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Translating Research Experiences into Classroom Practice: An RET Project

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Tagged Division

K-12 & Pre-College Engineering

Page Count

18

Page Numbers

22.1552.1 - 22.1552.18

Permanent URL

https://peer.asee.org/18765

Download Count

43

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Paper Authors

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John D. Carpinelli New Jersey Institute of Technology

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John D. Carpinelli is a Professor of Electrical and Computer Engineering and Director of the Center for Pre-College Programs at the New Jersey Institute of Technology. He has served as coordinator of activities at NJIT for the Gateway Engineering Education Coalition and as a member of the Coalition's Governing Board. He previously chaired NJIT's Excellence in Teaching Awards Committee and is past chair of the University Master Teacher Committee.

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Howard S. Kimmel New Jersey Institute of Technology

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Dr. Kimmel is Professor of Chemical Engineering at New Jersey Institute of Technology in Newark, NJ, and Associate Vice President for Academic Affairs. He has been Executive Driector for the Center for Pre-College Programs at NJIT for over 30 years. Dr. Kimmel has had numerous NSF grants and State grants focusing on professional development, curriculum, and assessment.

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Linda S. Hirsch New Jersey Institute of Technology

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Linda S. Hirsch is the Program Evaluator in the Center for Pre-College programs. She has a doctoral degree in educational psychology with a specialty in psychometrics and a Masters degree
in statistics. She has been involved in all aspects of educational and psychological research for almost 20 years. Dr. Hirsch has extensive experience conducting longitudinal research studies and is
proficient in database management, experimental design, instrument development, psychometrics, and statistical programming.

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Levelle Burr-Alexander New Jersey Institute of Technology

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Levelle Burr-Alexander is Director of TRIO PRograms and former Project Manager of the Medibotics program at the Center for Pre-College Programs at NJIT. She holds a B.S. degree with thesis in Chemistry from Stevens Institute of Technology, M.S. degree in Biomedical Engineering from NJIT, and is pursing a Ph.D. in Education specializing in Instructional and Curriculum Leadership from Northcentral University. For more than 25 years, her work and research interests have focused on STEM education for students and educators through curriculum, instruction, and assessment of learning at the secondary school level.

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Kwabena A. Narh New Jersey Institute of Technology

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Kwabena A. Narh is a Professor, Associate Chair, and undergraduate Advisor in the Mechanical and Industrial Engineering Department of the New Jersey Institute of Technology (NJIT). He was the Director of the National Science Foundation funded NJIT Research Experience for Undergraduates Site, at the New Jersey Center for Engineered Particulates (2006 - 2009). He is the PI of the NSF funded RET Site at Engineering Research Center on Structured Organic Particulate Systems (C-SOPS).
Prof. Narh’s research focuses on novel approaches to homogeneously disperse nanofillers in molten polymers in order to create polymer nanocomposites of superior properties. He has published more than 100 journal and conference papers covering a wide range of topics in Polymer Physics and Plastics Engineering. He is a member of several professional societies, including Society of Plastics Engineers, Sigma XI and ASEE. His research is funded by the National Science Foundation.

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Rajesh N. Davé New Jersey Institute of Technology

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Rajesh N. Davé received the B.Tech. degree in Mechanical Engineering from Indian Institute of Technology, Bombay, in 1978, and the M.S. and Ph.D. degrees In Mechanical Engineering from Utah State University in 1981 and 1983 respectively. He is a Distinguished Professor in the Department of Chemical, Biological and Pharmaceutical Engineering, at New Jersey Institute of Technology. His main research interests in Engineered Particulates include: synthesis of nano-particles and engineering of structured particle composites; modeling and development of novel techniques for dry particle coating, film-coated particles, granules and engineered particulates; nano-particle mixing, and nano-particle fluidization; powder flow and particle-particle interactions/cohesion; and DEM simulations. He is the recipient of a number of awards and honors such as: AAPS Arden Conference presentation on Poor Bio-Availability Drugs, June 12-13, 2010, China; Delivery of the Leslie J. Ford Lecture: Dry Particle Coating – Synthesis and Characterization of Engineered Particulates with Tailored Properties, at Particle Technology UK Forum IV, The University of Leeds, Leeds, UK, April 11, 2002; K. S. Fu Award from North American Fuzzy Information Processing Society (NAFIPS), June 1999; Excellence in Research Award (Newark College of Engineering), NJIT, September 2008; Designation as NJIT Master Teacher, September 2008; Harlan Perlis Award for Research, NJIT, 2001; Van Houten Award for Teaching Excellence, NJIT, 2004; Teaching Excellence Award in Category of Upper Undergraduate Level, NJIT, 2003.

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Abstract

Translating Research Experiences into Classroom Practice: An RET ProjectThe Research Experience for Teachers (RET) program at ____________ is a collaboration of theNSF ERC ___________ at ________ and _______’s Center ____________. The RET provideshigh school science teachers research experiences in engineering research projects, related todeveloping better medicines, from which they can develop basic knowledge and skills in the areaof pharmaceutical particulate and composite systems that they could incorporate into theirteaching practices. A systematic process has been implemented to guide and support theteachers as they develop modules for implementation in their classrooms. The training thatteachers received included instruction on how to develop standards-based lesson plans, the basicsof experimental design and an introduction to statistical methodology. Evaluation instrumentsdeveloped or adapted by _____________ are used to measure the impact of the program onteachers’ concerns about the programs, attitudes toward engineering and their ability to writestandards-based lesson plans.As a result of the teachers’ participation in the research experience, not only is their ownknowledge-base enriched but synthesizing their experience in order to integrate the acquiredcontent knowledge and skills into a learning module will assist them in enriching theircurriculum. The “Module Development – Outcomes Matrix” was introduced to the teachers as atool to organize their thoughts into well-defined learning objectives and student learningoutcomes, student-focused learning experiences, and assessment strategies and criterion forlevels of mastery that could guide them in the development of their instructional module. Groupand individual feedback was provided for the refinement of the learning objectives and learningexperiences throughout the summer experience. The teachers revised the outcome matrix as theyimproved and/or clarified the elements summarized in the matrix. At the end of their summerexperiences, teachers made presentations on their research project accomplishments andchallenges along with a revised version of the outcomes matrix used to draft their instructionalmodule. After implementation of the module, teachers collect and assess the student workproducts, and will submit anonymous examples of student work along with a refinedinstructional module that can be used as an indicator of the extent to which the project outcomeswere achieved.The proposed paper describes the process of developing curriculum modules based on theteachers’ research, starting with a statement of their research practice, then identifying areas inthe high school curricula into which the research best fits, and identifying specific activities offocus. The paper also describes how program faculty and staff worked with teachers to developlessons using standards-based lesson planning and how the outcomes matrix designed to helpteachers develop their modules was used.

Carpinelli, J. D., & Kimmel, H. S., & Hirsch, L. S., & Burr-Alexander, L., & Narh, K. A., & Davé, R. N. (2011, June), Translating Research Experiences into Classroom Practice: An RET Project Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18765

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