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Year Two of the BEST Program: High School Science Teachers in Bioengineering

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Connecting BME education to the "real world"

Tagged Division

Biomedical Engineering

Page Count

15

Permanent URL

https://peer.asee.org/31319

Download Count

27

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Paper Authors

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Anthony E. Felder University of Illinois, Chicago Orcid 16x16 orcid.org/0000-0002-4533-8369

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Anthony E. Felder is a Clinical Assistant Professor in the Richard and Loan Hill Department of Bioengineering at the University of Illinois at Chicago. Anthony's current focus is on undergraduate engineering education and its restructuring to better meet the diverse needs of students and industries. Accordingly, Anthony teaches a wide array of Bioengineering courses, from Introduction to BioE to Senior Design, Bioinstrumentation, and Cell and Tissue Engineering. Anthony is also active in ophthalmology research - having co-formed and currently serving as a Technical Director for the ophthalmology-based medical device design lab (ORBITLab) at the UIC Innovation Center. Anthony holds a B.S. and Ph.D. in Bioengineering.

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Miiri Kotche University of Illinois, Chicago

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Miiri Kotche is a Clinical Associate Professor of Bioengineering at the University of Illinois at Chicago, and currently serves as Director of the Medical Accelerator for Devices Laboratory (MAD Lab) at the UIC Innovation Center. Prior to joining the faculty at UIC, she worked in new product development for medical devices, telecommunications and consumer products. She co-teaches both bioengineering capstone design courses, including the longstanding core senior design sequence and the recently launched interdisciplinary medical product development course. She also serves as co-Director of the Freshman Engineering Success Program, and is actively involved in engineering outreach for global health. Miiri received her Ph.D. in Bioengineering and M.S. in Mechanical Engineering from the University of Illinois at Chicago and a B.S. in General Engineering from the University of Illinois at Urbana Champaign.

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Jennifer D. Olson University of Illinois at Chicago

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Jennifer Olson is a clinical assistant professor in the College of Education at University of Illinois at Chicago. She coordinates the Secondary Education program and teaches curriculum, instruction, & assessment courses to undergraduate and graduate secondary education students. Jennifer’s research focus on urban high school reform is informed by nine years of teaching in Chicago Public Schools, giving her an informed perspective of how policy moves from theory to practice. Dr. Olson’s current research interests include urban teacher preparation, teacher professional development and student voice. Her most recent publication in Journal of Urban Learning, Teaching and Research Becoming A Culturally Responsive Teacher: The Impact Of Clinical Experiences In Urban Schools focuses on elementary and secondary teacher candidates’ perspectives of how their clinical experiences influence their preparedness in becoming effective culturally responsive educators.

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Janet Aderemi Omitoyin University of Illinois at Chicago

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Janet Omitoyin is a PHD student in the Department of Curriculum and Instructions, University of Illinois at Chicago (UIC). An astute scholar, Janet’s quest for a solution to the problems of mathematics learning based on her experience as a student and later as a teacher is at the root of her enrollment for a PHD program at UIC with a view to be part of the solution to the systemic problems emanating from inadequacies in the training of mathematics teachers that is at the core of this problem.
Since enrollment at UIC, Janet had dedicated her studies and research efforts on Mathematics Socialization and identity amongst pre-service elementary teachers, an effort at understanding the reasons for lack of interest in the subject with a view to proffer solution and engender/motivate interest amongst this group that will eventually reflect in their classroom practices.
She is currently a Graduate Assistant with UIC Engage, a community focused project that provides help for less-privileged students from K-8 in mathematics, reading and writing. She continues to work as a substitute teacher occasionally to keep abreast with current practices within the school system.
Her work as a Research Assistant for the BEST program has turned out to be one of her best experiences as a graduate student with the educational and professional benefits that come with it. The program serves a dual benefit – her contributions to it success and the privilege to work with experienced researchers and science teachers.

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Abstract

The Next Generation Science Standards (NGSS) are a set of K-12 science and engineering standards that require science teachers to deliver research-based, up-to-date science content knowledge. While Illinois adopted NGSS in 2014, the school districts and teachers must ultimately develop new curriculum to meet these standards. However, the development of such curricula can prove challenging to educators without experience in scientific research and engineering design. To address this gap in knowledge and facilitate the adoption of NGSS in Chicago Public High Schools (CPS), the University of Illinois at Chicago (UIC) Colleges of Engineering and Education developed the innovative Bioengineering Experience for Science Teachers (BEST) program. This program pairs selected BEST applicants (Fellows) with several UIC Bioengineering faculty members and their laboratories. Here, Fellows spend six summer weeks immersed in the laboratory environment, participating in individualized research projects under UIC Bioengineering faculty mentorship. During these six weeks, Fellows develop their research skills, explore engineering design, and enhance their scientific pedagogy. Ultimately, Fellows use this experience to develop new NGSS-compliant science and engineering curricula for incorporation into their classroom the following academic year. To support the adoption of NGSS-compliant curricula, all Fellows’ curricula are uploaded to a centralized website for free download and use. Efficacy of the BEST program was assessed by mixed-method analysis surveys administered pre- and post-program in addition to weekly surveys administered throughout the program. The current study reports on the second successful year of the program. Key differences from the seminal year of the program include emphasis on mentorship between BEST Fellows and UIC Bioengineering faculty and dedicated workshop time for Fellows to develop curricula. These changes were introduced to further enhance Fellows’ experience in the program and to facilitate the development of curricula under the supervision of UIC Bioengineering and Education faculty.

Felder, A. E., & Kotche, M., & Olson, J. D., & Omitoyin, J. A. (2018, June), Year Two of the BEST Program: High School Science Teachers in Bioengineering Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/31319

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015