolis (IUPUI) proposes to establish Research Experiences for Teacher Advancement In Nanotechnology (RETAIN), a 6-‐week immersive research education program for high school teachers. RETAIN will provide 30 Indiana high school teachers over 3 years with nanotechnology research experiences, including seminars on integrating inquiry-‐based lessons into the classroom and translation of research experiences into teaching modules.
El-‐Mounayri, H. (PI), Agarwal, M., Joglekar, Y., Feldhaus, C.R., & Mutegi, J. Nanotechnology Experiences for Students and Teachers (NEST). NSF Innovative Technology Experiences for Students and Teachers RFP. November, 2012. ($580,040).
Summary: The Integrated Nanosystems Development Institute (INDI) at IUPUI proposes the establishment of Nanotechnology Experiences for Students and Teachers (NEST), a program designed to introduce 9th-‐12th-‐grade students and teachers to the field of nanotechnology through 2 separate 2-‐week summer camps and extensive post-‐camp opportunities with faculty mentors. Post-‐camp activities may include independent research projects for students and guided module implementation for teachers.
El-‐Mounayri, H. (PI), Feldhaus, C.R., Mutegi, J., Fernandez, E., & Nickolich, D. Innovative K-‐12 STEM education delivered as MOOCs using VOTE (Virtual reality-‐based Online Technology & Engineering) platform & tool. NSF Discovery Research K-‐12 RFP. December, 2012. ($2,094,819).
Summary: This project builds on a proven virtual reality-‐based online platform (VOTE) currently being developed. A VOTE module in advanced manufacturing was recently utilized by the PI in the development of ME 29500 -‐ Introduction to Advanced Manufacturing, the first full-‐fledged online engineering course offered at surrounding K-‐12 schools. The proposed project will implement VOTE curricula through Massive Open Online Courses (MOOC), while developing, and then integrating, additional STEM-‐based virtual modules, in advanced manufacturing and nanotechnology.
SCHOLARSHIP
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Scholarship
PUBLICATIONS Pinder, P. J. (2013, In Press). Utilizing Instructional Games as an Innovative Tool to Improve Science
Learning Among Elementary School Students. The Journal EDUCATION, 133(4).
Pinder, P. J. (2013). Exploring and Understanding Maryland’s Math and Science Teachers’ Perspectives on NCLB and Increase Testing: Employing a Phenomenological Inquiry Approach. The Journal EDUCATION, 133(3), 298–303.
Pinder, P. J., Prime, G., Wilson, J. E., & Norman, O. (2013, In Press). An Exploration of the Influence of Family Background on the Chemistry Achievement of Afro-‐Caribbean and African American Students in the United States (A Quantitative study). The Journal of Negro Education
Blackwell, E. L. & Pinder, P. J. (2013, In Review). What are the motivational factors of first-‐ generation minority college students who overcome their family histories to pursue higher education?
Christie, B., & Feldhaus, C.R. (2013, Accepted). Exploring Engineering Technology Persistence and Institutional Interventions: A Review of the Literature. Journal of Engineering Technology
Little-‐Wiles, J.M., Fox, P.S., Feldhaus, C.R., Hundley, S., & Sorge, B. (2013). Student Engagement Strategies in One Online Engineering and Technology Course. Proceedings of the 120th ASEE Annual Confernce & Exposition, Atlanta, GA. June 23-‐26, 2013.
Devlin, T.J., Feldhaus, C.R., & Bentrem, K.M. (2012, Accepted). The evolving classroom: A study of traditional and technology based instruction in a STEM classroom. Journal of Technology Education.
Nickolich, D., Wedel, M., Hundley, S., Feldhaus, C. R., Bentrem, K., & Goodwin, J. (2012). STEM Workforce Development: Creating Enduring Understandings for Public Employment Office Career Counselors. Proceedings of the Midwest Research to Practice Conference in Adult, Continuing and Community Education. Oklahoma City, OK. September 27-‐29, 2012.
Nickolich, D., Cotton, S., Wild. P., Marrs, K., Nguyen, K., & Feldhaus, C.R. (2012). Workforce Development of Workplace Specialist I CTE and STEM Teachers: Increasing Qualified Subject Area Teachers through Innovative Teacher Preparation and Licensing. National Association for Workforce Improvement (NAWI) Conference. Indianapolis, IN. May 21 and 22, 2013.
Makinson, P., Hundley, S., Feldhaus, C. R., & Fernandez, E. (2012). Mobile Communication Anytime, Anywhere: The Impact on Work-‐Life Balance and Stress. Frontiers in Education Conference, Seattle, WA. Oct. 3-‐6, 2012.
SCHOLARSHIP
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Morton, C. H. (2012). The Xs and whys of algebra: [Review of the book The Xs and Whys of Algebra: Key Ideas and Common Misconceptions, by A. Collins & L. Dacey]. Mathematics Teaching in the Middle School, 18, 255. (UCASE).
Morton, C. H., Cook, D. A., & Yow, J. A. (2013). It's play time: Enhancing computational skills and strategy development through mathematical games. The Centroid, 39(1), 22-‐25. (UCASE).
Morton, C. H., & Mutegi, J. W. (2013, In Press). Red Alert! Mathematics Teaching. (UCASE).
Morton, C. H., Yow, J., & Cook, D. (2012). Challenging minds; Enhancing the mathematical learning of African American students through games. Curriculum and Teaching Dialogue, 14. (UCASE).
Mutegi, J. W. (2013). "Life's first need is for us to be realistic" and other reasons for examining the sociocultural construction of race in the science performance of African American students. Journal of Research in Science Teaching, 50, 82-‐103. (UCASE).
BOOK CHAPTERS Pinder, P. J. (May 15, 2013, In Press). Employing conceptual change and inquiry-‐based strategies with African American K-‐12 science students: A reflection on two small classroom based preliminary studies. In (to be published in) P. J. Pinder and E. L. Blackwell (Eds), Issues and Innovations in STEM Education Research: Theoretical and Empirical Studies by Early Career Researchers. Niagara Falls, NY: Untested Ideas.
Pinder, P. J. (May 15, 2013, In Press). Chemistry achievement and the African Caribbean immigrant student’s home: A mixed-‐methods, multi-‐dimensional study—An expansion of an earlier preliminary quantitative study. In (to be published in) P. J. Pinder and E. L. Blackwell (Eds), Issues and Innovations in STEM Education Research: Theoretical and Empirical Studies by Early Career Researchers. Niagara Falls, NY: Untested Ideas.
Pinder, P. J., & Blackwell, E. L. (May 15, 2013, IN PRESS). Research Book titled “ISSUES AND INNOVATIONS IN STEM EDUCATION RESEARCH: Theoretical and Empirical Studies by Early Career Researchers, Niagara Falls, NY: Untested Ideas.
Conference Book Launched Date: June 28 to 30, 2013.
Conference Book Projected Released Date: October 2013
PRESENTATIONS AND POSTERS Pinder, P. J. (2013, March 13-‐16). Chemistry Achievement and the African Caribbean Immigrant Students’ Home: A Mixed-‐Methods Study. Paper presentation at the 37th National Council for Black Studies Conference, Indianapolis, Indiana.
SCHOLARSHIP
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Pinder, P. J. (2013, April 5). Employing a phenomenological inquiry approach to explore a few urban African American math and science teachers’ perspectives on NCLB and assessments. Poster presented at the Indiana University, Purdue University, Indianapolis (IUPUI) Research Day Symposium, Indianapolis, IN.
Pinder, P. J. (2013, June). Employing conceptual change and inquiry learning strategies with African American K-‐12 science students: A reflection on two small classroom based preliminary studies. Paper accepted for presentation at the 1st Untested Ideas International Education and Culture Conference, Niagara Falls, NY.
Sorge, B. (2013, March 18). The Lilly Science Coaches: Analysis of the Science Coach and Teacher Surveys. Presentation at the Lilly Science Coach Meeting, Eli Lilly and Company, Indianapolis, IN.
Watt, J., Marrs, K., Feldhaus, C.R., Judd, M., Hundley, S., Gavrin, A., Judd, M. & Mzumara, H. (2013, April 4). NSF CI-‐STEP: Improving Graduation Rates in STEM through Innovative Strategies and Best Practices. Poster session presented at the E.C. Moore Symposium on Excellence in Teaching, Indianapolis, IN.
Feldhaus, C.R., Gavrin, A., & Mutegi, J. (2013, April 5). Creating the STEM Education Research Institute: SERI. Poster session presented at the IUPUI Research Day.
Gavrin, A., Fore, G., & Sorge, B. (2013, April 5). Identifying Connections and Potential Synergies among IUPUI STEM Education Initiatives. Poster session presented at the IUPUI Research Day.
Sorge, B., Walker, W., & Feldhaus, C.R. (2013, April 5). Evaluating K-‐12 STEM Education Programs in Indiana: The SERI/I-‐STEM Partnership. Poster session presented at the IUPUI Research Day.
Simon, M., Sorge, B., & Tan, P. (2012, May 9). STEM Needs All Children, Part I. Equi-‐learn webinar.
Skelton, S., & Sorge, B. (2012, May 16). STEM Needs All Children, Part II. Equi-‐learn webinar.
Berhane, S. N. (2013, April 11-‐13). The experiences of African American females in mathematics. Paper presented at the National Conference of Undergraduate research, LaCrosse, WI. (UCASE).
Berhane, S. N. (2013, April 5). Female students of color in mathematics. Paper presented at the IUPUI Research Day Poster Session, Indianapolis, IN. (UCASE).
Dowdell, T. S., & Mutegi, J. W. (2013, May 5-‐8). The impact of hip-‐hop Instruction on students in urban settings. Paper presented at the Conference on Research Direction, Hilton Head, SC. (UCASE).
Mutegi, J. W., Pitts-‐Bannister, V. R., Nichols, B., Priester, D., Murdoch, Y., & Richardson, L. (2013, May 5-‐ 8). Tales from the mic: A content analysis of 10 years of hip-‐hop lyrics. Paper presented at the Conference on Research Direction, Hilton Head, SC. (UCASE).
Phelps, J. (2013, May 5-‐8). Hip-‐hop youth: Owners, borrowers, users, or slaves. Paper presented at the Conference on Research Direction, Hilton Head, SC. (UCASE).
INITIATIVES AND PILOT STUDIES
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Initiatives and Pilot Studies
IUPUI INTERNAL STEM EDUCATION DATABASE One of SERI’s initial projects is a search for potential synergies among the many STEM education initiatives ongoing at IUPUI. The ultimate goal of this project is to establish best practices for identifying and implementing such synergistic connections among STEM education initiatives within a single large campus or consortium of geographically connected smaller campuses. The project will be implemented in three phases. During Phase 1, which is currently underway, SERI researchers will non-‐intrusively identify and categorize campus STEM education initiatives through IUPUI websites, institutional reports, and funding reports from foundations such as NSF and NIH. In Phase 2, researchers will both conduct fact-‐checking interviews with IUPUI faculty/staff and develop a comprehensive and accessible database of current STEM education initiatives across campus. With Phase 3, researchers will conduct an analysis of IUPUI’s initiatives using the database and, when needed, additional faculty/staff interviews both to assess internal synergy and cost-‐saving and to identify the potential for additional synergistic development at IUPUI. Following the completion of this tripartite process, results will be gathered and assembled into an NIH or NSF proposal requesting funding to formalize the process and expand it to a sample of other campuses.
COLLABORATIONS
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Collaborations
SERI is dedicated to nurturing current and newly formed collaborations, while concurrently seeking to identify and initiate additional creative partnerships with dynamic people and institutions at IUPUI, in Indiana, and nationally.
IUPUI COLLABORATIONS Center for Urban and Multicultural Education (CUME)
Great Lakes Equity Center
Integrated Nanosystems Development Institute (INDI)
Urban Center for the Advancement of STEM Education (UCASE)
Center for Research and Learning
Center for Teaching and Learning
Indy Learning Centers
INDIANA COLLABORATIONS Indiana Afterschool Network (IAN)
Indiana Science Initiative (ISI)
I-‐STEM Resource Network
Lilly Science Coaches
Indianapolis Urban League
Center for Evaluation and Education Policy (CEEP)
Indiana Department of Education
Wisdom Tools
Indianapolis Public Schools
Ivy Tech Community College
COLLABORATIONS
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NATIONAL COLLABORATIONS Harvard University’s Program in Education, Afterschool and Resiliency (PEAR)
Mid-‐continent Research for Education and Learning (McREL)
Technical Education Research Centers (TERC)
STAFF
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Staff
CHARLIE FELDHAUS CO-‐DIRECTOR
ANDY GAVRIN CO-‐DIRECTOR
JOMO MUTEGI CO-‐DIRECTOR
GRANT FORE RESEARCH ASSOCIATE
PATRICE PINDER POST-‐DOCTORAL FELLOW
BRANDON SORGE RESEARCH ASSOCIATE
STEM Education Research Institute
Indiana University-‐Purdue University Indianapolis 755 W. Michigan Street UL 1123 Indianapolis, IN 46202-‐5195 Tel 317-‐278-‐6081 Fax 317-‐274-‐1024 seri.iupui.edu
