stem conference program2015 -revised

stem.georgiasouthern.edu

HOSTED BY GEORGIA SOUTHERN UNIVERSITY’S College of EducationCollege of Science and MathematicsDivision of Continuing Education

This conference is sponsored by The University System of Georgia Board of Regents

MARCH 6, 2015 at the NESSMITH-LANE Conference Center, Statesboro, GA

This conference provides space for showcasing and discussing the varied

work ongoing at Georgia higher education institutions in collaboration

with K-12 school partners to advance the scholarship of STEM teaching

and learning. We serve as a link to STEM business and industry and as a

channel for extending web-based learning opportunities.

4th Annual Georgia Scholarship of STEM Teaching and Learning Conference

ADVISORY BOARD D r. Mar tha L . Abell

D ean, Co l leg e o f Science and M athematic s , G e o rgia So uthern Univer sit y

D r. Joy DarleyA sso ciate Pro fesso r, D e p ar tm ent o f M athematical Sciences , G e o rgia So uthern Univer sit y

D r. Mohammad S . Davoud Fo unding D ean, Al len E . Paulso n (AEP), Co l leg e o f Engine ering and InfoTech (CEI T ), Pro fesso r, D e p ar tm ent o f M echanical Engine ering, G e o rgia So uthern Univer sit y

D r. Adrian Ep psA sso ciate D ean, Co l leg e o f Science and M athematic s , Kennesaw State Univer sit y

D r. Sarah FormicaFul ler E . Cal lowa y Endowe d Chair & A sso ciate Pro fesso r o f Physic s , N o r th G e o rgia Co l leg e & State Univer sit y

D r. Brian G e rbe r D irec to r fo r Curriculum, Research, and Techno lo g y, D ewar Co l leg e o f Educatio n, Valdosta State Univer sit y

D r. Thomas KoballaD ean, Co l leg e o f Educatio n, G e o rgia So uthern Univer sit y

D r. Charles Kutal A sso ciate D ean & Pro fesso r o f Chemistr y and D irec to r, O f f ice o f ST EM Educatio n, Univer sit y o f G e o rgia

D r. Tom LockamySu p erintendent, Sa vannah – Chatham Co unt y Pub l ic Scho o ls

D r. Nathan W. Moon Center fo r Ad vance d Co mmunicatio ns Po l ic y, G e o rgia Institute o f Techno lo g y

M r. M ichael Robe r tson E xecutive D irec to r, Techno lo g y A sso ciatio n o f G e o rgia

D r. Judy Awong-TaylorA sso ciate D ean & Pro fesso r, D e p ar tm ent o f B io lo g y, G e o rgia Gwinne t t Co l leg e

M r. Charles WilsonSu p erintendent, B ul lo ch Co unt y Scho o ls

CONFERENCE AT A GLANCETHURSDAY, MARCH 5 – STATESBORO HOLIDAY INN

6 – 9 p.m. Registration

7 – 9 p.m. Poster Session & Reception

FRIDAY, MARCH 6 – NESSMITH-LANE CONFERENCE CENTER

7:15 a.m. – 1 p.m. Registration

7:30 – 8 a.m. Continental Breakfast

8 – 8:15 a.m. Welcome & Announcements

8:15 – 9 a.m. Morning Keynote Speaker

9:15 – 10 a.m. Session 1 - Concurrent Sessions

10:15 – 11 a.m. Session 2 - Concurrent Sessions

11:15– 11:35 a.m. Session 3 - Concurrent (20 minute sessions)

11:35 – 12 p.m. Poster Session

12 – 12:30 p.m. Lunch

12:30 – 12:50 p.m. Luncheon Keynote 1



1:50 – 2:35 p.m. Session 4 - Concurrent Sessions

2:45 – 3:30 p.m. Session 5 - Concurrent Sessions

C O N F E R E N C E NOTES

Use the conference hash tag #stemgs2015 on twitter!

M E E T O U R K E Y N O T E S P E A K E R S S h a n Co o p e r, L o c k h e e d M a r t i n V i c e P r e s i d e n t a n d G e n e r a l M a n a g e r- M a r i e t t a ( M a r i e t t a , G a)

Shan Cooper is Vice President of Lockheed Martin Aeronautics Company and General Manager of the company’s Marietta, Ga., facility. She is also responsible

for the company’s operating locations in Meridian, Miss., and Clarksburg, W.Va. In addition, she serves as the company’s Vice President of Business Ethics. As General Manager, she is responsible for the more than 5,700-employee Marietta operation, which designs, produces, modifies and maintains military aircraft for the United States and countries around the world. Earlier, Mrs. Cooper held leadership positions with Lucent Technologies and consulted with other Fortune 500 companies. She has received several national honors, including the Women of Color in Technology Corporate Responsibility Award and the YWCA Tribute to Women of Achievement. She was named to Diversity MBA Magazine’s 2009 Top 100 Under-50 Executives and as one of Georgia Trend Magazine’s Most Influential Georgians in 2012, 2013, 2014 and 2015. She also received the 2013 Pioneer Award from US Black Engineer & Information Technology Magazine; and most recently was awarded the Diamond Leadership Award by the Information Technology Senior Management Forum. She sits on the executive boards of the Metro Atlanta and Cobb County Chambers of Commerce, and the Georgia Military Affairs Coordinating Committee. She is on the Board of Councilors for The Carter Center and the Board of Trustees of both Emory University and the Woodruff Arts Center. She is a member of the Marietta Kiwanis Club and Atlanta Rotary Club.

Vu N g u y e n , Fl i g h t Te s t E n g i n e e r a t G u l f s t r e a m A e r o s p a c e

Vu Nguyen has been an engineer with Gulfstream Aerospace for nine years, the first eight of which were as a Mass Properties Engineer. During this time, he worked exclusively

on the development of the G650, the world’s largest, fastest, and longest-range purpose-built business jet. In this role, he developed a new method for weighing aircraft, performed aircraft buoyancy analysis for ditching certification, and performed myriad mass properties analyses for the G650.Vu is now currently a Flight Test Engineer, working on the development of the all-new Gulfstream G500, as well as supporting legacy aircraft models that have already entered service. He received his Bachelor of Science in Electrical Engineering in 2004 from Rutgers University in New Jersey.

J e r e m y D i c k e r s o n , S t a t i s t i c i a n a t S t a t e Fa r m I n s u r a n c e Co m p a n y

Jeremy Dickerson is a member of the Advanced Analytics team at State Farm, providing predictive modeling and statistical solutions to business partners throughout the

enterprise. Jeremy is consistently learning ways to expand his statistical toolkit and uncover new applications. Prior to joining State Farm he taught High School Mathematics for two years, followed by working as a Budget and Research Analyst for the Georgia House of Representatives for four and a half years. He holds a B.S. degree in Mathematics from Georgia Southern University and a M.S. degree in Applied Statistics from Kennesaw State University.

M e a g h a n T h o m s o n , I n f o r m a t i o n Te c h n o l o g y S t u d e n t , G e o r g i a S o u t h e r n U n i v e r s i t y, I n t e r n a t Co c a - Co l a i n A t l a n t a (Fa l l , 2014)

J a m e s S h a w, M e c h a n i c a l E n g i n e e r i n g S t u d e n t , G e o r g i a S o u t h e r n U n i v e r s i t y, I n t e r n a t NA S A’s J o h n s o n S p a c e Ce n t e r i n H o u s t o n (Fa l l , 2014)

Room 1603 • Keynote Address E D U C AT I N G T H E F U T U R E W O R K F O R C E

S h a n Co o p e r, L o c k h e e d M a r t i n V i c e P r e s i d e n t a n d G e n e r a l M a n a g e r- M a r i e t t a ( M a r i e t t a , G a)

As key members of the aerospace community, Lockheed Martin employees design and build some of the world’s most recognizable military aircrafts, with many of these talented people having 40 or more years of experience manufacturing these flying machines. However, their average age is 55, and they will soon take their skills and expertise with them into retirement, significantly impacting our company, the aerospace industry and our customers. We need technically-educated, passionate employees to sustain the company and industry. Finding this next-generation work force, unfortunately, is a major challenge. Data show that American students lag behind international students in subjects like math and science. We are not graduating engineers at nearly the rates of countries like India and China. With education being the foundation of economic prosperity and national security, we need to change the U.S. education system to keep up with the aerospace and other technical industries’ demands. Education is not the sole province of educational institutions; industry must play an important role as well. Given the imperative of developing tomorrow’s aerospace workforce, there is no time to lose. Businesses must engage with schools in true partnerships. Companies can help guide curriculum improvements by sharing information with educators regarding emerging trends, industry practices and technologies, and skills and competencies needed from future employees. Direct involvement is important to the future and to youth as well. We must achieve one overarching goal: to inspire and equip today’s students to become tomorrow’s aerospace leaders.

7:15 a.m. – 1 p.m. Registration7:30 – 8 a.m. Continental Breakfast 8 – 8:15 a.m. Welcome and Announcements • Room 10603

W E LCO M E A N D A N N O U N CE M E N T S

D r. J o y D a r l e y – A s s o c i a t e P r o f e s s o r, M a t h e m a t i c a l S c i e n c e s , G e o r g i a S o u t h e r n U n i v e r s i t y D r. T h o m a s K o b a l l a – D e a n , Co l l e g e o f E d u c a t i o n , G e o r g i a S o u t h e r n U n i v e r s i t y D r. M a r t h a A b e l l – D e a n , Co l l e g e o f S c i e n c e & M a t h e m a t i c s , G e o r g i a S o u t h e r n U n i v e r s i t y D r. B r o o k s K e e l – P r e s i d e n t , G e o r g i a S o u t h e r n U n i v e r s i t y D r. S h e i l a J o n e s – U SG STE M I n i t i a t i v e Co o r d i n a t o r, G e o r g i a B o a r d o f R e g e n t s D r. R o b A n d e r s o n – V i c e C h a n c e l l o r f o r E d u c a t i o n a l A c c e s s a n d S u c c e s s , U n i v e r s i t y Sy s t e m o f G e o r g i a

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T H U R S D A Y - MARCH 5 H O L I DAY I N N

F R I D A Y - MARCH 6 N E SSM I T H - L A N E CO N FER EN CE CEN T ER

Thursday, March 5Holiday Inn

Friday, March 6Nessmith-Lane Conference Center

6 – 9 p.m. Registration 7 – 9 p.m. Reception

PAGE 2

1.1

Room 1601

T E A C H W I T H PA S S I O N, M A N A G E W I T H C O M PA S S I O N !Pa m e l a B o u i e (E d u c a t i o n a l Co n s u l t a n t): p a m e l a b o u i e @ b e l l s o u t h . n e t

The ability of educators to build and sustain high achieving science, technology, engineering and mathematics classrooms is largely dependent on the creation and development of safe, orderly learning environments. The objective of this interactive session is to introduce five research-based, practical and powerful strategies proven to reduce classroom disruptions, increase student achievement, gain parent support and empower educators. Mnemonic Devices, role-playing, etc. will be effectively utilized to deliver an engaging presentation designed to enable administrators and teachers at all levels and in all subjects to teach with passion and manage with compassion. This session will also increase the success of STEM students in elementary, middle and high schools and prepare them for success as STEM majors in college! [STEM K-12 / Univ]

1.2

Room 1909

H O W T O C O N D U C T C L O U D - B A S E D S T U D E N T L A B S I N Y O U R C L A S S R O O MR u s s e l l T h a c k s t o n (G e o r g i a S o u t h e r n U n i v e r s i t y): r t h a c k s t o n @ g e o r g i a s o u t h e r n . e d u

R y a n Fo r t e n b e r r y (G e o r g i a S o u t h e r n U n i v e r s i t y): r f o r t e n b e r r y @ g e o r g i a s o u t h e r n . e d u

This workshop uses hands-on exercises to show participants how “the cloud” can be an effective and cost-saving platform for student laboratory exercises. Participants will learn how to create their own virtual computer on Amazon’s cloud platform, then use the server to 1) publish their own web site and 2) run a short molecular modeling simulation using the PSI4 software, all in just a few minutes. We will also show participants how to find and decipher cloud platform pricing models, for a better idea of how much cloud computing will cost instructors and/or their students.

Note: An Amazon’s AWS free tier account (http://aws.amazon.com/free/) will be required to participate in the workshop. The workshop will only use free tier services, so attendees will not incur any costs for participating. We strongly recommend you sign up a few days prior to the workshop. Amazon AWS does not typically have instant approval for new customers. [Technology / Science Univ / 9-12(Workshop)]

9:15 – 10 a.m.

8:15 – 9 a.m.

C O N C U R R E N T - TRACK 1

P O S T E R SThursday, March 5 • Holiday Inn Friday, March 6 • Nessmith-Lane Conference Center

7 – 9 p.m.

11:35 – 12 p.m.

S T E M A P P S F O R A N D R O I D D E V I C E SD a n i e l R i v e r a (G e o r g i a S o u t h e r n U n i v e r s i t y): d r i v e r a @ g e o r g i a s o u t h e r n . e d u

We will showcase free STEM related apps for Android devices (and indicate which are also available for iOS). Android tablets will be provided so that visitors can try the apps themselves.

T E A C H I N G 21S T C E N T U R Y R E A S O N I N G S K I L L S T H R O U G H A N A U T H E N T I C I N T E R D I S C I P L I N A R Y S T E M R E S E A R C H E X P E R I E N C ED e b o r a h Wa l k e r (G e o r g i a S o u t h e r n U n i v e r s i t y): d w a l k e r @ g e o r g i a s o u t h e r n . e d u

R o b e r t M a y e s (G e o r g i a S o u t h e r n U n i v e r s i t y): r m a y e s @ g e o r g i a s o u t h e r n . e d u

This poster will highlight the work of the Real STEM grant awarded to Dr. Robert Mayes, COE Research Professor and Director of Georgia Southern University’s Institute for Interdisciplinary STEM Education. Real STEM is an Innovation Fund grant supported by the Governor’s Office of Student Achievement (GOSA). Real STEM is developing partnerships between middle and high schools throughout southeast Georgia, Research Institutes, business/industry, experts in STEM fields, and university STEM faculty in order to develop interdisciplinary STEM scientific research experiences for students. This poster will show how teachers are using Place-based Education, Problem Based Learning and Understanding by Design pedagogy to design authentic, real-world student experiences that develop 21st Century reasoning skills. Reasoning skills emphasized include: scientific reasoning (experimental design with the scientific method), engineering design, quantitative reasoning, and modeling.

A N A LY Z I N G N G S S S C I E N T I F I C P R A C T I C E S I N A C T I O N .R o b e r t I d s a r d i (U n i v e r s i t y o f G e o r g i a): b o i d s a r d i @ g m a i l . c o m

B a r b a r a C r a w f o r d (U n i v e r s i t y o f G e o r g i a): b a r b a r a c @ u g a . e d u

J a c l y n M u r r a y (U n i v e r s i t y o f G e o r g i a): j a k s p i e l @ h o t m a i l . c o m

J a m e s A m m o n s (U n i v e r s i t y o f G e o r g i a): a m m o n s . j a m e s @ g m a i l . c o m

This poster presentation will present ongoing research on the Science Practices in the Classroom Matrix (SPCM), an analytical tool used for identifying the level of sophistication of scientific practices occurring in classroom lessons and the level of student versus teacher centeredness. The SPCM has been used to analyze video recordings of middle grades teachers who participated in a professional development program on inquiry, the nature of science (NOS), and evolutionary concepts. Pre- and post-tests revealed participant teachers’ knowledge and views of inquiry and NOS. This poster highlights interactions, if any, between implementation of the scientific practices and teacher knowledge and views of inquiry and NOS. Implications for prospective teacher education related to using the SPCM to enhance teacher knowledge and views on the scientific practices will be addressed.

P O S I T I V E I M PA C T S O F A S T E M - C E N T E R E D U N I V E R S I T Y S E R V I C E - L E A R N I N G C O U R S EG r e t c h e n Pe r k i n s (U n i v e r s i t y o f G e o r g i a): g p e r k 0 01@ u g a . e d u

A s h l e y Co l l i n s (U n i v e r s i t y o f G e o r g i a): a s h20 0 9 @ u g a . e d u

Service-learning courses have become increasingly popular at universities over the past decade. Fostering Our Community’s Understanding of Science, known as Project FOCUS, has been a service-learning course at the University of Georgia for the past 13 years. Undergraduate students collaborate with teachers in the community to teach hands-on science lessons to elementary and middle school students. The course has enrolled over 1000 undergraduates, who have taught science to an estimated 25,000 local students. Students enrolled in this course experience increased interest in community involvement and teaching science. This poster is an informative glance at Project FOCUS as recommendations for K-12 administrators and university professors interested in designing a successful STEM outreach program. Fact sheet about course will be provided to those interested in pursuing the creation of a similar course.

T H E D I Y D ATA C O L L E C T I N G C O M P U T E R P R O J E C T: I N T E G R AT I N G T H E S C H O L A R S H I P O F T E A C H I N G A N D L E A R N I N G A N D S C H O L A R S H I P O F C O M M U N I T Y E N G A G E M E N TJ o e Co v e r t (U n i v e r s i t y o f N o r t h G e o r g i a): j o s e p h . c o v e r t @ u n g . e d u

J e n n i f e r L i n d l y (U n i v e r s i t y o f N o r t h G e o r g i a): j e l i n d3781@ u n g . e d u

M a r k u s H i t z (U n i v e r s i t y o f N o r t h G e o r g i a): M a r k u s . H i t z @ u n g . e d u

Pa u l B a l d w i n (U n i v e r s i t y o f N o r t h G e o r g i a): p a u l . b a l d w i n @ u n g . e d u

This poster highlights an innovative STEM project focused on two goals: (1) reducing the cost of computer-based measuring devices, and (2) the implementation of these devices in middle school classrooms. The first phase of the project -- creating the DIY Data Collecting Computer -- was a collaborative effort between computer science and science teacher education faculty and their students. Single-board computers, including the Raspberry Pi and Arduino Uno, were used as the basis for the data collecting computer. In the second phase, the university team worked with middle school teachers and administrators to implement a multi-day unit in which eighth grade students built the computer in a technology elective class. Once created, these computers were used by the students as measuring devices in their physical science class. Multi-level collaborative effort was involved throughout, with cross-departmental university collaboration, university and middle school collaboration, and finally, cross-subject middle school collaboration.

P O S T E R S e s s i o n s

7 – 9 p.m.

11:35 – 12 p.m.

session descriptions pages 13-15


PAGE 14

9:15 – 10 a.m.C O N C U R R E N T - TRACK 1

1.3

Room 2911

A N O T H E R U S E F O R O L D N AT I O N A L G E O G R A P H I C S: M E E T I N G M A N Y K-12 G P S S C I E N C E S TA N D A R D S W I T H M E N TA L C H A L L E N G E SL e s l i e J o n e s ( Va l d o s t a S t a t e U n i v e r s i t y): l e s l i e s j @ v a l d o s t a . e d u

Fa y r i s Fr a n c i s (s t u d e n t a t Va l d o s t a S t a t e U n i v e r s i t y): f e h a r p e r @ v a l d o s t a . e d u

Q u i n t o n H u n t (s t u d e n t a t Va l d o s t a S t a t e U n i v e r s i t y): f e h a r p e r @ v a l d o s t a . e d u

G r e g o r y J a c k s o n (s t u d e n t a t Va l d o s t a S t a t e U n i v e r s i t y): g a j a c k s o n @ v a l d o s t a . e d u

Did you realize that some/most public school libraries in this area do not carry National Geographic because there are pictures of naked people? Well, that is not a problem because people will happily donate them or you can assemble an inexpensive teaching collection from local thrift shops and library sales. You can even download images of the covers from the internet and print them 8 per page for a laminated set of cards. Those covers are enough to create thought-provoking lessons on a wide variety of topics. They are especially useful to provide controlled photographic examples without computers, address standards that do not lend themselves to hands-on activities, and build quizzes to review for tests. This workshop will be a “Hands & Minds – On” activity where you can try my grade-level activities and then brainstorm with other teachers to come up with even better ideas. [Science K-12(Workshop)]

1.4

Room 2903

B U I L D I N G A N I N T E R D I S C I P L I N A R Y PA R T N E R S H I P T O I M P R O V E M AT H S K I L L S I N T H E S C I E N C E C L A S S R O O MG r e t a G i l e s (U n i v e r s i t y o f N o r t h G e o r g i a): g r e t a . g i l e s @ u n g . e d u

Pa u l a K r o n e (G e o r g i a G w i n n e t t Co l l e g e): p k r o n e @ g g c . e d u

This presentation is intended for University STEM faculty interested in developing interdisciplinary collaborations to improve the ability of students to do math in their science courses. The development of a partnership between faculty in chemistry and mathematics will be discussed. The presenters’ partnership explored ways to improve rates of chemistry student success by identifying key mathematical stumbling blocks encountered by chemistry students. This collaboration resulted in the formation of a student learning community comprised of a General Chemistry course and Precalculus course. Modifications were made to both courses including the addition of material to the mathematics course and changes in pedagogy in the chemistry course. Attendees will be presented with the framework that was used to develop this partnership and will engage in interdisciplinary discussions with other participants. We hope to promote the development of interdisciplinary teams at other colleges and universities. [Chemistry / Math Univ]

1.5

Room 2908

A C A D E M I C E N H A N C E M E N T A N D R E T E N T I O N E F F O R T S I N M AT H E M AT I C S D E S I G N E D T O S U P P O R T A N D P R O M O T E E N H A N C E D S T E M E D U C AT I O N F O R A D U LT L E A R N E R S AT M E R C E R U N I V E R S I T YC h a r l e s R o b e r t s (M e r c e r U n i v e r s i t y): r o b e r t s _ c h @ m e r c e r. e d u

G r e g B a u g h e r (M e r c e r U n i v e r s i t y): b a u g h e r_ g a @ m e r c e r. e d u

Dr. Charles Roberts and Dr. Greg Baugher, of Penfield College of Mercer University, have endeavored for several years to support adult college students in beginning mathematics courses in an 8-week format. In order to share their completed and on-going practices and research with all college level STEM educators, they will report on progress in their efforts, which include a dissertational study of the effectiveness of an online mathematics tutorial, a combined peer tutoring and instructor based student assistant program, an extended summer algebra course, a specifically-tailored prerequisite course for introductory statistics, a collaborative effort (along with non-STEM faculty) to substantially elevate students’ critical thinking, communication skills and problem solving abilities, and a comprehensive and intrusive summer-fall retention effort to insure that students’ initial academic experiences on campus are both rewarding and highly productive. Demonstrations of these efforts will include cooperative learning participant engagement strategies to facilitate an in-depth awareness of them. [Math Univ]

1.6

Room 2905

S T E M L A B S T H AT C A N B E D O N E AT L I T T L E O R N O C O S TR i c h a r d M c Co m b s (S t a t e s b o r o H i g h S c h o o l ): r m c c o m b s @ b u l l o c h . k12 . g a . u s

In today’s classrooms there are vast amounts of activities that can be done - if there are funds available. This session will focus on how a unit on building paper airplanes can be used to have students fully engaged in the STEM principle by reviewing what concepts make the plane fly, video analysis of the plane’s flight, developing engineering improvements to make it fly further, and the use of mathematical approaches to determine if improvements in fact have been significant. During this session participants will build their own planes and run through a series of improvements based upon the principles of the scientific method. Other examples of project based, low cost, STEM activities will be discussed and participants will be encouraged to share ideas with others that they are using and meeting success with in their classrooms. [STEM 6-12 / Univ]

1.7

Room 2901

P O S T- S E C O N D A R Y PA R T N E R S H I P S: U T I L I Z I N G R E S O U R C E SKa n i a G r e e r (G e o r g i a S o u t h e r n U n i v e r s i t y): k a g r e e r @ g e o r g i a s o u t h e r n . e d u

A roundtable discussion will work to find best practices for leveraging resources between post-secondary partners and school districts. Discussions will revolve around how to share information, what districts need in terms of research and support, and best practices in reaching out to other districts. In short, the session will work to determine how institutions can more easily work together to develop collaboratives to improve teaching and learning. Feedback will be sought from participants and used to implement changes in procedures. [STEM K-12 / Univ(Roundtable Discussion)]

E N H A N C I N G S T U D E N T E N G A G E M E N T A N D S T U D E N T L E A R N I N G I N S T E M F I E L D S AT G G C T H R O U G H C O U R S E - E M B E D D E D R E S E A R C H A N D S E R V I C E L E A R N I N G I N T E R N S H I P S: A N U P D AT EJ u d y A w o n g -Ta y l o r (G e o r g i a G w i n n e t t Co l l e g e): j a w o n g t a @ g g c . e d u

T h o m a s M u n d i e (G e o r g i a G w i n n e t t Co l l e g e): t m u n d i e @ g g c . e d u

C l a y R u n c k (G e o r g i a G w i n n e t t Co l l e g e): c r u n c k @ g g c . e d u

A l l i s o n D ’ Co s t a (G e o r g i a G w i n n e t t Co l l e g e): a d c o s t a @ g g c . e d u

D a v i d P u r s e l l (G e o r g i a G w i n n e t t Co l l e g e): d p u r s e l l @ g g c . e d u

T i r z a L e a d e r (G e o r g i a G w i n n e t t Co l l e g e): t l e a d e r @ g g c . e d u

B e r n a d e t t e Pe i f f e r (G e o r g i a G w i n n e t t Co l l e g e): b p e i f f e r @ g g c . e d u

Undergraduate Research, Service Learning, and Internships are three of the ten High-Impact Educational Practices for student engagement and learning listed by the American Association of Colleges and Universities. Course-Embedded Research and Service Learning Internships are components of GGC’s STEM Initiative for enhancing student engagement and student learning in STEM disciplines. GGC’s STEM initiative includes a 4-year undergraduate research experience (4-yr URE) initiative designed to promotes the success of students in STEM education. It is well established that providing students’ with research experiences through all four years of their matriculation increases retention, improves student engagement, and students’ interest in STEM. The 4-yr URE identifies key courses in each year of the curriculum during which students are exposed to research skills and experiences. Over the past three and a half years, faculty have been engaged in a) developing and/or redesigning courses to include course-embedded research, b) designing individual faculty–student research projects, and c) developing SoTL projects. These activities and projects are supported through competitively funded mini-grants. In addition to the 4-yr URE, GGC’s STEM Initiative also includes a service learning component. The Service Learning Internship course provides opportunities for STEM undergraduate students to gain teaching experience in science and mathematics at the K-5 level. GGC student interns spend 45 hours over the semester working directly with teachers and their students, and develop and plan Georgia Performance Standards (GPS)-based inquiry lesson plans, hand-on activities, and research-based science projects with the teachers. We will describe key components of our STEM Initiative and report on our progress to date. GGC’s STEM Initiative is supported by a USG-STEM initiative II grant.

E X P E R I M E N TA L M E T H O D S I N B I O L O G Y C O U R S E E N G A G E S S T U D E N T S I N A U T H E N T I C R E S E A R C H O N P H A G E S U P E R I N F E C T I O N I M M U N I T Y T E S T I N GL a t a n y a H a m m o n d s- O d i e (G e o r g i a G w i n n e t t Co l l e g e): l h a m m o n d @ g g c . e d u

D i a n e D o r s e t t (G e o r g i a G w i n n e t t Co l l e g e): d d o r s e t t @ g g c . e d u

One of the recommended action items from the 2011 Vision and Change report was for undergraduate biology courses to be active, outcome oriented, inquiry-driven and relevant. At four-year undergraduate teaching institutions similar to Georgia Gwinnett College, maximizing student outcomes while providing quality, substantive research experiences for each student can be challenging. The Experimental Methods in Biology (BIOL4570) course was designed to enable students to investigate a problem from literature to the bench, within the limits of a fifteen week semester. The objective of the course was to provide students with direct, hands-on experience that would be relevant in most biological career fields. As an example of this methodology, I will be presenting the module created for students to troubleshoot and adapt some of the protocols used by GGC non-science majors as part of the phage hunting model used in the HHMI supported SEA-PHAGES Program.

T W O - S TA G E C O U R S E E M B E D D E D D E T E R M I N AT I O N O F C A F F E I N E A N D R E L AT E D C O M P O U N D S B Y H P L C I N C A F F E I N E C O N TA I N I N G B E V E R A G E SX i a o p i n g L i (G e o r g i a G w i n n e t t Co l l e g e): x l i @ g g c . e d u

R a s h a d S i m m o n s (G e o r g i a G w i n n e t t Co l l e g e): r s i m m o n3@ g g c . e d u

S i m o n M w o n g e l a (G e o r g i a G w i n n e t t Co l l e g e): s m w o n g e l @ g g c . e d u

During FY 13-14, we have successfully designed and implemented a two-stage project both qualitatively and quantitatively on analyzing caffeine in caffeine-containing products. Our newly acquired High Performance Liquid Chromatography (HPLC) system is used at both stages. The first stage is finished in two consecutive semesters in Chem3000K (Analytical Chemistry) course, mainly focusing on quantitative analysis with a well-developed HPLC method. The second stage of the project is adapted into STEC4500 research as a pilot project for future Chem4100K (Instrumental Chemistry) course, which involves qualitative analysis of caffeine, sugars, and preservative. Variety of sample matrix was tested for both stages including soft drinks and energy drinks. Assessment data shows majority of participant appreciate the research (STEM) opportunities.

A P P L I C AT I O N O F S E L F D E T E R M I N AT I O N T H E O R Y I N M O T I VAT I O N S T U D I E S O F S T U D E N T S I N C H E M I S T R Y A N D A N AT O M Y/P H Y S I O L O G YS h a i n a z L a n d g e (G e o r g i a S o u t h e r n U n i v e r s i t y): s l a n d g e @ g e o r g i a s o u t h e r n . e d u

D i a n a S t u r g e s (G e o r g i a S o u t h e r n U n i v e r s i t y): d s t u r g e s @ g e o r g i a s o u t h e r n . e d u

D a w n Ty s i n g e r (G e o r g i a S o u t h e r n U n i v e r s i t y): d t y s i n g e r @ g e o r g i a s o u t h e r n . e d u

J e s s i c a O r v i s (G e o r g i a S o u t h e r n U n i v e r s i t y): j e s s o r v @ g e o r g i a s o u t h e r n . e d u

Self Determination Theory (SDT) is a macro-theory of human motivation, emotion, and development that has been applied in diverse areas including education, healthcare, relationships, and more. According to SDT, students have basic psychological needs for 1) autonomy, defined by behaviors that are volitional and self-endorsed; 2) competence, defined as feeling capable of meeting challenges; and 3) relatedness, defined as internalization of practices and values by those with whom they feel connected, such as professors and peer leaders. A greater sense of autonomy is associated with motivation that is more internal than external along the spectrum of intrinsic, identified, introjected, and external motivation. Survey data was collected from general chemistry, organic chemistry, and anatomy/physiology and will be shared. Connections of survey data to classroom practices and use of peer leaders will also be addressed.


7 – 9 p.m.

11:35 – 12 p.m.

4th Annual

Georgia Scholarship of STEM Teaching and Learning ConferenceMarch 6, 2015 • Nessmith-Lane Conference Center, Statesboro, GA

PAGE 13

9:15 – 10 a.m.

10:15 – 11 a.m.



1.9a

Room 2904B

9:15 – 9:35 a.m.

1.9b

9:40 – 10 a.m.

H I G H - P E R F O R M A N C E E M P I R I C A L L E A R N I N G P L AT F O R M W I T H I N E X P E N S I V E O F F -T H E - S H E L F S Y S T E M S (H E L I O S )S e u n g Ya n g (G e o r g i a G w i n n e t t Co l l e g e): s y a n g2@ g g c . e d u

H o n g s i k C h o i (G e o r g i a G w i n n e t t Co l l e g e): h c h o i1@ g g c . e d u

We provided empirical undergraduate research experience to students on a High-Performance Computing (HPC) cluster named High-performance Empirical Learning platform with Inexpensive Off-the-shelf Systems (HELIOS). Students had hands-on experience on the HELIOS cluster to conduct empirical research on HPC by applying their knowledge and skills to enhance the performance of the cluster. Students conducted their research through real hands-on experiments, and promoted their understanding in operating systems, computer networking, hardware configuration, system administration and management, and parallel/distributed computing. In this presentation, we will share how the HELIOS research project promoted students’ logical thinking, scientific inquiries, and systems skills. [Technology Univ]

I M P L E M E N T I N G C U T T I N G - E D G E D E V I C E S T O M A K E P R O G R A M M I N G C O U R S E “ F U N ” F O R S T E M S T U D E N T SM a i Y i n Ts o i (G e o r g i a G w i n n e t t Co l l e g e): m t s o i @ g g c . e d u

E v e l y n B r a n n o c k (G e o r g i a G w i n n e t t Co l l e g e): e b r a n n o c @ g g c . e d u

R o b e r t L u t z (G e o r g i a G w i n n e t t Co l l e g e): r l u t z @ g g c . e d u

Although the field of computing is growing at a rapid rate, the number of students who successfully complete coursework and enter the field is not keeping pace. In fact, research has indicated that students find programming courses difficult and, as a result, many switch majors to avoid these courses. The purpose of this study was to integrate cutting-edge devices in an intermediate programming course to impact students’ perceptions of programming and increase motivation. Our preliminary findings indicate that the students ascribed an element of “fun” and “enjoyment” to these devices and that a high number of students believed these devices were “relevant” to their future goals/career. We present interview data and survey results to help inform educators on ways in which curriculum can be modified to target students’ motivation and self-efficacy by appealing to students’ affective connections in learning. We also discuss faculty lessons learned in implementing a device-based teaching intervention and suggestions for others interested in similar projects. [Technology Univ]

2.1

Room 1601

C R E AT E S T E M S T U D E N T S U C C E S S W I T H D I F F E R E N T I AT E D I N S T R U C T I O N !Pa m e l a B o u i e (E d u c a t i o n a l Co n s u l t a n t): p a m e l a b o u i e @ b e l l s o u t h . n e t

The objective of this fun, fast paced session is to provide various instructional strategies for effectively Differentiating Instruction for STEM students. It is designed to meet the needs of administrators and teachers at all levels and in various subjects. Participants will be engaged as they learn how to identify the multiple intelligences and utilize instructional strategies to accommodate the full range of abilities of students. Participants will come away from this session with the ability to excite and motivate students in science, technology, engineering and mathematics with relevant, responsive and related lesson designs. This session will increase the effectiveness of STEM teachers and thereby, lead to better preparations of students! [STEM K-12 / Univ]

2.2

Room 1909

B U I L D I N G T H E D I Y D ATA C O L L E C T I N G C O M P U T E R: A H A N D S - O N A C T I V I T Y AT T H E I N T E R S E C T I O N O F C O M P U T E R S C I E N C E A N D S C I E N C E E D U C AT I O NJ o e Co v e r t (U n i v e r s i t y o f N o r t h G e o r g i a): j o s e p h . c o v e r t @ u n g . e d u

J e n n i f e r L i n d l y (U n i v e r s i t y o f N o r t h G e o r g i a): j e l i n d3781@ u n g . e d u

M a r k u s H i t z (U n i v e r s i t y o f N o r t h G e o r g i a): M a r k u s . H i t z @ u n g . e d u

Participants in this workshop will be introduced to the DIY Data Collecting Computer through a hands-on activity in which they will build the device. The presentation will include a brief overview of the project, including a summary of design and implementation of the project. The DIY Data Collecting Computer is derived from the Arduino Uno and can be customised to measure a wide-range of variables that are relevant to K-16 science classrooms and laboratories. Participants will also learn some basics involved in programming the computer. People with all levels of computer experience are welcome and encouraged to attend. Also, we will be raffling off two of the computers at the conclusion of the workshop. [Technology K-12 / Univ(Workshop)]

2.3

Room 2911

A U T O N O M O U S U N D E R WAT E R V E H I C L E S T E M A C T I V I T Y/G I A N T B O A R D G A M E F O R G R A D E S 5- 9M a r e T i m m o n s (U n i v e r s i t y o f G e o r g i a): m a r e @ u g a . e d u

M a r y Sw e e n e y - R e e v e s (U n i v e r s i t y o f G e o r g i a): m s w e e n e y @ u g a . e d u

Learn how scientists work to collect data remotely with Autonomous Underwater Vehicles (AUV’s). A program overview and classroom math activity precedes audience participation in a giant board game that simulates conditions in the Atlantic Ocean that an unmanned AUV must contend with while on a mission. Students act as scientists, predicting currents and programming the best route to arrive at a destination to collect water quality data. Introductory Powerpoint will show participants how to conduct this investigation in their classrooms. [Science 5-9 / Univ Science Educators(Workshop)]

2.4

Room 2903

T R A N S F O R M AT I O N F R O M S TA N D A R D S T O S T E MPa m e l a J e n k i n s-S a n f o r d (Fu l t o n Co u n t y S c h o o l s): p a m . s a n f o r d @ c o m c a s t . n e t

L a y l a Ca n t l e b a r y (Fu l t o n Co u n t y S c h o o l s): Ca n t l e b a r y @ f u l t o n s c h o o l s . o r g

As elementary schools in our area struggle to make the transformation from teaching the state mandated standards to STEM, we’ve transformed not only what happens during the school day, but during after school activities as well. We’d like to share the steps in this transformation with you through hands on tasks, building School-wide Science Olympiad Days, and starting a Sea Perch Robotics after-school program. We will be sharing the steps we took to build these programs from the genesis of an idea, to full implementation, including how we funded these initiatives. Our presentation includes examples of hands on tasks, organizational materials we used to provide school-wide in-service for teachers, video clips from school-wide STEM Days, and instructional materials and video clips from the construction of Sea Perch Robots. [STEM K-5]


E X A M I N I N G T H E I N F L U E N C E O F I N T E R N S H I P S O N T E A C H E R R E C R U I T M E N TT i m H o w a r d (Co l u m b u s S t a t e U n i v e r s i t y): t h o w a r d @ Co l u m b u s S t a t e . e d u

K i m b e r l y S h a w (Co l u m b u s S t a t e U n i v e r s i t y): s h a w_ k i m b e r l y @ c o l u m b u s s t a t e . e d u

D e b o r a h G o b e r (Co l u m b u s S t a t e U n i v e r s i t y): g o b e r_ d e b o r a h @ c o l u m b u s s t a t e . e d u

C i n d y T i c k n o r (Co l u m b u s S t a t e U n i v e r s i t y): t i c k n o r_ c i n d y @ c o l u m b u s s t a t e . e d u

The Columbus Region Academy of Future Teachers of STEM (CRAFT-STEM) is a Robert Noyce Teacher Scholarship Program awarded by the National Science Foundation to Columbus State University (grant 1136356). The program incorporates summer internships to recruit academically strong students into secondary STEM teaching programs and increase participation by underrepresented groups. We look at results from student surveys and course enrollments to examine the influence of the internship program on decisions about going into teaching.

I N V E S T I G AT I N G T H E I N F L U E N C E O F T H E C S U R O B E R T N O YC E T E A C H E R S C H O L A R S H I P P R O G R A M O N C O L L E G E S T U D E N T S’ T E A C H I N G P L A N SL e i g h M a t h i s (Co l u m b u s S t a t e U n i v e r s i t y): m a t h i s _ l e i g h @ c o l u m b u s s t a t e . e d u


D e b o r a h G o b e r (Co l u m b u s S t a t e U n i v e r s i t y): g o b e r_ d e b o r a h @ c o l u m b u s s t a t e . e d u

T i m H o w a r d (Co l u m b u s S t a t e U n i v e r s i t y): t h o w a r d @ c o l u m b u s s t a t e . e d u

K i m b e r l y S h a w (Co l u m b u s S t a t e U n i v e r s i t y): s h a w_ k i m b e r l y @ c o l u m b u s s t a t e . e d u

The Robert Noyce Teacher Scholarship Program (CRAFT-STEM) at Columbus State University offers academic and financial support for students pursuing secondary teaching certificates in STEM fields. In return, students commit to teaching in high-need K-12 school districts in Georgia. Here we provide preliminary results regarding influences on students’ reasoning as they select teaching as a career, STEM as a content focus, and high-needs schools as future employment. With the support of a literature review, we plan to offer a preliminary qualitative analysis of case studies representing three Noyce scholarship recipients with a range of experiences: (1) a former scholarship recipient who has graduated and is currently teaching, (2) a second-year recipient who is currently pursuing their certificate, and (3) a recipient who subsequently decided not to pursue a secondary teaching certificate. Our goal is to offer insight to University STEM Professors on strengthening recruitment and retention in their areas of interest.

C O M PA R I S O N O F S U C C E S S R AT E S F O R P E E R I N S T R U C T I O N A N D D R O P I N T U T O R I N GK i m b e r l y S h a w (Co l u m b u s S t a t e U n i v e r s i t y): s h a w_ k i m b e r l y @ c o l u m b u s s t a t e . e d u

T i m H o w a r d (Co l u m b u s S t a t e U n i v e r s i t y): t h o w a r d @ c o l u m b u s s t a t e . e d u


Many post-secondary institutions are interested in gathering data to demonstrate the effectiveness of various interventions to support student learning in STEM. Columbus State University has implemented for several years both a drop-in tutoring center for introductory math and science courses, as well as a Peer Instruction program that has trained students to work more closely in supporting an individual course. While doing so, ongoing data regarding student usage of both support systems has been gathered in an effort to determine the efficacy of these programs. We have analyzed the data, and will present a comparison of the strengths and weaknesses of these two programs in improving productive grade rates in these courses.

S T E M I I @ G E O R G I A C O L L E G E: T R A N S I T I O N T O S U S TA I N A B I L I T YR y a n B r o w n (G e o r g i a Co l l e g e a n d S t a t e U n i v e r s i t y): r y a n . b r o w n @ g c s u . e d u

C h a r l e s M a r t i n (G e o r g i a Co l l e g e a n d S t a t e U n i v e r s i t y): c h a r l e s . m a r t i n @ g c s u . e d u

At Georgia College, implementation of the USG STEM II Initiative is flourishing, multi-faceted, and built on a rich tradition of excellence in scholarship, teaching, and outreach. STEM II at Georgia College has not only made a positive impact on student performance and retention but also has helped support an environment that fosters creativity and innovation as well as institutional, statewide and national recognition of STEM-related work. Georgia College has continued to build upon its efforts to develop a vibrant culture that values the scholarship of STEM teaching and learning, and GC has augmented its successful peer-facilitated supplemental instruction program with a new supplemental instruction leadership program to provide STEM majors professional development. This poster details how Georgia College is committed to sustaining and enhancing the most successful elements of these programs. Supported by USG STEM Initiative.

L A U N C H I N G A P E E R S U P P L E M E N TA L I N S T R U C T I O N P R O G R A M F O R A N I N T R O D U C T O R Y B I O L O G Y C O U R S EC i n d y A c h a t- M e n d e s (G e o r g i a G w i n n e t t Co l l e g e): c a c h a t m e @ g g c . e d u

A l l i s o n D ’ Co s t a (G e o r g i a G w i n n e t t Co l l e g e): a d c o s t a @ g g c . e d u

L a t a n y a H a m m o n d s- O d i e (G e o r g i a G w i n n e t t Co l l e g e): l h a m m o n d @ g g c . e d u

J e n n i f e r H u r s t- K e n n e d y (G e o r g i a G w i n n e t t Co l l e g e): j h u r s t k e n n e d y @ g g c . e d u

For the first time at Georgia Gwinnett College, a supplemental instruction (PSI) program was designed to provide peer-led instruction on a) principles of biology, chemistry, mathematics and b) academic skills e.g. self-regulated learning, strategies in studying and test-taking. PSI for Principles of Biology (BIOL1107K) was carried out by PSI leaders who previously earned a grade of ‘A’ or ‘B’ in BIOL1107K, received training on tutoring practices and worked with faculty to develop active learning exercises/worksheets for PSI sessions. PSI was open only to students who earned a grade of ≤ 75% on the first exam across four BIOL1107K sections. Comparison of exam grades revealed that PSI student performance was not significantly different from control (students who earned a grade of ≤ 75% on the first exam but did not enroll in PSI). The challenges at an institution lacking a PSI culture and strategies to encourage student commitment will be discussed.

7 – 9 p.m.

11:35 – 12 p.m.

PAGE 5


2.5

Room 2908

V I S UA L M O D E L I N G O F F R A C T I O N S A N D R AT I OA r s a l a n Wa r e s ( Va l d o s t a S t a t e U n i v e r s i t y): A w a r e s @ v a l d o s t a . e d u

The purpose of this talk is to illustrate how concepts of fractions and ratio can be explained visually to young students. A significant part of the talk will involve watching videos of pre-service teachers at Valdosta State University solve challenging mathematical problems visually.The primary audience of this session are mathematics teachers and university professors who teach pre-service teachers. The participants will be asked to solve some problems on their own, before and after they watch the student videos. They will get a chance to see how mathematical problems can be explained in multiple ways. They will also get a chance to explore the role communication plays in the explanation of difficult mathematical ideas. This presentation addresses the following theme of the conference: exploring what works in designing, implementing and assessing teaching approaches that have an impact on student learning. [Math K-8 / Univ Math Educators]

2.6

Room 2905

T E A C H I N G 21S T C E N T U R Y R E A S O N I N G S K I L L S T H R O U G H A N A U T H E N T I C I N T E R D I S C I P L I N A R Y S T E M R E S E A R C H E X P E R I E N C ED e b o r a h Wa l k e r (G e o r g i a S o u t h e r n U n i v e r s i t y): d w a l k e r @ g e o r g i a s o u t h e r n . e d u

R o b e r t M a y e s (G e o r g i a S o u t h e r n U n i v e r s i t y): r m a y e s @ g e o r g i a s o u t h e r n . e d u

This session will highlight the work of the Real STEM grant awarded to Dr. Robert Mayes, COE Research Professor and Director of Georgia Southern University’s Institute for Interdisciplinary STEM Education. Real STEM is an Innovation Fund grant supported by the Governor’s Office of Student Achievement (GOSA). Real STEM is developing partnerships between middle and high schools throughout southeast Georgia, Research Institutes, business/industry, experts in STEM fields, and university STEM faculty in order to develop interdisciplinary STEM scientific research experiences for students. This session will discuss how teachers are using Place-based Education, Problem Based Learning and Understanding by Design pedagogy to design authentic, real-world student experiences that develop 21st Century reasoning skills. Reasoning skills emphasized include: scientific reasoning (experimental design with the scientific method), engineering design, quantitative reasoning, and modeling. [STEM 6-12 / Univ]

2.7

Room 2901

T H E T R A N S F O R M AT I O N F R O M T R A D I T I O N A L T O S T E M O F A K- 6 E L E M E N TA R Y S C H O O L : T H R E E P E R S P E C T I V E S - A D M I N S T R AT I O N, C U R R I C U L U M , A N D T E C H N O L O G YD i a n n e S t e i n b e c k (C h e r o k e e Co u n t y S c h o o l D i s t r i c t): d i a n n e . s t e i n b e c k @ c h e r o k e e . k12 . g a . u s

L i s a N a l i w a j k a (C h e r o k e e Co u n t y S c h o o l D i s t r i c t): l i s a . n a l i w a j k a @ c h e r o k e e . k12 . g a . u s

S a n d i A d a m s (C h e r o k e e Co u n t y S c h o o l D i s t r i c t): s a n d i . a d a m s @ c h e r o k e e . k12 . g a . u s

The idea of leading a traditional elementary school through the transformation into a STEM Academy may be quite daunting. This round table discussion will begin with a presentation of the three perspectives of change needed for shifting into a focused instructional style emphasizing science, technology, engineering, and math. The administrative perspective will present the development and evolution of the STEM vision needed for the instructional paradigm shift while leading a school. The process of curriculum development will be presented with the challenges of incorporating the standards and avoiding the addition of more expectations for teachers. A strategic plan for technology use throughout the school will also be presented. Participants will have the opportunity to discuss the victories and challenges through an experienced panel having the understanding of the tremendous need of STEM education for function and success in a global society. [STEM K-6(Roundtable Discussion)]

2:45 – 3:30 p.m.C O N C U R R E N T - TRACK 5

5.8

Room 2904A

F R O M S T E M T O S T E A M: T H E I M PA C T O F A N I N T E R D I S C I P L I N A R Y C A P S T O N E C U R R I C U L U M O N S T U D E N T L E A R N I N G A N D P E D A G O G I C A L I M P L I C AT I O N SN i k k i G r i m e s (G e o r g i a Co l l e g e , E a r l y Co l l e g e): n i k k i . g r i m e s @ b a l d w i n . k12 . g a . u s

S h a r o n H o o d (G e o r g i a Co l l e g e , E a r l y Co l l e g e): S H o o d @ b a l d w i n . k12 . g a . u s

N i c h o l a s M a t t e e n (G e o r g i a Co l l e g e , E a r l y Co l l e g e): n i c h o l a s . m a t t e e n @ b a l d w i n . k12 . g a . u s

D a w s o n R o b e r t s (G e o r g i a Co l l e g e , E a r l y Co l l e g e): d a w s o n . r o b e r t s @ b a l d w i n . k12 . g a . u s

R u n e e S a l l a d (G e o r g i a Co l l e g e , E a r l y Co l l e g e): r s a l l a d @ g m a i l . c o m

R u i Ka n g (G e o r g i a Co l l e g e a n d S t a t e U n i v e r s i t y): r u i . k a n g @ g c s u . e d u

A multi-faceted approach is necessary to aid today’s students in making decisions about complex, ill-structured socio-scientific issues. It is imperative to conceptualize STEM education as an integrated approach to studying the grand challenges of our era. The objective of this presentation is to describe and analyze the impact of a STEM to STEAM-focused interdisciplinary Capstone curriculum (Grades 7-10) on student learning from a pedagogical perspective. The curriculum serves low-income minority students enrolled at a rural Early College high school. Centering on the theme of sustainability, the curriculum integrates knowledge and skills in STEM with literacy practices, creative thinking, and research. This teacher-led presentation will invite audience members to (a) brainstorm multidisciplinary ideas and (b) analyze and interpret student work from Capstone portfolios. As a result of attending this presentation, the audience is expected to gain insights into designing and implementing STEM-focused interdisciplinary curricula and receive pedagogical tools and teaching resources. [STEM 7-10]

5.9a

Room 2904B

2:45 – 3:05 p.m.

5.9b

3:10 – 3:30 p.m.

E - C O M M E R C E T E A C H I N G V I A P R O J E C T- B A S E D L E A R N I N G AT O P E N A C C E S S C O L L E G E A D VA N C E S U S G S T E M G O A L SKa m a l Ka k i s h (G e o r g i a G w i n n e t t Co l l e g e): k k a k i s h @ g g c . e d u

Ya q u a n X u (G e o r g i a G w i n n e t t Co l l e g e): y x u @ g g c . e d u

Georgia Gwinnett College (GGC) is a 4-year USG public institution with an “open access” undergraduate program. There is a need to help GGC students learn academic content and develop critical skills that include thinking and reasoning, information analysis, and proficient collaboration. This presentation proposes a STEM incubator project by using Project-Based Learning (PBL) to teach Mobile and e-Commerce at GGC. The objective of this presentation is to demonstrate to college professors and other scholarly audiences how this hands-on methodology advances the goals of the USG STEM Initiative. Our preliminary survey results showed that 90% of respondents strongly agreed that project-based e-Commerce helped them combine content knowledge with critical thinking and reasoning skills, and 94% agree that skills learned from project-based e-Commerce can enhance their future employment opportunities. The session will discuss lessons learned and the future evolution of the course. The presentation will offer recommendations for USG IT professors who wish to promote the goals of STEM scholarship. [STEM Univ]

S T E M I N I T I AT I V EFa r o o q K h a n (U n i v e r s i t y o f We s t G e o r g i a): f k h a n @ w e s t g a . e d u

S . Sw a m y M r u t h i n t i (U n i v e r s i t y o f We s t G o e r i g a): s m r u t h i n @ w e s t g a . e d u

R e b e c c a H a r r i s i o n (U n i v e r s i t y o f We s t G o e r i g a): r h a r r i s i o n @ w e s t g a . e d u

S c o t t Sy k e s (U n i v e r s i t y o f We s t G e o r g i a): s s y k e s @ w e s t g a . e d u

M y r n a G a n t n e r (U n i v e r s i t y o f We s t G e o r g i a): m g a n t n e r @ w e s t g a . e d u

UWise, funded by the GA BOR STEM II initiative, provides support to STEM majors through a summer bridge program, freshman learning community and freshman seminar courses. UWise also supports faculty with mini-grants for projects that focus on improving instruction and enhancing the success of students in STEM courses and involving them in faculty-directed undergraduate research. Participation in UWise summer bridge program decreased DFW rates in English and STEM courses, as well as improved the GPA. UWise funded research projects results in 30 student publications and 5 peer-reviewed publications. In conjunction with a CCG Replication Grant, we have expanded the STEM to STEAM based ENGL 1101/1102 sections from two to twelve during this funding period. [STEM Univ]

Alnuge, LLC

Bridgeview Education

Camp Invention

CENGAGE Learning

Visit the Exhibitors

4th Annual


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2.9a

Room 2904B

10:15 – 10:30 a.m.

2.9b

10:30 – 10:45 a.m.

2.9c

10:45 – 11 a.m.

T E A C H I N G I T S Y S T E M T R A C K C O U R S E S U S I N G T R A I N E M U L AT I O N K I TH o n g s i k C h o i (G e o r g i a G w i n n e t t Co l l e g e): h c h o i1@ g g c . e d u

S e u n g Ya n g (G e o r g i a G w i n n e t t Co l l e g e): s y a n g2@ g g c . e d u

The objective of this presentation is to show how the train emulation kit can be used to motivate IT students and provide them with an opportunity to have hands-on- experiences in IT courses. By attending this presentation, college IT/Computer Science professors may get detailed information on how to build the kit and on the various ways to utilize the kit in other courses, improving student engagement. This pilot class shows students that the subjects they have learned throughout the curriculum are interrelated and how their skills can be applied to accomplish a common goal. Therefore, it is believed that using the training emulation kit is beneficial for IT students taking courses such as System Development, Network, Operating System and Programming. [Technology Univ]

C A N C O M P U TAT I O N A L T H I N K I N G P R E D I C T A C A D E M I C P E R F O R M A N C E ?R a m i H a d d a d (G e o r g i a S o u t h e r n U n i v e r s i t y): r h a d d a d @ g e o r g i a s o u t h e r n . e d u

Yo u a k i m Ka l a a n i (G e o r g i a S o u t h e r n U n i v e r s i t y): y a l k a l a a n i @ g e o r g i a s o u t h e r n . e d u

This research introduces the notion of predicting academic performance using Computational Thinking. The integral role that Computational Thinking modalities play in engineering disciplines can serve as an accurate indicator of the student future academic success. Therefore, this study investigated the students’ performance in a Computational Thinking course offered at the freshman-level to predict the student future academic success. To achieve this goal, a two-year study of the correlation between accumulative grade point averages and Computational Thinking course grades was conducted. The performance of 982 students was assessed over the two-year period. It was concluded that the students’ academic performance is strongly correlated to their Computational Thinking skills assessed at the freshman-level. This proves the viability of using Computational Thinking skills as a predictor of students’ academic success which can be used as an early intervention method to improve the students’ retention, progression, and graduation rates in STEM related disciplines. [Engineering Univ]

C R O S S D I S C I P L I N A R Y P E R C E P T I O N S O F T H E C O M P U TAT I O N A L T H I N K I N G A M O N G F R E S H M E N E N G I N E E R I N G S T U D E N T SR a m i H a d d a d (G e o r g i a S o u t h e r n U n i v e r s i t y): r h a d d a d @ g e o r g i a s o u t h e r n . e d u

Yo u a k i m Ka l a a n i (G e o r g i a S o u t h e r n U n i v e r s i t y): y a l k a l a a n i @ g e o r g i a s o u t h e r n . e d u

In this study, we analyzed the perception of Computational Thinking among engineering students from three engineering disciplines (Electrical, Mechanical, and Civil) and correlated their performance with their discipline. The goal of this analysis is to determine whether structuring discipline-specific Computational Thinking courses can improve the retention or having a diverse group of students is more beneficial by allowing multidisciplinary interaction. This analysis was quantitatively verified by assessing the students’ performance in over 40 different sections of Computing for Engineers course taught from Fall 2012 to Spring 2014. Our sample consisted of 861 students (142 Civil, 484 Mechanical, and 235 Electrical). We statistically analyzed students’ performance in this multi-section course to conclude that the perception of Computational Thinking differs among different engineering disciplines. This indicates that structuring Computational Thinking courses for engineering students from different engineering disciplines and using diverse pedagogy approaches will ultimately help improve students’ retention. [Engineering Univ]

11:15 – 11:35 a.m.C O N C U R R E N T - TRACK 3

3.1

Room 1601

P R O M O T I N G S T E M I N H I G H S C H O O L S T H R O U G H C O M M U N I T Y S E R V I C EJ u a n M o r a (Co b b Co u n t y S c h o o l D i s t r i c t): J u a n . M o r a @ c o b b k12 . o r g

R y a n O g l e s b y (Co b b Co u n t y S c h o o l D i s t r i c t): r y a n . o g l e s b y @ c o b b k12 . o r g

Eagle Scholars is a program that is designed specifically to reinforce and enhance high school students’ interest in STEM field by exposing them to a rich curriculum and laboratory exercises in the STEM subjects (Science, Technology, Engineering, and Mathematics). By doing so, Eagle Scholars aims to enhance and enrich material South Cobb High School students will learn in their science and mathematics curriculum. In the process, Eagle Scholars purports to increase the number of undergraduates pursuing a STEM major following high school graduation while providing a nurturing environment for personal and academic development. Furthermore, Eagle Scholars aims to provide an opportunity for students who may be interested in pursuing a career in teaching a STEM field to practice the art of teaching. Additionally, students in the program can use their new knowledge to create outreach programs to extend STEM enrichment to the community’s elementary and middle schools. [STEM 9-12]

3.2

Room 1909

S U S TA I N I N G S T E M L E A D E R S: I N D U C T I O N O F N E W S T E M T E A C H E R S AT A P D S PA R T N E R S H I P H I G H S C H O O LV i c t o r i a D e n e r o f f (G e o r g i a Co l l e g e a n d S t a t e U n i v e r s i t y): v i c t o r i a . d e n e r o f f @ g c s u . e d u

S a n d r a We b b (G e o r g i a Co l l e g e a n d S t a t e U n i v e r s i t y): s a n d r a w e b b. g c s u @ g m a i l . c o m

Ta r a J o n e s- L a w r e n c e (N o r t h e a s t H i g h S c h o o l ): Ta r a . J o n e s L a w r e n c e @ b c s d k12 . n e t

K i z z i e L o t t (N o r t h e a s t H i g h S c h o o l ): K i z z i e . L o t t @ b c s d k12 . n e t

R . J o n e s (N o r t h e a s t H i g h S c h o o l ): R o o s e v e l t . J o n e s @ b c s d k12 . n e t

One essential quality of successful school and university partnerships is sensitivity to the complexities and challenges that schools face. This session reports on a STEM professional learning community at a Title 1 high school that fosters sustainability of STEM leaders over a transitional period of change. Title 1 high schools experience higher administrator and teacher turnover, impacting the human infrastructure of leadership and effective teaching. An intentional induction program based on lesson study was designed to address this challenge. Lesson study as an alternate approach to induction diminishes the hierarchical relationship of mentor and mentee by creating a learning community among new and experienced educators. The goals are to promote innovative and effective STEM instruction, to support students in acquiring knowledge, skills, and dispositions for college and career success in STEM fields, and to develop STEM teacher leaders. This session engages participants in discussion and provides resources and materials. [STEM 9-12]


5.1

Room 1601

F R E E S T E M A P P S F O R C O M M O N C O R ED a n i e l R i v e r a (G e o r g i a S o u t h e r n U n i v e r s i t y): d r i v e r a @ g e o r g i a s o u t h e r n . e d u

We will highlight FREE apps for Computers, Chrome browser and mobile devices (Android and iOS) that align to Common Core standards. A website will be provided with a full list for participants to peruse after the conference. Science will be the primary focus but there will also be apps for Math & Engineering as well as apps that are generally useful for teachers as well. Audience are any K-16 teachers. Participants are welcome to bring mobile devices and to suggest their own favorite apps. [STEM K-12 / Univ]

5.3

Room 2911

U N D E R S TA N D I N G S T U D E N T S’ S C I E N T I F I C T H I N K I N G V I A N O N -T R A D I T I O N A L A S S E S S M E N T SV i c t o r i a D e n e r o f f (G e o r g i a Co l l e g e & S t a t e U n i v e r s i t y): v i c t o r i a . d e n e r o f f @ G C S U. e d u

R o s a l i e R i c h a r d s (S t e t s o n U n i v e r s i t y): r o s a l i e . r i c h a r d s @ s t e t s o n . e d u

We will present our framework for building scientific knowledge through science talk and writing in a course for pre-service teachers , and show examples of students’ work and activities which we found productive. We assessed our students through the creation of posters and other public artifacts which we call “inscriptions,” thinking tools scientists use to generate and analyze ideas. We used alternative lab report formats, which focused on students’ development of arguments from their own data. Rather than imposing ideas to be memorized, we fostered critical thinking about science ideas using common readings, laboratory activities, and interactive discussions led by students. The class environment moved toward authenticity and a genuine spirit of inquiry. We will lead participants in small groups to examine students’ work and how to assess their talking and writing. Of interest especially to those who teach science courses for non-majors and teacher-educators. [Science Univ / Science Educator(Workshop)]

5.4

Room 2903

S I S T E R S I N S C I E N C ETy n i s h a H a r r i s (G e o r g i a Co l l e g e a n d S t a t e U n i v e r s i t y): t y n i s h a . h a r r i s @ b o b c a t s . g c s u . e d u

How can we as middle grades educators implement strategies to create a classroom environment that promotes female advancement in science-related fields? This session offers a number of helpful strategies that were explored and implemented in an eighth grade physical science classroom that are easily adapted to your teaching context. [Science 6-8]

5.5

Room 2908

3.14 T H I N G S T O D O W H E N S TA R T I N G A S T E M S C H O O L , O R S T E M ’ S N O T E A S Y A S P IPe t e r U l r i c h (S a v a n n a h - C h a t h a m Co u n t y P u b l i c S c h o o l Sy s t e m): p e t e r. u l r i c h @ s c c p s s . c o m

The STEM Academy @ Bartlett opened its doors in August 2013. Listen to the thrills and chills involved with turning a 50-year old building into a sought-after educational setting with a waiting list to enroll. Hear the processes and procedures a principal could use to transform their school into a radical space of possibilities. [STEM K-12]

5.6

Room 2905

P E E R - L E D T E A M L E A R N I N G AT T H E U N I V E R S I T Y O F W E S T G E O R G I AD u s t y O t w e l l (U n i v e r s i t y o f We s t G e o r g i a): d o t w e l l @ w e s t g a . e d u

L u c i l l e G a r m o n (U n i v e r s i t y o f We s t G e o r g i a): l g a r m o n @ w e s t g a . e d u

Ca s e y B r o w n (U n i v e r s i t y o f We s t G e o r g i a): c a s e y b r o w n5@ g m a i l . c o m

D y l a n D o w n e s (U n i v e r s i t y o f We s t G e o r g i a): d d o w n e s1@ m y.w e s t g a . e d u

R e b e c c a G e i s l e r (U n i v e r s i t y o f We s t G e o r g i a): r g e i s l e1@ m y.w e s t g a . e d u

Ya s h R a v a l (U n i v e r s i t y o f We s t G e o r g i a): y r a v a l1@ m y.w e s t g a . e d u

Z a c h R o b i n s o n (U n i v e r s i t y o f We s t G e o r g i a): z r o b i n s 2@ m y.w e s t g a . e d u

Peer-Led Team Learning (PLTL) has been a part of general chemistry at the University of West Georgia (UWG) for over fifteen years. PLTL is a collaborative and innovative learning model that supplements the classroom lecture, typically in STEM courses. In PLTL at UWG, approximately fifteen students meet weekly for ninety minutes to actively work together to solve chemistry problems under the guidance of a peer leader. Results at UWG have shown that students who consistently attend and participate in PLTL attain higher grades and better student learning outcomes such as student engagement, motivation and performance than students who fail to attend. At this session we will model a sample workshop and actively involve participants. [STEM Univ/9-12 (Workshop)]

5.7

Room 2901

M A K I N G S C I E N C E C O U N T I N Y O U R S C H O O L S - I N C R E A S I N G A C A D E M I C P E R F O R M A N C E T H R O U G H I N T E G R AT I O N A C R O S S T H E C U R R I C U L U MB e r t i n a B a n k s (E d u c a t i o n a l Co n s u l t a n t): b s b a n k s @ a t l a n t a . k12 . g a . u s

Principals, do you want to see your academic achievement soar in science? Teachers, do you want your enthusiasm for science to be reinforced in every class? During our interactive workshop, school leaders will be empowered to support all teachers in cross-curricular strategies that increase student achievement. Teachers will be armed with strategies to design, implement and assess teaching approaches that impact student learners. Participants will also be provided with strategies for integrating science on a school-wide level by collaborating with all subject areas teachers including Mathematics, Language Arts, Social Studies, Art, Music, Health, Physical Education and more. The strategies provided will allow educators to make links between different school curriculum areas to support learning in each subject-a win-win for all teachers and students! Any K-12 educator or school leader ready to further increase student achievement by leveraging the skills students acquire in the science classroom are welcomed to attend. [Science K-12(Workshop)]

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3.3

Room 2911

D E S I G N I N G S M A L L G R O U P A C T I V I T I E S B A S E D O N M E D I E VA L G U I L D S T O E N G A G E H O N O R S P R O G R A M S T U D E N T S I N A F I R S T Y E A R C H E M I S T R Y C O U R S E .M i c h a e l M o r t o n (G e o r g i a G w i n n e t t Co l l e g e): m m o r t o n1@ g g c . e d u

Designing a new section of a Principles of Chemistry 1 course directed at students within the Georgia Gwinnett College Honors Program presented opportunities to explore new ways to engage students and provide additional insights into topics. The use of small groups based on medieval guilds was implemented as a pathway for balancing the course outcome goals of the Principles of Chemistry 1 course with the additional goals of the GGC Honors Program. The design of guild groupings and projects along with methods of directing small group explorations of related topics resulting in diverse final products, both in the class as well as in the laboratory sessions, will be discussed. [Chemistry Univ]

3.4

Room 2903

H O W S T E M C A N G A I N S O M E S T E A M: C R A F T I N G M E A N I N G F U L C O L L A B O R AT I O N S B E T W E E N S T E M D I S C I P L I N E S A N D I N Q U I R Y- B A S E D W R I T I N G P R O G R A M SR e b e c c a H a r r i s o n (U n i v e r s i t y o f We s t G e o r g i a): r h a r r i s o @ w e s t g a . e d u

B r o o k e Pa r k s (U n i v e r s i t y o f We s t G e o r g i a): b p a r k s @ w e s t g a . e d u

This presentation details our efforts as English faculty to contribute meaningfully to the University of West Georgia’s STEM movement. In response to high DFW rates for STEM majors and problematic issues identified in student writing by science faculty, the presenters are directing a group of English faculty piloting twenty STEM to STEAM first year writing sections (ENGL 1101/1102) this academic year via a Complete College Georgia Grant. This initiative, which will grow to 32 sections by AY 2016/17, provides incoming STEM majors with useful, engaging FYW courses that emphasize the interests and skills of this unique student group, while preparing them for writing across a variety of disciplines. Drawing on our experiences with this pilot to date, the presenters will detail the guiding principles in developing a consistent STEM-focused FYW curricula in an effort to facilitate more collaboration between English departments and STEM programs at other USG institutions. [Science / English Univ]

3.5

Room 2908

U S I N G M AT H E M AT I C S L I T E R AT U R E W I T H P R O S P E C T I V E S E C O N D A R Y M AT H E M AT I C S T E A C H E R SC h r i s t o p h e r J e t t (U n i v e r s i t y o f We s t G e o r g i a): c j e t t @ w e s t g a . e d u

Literature in mathematics has been found to foster positive dispositions about mathematics teaching and learning. With this caveat in mind, the following research question guided this work: How might the incorporation of literature through literature circles influence prospective secondary mathematics teachers’ pedagogical paradigms? The author used survey and reflection data to ascertain how literature influenced prospective secondary mathematics teachers’ ideas. Literature texts, students’ narratives, and survey data are shared to answer the research question, discuss implications, and offer recommendations for future work. [Math 9-12 / Univ]

3.6

Room 2905

C R E AT I N G A S T E M S T U D Y C E N T E R AT G E O R G I A P E R I M E T E R C O L L E G ECy n t h i a L e s t e r (G e o r g i a Pe r i m e t e r Co l l e g e): c y n t h i a . l e s t e r @ g p c . e d u

Learning communities in higher education have been shown to positively impact persistence, retention and student success especially among first year students. These environments encourage collaborative learning, promote critical thinking and allow students who share common academic goals and attitudes to form cohesive learning groups. However, for students attending non-residential campuses, especially those in STEM areas, forming a learning community and also locating a physical space where they can work together on engineering projects or lab experiments can often be challenging. Georgia Perimeter College opened its first STEM Study Center in 2014 as an academic-based center designed to help students excel in STEM by providing access to technology and opportunities for peer support and information-sharing. The presentation provides an overview of Center creation, current activities, and preliminary utilization data. The objective of the presentation is to discuss with other post-secondary colleagues the Center establishment and implementation. [STEM Univ]

3.7

Room 2901

P U R P O S E F U L P R O F E S S I O N A L D E V E L O P M E N T F O R S T E MS a n d i A d a m s (C h e r o k e e Co u n t y S c h o o l D i s t r i c t): s a n d i . a d a m s @ c h e r o k e e . k12 . g a . u s

Our transition from a traditional K-6 school to a STEM Academy did not happen overnight! Technology professional development has played a key role in our progress.This session will share our 3 year plan and journey for STEM 21, project based classroom training and certifying our entire school as Microsoft Innovative Educators. Participants will gain a “real world” perspective of introducing STEM technology training to a variety of staff learning styles and levels. [STEM K-6]


4.6

Room 2905

M O V I N G F U L L S T E A M A H E A DD e b r a Co l l i n s (H e n r y Co u n t y S c h o o l s): d c o l l i n s @ h e n r y. k12 . g a . u s

How do you move a traditional elementary school to a hands-on, interactive, STEAM focused school? At Hampton Elementary Charter, we offer our students a variety of STEAM Stations each day to build career awareness in the areas of science, technology, engineering, arts, and math. This presentation will cover the successes, scheduling, surveys, decisions, and challenges of moving a school and doing what’s right for students. The primary audience is elementary and middle school teachers and administrators. Participants will be given the opportunity to share ideas, plans, questions, struggles, and opportunities for STEM and STEAM programs. [STEM K-8]

4.7

Room 2901

A N A C T I V I T Y T H E O R Y A N A LY S I S O F A N E A R LY C O L L E G E ’ S J O U R N E Y I N T O A S T E M - F O C U S E D S C H O O LR u i Ka n g (G e o r g i a Co l l e g e a n d S t a t e U n i v e r s i t y): r u i . k a n g @ g c s u . e d u

R u n e e S a l l a d (G e o r g i a Co l l e g e , E a r l y Co l l e g e): r s a l l a d @ g m a i l . c o m

We demonstrate how Activity Theory (AT) may be used as a useful lens for analyzing a knowledge building community in a STEM professional learning context. Specifically, we describe and analyze how an Early College cultivates a collaborative culture in the process of becoming a STEM-focused school. We center our analysis and reflection on the transformations occurred among the various members of our learning community, including K-12 teachers, a principal, and a higher education faculty; as well as on the tensions and challenges negotiated in the context of the work of the learning community. The audience leaves our presentation with a useful framework and model for analyzing institution-wide STEM effort. Although we target university-level educators interested in building partnerships with local middle and high schools, our presentation will also benefit K-12 administrators and instructional leaders. [STEM K-12 / Univ(Roundtable Disucssion)]

4.8

Room 2904A

U N I V E R S I T Y– S C H O O L PA R T N E R S H I P S: O U T C O M E S, P R O D U C T S A N D L E S S O N S L E A R N E D F R O M A L O N G -S TA N D I N G S T E M I N I T I AT I V EL a u r a R e g a s s a (G e o r g i a S o u t h e r n U n i v e r s i t y): l r e g a s s a @ g e o r g i a s o u t h e r n . e d u

M i s s y B e n n e t t (G e o r g i a S o u t h e r n U n i v e r s i t y): m b e n n e t t @ g e o r g i a s o u t h e r n . e d u

University-school partnerships are in a unique position to impact STEM education and career choice at multiple levels. This session will focus on the benefits of university-school partnerships, using a long-standing STEM initiative as a starting point for discussion. The NSF-funded program has been partnering with high school teachers in rural southeast Georgia for over eight years. The program utilizes a robust digital platform for on-going assessment and a website for public dissemination of products (www.georgiasouthern.edu/STEMstars). This interactive session will share program design, outcomes, products and lessons learned, while engaging participants in activities and discussion. The session will allow participants to (i) identify critical features of successful university-school partnerships, (ii) discuss factors that can impact program success (from multiple perspectives), and (iii) explore a repository of >90 standard-aligned STEM activities for use in middle and high schools. The session targets a broad audience, including in-service teachers, university faculty, and school administrators. [STEM K-12 / Univ]

4.9

Room 2904B

R E S C U E M I S S I O N: S T E M M O D E L S A N D P R A C T I C E S I N S P E C I A L E D U C AT I O NTe r e n i Wa d e (E d u c a t i o n a l Co n s u l t a n t): y o u r e d u c a t i o n c o n s u l t a n t s @ g m a i l . c o m

N i c k e v a J o n e s (E d u c a t i o n a l Co n s u l t a n t): y o u r e d u c a t i o n c o n s u l t a n t s @ g m a i l . c o m

This workshop will help K-8 teachers explore how disabilities impact math and science performance as well as what research says about students with disabilities in STEM programs. Attendees will review modified hands-on activities from the perspectives of individuals with disabilities, and will learn ways to modify activities and address diverse needs of students with disabilities. Teachers will leave the session with materials to plan and accommodate their students with disabilities in STEM education. [STEM K-8(Workshop)]


4th Annual


4th Annual


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3.8a

Room 2904A

11:15 – 11:30 a.m.

3.8b

11:30 – 11:45 a.m.

D E V E L O P C R E AT I V E L A B S K I L L S T H R O U G H S T U D E N T S E L F - D E S I G N E D A C T I V I T I E SQ i n g S h a o (G e o r g i a G w i n n e t t Co l l e g e): q s h a o @ g g c . e d u

J o s e p h A m e t e p e (G e o r g i a G w i n n e t t Co l l e g e): j a m e t e p e @ g g c . e d u

Students in Introductory Physics I are exposed to a semester long series of realistic problems related to acceleration, force, torque and energy. Students are required to self-develop activities for formulating protocols of collecting data, analyzing, making conclusions and write formal lab report about these problems. Students’ performances are assessed by carefully developed points-based rubrics. Our results show students’ skills in research and technique writing get improved significantly; however, they still need more training and practice to improve their critical thinking and quantitative analytical skill as well as ability to apply concepts to solve real-world problems. Additionally, pre- and post- survey (mostly attitude questions) results indicate that students become more confidence with their ability in research. We will present the design and implementation of the project as well as assessment and survey results. The primary audience for this project is teachers in science education at college level. Hopefully, the audience could get some ideas on how to implement and assess this type of self-created activities in their classroom. [Science / Physics Univ Science Educators / 11-12]

“ M Y G R A N D M A M A R E A L LY T H R O W I T D O W N ”: L E A R N I N G F R O M T W E N T Y- F I R S T C E N T U R Y M I D D L E S C H O O L S T U D E N T S I N A N U R B A N A G R I C U LT U R A L S C I E N C E C L A S SH e a t h e r R u d o l p h (U n i v e r s i t y o f G e o r g i a): h r u d o l p h @ u g a . e d u

An eighth grade student described her grandmother’s connection between excellent food and gardening by saying “She really throw it down!” I used ethnographic methods to explore what was relevant to a group of students from an urban school in the southeastern United States as they worked to relate agricultural science concepts to their lives. Place-as-difference, as a concept of place conscious education, includes complex social, political, economic, and historical forces which influence how people perceive place (Karrow & Fazio, 2010). In my presentation, I will discuss two main themes learned during my initial analysis of data from this current generation of students: 1) making connections between schoolwork and family knowledge and 2) relevancy of authentic gardening experiences. Middle school teachers and researchers will find new ways to connect with twenty-first century science learners through this study and thereby provide support for students’ ideals of their futures. [Science 6-8 / Univ Science Educators]

3.9

Room 2904B

F I N D I N G T H E C O N N E C T I O N B E T W E E N G A M E - D E S I G N A N D P R O B L E M - S O LV I N G: G A M E - D E S I G N A N D L E A R N I N G P R O G R A M SM e t e A k c a o g l u (G e o r g i a S o u t h e r n U n i v e r s i t y): m a k c a o g l u @ g e o r g i a s o u t h e r n . e d u

In today’s complex and fast-evolving world problem solving is an important skill to possess. For young children to be successful at their future careers they need to have the skill and the will to solve complex problems that are beyond the well-defined problems that they learn to solve at schools. One promising approach to teach complex problem solving skills is using visual programming and game design software. Theoretically and anecdotally, extant research enlightened us about the cognitive and motivational potential of these software. Due to lack of empirical evidence, however, we are far from knowing if these claims are warranted. In this quasi-experimental study, the cognitive (i.e., problem solving) and motivational (i.e., interest and value) impacts of participating at the Game Design and Learning Courses (GDL) on middle school children (n = 49), who designed games following a curriculum based on problem solving skills, were investigated. Compared to students in a control group (n =24), the results showed that students who attended the GDL courses showed significant gains in general and specific (i.e., system analysis and design, decision-making, troubleshooting) problem solving skills, (Wilks‟s Λ = .64), F (4, 68) = 9.564, p<.001. In this presentation, I report empirical outcomes, as well as detailed accounts of the design process for the GDL curriculum. Finally, I discuss implications of the GDL intervention for practice and theory. [Technology 6-8 / Univ]

Room 1603 • Luncheon Keynote Address #1 A N E N G I N E E R ’ S E D U C AT I O N A N D I T S U S E I N A E R O S PA C E Vu N g u y e n , Fl i g h t Te s t E n g i n e e r a t G u l f s t r e a m A e r o s p a c e

A self-professed nerd always imagined that he would work in the computer or information technology industries, but by luck ended up with a career as an aerospace engineer. Despite a lack of formal training in aerospace, the fundamentals of an engineering education laid the path for a successful career. Vu will describe the products that are designed and built at Gulfstream and explain part of the engineering organization. He will then go through an example of the types of problems that he encountered in his work and what aspects of his education were necessary for the workplace. He will discuss what parts of the school experience were most useful to him as an engineer and what aspects could be useful to students who are considering a career in engineering.

12:30 – 12:50 p.m.

Room 1603 • Luncheon Keynote Address #3 P U R P O S E F U L I N T E R N S H I P S: M AT C H I N G S T U D E N T S W I T H E M P L O Y E R S M e a g h a n T h o m s o n , I n f o r m a t i o n Te c h n o l o g y s t u d e n t , G e o r g i a S o u t h e r n U n i v e r s i t y, I n t e r n a t Co c a - Co l a i n A t l a n t a (J u n e 2014 - p r e s e n t)

J a m e s S h a w, M e c h a n i c a l E n g i n e e r i n g s t u d e n t , G e o r g i a S o u t h e r n U n i v e r s i t y, I n t e r n a t NA S A’s J o h n s o n S p a c e Ce n t e r i n H o u s t o n (A u g u s t 2014 - D e c e m b e r 2014)

Meaghan Thomson (Coca Cola) and James Shaw (NASA) will share their experiences as interns. Both students will explain how they managed to integrate knowledge and theory learned in the classroom with practical application and skills development in a professional setting.

1:20 – 1:40 p.m.


4.1

Room 1601

S P L A S H 2.0: A N U P D AT E D L O O K AT A Q UA P O N I C S I N T H E K-12 C L A S S R O O MM a t t H a r r i s ( Wa l k e r Co u n t y S c h o o l s): m a t t h a r r i s @ w a l k e r s c h o o l s . o r g

This session will provide attendees with a strong foundation in the concepts behind aquaponics. Attendees will receive plans for aquaponics systems of various sizes and new ideas on how aquaponics can be integrated into the K-12 classroom. [Science K-12]

4.2

Room 1909

H O W 3- D P R I N T I N G / M O D E L I N G C A N C H A N G E T H E WAY W E T E A C H I N T H E E L E M E N TA R Y C L A S S R O O MM a t t S m i t h (G w i n n e t t Co u n t y P u b l i c S c h o o l s): m a t t h e w_ s m i t h @ g w i n n e t t . k12 . g a . u s

3-D modeling will be discussed with a focus on science and math integration related to K-5 instruction. Participants will be able to see and interact with a 3-D printer and manipulate printed objects. Participants will leave with an understanding of the computer programs required to create objects and the knowledge of various 3-D printer models that work well in a school environment. [Technology K-5]

4.3

Room 2911

W H AT S H O U L D U N D E R G R A D UAT E S L E A R N A B O U T T H E N AT U R E O F S C I E N C E ?L e s l i e J o n e s ( Va l d o s t a S t a t e U n i v e r s i t y): l e s l i e s j @ v a l d o s t a . e d u

Physicist Richard Feynman said “philosophy of science is as useful to scientists as ornithology is to birds.” While this famous slam obviously makes fun of philosophers, it also reflects how little attention we, as scientists, usually give to the characteristics of our disciplines. The rules of science were something we absorbed in graduate school; important, but implicit parts of that stage in our education. Most of us have been so busy doing science, we do not stop to think about how science is done. In this facilitated discussion session, the audience will divide into STEM disciplinary groups (with life & physical science subdivisions) to answer the question in the title. Then we will reconvene to compare & contrast what has been brainstormed. We will discuss what/how the features of the scientific enterprise can/should be presented to undergraduates that are: our majors, taking terminal science courses, and/or planning to be teachers. [Science Univ / Univ Science Educators]

4.4

Room 2903

A C H E M I S T R Y M A J O R ’ S D I S C O V E R Y O F PA S S I O N F O R T E A C H I N G L E A D S T O A W O O D R O W W I L S O N F E L L O WCo n n i e R i c k e n b a k e r (G e o r g i a Co l l e g e a n d S t a t e U n i v e r s i t y): c o n n i e . r i c k e n b a k e r @ g c s u . e d u

M e l i s s a Yo u n g s (G e o r g i a Co l l e g e a n d S t a t e U n i v e r s i t y): m e l i s s a .y o u n g s @ b o b c a t s . g c s u . e d u

Join us as we share the success of a chemistry student’s application for a Woodrow Wilson Fellow. Concepts of methods and pedagogy from the FOCUS class seminar and high school teaching experiences led to the implementation of her lesson that helped her succeed. As a chemistry major who now has passion to teach, this student applied for the Fellow knowing that if she was not successful, she would be unable to pursue a MAT degree. After she shares some major points, the audience will participate in the lesson she created for the interview process as part of her successful pursuit of her passion to teach. [Chemistry Univ / 9-12]

4.5

Room 2908

U S G M AT H 1113 E M P O R I U M: I N S I G H T S F R O M A N O N L I N E P R E C A L C U L U S C O U R S EN a t h a n M o o n (G e o r g i a I n s t i t u t e o f Te c h n o l o g y - M a i n Ca m p u s): n a t h a n . m o o n @ c a c p. g a t e c h . e d u

K r i s B i e s i n g e r (U n i v e r s i t y o f G e o r g i a): k r i s b @ u g a . e d u

C h u c k K u t a l (U n i v e r s i t y o f G e o r g i a): c k u t a l @ u g a . e d u

The USG MATH 1113 Precalculus Emporium is a project to develop and implement an online, rigorous learning experience to improve student success with the additional goal of greater affordability. Based on initial experiences from Spring 2014, the MATH 1113 Precalculus Emporium was revised and continued in Fall 2014. This second pilot of the course involved a number of key revisions: Online course orientation materials (overview of instructional technologies, academic honesty policies, time management plan, and orientation quiz), Revised instructional model based involving a team of graduate teaching assistants, Module balancing with a shift from four to five course assessments, Revised weekly pacing and structure, Additional video content and emphasis on online study halls.In this presentation aimed at postsecondary faculty in mathematics and online instructors, we discuss these revisions. We preview further developments, including a comprehensive online supplemental instruction program for Spring 2015. [Math Univ]


Room 1603 • Luncheon Keynote Address #2 W H Y S T U D Y S TAT I S T I C S ? J e r e m y D i c k e r s o n , S t a t i s t i c i a n a t S t a t e Fa r m I n s u r a n c e Co m p a n y

Careers in the fields of Statistics and Data Analysis are proving to be among the fastest growing careers in today’s business environment. With data being collected across so many different areas of life, connecting us all in ways previously unimagined, the ability to analyze and extract meaningful information from such data is becoming one of the most needed skillsets across a growing number of fields, even within fields not typically associated with traditional analytics. Jeremy will discuss the skills needed to pursue such a career, offer reasons why it should be given serious consideration, and will give some examples of how such skills can be used within a business environment.

12:55 – 1:15 p.m.

stem conference program2015 -revised

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