Stephen Krause | Arizona State University (original) (raw)

Papers by Stephen Krause

Research paper thumbnail of “It’s So Easy A Caveman Can Do It:” Teaching Introductory Material Science For Increased Student Engagement

2010 Annual Conference & Exposition Proceedings

Education advocates and experts have a plethora of experiences and evidentiary research verifying... more Education advocates and experts have a plethora of experiences and evidentiary research verifying the importance of student engagement in the education process. The millennial student is an expert at finding new tools and media resources to enhance their lives as they search for relevance in the activities they choose and the classes that they take. A challenge to educators is to increase the relevance of engineering core courses without spending an enormous amount of time planning changes to enhance student engagement. As educators, we are aware of topics in the core courses that are difficult for our students to learn, yet necessary for their development as engineers. Teaching styles that work with millennial students involve an instructor acting as facilitator of learning. Providing directed active engagement within the educational environment from the start of their experience will greatly assist the learning process of these students. The modules described in this paper were created to enhance development of students' mental models and are exciting advances for those teaching in this area because of ease of implementation and adaptation for different student populations. Implementation of these activities has the potential to lower the barrier to faculty participation in active learning. The media slogan "It's so easy, a caveperson can do it" is the guiding principle behind the development of these activities. This paper will also present reflections of a diverse crosssection of teaching faculty and students for these classroom methods to highlight how these pedagogical efforts may increase student self-efficacy for their technical learning. The research question for this work is; "To what extent do student engagement activities, such as conceptcontext worksheets, process oriented guided inquiry learning worksheets and student test design, support student learning in an Introduction to Material Science course?" In this paper we are reporting on the implementation of teaching and learning modules for such a course. The results were overwhelmingly positive when the students were asked to rate the effect of the classroom activities on their support of student learning. Mental models can, and often do, undergo change as new stimuli are introduced. The Constructivist Model of Learning states that learning is not the transfer of material from the head of the teacher to the head of the learner in one whole piece. Instead, it is the construction of knowledge in the mind of the learner. 4 This constructed knowledge may or may not be consistent

Research paper thumbnail of Engaging Middle School Students With Engineering Education, Curricular Integration And Societal Relevance

2010 Annual Conference & Exposition Proceedings

is an Associate Professor in the Harrington Bioengineering Program within the School of Biologica... more is an Associate Professor in the Harrington Bioengineering Program within the School of Biological and Health Systems Engineering in the Fulton School of Engineering at ASU. His teaching responsibilities are in the areas of engineering design, biomaterials, nanobiotechnology, and complex adaptive systems. He is the Director of the Bioengineering Design Center, a state-of-the-art design studio and prototype complex funded by the Whitaker Foundation, and the Biomedical Engineering Capstone Design Education Program and co-directs the 'Empowering Malawians with Disabilities' project that is aimed at the design and development of rehabilitative engineered devices to assist the disabled and under served in Malawi, Africa. His education interests are in innovative education in engineering and engineering outreach that include K-12 outreach programs, interdisciplinary undergraduate (REU) and graduate training and outreach programs (NSF IGERT & GK-12), women in science and engineering programs (WISE), and innovative nanoscience and engineering asynchronous distance learning initiatives. He is currently working on an NSF supported IEECI grant developing materials for middle school outreach based on service learning using engineering design principles. His current research interests are focused on the development of micro and nano biodevices and technologies for personalized medicine, bioinspired nanoscale engineering strategies for bioresponsive and biomimetic hybrid materials and biohybrid devices for diagnostic and therapeutic medical device applications. He also serves on various scientific review panels and advisory panels, as well as, a consultant to the medical device and diagnostic industry.

Research paper thumbnail of Project Pathways: Connecting Engineering Design To High School Science And Mathematics In A Mathematics Science Partnership Program

2006 Annual Conference & Exposition Proceedings

is Professor and an Associate Chair of the Chemical and Materials Engineering Department at ASU. ... more is Professor and an Associate Chair of the Chemical and Materials Engineering Department at ASU. His teaching responsibilities are in the areas of design and selection of materials, general materials engineering, polymer science, and characterization of materials. His research interests are in innovative education in engineering, and structural characterization of polymers and semiconductors. He has co-developed a Materials Concept Inventory for assessing fundamental knowledge of students in introductory materials engineering classes. Most recently, he has been working on Project Pathways, an NSF supported Math Science Partnership, in developing modules for a courses on Connecting Mathematics with Physics and Chemistry and also a course on Engineering Capstone Design Veronica Burrows, Arizona State University Veronica Burrows is Associate Director of the Center for Research on Education in Science, Mathematics, Engineering, and Technology and Associate professor in the Department of Chemical & Materials Engineering at Arizona State University. She received her B.S. in Chemical Engineering from Drexel University and her Ph.D. in Chemical Engineering from Princeton University. In addition to technical research interest in applied surface chemistry, her engineering education research interests include the learning of engineering modeling, the impact of reflective practice in learning engineering, authentic assessment methods, and "girl-friendly" education. Vincent Pizziconi, Arizona State University Vincent Pizziconi is an Associate Professor in the Bioengineering Department at ASU. His teaching responsibilities are in the areas of introductory engineering, engineering design and biomaterials. His research interests are in innovative education in engineering and on the development of molecular, cellular and tissue strategies to develop bioresponsive and biomimetic materials for the biohybrid diagnostic and medical devices, and engineered cell and tissue systems. Most recently, he has been working on Project Pathways, an NSF supported Math Science Partnership, in developing modules for a course on Engineering Capstone Design.

Research paper thumbnail of Development Of A Chemistry Concept Inventory For

2004 Annual Conference Proceedings

Research paper thumbnail of Social Network Analysis of Faculty Connections in a Multi-year Professional Development Program

2018 ASEE Annual Conference & Exposition Proceedings

He also serves as an Extension Services Consultant for the National Center for Women and Informat... more He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a codeveloper of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.

Research paper thumbnail of Examining Effects of an Evidence-Based Professional Development Program on Student Achievement

2019 ASEE Annual Conference & Exposition Proceedings

He also serves as an Extension Services Consultant for the National Center for Women and Informat... more He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a codeveloper of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.

Research paper thumbnail of Attitude Shifts In High School Math And Science Teacher Practice Through Connecting Math, Science, And Engineering In A Math Science Partnership: Project Pathways

2008 Annual Conference & Exposition Proceedings

His teaching responsibilities are in the areas of bridging engineering and education, design and ... more His teaching responsibilities are in the areas of bridging engineering and education, design and selection of materials, general materials engineering, polymer science, and characterization of materials. His research interests are in innovative education in engineering and K-12 engineering outreach. He has co-developed a Materials Concept Inventory for assessing fundamental knowledge of students in introductory materials engineering classes. Most recently, he has been working on Project Pathways, an NSF supported Math Science Partnership, in developing modules for a courses on Connecting Mathematics with Physics and Chemistry and also a course on Engineering Capstone Design.

Research paper thumbnail of Development and Use of Concept Context Maps to Promote Student

2011 ASEE Annual Conference & Exposition Proceedings

is doctoral student in Science Education at Arizona State University. Her Master's degree is in M... more is doctoral student in Science Education at Arizona State University. Her Master's degree is in Materials Science and Engineering and her undergraduate degree is in Physics and Chemistry. Her principle research interests are situated in engineering education and include conceptual development, engineering academic language acquisition, and the role of motivation and emotion on these things. She is also invested and passionate about K-12 education as she teaches physics, chemistry, and science foundations at New School for the Arts and Academics, an alternative arts high school.

Research paper thumbnail of SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning

2011 ASEE Annual Conference & Exposition Proceedings

He currently has research activity in areas related to thin film materials processing and enginee... more He currently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels.

Research paper thumbnail of Work in Progress: The Impact of Faculty Development Workshops on Shifting Faculty Teaching Beliefs and Classroom Practice toward Student Centeredness

2017 ASEE Annual Conference & Exposition Proceedings

studying biomedical engineering. She has undergone the undergraduate engineering curriculum and h... more studying biomedical engineering. She has undergone the undergraduate engineering curriculum and has facilitated the implementation of evidence-based instructional strategies in the biomedical senior design course. In JTFD, she has evaluated and analyzed the shift in instructor fidelity towards student-centered learning.

Research paper thumbnail of Examination of Implicit Gender Biases Among Engineering Faculty when Assigning Leadership, Research, and Service Roles

2017 ASEE Annual Conference & Exposition Proceedings

He also serves as an Extension Services Consultant for the National Center for Women and Informat... more He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a codeveloper of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1800 times and his publications have been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.

Research paper thumbnail of Extending Faculty Development through a Sustainable Community of Practice

2020 ASEE Virtual Annual Conference Content Access Proceedings

is currently the Education Project Manager for the NSF-funded JTFD Engineering faculty developmen... more is currently the Education Project Manager for the NSF-funded JTFD Engineering faculty development program. Her educational background includes two Master's degrees from Grand Canyon University in Curriculum and Instruction and Education Administration. Her areas of interest are in student inclusion programs and creating faculty development that ultimately boost engagement and performance in students from lower SES backgrounds. Prior to her role as project manager, Sarah worked as the SEI Coordinator for a local high school and has also developed an inclusion program for Migrant and Immigrant students that utilized co-teaching and active learning as keystones of the program. She began her educational career as a high school teacher, teaching courses in English, math, and science.

Research paper thumbnail of Exploratory Factor Analysis of Approaches to Teaching Inventory (ATI): Use in an Evidence-based Faculty Development Program for Promoting Active Learning Pedagogical Strategies

2020 ASEE Virtual Annual Conference Content Access Proceedings

Her research interests engage the intersection of organizational resources and processes with sci... more Her research interests engage the intersection of organizational resources and processes with science and engineering education for the purposes of policy implementation and educational change.

Research paper thumbnail of Enhancing Instruction by Uncovering Instructor Blind Spots from Muddiest Point Reflections in Introductory Materials Classes

2020 ASEE Virtual Annual Conference Content Access Proceedings

He teaches in the areas of introductory materials engineering, polymers and composites, and capst... more He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students' attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.

Research paper thumbnail of Longitudinal Assessment of Student Persistence, Achievement, and Attitude in a Flipped Biomedical Engineering Classroom Using Pencasts and Muddiest Point Web-enabled Tools

2015 ASEE Annual Conference and Exposition Proceedings

Casey received her bachelor's degree in Biomedical Engineering from the University of Virginia in... more Casey received her bachelor's degree in Biomedical Engineering from the University of Virginia in 2006 and her doctorate degree in Biomedical Engineering from Georgia Institute of Technology and Emory University in 2012 where she studied the role of shear stress in aortic valve disease. Currently, she is investigating cyber-based student engagement strategies in flipped and traditional biomedical engineering courses. She aspires to understand and improve student attitude, achievement, and persistence in student-centered courses.

Research paper thumbnail of Factors Impacting Retention and Success of Undergraduate Engineering Students

2015 ASEE Annual Conference and Exposition Proceedings

He teaches in the areas of introductory materials engineering, polymers and composites, and capst... more He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students' attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.

Research paper thumbnail of Examining Relationships and Patterns in Pedagogical Beliefs, Attitudes, and Classroom Practices for Faculty of Undergraduate Engineering, Math, and Science Foundational Courses

2015 ASEE Annual Conference and Exposition Proceedings

for 3 years, and as Director of the Division of Curriculum and Instruction for another 3 years. H... more for 3 years, and as Director of the Division of Curriculum and Instruction for another 3 years. He received his Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 1992, where he also served in the National Center for Research on Mathematical Sciences Education as a postdoctoral scholar for 3 years. Jim's research interests focus in the following areas where he has published extensively: Children's mathematical thinking; Teacher and Student motivation in mathematics; and Teacher Change in mathematics. He is currently developing methodologies for utilizing the engineering design process to improve learning environments in Science, Engineering and Mathematics. He has also written on effective uses of educational technology in mathematics and science education as a natural outgrowth of these interests. To fund his research, Jim has garnered over 20millioningrantstostudyandimprovemathematicseducationinurbanschools.Hejustfinisheda20 million in grants to study and improve mathematics education in urban schools. He just finished a 20millioningrantstostudyandimprovemathematicseducationinurbanschools.Hejustfinisheda1.8 million research grant to model the longitudinal development of fractions, rational number and proportional reasoning knowledge and skills in middle school students, and is currently engaged in a project studying the sustainability of changes in urban elementary teachers' mathematics practices. All of his work has been conducted in collaborative partnerships with diverse, economically challenged, urban schools. This relationship has resulted in a significant (positive) impact on the direction that partner districts have taken, including a significant increase in mathematics achievement in the face of a rising poverty rate.

Research paper thumbnail of Developing a method to measure the metacognitive effects of a course on design, engineering and technology over time

ASEE 2004 Annual Conference and Exposition, "Engineering Researchs New Heights", 2004

Measuring and tracking how individuals become aware of their own understanding (metacognition) ca... more Measuring and tracking how individuals become aware of their own understanding (metacognition) cannot easily be measured by traditional tests or assessments. Consequently, this paper presents the development and application of a rubric to examine qualitative data that illustrates how graduate students in science education, who were enrolled in a Design, Engineering and Technology (DET) course, became aware of the changes in their understanding of DET. Weekly reflection papers, weekly written pre and post tests and lesson plans were used as data sources. A rubric linking the course outcomes with six major categories (engineering as a design process, gender and diversity, societal relevance of engineering, technical self-efficacy, tinkering self-efficacy and transfer to classroom teaching) was developed to code text. Several passes through the data led to the refinements for the six categories that allowed the coding of almost all of the text. We specifically looked for shifts in understanding over a 15-week period and an awareness that these shifts were taking place (e.g. "It's not that I had a bad attitude about technology to begin with, rather this class as a whole and our group project has forced me to think about its appropriate applications at the K-12 level." and "Both technology education papers addressed the difference between technology education and educational technology-two different concepts I had not thought of before"). Our technique allowed us to capture the subtleties of understanding and the progression of metacognition. The rubric demonstrated that the DET course had a strong impact on students thinking about and applying DET to teaching.

Research paper thumbnail of Uncovering atomic bonding misconceptions with multimodal topic module assessments of student understanding in an introductory materials course

ASEE Annual Conference and Exposition, Conference Proceedings, 2010

Research paper thumbnail of AC2011-1096: Predictingconceptualgaininanatomicbond- Ing Module

is doctoral student in Science Education at Arizona State University. Her Master's degree is in M... more is doctoral student in Science Education at Arizona State University. Her Master's degree is in Materials Science and Engineering and her undergraduate degree is in Physics and Chemistry. Her principle research interests are situated in engineering education and include conceptual development, engineering academic language acquisition, and the role of motivation and emotion on these things. She is also invested and passionate about K-12 education as she teaches physics, chemistry, and science foundations at New School for the Arts and Academics, an alternative arts high school.

Research paper thumbnail of “It’s So Easy A Caveman Can Do It:” Teaching Introductory Material Science For Increased Student Engagement

2010 Annual Conference & Exposition Proceedings

Education advocates and experts have a plethora of experiences and evidentiary research verifying... more Education advocates and experts have a plethora of experiences and evidentiary research verifying the importance of student engagement in the education process. The millennial student is an expert at finding new tools and media resources to enhance their lives as they search for relevance in the activities they choose and the classes that they take. A challenge to educators is to increase the relevance of engineering core courses without spending an enormous amount of time planning changes to enhance student engagement. As educators, we are aware of topics in the core courses that are difficult for our students to learn, yet necessary for their development as engineers. Teaching styles that work with millennial students involve an instructor acting as facilitator of learning. Providing directed active engagement within the educational environment from the start of their experience will greatly assist the learning process of these students. The modules described in this paper were created to enhance development of students' mental models and are exciting advances for those teaching in this area because of ease of implementation and adaptation for different student populations. Implementation of these activities has the potential to lower the barrier to faculty participation in active learning. The media slogan "It's so easy, a caveperson can do it" is the guiding principle behind the development of these activities. This paper will also present reflections of a diverse crosssection of teaching faculty and students for these classroom methods to highlight how these pedagogical efforts may increase student self-efficacy for their technical learning. The research question for this work is; "To what extent do student engagement activities, such as conceptcontext worksheets, process oriented guided inquiry learning worksheets and student test design, support student learning in an Introduction to Material Science course?" In this paper we are reporting on the implementation of teaching and learning modules for such a course. The results were overwhelmingly positive when the students were asked to rate the effect of the classroom activities on their support of student learning. Mental models can, and often do, undergo change as new stimuli are introduced. The Constructivist Model of Learning states that learning is not the transfer of material from the head of the teacher to the head of the learner in one whole piece. Instead, it is the construction of knowledge in the mind of the learner. 4 This constructed knowledge may or may not be consistent

Research paper thumbnail of Engaging Middle School Students With Engineering Education, Curricular Integration And Societal Relevance

2010 Annual Conference & Exposition Proceedings

is an Associate Professor in the Harrington Bioengineering Program within the School of Biologica... more is an Associate Professor in the Harrington Bioengineering Program within the School of Biological and Health Systems Engineering in the Fulton School of Engineering at ASU. His teaching responsibilities are in the areas of engineering design, biomaterials, nanobiotechnology, and complex adaptive systems. He is the Director of the Bioengineering Design Center, a state-of-the-art design studio and prototype complex funded by the Whitaker Foundation, and the Biomedical Engineering Capstone Design Education Program and co-directs the 'Empowering Malawians with Disabilities' project that is aimed at the design and development of rehabilitative engineered devices to assist the disabled and under served in Malawi, Africa. His education interests are in innovative education in engineering and engineering outreach that include K-12 outreach programs, interdisciplinary undergraduate (REU) and graduate training and outreach programs (NSF IGERT & GK-12), women in science and engineering programs (WISE), and innovative nanoscience and engineering asynchronous distance learning initiatives. He is currently working on an NSF supported IEECI grant developing materials for middle school outreach based on service learning using engineering design principles. His current research interests are focused on the development of micro and nano biodevices and technologies for personalized medicine, bioinspired nanoscale engineering strategies for bioresponsive and biomimetic hybrid materials and biohybrid devices for diagnostic and therapeutic medical device applications. He also serves on various scientific review panels and advisory panels, as well as, a consultant to the medical device and diagnostic industry.

Research paper thumbnail of Project Pathways: Connecting Engineering Design To High School Science And Mathematics In A Mathematics Science Partnership Program

2006 Annual Conference & Exposition Proceedings

is Professor and an Associate Chair of the Chemical and Materials Engineering Department at ASU. ... more is Professor and an Associate Chair of the Chemical and Materials Engineering Department at ASU. His teaching responsibilities are in the areas of design and selection of materials, general materials engineering, polymer science, and characterization of materials. His research interests are in innovative education in engineering, and structural characterization of polymers and semiconductors. He has co-developed a Materials Concept Inventory for assessing fundamental knowledge of students in introductory materials engineering classes. Most recently, he has been working on Project Pathways, an NSF supported Math Science Partnership, in developing modules for a courses on Connecting Mathematics with Physics and Chemistry and also a course on Engineering Capstone Design Veronica Burrows, Arizona State University Veronica Burrows is Associate Director of the Center for Research on Education in Science, Mathematics, Engineering, and Technology and Associate professor in the Department of Chemical & Materials Engineering at Arizona State University. She received her B.S. in Chemical Engineering from Drexel University and her Ph.D. in Chemical Engineering from Princeton University. In addition to technical research interest in applied surface chemistry, her engineering education research interests include the learning of engineering modeling, the impact of reflective practice in learning engineering, authentic assessment methods, and "girl-friendly" education. Vincent Pizziconi, Arizona State University Vincent Pizziconi is an Associate Professor in the Bioengineering Department at ASU. His teaching responsibilities are in the areas of introductory engineering, engineering design and biomaterials. His research interests are in innovative education in engineering and on the development of molecular, cellular and tissue strategies to develop bioresponsive and biomimetic materials for the biohybrid diagnostic and medical devices, and engineered cell and tissue systems. Most recently, he has been working on Project Pathways, an NSF supported Math Science Partnership, in developing modules for a course on Engineering Capstone Design.

Research paper thumbnail of Development Of A Chemistry Concept Inventory For

2004 Annual Conference Proceedings

Research paper thumbnail of Social Network Analysis of Faculty Connections in a Multi-year Professional Development Program

2018 ASEE Annual Conference & Exposition Proceedings

He also serves as an Extension Services Consultant for the National Center for Women and Informat... more He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a codeveloper of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.

Research paper thumbnail of Examining Effects of an Evidence-Based Professional Development Program on Student Achievement

2019 ASEE Annual Conference & Exposition Proceedings

He also serves as an Extension Services Consultant for the National Center for Women and Informat... more He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a codeveloper of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.

Research paper thumbnail of Attitude Shifts In High School Math And Science Teacher Practice Through Connecting Math, Science, And Engineering In A Math Science Partnership: Project Pathways

2008 Annual Conference & Exposition Proceedings

His teaching responsibilities are in the areas of bridging engineering and education, design and ... more His teaching responsibilities are in the areas of bridging engineering and education, design and selection of materials, general materials engineering, polymer science, and characterization of materials. His research interests are in innovative education in engineering and K-12 engineering outreach. He has co-developed a Materials Concept Inventory for assessing fundamental knowledge of students in introductory materials engineering classes. Most recently, he has been working on Project Pathways, an NSF supported Math Science Partnership, in developing modules for a courses on Connecting Mathematics with Physics and Chemistry and also a course on Engineering Capstone Design.

Research paper thumbnail of Development and Use of Concept Context Maps to Promote Student

2011 ASEE Annual Conference & Exposition Proceedings

is doctoral student in Science Education at Arizona State University. Her Master's degree is in M... more is doctoral student in Science Education at Arizona State University. Her Master's degree is in Materials Science and Engineering and her undergraduate degree is in Physics and Chemistry. Her principle research interests are situated in engineering education and include conceptual development, engineering academic language acquisition, and the role of motivation and emotion on these things. She is also invested and passionate about K-12 education as she teaches physics, chemistry, and science foundations at New School for the Arts and Academics, an alternative arts high school.

Research paper thumbnail of SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning

2011 ASEE Annual Conference & Exposition Proceedings

He currently has research activity in areas related to thin film materials processing and enginee... more He currently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels.

Research paper thumbnail of Work in Progress: The Impact of Faculty Development Workshops on Shifting Faculty Teaching Beliefs and Classroom Practice toward Student Centeredness

2017 ASEE Annual Conference & Exposition Proceedings

studying biomedical engineering. She has undergone the undergraduate engineering curriculum and h... more studying biomedical engineering. She has undergone the undergraduate engineering curriculum and has facilitated the implementation of evidence-based instructional strategies in the biomedical senior design course. In JTFD, she has evaluated and analyzed the shift in instructor fidelity towards student-centered learning.

Research paper thumbnail of Examination of Implicit Gender Biases Among Engineering Faculty when Assigning Leadership, Research, and Service Roles

2017 ASEE Annual Conference & Exposition Proceedings

He also serves as an Extension Services Consultant for the National Center for Women and Informat... more He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a codeveloper of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1800 times and his publications have been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.

Research paper thumbnail of Extending Faculty Development through a Sustainable Community of Practice

2020 ASEE Virtual Annual Conference Content Access Proceedings

is currently the Education Project Manager for the NSF-funded JTFD Engineering faculty developmen... more is currently the Education Project Manager for the NSF-funded JTFD Engineering faculty development program. Her educational background includes two Master's degrees from Grand Canyon University in Curriculum and Instruction and Education Administration. Her areas of interest are in student inclusion programs and creating faculty development that ultimately boost engagement and performance in students from lower SES backgrounds. Prior to her role as project manager, Sarah worked as the SEI Coordinator for a local high school and has also developed an inclusion program for Migrant and Immigrant students that utilized co-teaching and active learning as keystones of the program. She began her educational career as a high school teacher, teaching courses in English, math, and science.

Research paper thumbnail of Exploratory Factor Analysis of Approaches to Teaching Inventory (ATI): Use in an Evidence-based Faculty Development Program for Promoting Active Learning Pedagogical Strategies

2020 ASEE Virtual Annual Conference Content Access Proceedings

Her research interests engage the intersection of organizational resources and processes with sci... more Her research interests engage the intersection of organizational resources and processes with science and engineering education for the purposes of policy implementation and educational change.

Research paper thumbnail of Enhancing Instruction by Uncovering Instructor Blind Spots from Muddiest Point Reflections in Introductory Materials Classes

2020 ASEE Virtual Annual Conference Content Access Proceedings

He teaches in the areas of introductory materials engineering, polymers and composites, and capst... more He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students' attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.

Research paper thumbnail of Longitudinal Assessment of Student Persistence, Achievement, and Attitude in a Flipped Biomedical Engineering Classroom Using Pencasts and Muddiest Point Web-enabled Tools

2015 ASEE Annual Conference and Exposition Proceedings

Casey received her bachelor's degree in Biomedical Engineering from the University of Virginia in... more Casey received her bachelor's degree in Biomedical Engineering from the University of Virginia in 2006 and her doctorate degree in Biomedical Engineering from Georgia Institute of Technology and Emory University in 2012 where she studied the role of shear stress in aortic valve disease. Currently, she is investigating cyber-based student engagement strategies in flipped and traditional biomedical engineering courses. She aspires to understand and improve student attitude, achievement, and persistence in student-centered courses.

Research paper thumbnail of Factors Impacting Retention and Success of Undergraduate Engineering Students

2015 ASEE Annual Conference and Exposition Proceedings

He teaches in the areas of introductory materials engineering, polymers and composites, and capst... more He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students' attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.

Research paper thumbnail of Examining Relationships and Patterns in Pedagogical Beliefs, Attitudes, and Classroom Practices for Faculty of Undergraduate Engineering, Math, and Science Foundational Courses

2015 ASEE Annual Conference and Exposition Proceedings

for 3 years, and as Director of the Division of Curriculum and Instruction for another 3 years. H... more for 3 years, and as Director of the Division of Curriculum and Instruction for another 3 years. He received his Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 1992, where he also served in the National Center for Research on Mathematical Sciences Education as a postdoctoral scholar for 3 years. Jim's research interests focus in the following areas where he has published extensively: Children's mathematical thinking; Teacher and Student motivation in mathematics; and Teacher Change in mathematics. He is currently developing methodologies for utilizing the engineering design process to improve learning environments in Science, Engineering and Mathematics. He has also written on effective uses of educational technology in mathematics and science education as a natural outgrowth of these interests. To fund his research, Jim has garnered over 20millioningrantstostudyandimprovemathematicseducationinurbanschools.Hejustfinisheda20 million in grants to study and improve mathematics education in urban schools. He just finished a 20millioningrantstostudyandimprovemathematicseducationinurbanschools.Hejustfinisheda1.8 million research grant to model the longitudinal development of fractions, rational number and proportional reasoning knowledge and skills in middle school students, and is currently engaged in a project studying the sustainability of changes in urban elementary teachers' mathematics practices. All of his work has been conducted in collaborative partnerships with diverse, economically challenged, urban schools. This relationship has resulted in a significant (positive) impact on the direction that partner districts have taken, including a significant increase in mathematics achievement in the face of a rising poverty rate.

Research paper thumbnail of Developing a method to measure the metacognitive effects of a course on design, engineering and technology over time

ASEE 2004 Annual Conference and Exposition, "Engineering Researchs New Heights", 2004

Measuring and tracking how individuals become aware of their own understanding (metacognition) ca... more Measuring and tracking how individuals become aware of their own understanding (metacognition) cannot easily be measured by traditional tests or assessments. Consequently, this paper presents the development and application of a rubric to examine qualitative data that illustrates how graduate students in science education, who were enrolled in a Design, Engineering and Technology (DET) course, became aware of the changes in their understanding of DET. Weekly reflection papers, weekly written pre and post tests and lesson plans were used as data sources. A rubric linking the course outcomes with six major categories (engineering as a design process, gender and diversity, societal relevance of engineering, technical self-efficacy, tinkering self-efficacy and transfer to classroom teaching) was developed to code text. Several passes through the data led to the refinements for the six categories that allowed the coding of almost all of the text. We specifically looked for shifts in understanding over a 15-week period and an awareness that these shifts were taking place (e.g. "It's not that I had a bad attitude about technology to begin with, rather this class as a whole and our group project has forced me to think about its appropriate applications at the K-12 level." and "Both technology education papers addressed the difference between technology education and educational technology-two different concepts I had not thought of before"). Our technique allowed us to capture the subtleties of understanding and the progression of metacognition. The rubric demonstrated that the DET course had a strong impact on students thinking about and applying DET to teaching.

Research paper thumbnail of Uncovering atomic bonding misconceptions with multimodal topic module assessments of student understanding in an introductory materials course

ASEE Annual Conference and Exposition, Conference Proceedings, 2010

Research paper thumbnail of AC2011-1096: Predictingconceptualgaininanatomicbond- Ing Module

is doctoral student in Science Education at Arizona State University. Her Master's degree is in M... more is doctoral student in Science Education at Arizona State University. Her Master's degree is in Materials Science and Engineering and her undergraduate degree is in Physics and Chemistry. Her principle research interests are situated in engineering education and include conceptual development, engineering academic language acquisition, and the role of motivation and emotion on these things. She is also invested and passionate about K-12 education as she teaches physics, chemistry, and science foundations at New School for the Arts and Academics, an alternative arts high school.