Armineh Noravian - Academia.edu (original) (raw)

Papers by Armineh Noravian

is Associate Dean of the Graduate College of Education. She teaches social science research cours... more is Associate Dean of the Graduate College of Education. She teaches social science research courses and serves on the Executive Committee for the in the Ed.D. in Educational Leadership Program. She has researched the social functions of vernacular literacies and languages in a variety of multicultural contexts, such as the Eastern Caribbean, Navajo Nation, and the Southwest United States.

This two-day conference, held in November 2022, was aimed at identifying the unique challenges th... more This two-day conference, held in November 2022, was aimed at identifying the unique challenges that faculty, staff, students, and administrators in urban and rural Hispanic Serving Institution (HSI) community colleges face when introducing high-impact educational practices such as Course-Based Undergraduate Research Experiences (CUREs) in STEM curricula. While the impact of CUREs on student success parameters has been widely demonstrated in research intensive four-year institutions, little is known of the benefits of CUREs in community colleges and other two-year educational institutions, specifically those with significant percentages of historically underserved students. Participants of the two-day 2022 CUREs in HSIs Conference provided written comments to sessions and survey questions, which were later systematically analyzed. Analyses revealed nine major themes (Fig. 2). Themes were further grouped into categories; each category included focus areas or factors that need to be addressed to ensure successful implementation of CUREs in HSI community colleges. High Impact Practices include, but are not limited, to Learning Communities (LC), Undergraduate Research Experiences (UREs), Course-Based Undergraduate Research Experiences (CUREs), internships, externships, and first-year experiences. Hispanic Serving Institution (HSI) is a term that designates any accredited, degree-granting, public or private nonprofit institution of higher education with 25% or more total undergraduate Hispanic or Latino full-time equivalent student enrollment.

SSRN Electronic Journal, 2014

Instructional design models for well-structured and ill-Structured problem-solving learning outco... more Instructional design models for well-structured and ill-Structured problem-solving learning outcomes. Educational Technology Research and Development, 75(1), 65-94.

SSRN Electronic Journal, 2014

SSRN Electronic Journal, 2021

A three-day conference was held in September 2020, to build a comprehensive picture of the challe... more A three-day conference was held in September 2020, to build a comprehensive picture of the challenges and successes specific to STEM education at Rural Hispanic-Serving Institutions (HSIs). Analyses of recorded conversations and participant surveys identified nine major themes. Each theme was further divided into focus areas that identify several factors impacting rural HSI/eHSIs' ability to develop and sustain STEM programs, while also providing recommendations for addressing these challenges.

2019 ASEE Annual Conference & Exposition Proceedings

Center (ERC) in January 2016 as a lecturer and became NEWT's Associate Director of Education in J... more Center (ERC) in January 2016 as a lecturer and became NEWT's Associate Director of Education in January 2017. Jorge coordinates and runs NEWT's Research Experience for Undergraduates (REU) program at ASU, Rice and UTEP, and a training program for the REU mentors. He developed and runs NEWT's Core Course, offered to the center's first-year graduate students. Jorge collaborates with NEWT's Industry Liaison Officer and Innovation Ecosystem Director, and the Student Leadership Council in the planning of educational opportunities for NEWT graduate students and postdocs with the center's industry partners and other professional development activities. At Rice, Jorge is an Adjunct Professor in the Civil & Environmental Engineering and Bioengineering Departments, where he developed and teaches CEVE/GLHT 314: Sustainable Water Purification for the Developing World, a project-based course on sustainable strategies for safe water supply in low-income and developing regions of the world. He collaborates in other project-based courses at Rice, such as Introduction to Engineering Design, advising undergraduate students in the development of water-related projects. He also works with Rice's Center for Civic Leadership in the development of activities to promote student community engagement, such as Alternative Spring Breaks and summer experiences with water-related NGOs in Mexico. Jorge's previous research and teaching experience as a postdoctoral scholar and professor fall within the areas of water quality assessment, water and wastewater treatment, emerging organic pollutants, and ecotoxicology. He holds a B.

The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or i... more The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.

a project-based course on sustainable strategies for safe water supply in low-income and developi... more a project-based course on sustainable strategies for safe water supply in low-income and developing regions of the world. He collaborates in other project-based courses at Rice, such as Introduction to Engineering Design, advising undergraduate students in the development of water-related projects. He also works with Rice's Center for Civic Leadership in the development of activities to promote student community engagement, such as Alternative Spring Breaks and summer experiences with water-related NGOs in Mexico. Jorge's previous research and teaching experience as a postdoctoral scholar and professor fall within the areas of water quality assessment, water and wastewater treatment, emerging organic pollutants, and ecotoxicology. He holds a B.

In education, the word gap is used to compare the educational outcomes of white middle-class stud... more In education, the word gap is used to compare the educational outcomes of white middle-class students to students who are economically disadvantaged or who belong to certain ethnic/racial groups. The metaphor we use to describe this gap provides insight on how we understand the gap and the actions that we take to reduce it. " The essence of metaphor is understanding and experiencing one kind of thing in terms of another " (Lakoff & Johnson, 2003, p. 5). So when we connect gap to achievement instead of opportunity, we understand the gap differently, and how we understand the gap affects the way we act towards it. The achievement gap metaphor connects the outcomes gap to the students' low levels of achievement. In other words, it connects the low educational outcomes of students to something in the students. This is often referred to as the deficit model, where the students' cultural background, economic or immigration status is blamed for the gap that exists in their performance. This kind of framing removes the responsibility that the educational institutions might have in reducing the gap because the race/ethnic group and/or the class of students and their families are seen to be the deficits that prevents them from excelling. On the other hand, the opportunity gap metaphor connects the outcomes gap to lack of opportunities for students who come from economically disadvantaged backgrounds or belong to underserved racial/ethnic communities. It highlights the " systemic inequalities related to poverty and immigration that affect students' educational opportunities " (Turner, 2015, p. 31). These inequalities are inequalities in the material resources of students, their unequal social status, and their inequitable voice in decisions that affect them (Turner, 2015). In other words, the opportunity gap metaphor connects the unsatisfactory educational outcomes of certain groups of students to unequal and inequitable opportunities that these students face, which significantly impacts their lives and their educational outcomes. At a minimum, the opportunity gap metaphor focuses our attention on policies that invest in students and schools, and the relationship between schools and different groups of students and families. Instead of blaming the circumstances of students' lives for their failure to excel in their education, this metaphor helps us focus on opportunities society and schools have provided or failed to provide for these students. The assumption made by the opportunity gap is that beyond access, an equal (same thing)

It has become popular to think that providing opportunities for students in K-12 to learn compute... more It has become popular to think that providing opportunities for students in K-12 to learn computer programming is important and a good thing. With the best of intentions, administrators and teachers, even in resource strapped districts, seek to provide resources for their students to learn computer programming. These classes are often called " coding, " short for programming, where students learn basic programming skills using online curriculum available from sources such as code.org, Khan Academy, or Scratch.

BUILDING TECHNICAL CAPITAL AMONG COMMUNITY COLLEGE STUDENTS IN ADVANCED TECHNOLOGICAL EDUCATION ... more BUILDING TECHNICAL CAPITAL AMONG COMMUNITY COLLEGE STUDENTS IN ADVANCED TECHNOLOGICAL EDUCATION

This dissertation is comprised of three papers that address the following question: What is the role of problem-oriented pedagogical strategies in affecting professional identities among community college students in advanced technological education? Paper one explores community college student perspectives on ill-structured projects. It has been submitted to the Journal of Engineering Education. Paper two identifies the positive impact of ill-structured problems on student professional identities. It has been submitted to the Interdisciplinary Journal of Problem-Based Learning. Paper three examines whether well-structured problem-oriented learning has an impact on students’ professional identities. It has been submitted to the Journal of Technology Education.

In spite of targeted efforts to expand diversity in the engineering workforce, only marginal impr... more In spite of targeted efforts to expand diversity in the engineering workforce, only marginal improvements have been made in diversifying engineering education. Today, the majority of students who enroll and graduate with a bachelor's degree in engineering are white males. To meet the quantity and quality of engineers the nation needs, we will need to do two things. First, we must "tap all talent"attract a broad group of individuals who are presently underrepresented in engineering. Second, we must restructure engineering education so that students experience early in their training what engineers do. Because over forty percent of all fouryear engineering graduates began their introductory studies in the community college, prebaccalaureate preparation has drawn close attention. Women, racial/ethnic minorities, and low income students are well represented in community colleges, but only a small number of these populations graduate with associate's degrees in engineering and engineering technologies. Research has shown that an interest in engineering as a career impacts persistence. Yet women and other underrepresented students are less likely than their white male peers to have been socialized to do hands-on activities or encouraged to use toys, tools, or gadgets that might promote their interest in engineering. The research question for this study is: What is the role of problem-oriented pedagogical strategies in increasing the diversity of students in technical education among community college students? In this paper, we argue that success in technology and engineering education requires technical capital, which is experience with "tinkering," manipulating tools, doing hands-on work, and knowing the process of solving problems that require technical solutions. Thus, to increase diversity in technology and engineering education and careers, programs should help students acquire technical capital. To understand how students might acquire technical capital, this study investigated the perspectives of students enrolled in technician level pre-engineering programs that incorporated wellstructured and ill-structured problems at North-West Community College (NWCC). The findings suggest that scaffolding experiencesmoving from very well structured problems to ill-structured problemsallow students to acquire technical capital, which can help them succeed in pre-baccalaureate engineering education.

SSRN Electronic Journal, 2014

SSRN Electronic Journal, 2021

2019 ASEE Annual Conference & Exposition Proceedings

Tedx Talk, 2019

This Tedx Talk provides a model for a more inclusive engineering product development process.