P939: Curriculum reform in general chemistry for engineers: Results of a field trial

Author: Kent Crippen, University of Florida, USA

Co-Author: Treavor H. Boyer, Chang-Yu Wu, Philip J. Brucat and Maria Korolev, University of Florida, USA; MaryKay Orgill, University of Nevada Las Vegas, USA

Date: 8/6/14

Time: 5:15 PM6:30 PM

Room: LIB

Related Symposium: S33

This poster reports on ChANge Chem, a newly initiated design-based research project to transform the curriculum of general chemistry to a more contextually relevant and engaging experience for engineering students. The project involves designing for recruitment and retention of underrepresented student groups by using the rich context of everyday engineering to cause students to see themselves, their interests and those of others in their learning activities. Grounded in cognitive apprenticeship, the curriculum situates water, air, waste and energy as fundamental principles in practical engineering problems, communicated as human-interest design projects. The projects are instructed using the cycle of engineering design through a sequence of model-eliciting activities during the recitation portion of the course. This study involved a mixed method analysis focused on establishing the unique design heuristics and principles, as well as an assessment of student learning and the experiences of instructors, teaching assistants, and students.

P640: Faculty perceptions of the factors influencing success in STEM fields

Author: Eshani Gandhi, University of Nevada, Las Vegas, USA

Co-Author: Heather Skaza, Erica Marti, PG Schrader and MaryKay Orgill, University of Nevada, Las Vegas, USA

Date: 8/5/14

Time: 5:15 PM6:30 PM

Room: LIB

Related Symposium: S33

The 2012 Undergraduate STEM Education Report from the President’s Council of Advisors on Science &Technology describes a recent decline in the percentage of STEM degrees attained by college graduates. It is important to consider the perspectives of stakeholders in the many community institutions that affect and are affected by this decline. One such group is the university faculty who are involved in the recruitment, retention and training of the future STEM workforce. In this presentation, we will discuss the results of interviews with 28 STEM faculty at a large public university in the southwestern United States. Specifically, we will discuss (1) their perceptions of the characteristics of successful STEM students; and (2) their perceptions of the causes of the decline in STEM degree attainment. We will also share some of the suggestions faculty had for addressing this problem.

P452: What do biochemistry students learn from some common external representations of protein translation?

Author: Thomas Bussey, University of Nevada, Las Vegas, USA

Co-Author: MaryKay Orgill, University of Nevada, Las Vegas, USA

Date: 8/5/14

Time: 11:10 AM11:30 AM

Room: HON 148

Related Symposium: S37

Biochemistry educators often rely on external representations to provide working models from which students can construct, evaluate, and revise their internal representations of abstract, non-experiential cellular events. However, it is unclear how students perceive and interpret these representations and what students actually learn from these representations. In this presentation, we will discuss our use of Variation Theory to explore what biochemistry students learn from common external representations of protein translation and the some of the implications of this information for ongoing research about external representations.

P371: Design, development, and delivery of the Nevada GEAR UP STEM Summer Institute

Author: MaryKay Orgill, University of Nevada, Las Vegas, USA

Co-Author: Schetema Nealy, Heather Skaza, Erica Marti, Eshani Gandhi, Mehmet Dulger, Daniel Gerrity, Travis Olson, PG Schraderand MaryKay Orgill, University of Nevada, Las Vegas, USA; Kristoffer Carroll, Southern Nevada Regional Professional Development Program, USA

Date: 8/4/14

Time: 6:00 PM7:15 PM

Room: KC

Related Symposium: S33

The Nevada State Gaining Early Awareness and Readiness for Undergraduate Programs (NV GEAR UP) project is a federally-funded, statewide project with a goal of increasing the number of underrepresented, low-income students who enter college. To meet this goal, NV GEAR UP supports middle school students’ learning in science, technology, engineering, and mathematics (STEM) subjects through services such as tutoring, STEM activities, academic advising, and professional development opportunities for their teachers. The University of Nevada, Las Vegas (UNLV) STEM leadership team has been tasked with providing NV GEAR UP middle school teachers with professional development opportunities, one of which is the 2014 GEAR UP STEM Summer Institute (STEM SI). The STEM SI aims to authentically integrate the Nevada Academic Content Standards in science, technology, engineering design, and mathematics by engaging the teachers in an interesting storyline as they attempt to answer the guiding question “What would an alien eat?” In this poster presentation, we will discuss the design, development, delivery, and initial evaluation of the SI.