Eugene Judson - Academia.edu (original) (raw)

Papers by Eugene Judson

Journal of Women and Minorities in Science and Engineering, 2021

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.

Proceedings of the 2020 AERA Annual Meeting

Education Sciences

Science standards across 44 states in the United States are often assumed to be equivalent becaus... more Science standards across 44 states in the United States are often assumed to be equivalent because they are all based on the National Research Council’s (NRC) Framework for K-12 Science Education. Twenty of those states adopted the Next Generation Science Standards (NGSS), which is based on the NRC Framework, and the 24 other states developed their own NRC Framework-based science standards. In this article, two related studies are described that focused on assessing this homogeneity assumption. In the first study, a comparative document analysis categorized the variety of ways performance expectations are presented. Analysis also focused on relative placement of information related to performance expectations and components of three-dimensional learning. To assess how variations affect teacher noticing, in the second study nearly 300 elementary school teachers viewed, in random order, seemingly similar fourth-grade standards from three states. Comparisons focused on teachers’ notici...

Education Sciences

Science standards across 44 states in the United States are often assumed to be equivalent becaus... more Science standards across 44 states in the United States are often assumed to be equivalent because they are all based on the National Research Council’s (NRC) Framework for K-12 Science Education. Twenty of those states adopted the Next Generation Science Standards (NGSS), which is based on the NRC Framework, and the 24 other states developed their own NRC Framework-based science standards. In this article, two related studies are described that focused on assessing this homogeneity assumption. In the first study, a comparative document analysis categorized the variety of ways performance expectations are presented. Analysis also focused on relative placement of information related to performance expectations and components of three-dimensional learning. To assess how variations affect teacher noticing, in the second study nearly 300 elementary school teachers viewed, in random order, seemingly similar fourth-grade standards from three states. Comparisons focused on teachers’ notici...

Research indicates differences exist between male and female students ' preferences for pedag... more Research indicates differences exist between male and female students ' preferences for pedagogical practices, such as collaborative learning. Less is known, however, about how male and female instructors view and utilize classroom strategies. To aid in exploring this new area, the Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS) was completed by engineering faculty members to assess dispositions towards, and use of, three student-centered learning strategies: formative feedback to adjust instruction, real-world applications, and student-to-student discussions. While there were no gender-based differences regarding reported frequency of using student-centered strategies, there were significant attitude differences-for instance, female faculty members were significantly more confident in the value and expectancy of success for real-world applications and formative feedback. There were, however, no gender-based differences in perception of costs of imple...

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.

International Journal of Engineering Pedagogy (iJEP), 2017

Dispositions of 286 engineering faculty members were assessed to determine views about three stud... more Dispositions of 286 engineering faculty members were assessed to determine views about three student-centered classroom strategies and how frequently faculty used those strategies. The student-centered classroom strategies examined were: using formative feedback to adjust instruction, integrating real-world applications, and promoting student-to-student discussions during formal class time. The Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS), based on expectancy theory, was designed, tested, and validated for this purpose. Results indicate using strategies, such as formative feedback, are significantly tied to perceived benefits and expectation of success. Using student-centered strategies is inversely related to the perceived cost of implementation – with more frequent users perceiving lower cost of time and materials.

2016 ASEE Annual Conference & Exposition Proceedings

Bethany Smith is currently a master's student in materials science and engineering at Arizona Sta... more Bethany Smith is currently a master's student in materials science and engineering at Arizona State University. She has been involved in STEM education research since 2012 under the direction of Professor Stephen Krause. Her research interests in STEM education include faculty development, best classroom practices, and improving undergraduate engineering student retention through understanding what makes students leave engineering. She will be pursuing her PhD in Materials Science and Engineering starting in 2016 at the University of California Berkeley.

The Journal of Educational Research, 2016

ABSTRACT Rapid growth of Advanced Placement (AP) exams in the last 2 decades has been paralleled ... more ABSTRACT Rapid growth of Advanced Placement (AP) exams in the last 2 decades has been paralleled by national enthusiasm to promote availability and rigor of science, technology, engineering, and mathematics (STEM). Trends were examined in STEM AP to evaluate and compare growth and achievement. Analysis included individual STEM subjects and disaggregation by ethnicity. Analysis indicates growth in STEM AP was extraordinary but was slightly outmatched by non-AP subjects. Moreover, growth in STEM AP has been most pronounced among underrepresented minorities, even though their achievement has slightly declined. Interestingly, the proportion of students scoring at the lowest level grew steadily for all students from 1997 to 2010, yet this proportion was substantially less for Asian and White students compared to underrepresented minorities. Finally, it was found that achievement in most high-participation STEM subjects slightly decreased from 1998 to 2013, while achievement held steady or slightly increased in lower participation STEM AP subjects.

2018 ASEE Annual Conference & 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 faculty development, evaluating conceptual knowledge change, 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 a large scale NSF faculty development project. His team is studying how workshops on strategies of engagement and feedback with support from internet tools and resources affect faculty beliefs, classroom practice, and development of disciplinary communities of practice and associated student achievement. He was a coauthor for the best paper award in the Journal of Engineering Education in 2013 and this year has received the Michael Ashby Outstanding Materials Educator Award from the Materials Division of ASEE.

2017 ASEE Annual Conference & 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 an NSF faculty development program based on evidence-based teaching practices. The overall goal is to develop disciplinary communities of practice across the college of engineering. The approach is being promoted through semester-long faculty workshops and then through a semester of supported implementation of faculty classroom innovations. Changes in faculty beliefs and classroom practice should positively impact student performance and retention. He was a coauthor for the best paper award at the FIE convention in 2009 and the best paper award in the Journal of Engineering Education in 2013.

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.

Education Sciences

Connections among faculty who might be potential resources for diffusion of learner-centered prac... more Connections among faculty who might be potential resources for diffusion of learner-centered practices across STEM departments were examined at a major research university. Specifically, the research assessed the impact of these connections on learner-centered beliefs among faculty and the implementation of learner-centered practices across the network. Participants were recruited from Physics, Chemistry, and Mathematics departments, and from departments in the College of Engineering. A snowball sampling procedure began with 21 randomly selected faculty from each department engaged in the STEM instruction of engineering students. These faculties then identified the colleagues they utilize as resources for improving their instruction. Characteristics of faculty connectedness in the network consisted of number of connections and depth of connections for both individual faculty and within and across departments. Outcome measures consisted of a survey of learner-centered attitudes and c...

72 1024x768 Normal 0 false false false st1\:*{behavior:url(#ieooui) } /* Style Definitions */ tab... more 72 1024x768 Normal 0 false false false st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} 72 1024x768 Normal 0 false false false st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-farea...

E.JUDSON Arizona State University, Tempe, AZ 85287 Eugene.Judson@asu.edu D. SAWADA University of ... more E.JUDSON Arizona State University, Tempe, AZ 85287 Eugene.Judson@asu.edu D. SAWADA University of Alberta, Edmonton Alberta, Canada daiyo.sawada@ualberta.ca The purpose of this study was to determine if reformed science and math courses at community colleges and the university were impacting education majors as they began a teaching career. The reformed courses, in contrast to typical lecture classes, implemented inquiry-based methods that emphasized deep understanding of fundamental science and math concepts. Trained evaluators, utilizing the Reformed Teaching Observation Protocol (RTOP) gathered a total of 86 classroom observations to gauge the level of reform that beginning teachers (one to three years' teaching experience) were implementing in grades 5-12. The pre-service experience of the beginning teachers varied from having had zero to four reform courses. Results indicated that teachers who had completed reform college courses instructed in a significantly more reformed m...

E.JUDSON Arizona State University, Tempe, AZ 85287 Eugene.Judson@asu.edu D. SAWADA University of ... more E.JUDSON Arizona State University, Tempe, AZ 85287 Eugene.Judson@asu.edu D. SAWADA University of Alberta, Edmonton Alberta, Canada daiyo.sawada@ualberta.ca The purpose of this study was to determine if reformed science and math courses at community colleges and the university were impacting education majors as they began a teaching career. The reformed courses, in contrast to typical lecture classes, implemented inquiry-based methods that emphasized deep understanding of fundamental science and math concepts. Trained evaluators, utilizing the Reformed Teaching Observation Protocol (RTOP) gathered a total of 86 classroom observations to gauge the level of reform that beginning teachers (one to three years' teaching experience) were implementing in grades 5-12. The pre-service experience of the beginning teachers varied from having had zero to four reform courses. Results indicated that teachers who had completed reform college courses instructed in a significantly more reformed m...

2017 ASEE Annual Conference & Exposition Proceedings

2018 ASEE Annual Conference & Exposition Proceedings

Journal of Women and Minorities in Science and Engineering, 2021

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.

Proceedings of the 2020 AERA Annual Meeting

Education Sciences

Science standards across 44 states in the United States are often assumed to be equivalent becaus... more Science standards across 44 states in the United States are often assumed to be equivalent because they are all based on the National Research Council’s (NRC) Framework for K-12 Science Education. Twenty of those states adopted the Next Generation Science Standards (NGSS), which is based on the NRC Framework, and the 24 other states developed their own NRC Framework-based science standards. In this article, two related studies are described that focused on assessing this homogeneity assumption. In the first study, a comparative document analysis categorized the variety of ways performance expectations are presented. Analysis also focused on relative placement of information related to performance expectations and components of three-dimensional learning. To assess how variations affect teacher noticing, in the second study nearly 300 elementary school teachers viewed, in random order, seemingly similar fourth-grade standards from three states. Comparisons focused on teachers’ notici...

Education Sciences

Science standards across 44 states in the United States are often assumed to be equivalent becaus... more Science standards across 44 states in the United States are often assumed to be equivalent because they are all based on the National Research Council’s (NRC) Framework for K-12 Science Education. Twenty of those states adopted the Next Generation Science Standards (NGSS), which is based on the NRC Framework, and the 24 other states developed their own NRC Framework-based science standards. In this article, two related studies are described that focused on assessing this homogeneity assumption. In the first study, a comparative document analysis categorized the variety of ways performance expectations are presented. Analysis also focused on relative placement of information related to performance expectations and components of three-dimensional learning. To assess how variations affect teacher noticing, in the second study nearly 300 elementary school teachers viewed, in random order, seemingly similar fourth-grade standards from three states. Comparisons focused on teachers’ notici...

Research indicates differences exist between male and female students ' preferences for pedag... more Research indicates differences exist between male and female students ' preferences for pedagogical practices, such as collaborative learning. Less is known, however, about how male and female instructors view and utilize classroom strategies. To aid in exploring this new area, the Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS) was completed by engineering faculty members to assess dispositions towards, and use of, three student-centered learning strategies: formative feedback to adjust instruction, real-world applications, and student-to-student discussions. While there were no gender-based differences regarding reported frequency of using student-centered strategies, there were significant attitude differences-for instance, female faculty members were significantly more confident in the value and expectancy of success for real-world applications and formative feedback. There were, however, no gender-based differences in perception of costs of imple...

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.

International Journal of Engineering Pedagogy (iJEP), 2017

Dispositions of 286 engineering faculty members were assessed to determine views about three stud... more Dispositions of 286 engineering faculty members were assessed to determine views about three student-centered classroom strategies and how frequently faculty used those strategies. The student-centered classroom strategies examined were: using formative feedback to adjust instruction, integrating real-world applications, and promoting student-to-student discussions during formal class time. The Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS), based on expectancy theory, was designed, tested, and validated for this purpose. Results indicate using strategies, such as formative feedback, are significantly tied to perceived benefits and expectation of success. Using student-centered strategies is inversely related to the perceived cost of implementation – with more frequent users perceiving lower cost of time and materials.

2016 ASEE Annual Conference & Exposition Proceedings

Bethany Smith is currently a master's student in materials science and engineering at Arizona Sta... more Bethany Smith is currently a master's student in materials science and engineering at Arizona State University. She has been involved in STEM education research since 2012 under the direction of Professor Stephen Krause. Her research interests in STEM education include faculty development, best classroom practices, and improving undergraduate engineering student retention through understanding what makes students leave engineering. She will be pursuing her PhD in Materials Science and Engineering starting in 2016 at the University of California Berkeley.

The Journal of Educational Research, 2016

ABSTRACT Rapid growth of Advanced Placement (AP) exams in the last 2 decades has been paralleled ... more ABSTRACT Rapid growth of Advanced Placement (AP) exams in the last 2 decades has been paralleled by national enthusiasm to promote availability and rigor of science, technology, engineering, and mathematics (STEM). Trends were examined in STEM AP to evaluate and compare growth and achievement. Analysis included individual STEM subjects and disaggregation by ethnicity. Analysis indicates growth in STEM AP was extraordinary but was slightly outmatched by non-AP subjects. Moreover, growth in STEM AP has been most pronounced among underrepresented minorities, even though their achievement has slightly declined. Interestingly, the proportion of students scoring at the lowest level grew steadily for all students from 1997 to 2010, yet this proportion was substantially less for Asian and White students compared to underrepresented minorities. Finally, it was found that achievement in most high-participation STEM subjects slightly decreased from 1998 to 2013, while achievement held steady or slightly increased in lower participation STEM AP subjects.

2018 ASEE Annual Conference & 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 faculty development, evaluating conceptual knowledge change, 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 a large scale NSF faculty development project. His team is studying how workshops on strategies of engagement and feedback with support from internet tools and resources affect faculty beliefs, classroom practice, and development of disciplinary communities of practice and associated student achievement. He was a coauthor for the best paper award in the Journal of Engineering Education in 2013 and this year has received the Michael Ashby Outstanding Materials Educator Award from the Materials Division of ASEE.

2017 ASEE Annual Conference & 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 an NSF faculty development program based on evidence-based teaching practices. The overall goal is to develop disciplinary communities of practice across the college of engineering. The approach is being promoted through semester-long faculty workshops and then through a semester of supported implementation of faculty classroom innovations. Changes in faculty beliefs and classroom practice should positively impact student performance and retention. He was a coauthor for the best paper award at the FIE convention in 2009 and the best paper award in the Journal of Engineering Education in 2013.

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.

Education Sciences

Connections among faculty who might be potential resources for diffusion of learner-centered prac... more Connections among faculty who might be potential resources for diffusion of learner-centered practices across STEM departments were examined at a major research university. Specifically, the research assessed the impact of these connections on learner-centered beliefs among faculty and the implementation of learner-centered practices across the network. Participants were recruited from Physics, Chemistry, and Mathematics departments, and from departments in the College of Engineering. A snowball sampling procedure began with 21 randomly selected faculty from each department engaged in the STEM instruction of engineering students. These faculties then identified the colleagues they utilize as resources for improving their instruction. Characteristics of faculty connectedness in the network consisted of number of connections and depth of connections for both individual faculty and within and across departments. Outcome measures consisted of a survey of learner-centered attitudes and c...

72 1024x768 Normal 0 false false false st1\:*{behavior:url(#ieooui) } /* Style Definitions */ tab... more 72 1024x768 Normal 0 false false false st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} 72 1024x768 Normal 0 false false false st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-farea...

E.JUDSON Arizona State University, Tempe, AZ 85287 Eugene.Judson@asu.edu D. SAWADA University of ... more E.JUDSON Arizona State University, Tempe, AZ 85287 Eugene.Judson@asu.edu D. SAWADA University of Alberta, Edmonton Alberta, Canada daiyo.sawada@ualberta.ca The purpose of this study was to determine if reformed science and math courses at community colleges and the university were impacting education majors as they began a teaching career. The reformed courses, in contrast to typical lecture classes, implemented inquiry-based methods that emphasized deep understanding of fundamental science and math concepts. Trained evaluators, utilizing the Reformed Teaching Observation Protocol (RTOP) gathered a total of 86 classroom observations to gauge the level of reform that beginning teachers (one to three years' teaching experience) were implementing in grades 5-12. The pre-service experience of the beginning teachers varied from having had zero to four reform courses. Results indicated that teachers who had completed reform college courses instructed in a significantly more reformed m...

E.JUDSON Arizona State University, Tempe, AZ 85287 Eugene.Judson@asu.edu D. SAWADA University of ... more E.JUDSON Arizona State University, Tempe, AZ 85287 Eugene.Judson@asu.edu D. SAWADA University of Alberta, Edmonton Alberta, Canada daiyo.sawada@ualberta.ca The purpose of this study was to determine if reformed science and math courses at community colleges and the university were impacting education majors as they began a teaching career. The reformed courses, in contrast to typical lecture classes, implemented inquiry-based methods that emphasized deep understanding of fundamental science and math concepts. Trained evaluators, utilizing the Reformed Teaching Observation Protocol (RTOP) gathered a total of 86 classroom observations to gauge the level of reform that beginning teachers (one to three years' teaching experience) were implementing in grades 5-12. The pre-service experience of the beginning teachers varied from having had zero to four reform courses. Results indicated that teachers who had completed reform college courses instructed in a significantly more reformed m...

2017 ASEE Annual Conference & Exposition Proceedings

2018 ASEE Annual Conference & Exposition Proceedings