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Board # 100 : Research Design, Data Collection, and Assessment Methods for an Integrated STEM Education Model (Work in Progress)

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Pre-college Engineering Education Division Poster Session

Tagged Division

Pre-College Engineering Education Division

Tagged Topic


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Paper Authors


J. Geoff Knowles Purdue University

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J. Geoff Knowles is the Executive Director for Ivy Tech Community College in Crawfordsville, Indiana. His background is in environmental engineering and he is a PhD candidate in Technology and Engineering Teacher Education in the Polytechnic Institute at Purdue University. Currently he is doing research on integrated STEM education through the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) NSF ITEST funded project.

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Todd Kelley Purdue University

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Todd R. Kelley is an Associate Professor in Technology Leadership and Innovation. Dr. Kelley joined Purdue in 2008 upon completion of his PhD at the University of Georgia. He was hired as a P-12 STEM educational researcher and technology teacher educator. His dissertation research was on teaching and learning engineering design in secondary education. Prior to graduate school, Kelley was a high school and middle school technology education teacher for nine years teaching in three school districts in New York state and Indiana.

Dr. Kelley's research focus is in design and cognition seeking to better understand how young students learn design and how design improves STEM education. He joined a team of researchers to create a program to improve learning STEM in elementary grades, and the team was awarded an NSF Math and Science partnership called Science Learning Through Engineering Design (SLED). Kelley is currently the PI on an NSF I-Test project called Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS). TRAILS prepares science and technology education teachers to integrate STEM content through biomimicry inspired engineering design within the context of entomology.

Dr. Kelley the program coordinator for the engineering/technology teacher education program at Purdue. Dr. Kelley is also leading the second year Design Thinking course for the Purdue Polytechnic Institute. The course is a collaboration between the Polytechnic and Anthropology to integrate ethnographic approaches by developing technological and engineering design human centered design solutions.

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Euisuk Sung Purdue University Orcid 16x16

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Euisuk Sung is a Ph.D. candidate at Purdue University. He is majoring Engineering and Technology Teacher Education. He has computer science degree and worked as a computer software developer for three years. then he served as an engineering and technology educator in high school for 9 years in South Korea. Currently he is working in NSF Funded project, titled TRAILS. His research interests are design cognition, design process model, and all about STEM education.

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Jongseong Choi Purdue University

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Jongseong Choi is a Ph.D. student in the School of Mechanical Engineering at Purdue University, working with Dr. Todd Kelley as a graduate assistant. He has been involved in the field of STEM education since he worked for data collection and analysis in SLED (Science Learning through Engineering Design) NSF-funded project. He is currently in charge of data analysis in TRAILS (Teachers and Researchers Advancing Integrated Lessons in STEM) NSF-funded project. His research focused on evaluating & improving STEM lessons via developing specified curriculum. Individually, his research includes video processing, autonomous monitoring system, computer vision, and robotics. Prior, he worked on dynamic behavior of reinforced ballistic materials and applications, collaborated with U.S Department of Justice.

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The goal of this research is to assess the effectiveness of an integrated STEM education model. The study is being conducted under a three-year NSF-ITEST funded project (award #1513248), Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS). This research incorporates engineering design as a STEM subject integrator and scientific inquiry to provide an authentic learning context for promoting 21st century skills and connections in STEM learning. In addition, the study seeks to assess effective strategies to increase STEM self-efficacy within science (biology or physics) and engineering technology education (ETE) teachers, and advance students’ learning of STEM content at schools in rural settings. In order to evaluate the effectiveness of the TRAILS model, researchers developed and adopted various measures and instruments. Data collection for the study includes utilizing the following: a) instruments measuring STEM lesson content knowledge (knowledge tests), b) attitudinal perceptions of teachers and students (pre/posttest surveys and delayed posttest surveys), c) rubrics for assessing 21st century skills in project based learning, d) classroom observations, and e) student knowledge transfer problems. This variety of quantitative and qualitative data collection provides opportunities for triangulating data and analysis to ensure rigorous evaluation of TRAILS goals and outcomes. The quasi-experimental research design implements an experimental group in which teachers participate in professional development, an online community of practice, and implement integrated STEM lessons. A comparison group of teachers also participate in the data collection process but do not participate in professional development or any of the activities of the experimental group in cohort one. The research design including instruments utilized, the methods for assessing 21st century learning skills, classroom observation, and knowledge transfer problems, will be described, including preliminary analysis procedures.

Knowles, J. G., & Kelley, T., & Sung, E., & Choi, J. (2017, June), Board # 100 : Research Design, Data Collection, and Assessment Methods for an Integrated STEM Education Model (Work in Progress) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27667

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