IU Indianapolis ScholarWorks :: Browsing by Author "Feldhaus, Charles"

Browsing by Author "Feldhaus, Charles"

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Asking the Right Questions: Reflective Preparation for a Program Review
(Wiley, 2018-07) Renguette, Corinne; Feldhaus, Charles; Wager, Elizabeth; Technology and Leadership Communication, School of Engineering and Technology
The Efficacy of Project Lead the Way: A Systematic Literature Review
(American Society for Engineering Education, 2016-06) Hess, Justin L.; Sorge, Brandon; Feldhaus, Charles; Department of Technology and Leadership Communication, School of Engineering and Technology
Project Lead the Way (PLTW) is a non-profit organization offering project-based STEM education curricula for K-12 students. As of 2015, PLTW was by far the largest pre-engineering program implemented throughout the United States with a presence in over 6500 schools. Since its conception in 1997, PLTW rapidly expanded and today covers all 50 states and the District of Columbia. The PLTW Engineering curriculum offers a sequence of courses that students may take over the course of high school, and many university programs allow students who complete this sequence the opportunity to earn college credit. The PLTW Gateway curriculum targets students in Grades 6-8 and the PLTW Launch curriculum targets K-5 students. See the PLTW website for current program titles. They now simply use PLTW Engineering, PLTW Gateway and PLTW Launch. This study investigates the efficacy of PLTW efforts through a systematic literature review process. Specifically, we explored the following research questions: • To what extent has PLTW been an area of scholarly investigation and what has been the nature of these investigations? • What primary strengths and weaknesses of PLTW have these investigations identified? • What gaps in PLTW literature exist and what future research is needed? After an initial data collection and literature reduction processes, we synthesized 31 articles that collected and analyzed empirical data related to PLTW. Our gathered literature included 16 journal articles, 11 dissertations, and 4 theses. Using an emergent coding process, we found that primary strengths of PLTW curricula include motivating students to pursue STEM degrees, providing teachers with professional development opportunities and support, and facilitating student interest in STEM subjects. However, weaknesses of PLTW include minimal evidence supporting PLTW in improving students’ mathematics and science abilities, scheduling and space issues, and moderate financial costs for schools to participate in PLTW. Altogether, the literature collected varied widely and, as a result, each of these strengths and weaknesses requires further investigation. This study concludes with an identification of gaps in PLTW literature that can focus future PLTW-related investigations and, if investigated, help improve future PLTW-related interventions.
The Engineering-science Intellectual Property (ESIP) Project: A Novel Method for Promoting Innovation
(ASEE, 2018-06) Piroozi, Hamid R.; Hess, Justin L.; Feldhaus, Charles; Technology and Leadership Communication, School of Engineering and Technology
In the idea economy, intellectual property (IP) is valued higher than other assets such as factories and equipment. Affirmation of this valuation is often observed when a company’s IP advances or declines which causes a seismic shift in its stock price. IP law, however, is complicated and is evolving. As a result, new engineering and science graduates take many years, if ever, before they are familiar with the process of securing IP. Lack of such familiarity often results in IP being an after-thought in design processes. While others have attempted to discuss IP as part of a larger entrepreneurship setting in the form of a brief introduction of various IP vehicles, a solid understanding of what is protectable requires more than familiarity with IP concepts. This paper describes the development and underlying theory of a novel educational program titled Engineering-Science Intellectual Property Project (ESIP-Project). This project includes three degree-counted elective courses that together create an IP concentration in an engineering BS curriculum. The intent of the project is to generate within students a deep understanding of IP requirements for creating novel, nonobvious, and non-infringing designs. In addition, the ESIP-Project is designed to teach IP concepts as they relate to engineering design, as well as critical thinking skills and innovation. More specifically, students will be prepared to engage in prior art review, identify what is needed to obtain enforceable designs, and apply strategies to avoid infringement of existing patents. At the culmination of ESIP-Project, students will be prepared to pass the patent bar examination and become certified to practice patent law before the U.S. Patent and Trademark Office. Hence, graduates of the ESIP-Project will have new career options including choices for becoming patent engineers and patent agents, in addition to traditional technical career choices. This paper includes an overview of the three-course sequence, as well as evaluation results of the implementation of the first course. A survey was designed by the investigators and implemented pre and post course. The survey included three constructs: Knowledge of IP Concepts, Innovative Product Design, and Careers in Patent Law. Following reliability testing procedures, student responses to these constructs were compared before and after course implementation. Despite the small sample size (15 students), comparative analyses suggested students experienced strong, positive gains in each construct. These positive changes in student responses from participation in just one of three IP courses is encouraging to our team. We hope that the ESIP-Project model, and our evaluation of the model as we scale it up, will provide a pathway for other educators to follow, particularly those who are interested in promoting entrepreneurship and innovation among their students.
An Evaluation of a Research Experience Traineeship (RET) Program for Integrating Nanotechnology into Pre-College Curriculum
(2017-06-24) Hess, Justin L.; Feldhaus, Charles; P.e, Maher E. Rizkalla; Agarwal, Mangilal; Technology and Leadership Communication, School of Engineering and Technology
Nanotechnology has become a national focus throughout the United States with more than 24 billion USD of cumulative federal support towards nanotechnology research and development since 2001. In the last 20 years, R&D in this space has led to a number of revolutions in electronics, photovoltaics, manufacturing, medicine and much more. One of the primary goals of this federal funding, as described by the inter-governmental body, the Committee on Technology Subcommittee on Nanoscale Science, Engineering, and Technology (NSET), has been to develop educational resources that will ultimately lead to a skilled workforce who will continually advance the state of the art of nanotechnology. This study explores the impact of one summer’s implementation of an NSF-funded Research Experiences for Teachers professional development K-12 program designed towards this end. Specifically, the Research Experiences for Teacher Advancement in Nanotechnology (RETAIN) program at a large public Midwestern University was designed to provide 30 K-12 teachers (10 per year, primarily high school level) from high-needs, urban school districts with research experiences and shared activities designed to increase their understanding of the challenges and demands of nanotechnology, as well as college and career opportunities in science, technology, engineering, and mathematics (STEM) fields. In addition to these research experiences, our multi-disciplinary team sought to lead participants in the creation of 15 hands-on inquiry-based teaching modules (5 per year) that integrate multiple STEM disciplines, convey scientific-process skills, and align with Indiana Academic Standards and the Next Generation Science Standards. We frame this study as research evaluation, as our initial focus was on evaluating programmatic outcomes with the intention of improving the program itself through a cyclical process of research to practice. In this paper, our scope extends to the broader scholarly community: here we build on our evaluation results, with the aim of extending the body of knowledge pertaining to STEM professional development opportunities similar to this one
Experiential Learning, Action Research, and Metacognitive Reflection in the Senior Capstone
(ASEE, 2019-02) Feldhaus, Charles; Buckwalter, John; Wager, Elizabeth; Technology and Leadership Communication, School of Engineering and Technology
A Multilevel Analysis of Persistence of Students Taking a Pre-Engineering Curriculum in High School
(2020) Sorge, Brandon; Feldhaus, Charles; Technology and Leadership Communication, School of Engineering and Technology
Using data from the 2010 Indiana, USA public high school graduating class (N=55612), this project employed a multi-level analysis to determine, what if any differences occurred in majoring in science, technology, engineering, and math and freshman to sophomore year persistence, between students attending a school that offers Project Lead the Way and students that don’t, while controlling for being a PLTW student. Results imply that PLTW had a statistically significant impact on the students participating in the program excluding students who were eligible for free and reduced lunch. However, this impact does not appear to carry over to the rest of the student body that does not participate in PLTW.
A Multilevel Analysis of Persistence of Students Taking a Pre-Engineering Curriculum in High School
(2019-12) Sorge, Brandon; Feldhaus, Charles; Technology and Leadership Communication, School of Engineering and Technology
Using data from the 2010 Indiana, USA public high school graduating class (N=55612), this project employed a multi-level analysis to determine, what if any differences occurred in majoring in science, technology, engineering, and math and freshman to sophomore year persistence, between students attending a school that offers Project Lead the Way and students that don’t, while controlling for being a PLTW student. Results imply that PLTW had a statistically significant impact on the students participating in the program excluding students who were eligible for free and reduced lunch. However, this impact does not appear to carry over to the rest of the student body that does not participate in PLTW.
Preparing Post-Secondary Learners for Indiana's leading Industries
(Office of the Vice Chancellor for Research, 2015-04-17) Buckwalter, John; Feldhaus, Charles; Sorge, Brandon; Byron, Dave; Escobar, Luis; Fore, Grant
The Advanced Manufacturing Industry in Indiana has increased nearly twice as rapidly as most other States. While the demand for higher skilled workers increases, the production of trained employees has not. The STEM Education Research Institute (SERI) has collaborated with Employ Indy, Project Lead the Way (PLTW), and the Excel Center to facilitate a 16-week pilot. This pilot connects competencies from PLTW with five Industry Certifications desired by businesses and colleges surveyed throughout the state. The eighteen week pilot begins the second week of April and has a four week job shadowing component at the eight week mark. The target population is disconnected/discouraged adult learners that have no training in manufacturing. Industry Certifications include: OSHA 10, Certified Logistic Associate, Certified Logistics Technician, Autodesk Inventor and National Career Readiness Certification. This program also offers the opportunity for students to complete a PLTW course and receive duel credit through Ivy Tech or IUPUI. A mixed methods research/evaluation design has been constructed and reviewed. It will be implemented throughout the duration of this pilot. The results will be used formatively to refine the pilot before running a second pilot in the late Fall of 2015.
Research Models with Dissemination Activities for Research Experience for Teachers (RET)
(IEEE, 2016-10) Agarwal, Mangilal; Sorge, Brandon; Fore, Grant; Minner, Dan; Feldhaus, Charles; Rizkalla, Maher; Department of Mechanical Engineering, School of Engineering and Technology
Faculty members and staff from the Schools of Engineering & Technology, Science, and Education at Indiana University-Purdue University Indianapolis (IUPUI), have developed a model to provide research experience for high school teachers. In this intensive 8 week program, teachers spend 6 weeks in the summer conducting research, and two weeks designing classroom modules based upon their research experience to implement during the academic year.
Supporting Teaching Excellence and Scholarship
(Office of Academic Affairs, IUPUI, 2017) Burns, Debra S.; Alfrey, Karen; Feldhaus, Charles; Fernandez, Eugenia; Salama, Paul
One main focus of the School of Engineering and Technology’s current strategic plan is to “excel in the delivery of instruction, the scholarship of teaching and learning . . . to support extraordinary student success.” And while the School of Engineering and Technology has a long history of teaching excellence most mentorship activities focus on supporting faculty seeking excellence in research/discovery. According to the 2015 campus faculty professional development satisfaction survey over a third (34.5%) of tenured and tenure-track E & T faculty, a quarter (25%) of full-time non-tenure track faculty, and two-thirds (67%) of part-time and adjunct faculty rated their satisfaction with professional development opportunities related to teaching as either only “somewhat satisfied” or “not satisfied”. Furthermore, approximately 40% of E & T non-tenure track and tenure track faculty are not satisfied or only somewhat satisfied with available mentoring opportunities. Thus, it is apparent there is a need to develop an intentional, sustainable program focused on developing faculty capacity for scholarship in teaching while providing mentoring and leadership opportunities for mid-career faculty. This proposal describes the structure and programming to provide a robust climate for the testing, integration, and dissemination of pedagogical practices in engineering and technology. The proposed programming leverages available campus resources and expertise, as well as a strengthening of current programming. Six Engineering and Technology faculty have agreed to be paired with faculty interested in focusing their scholarship in teaching and learning. Individual mentoring sessions, tailored to the mentees’ needs, will occur throughout the academic year. Monthly workshops (currently called “Lunch & Learn”) will cover discipline-specific topics related to pedagogy and learning. The program will be assessed on three different levels: participant satisfaction, assessment of teaching scholarship, and adoption of best practices. Our goal is to create a culture within the School that explicitly values innovative student-centered teaching and related dissemination.

Browsing by Author "Feldhaus, Charles"

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