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Item 148. Exploring the Impact of College Students' COVID-19- and Capitol Insurrection-Related Horizontal and Vertical Collectivism/Individualism on Emotional Reaction to Those Events(Elsevier, 2022) Sorge, Brandon H.; Fore, Grant; Williamson, Francesca; Angstmann, Julia; Hensel, Devon J.; Engineering Technology, School of Engineering and TechnologyPurpose: While many studies have explored individuals’ feelings related to recent national events, none have explored the relationship of individualism and collectivist leanings caused by these events on the individuals emotions related to those events. For this research we specifically focus on the COVID-19 Pandemic and the January 6 Capitol Insurrection. Methods: Data were collected from college students at a small, private midwestern private university over a 10-day period at the end of January and the beginning of February 2021. A Qualtrics survey was sent to 1,041 students who had completed a similar survey 5 months earlier related to their feelings about the COVID-19 pandemic. We used a subsample (N=314 students; 74.2% female; 83.4% White; 0.6% freshman, 24.5% sophomores, 34.7% juniors and 29.3% seniors) who provided complete data. Measures included horizontal (“We are the same, high freedom, equality”) and vertical (“I am different, Authority ranking, high freedom”) individualism as well as horizontal (“We are the same, share, less freedom”) and vertical (“I am different, sharing, authority ranking”) collectivism. Participants also provided data on the positive and negative affective responses to COVID-19 and to the January 6 Capitol Insurrection. Structural equation modeling was used to investigate the direct effects between individual and collectivism and the affective responses to each event (all standardized; Stata v. 17.0). Global fit was evaluated using the chi-square test and the root mean square error of approximation (RMSEA). Local fit was addressed using the Comparative Fit Index (CFI) and the Tucker Louis Index (TLI). We also investigated group differences by gender (male/female) and race (minority/white) where significant overall direct effects were observed. Results: Fit indices (Chi-sq[df]: 60.99[31], p<.001; RMSEA[90% CI]: 0.046[0.035-0.076); CFI: 0.972; TLI: 0.905) suggested the specified model provided a good fit to the data. Higher COVID VI was associated with higher positive (B=0.12) and negative (B=0.15) affective reactions to COVID (B=0.12). Higher Capitol HI and HC were both associated with higher positive (both: B=0.21) and higher negative (B=0.12-0.23) affective reaction to the capitol riots. Higher COVID VI was associated with lower negative affective response (B=-0.16) to COVID. We observed no gender or race/ethnicity differences in these significant effects. Conclusions: Students who felt more strongly that people were the same (horizontal individualism and horizontal collectivism) were more likely to have both strong positive and negative emotions to the Janury 6th insurrection. For COVID-19 negative feelings, students whose feelings towards COVID were more individualistic had mixed results. Those who believed people are different (vertical individualism) were more likely to have lower negative feelings towards COVID-19 while those who believed people are the same (horizontal individualism) had greater negative feelings. These data have implications for scaffolding young adult support in advance of future socio-political emergencies.Item Development of Undergraduate STEM Students through Global Service-Learning in a Medical Context(Office of the Vice Chancellor for Research, 2016-04-08) Scheive, Melanie; Fore, Grant; Sorge, BrandonGlobal service-learning and study abroad programs have the potential to affect students’ personal, social, and professional development. The exact ways in which this development is influenced by international medical service-learning has not been thoroughly explored in the literature. This study analyzes the motivations, experiences, and outcomes of undergraduate STEM students participating in a weeklong international medical service-learning and study abroad trip to Las Canas, Dominican Republic. Participants had various backgrounds, STEM majors, and career goals. Utilizing a mixed-methods research approach consisting of observations, interviews, participant reflections, and pre- and post-trip surveys, several of the meaningful motivations, experiences, and outcomes for the participants were identified. Additionally, two case studies were produced by qualitatively collecting data from multiple sources and reporting the description and themes of the cases. The specific aims of this study were understanding: 1) the individual experiences during a health science-based study abroad trip that are instrumental in refining and solidifying STEM interest; and 2) the personal, social, and professional student-level outcomes produced by an international medical service-learning experience. Through the case studies, the combined impact of past and trip experiences was explored as it relates to experiential learning and identity development. For case study participants Brianna and Hannah, the trip combined multiple experiences that were relevant to their career goals, such as working with underserved populations and involvement with global health.Item Identifying Connections and Potential Synergies among IUPUI STEM Education Initiatives(Office of the Vice Chancellor for Research, 2013-04-05) Gavrin, Andy; Fore, Grant; Sorge, BrandonSERI is the new STEM Education Research Institute at IUPUI. One of its initial projects is a search for potential synergies among the many STEM education initiatives ongoing at IUPUI. The ultimate goal of this project is to establish best practices for identifying and implementing such synergistic connections among STEM education initiatives within a single large campus or consortium of geographically connected smaller campuses. The project will be implemented in three phases. During Phase 1, which is currently underway, SERI researchers will non-intrusively identify and categorize campus STEM education initiatives through IUPUI websites, institutional reports, and funding reports from foundations such as NSF and NIH. In Phase 2, researchers will both conduct fact-checking interviews with IUPUI faculty/staff and develop a comprehensive and accessible database of current STEM education initiatives across campus. With Phase 3, researchers will conduct an analysis of IUPUI’s initiatives using the database and, when needed, additional faculty/staff interviews both to assess internal synergy and cost-saving and to identify the potential for additional synergistic development at IUPUI. Following the completion of this tripartite process, results will be gathered and assembled into an NIH or NSF proposal requesting funding to formalize the process and expand it to a sample of other campuses.Item Learning at the Nano-level: Exploring the unseen and accounting for complexity in how (and why) secondary STEM teachers learn(Office of the Vice Chancellor for Research, 2014-04-11) Fore, Grant; Sorge, Brandon; Feldhaus, Charlie; Agarwal, Mangilal; Varahramyan, KodyThis study utilizes IUPUI’s Nanotechnology Discovery Academy (INDA) for secondary Science, Technology, Engineering and Math (STEM) teachers (n=13) as its starting point for exploring issues related to teacher learning and professional development (PD). Pilot data was collected as part of an evaluation of INDA during the summer of 2013. Teacher professional learning is often represented as the measurable change (e.g. content knowledge, pedagogical content knowledge, self-efficacy, etc.) that occurs via PD “best practices.” However, following constructivism, the processes of knowledge construction are complex, and what is learned — and, more importantly, how and why it is learned — is itself an assemblage of experiences oftentimes particular to the individual learner. Our preliminary findings suggest that while teacher perceptions of their pedagogical development and confidence may increase, their learning outcomes and subsequent practice take shape in relation to each individual’s teaching/learning history and the political and socioeconomic reality of their school. With teacher PD remaining an important focus of U.S. educational policy, it is important to correctly characterize the emergent outcomes of PD interventions to better understand how teachers learn, what constrains their learning and practice, and how teacher professional learning can, in turn, be mobilized to empower both teachers and their students.Item Nanotechnology experiences for students and teachers (NEST): Enhancing teachers' self-efficacy and their understanding of STEM career opportunities(IEEE, 2017-10) Sorge, Brandon; Fore, Grant; Nunnally, Eric; Gibau, Gina Sanchez; Agarwal, Mangilal; Technology and Leadership Communication, School of Engineering and TechnologyThe Nanotechnology Experiences for Student and Teachers (NEST) summer learning opportunity at Indiana University-Purdue University Indianapolis (IUPUI) connects faculty, staff, and students from the Schools of Engineering and Technology, Science, and Education with high school teachers of STEM subjects in a two week teacher professional development experience. In the summer of 2016, eleven teachers participated in a series of NEST program activities that were designed to model instructional strategies while engaging the teachers in hands-on nanotechnology research experiences. Teachers were also provided tours and exposed to research being conducted and equipment being used in labs incorporating nanotechnology across campus. Additionally, the participants worked with other teachers involved in a Research Experiences for Teachers (RET) project, to develop nanotechnology lessons to incorporate in their classroom during the following school year. Primary outcomes from this professional development were not limited to the developed lessons. Data collected through pre- and post-content knowledge assessments and pre- and post-self-efficacy surveys (T-STEM), show statistically significant increases in teacher nanotechnology content knowledge, nanotechnology self-efficacy, science efficacy and beliefs, and understanding of STEM careers. Observations and focus groups also provided data on potential program enhancements to facilitate greater support and experiences for the participating teachers.Item Nanotechnology Experiences for Teachers and Students, Student Experiences and Outcomes(PEER, 2022-08-23) Sorge, Brandon; Fore, Grant; Agarwal, Mangilal; Technology Leadership and Communication, School of Engineering and TechnologyThe Nanotechnology Experiences for Students and Teachers (NEST) program aimed to increase nanotechnology content knowledge, scientific research knowledge, and understanding of nanotechnology among high school students while fostering career readiness in nanotechnology-related fields. The program, offered for four consecutive summers with a two-week session each summer, included the following experiences: research experience and knowledge of careers in nanotechnology, hands-on laboratory experiences in inquiry-based science and the engineering design process and discover innovative technologies all while generating awareness and interest in emerging workforce opportunities. In total, 123 students [F=50, M=73; White=29; African American/Black=41, Hispanic=13, Asian=30, Other=10) participated in the program. The program was focused on recruiting students from low-income and underrepresented populations. This paper details the two-week intervention as it progressed over the course of four years. A formative and summative mixed-methods program evaluation was conducted to better understand and promote practices that increased students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM). Each year, both the implementation and evaluation teams reviewed findings and discussed relevant changes to the program the following year. While each year of NEST included an introduction to nanotechnology, visits to existing laboratories, and hands-on activities, we detail where there were successes and failures, changes made to the program each year, and the associated student-level outcomes. For example, early findings found outcome issues related to race/ethnicity and content knowledge gains below expectations.Item 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, GrantThe 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.Item Quantifying Changes in Creativity: Findings from an Engineering Course on the Design of Complex and Origami Structures(ASEE, 2018-06) Hess, Justin L.; Rao, Anusha Sathyanarayanan; Fore, Grant; Wu, Jiangmei; Tovar, Andres; Anwar, Sohel; Mechanical and Energy Engineering, School of Engineering and TechnologyEngineering educators have increasingly sought strategies for integrating the arts into their curricula. The primary objective of this integration varies, but one common objective is to improve students’ creative thinking skills. In this paper, we sought to quantify changes in student creativity that resulted from participation in a mechanical engineering course targeted at integrating engineering, technology, and the arts. The course was team taught by instructors from mechanical engineering and art. The art instructor introduced origami principles and techniques as a means for students to optimize engineering structures. Through a course project, engineering student teams interacted with art students to perform structural analysis on an origami-based art installation, which was the capstone project of the art instructor’s undergraduate origami course. Three engineering student teams extended this course project to collaborate with the art students in the final design and physical installation. To evaluate changes in student creativity, we used two instruments: a revised version of the Reisman Diagnostic Creativity Assessment (RDCA) and the Innovative Behavior Scales. Initially, the survey contained 12 constructs, but three were removed due to poor internal consistency reliability: Extrinsic Motivation; Intrinsic Motivation; and Tolerance of Ambiguity. The nine remaining constructs used for comparison herein included: • Originality: Confidence in developing original, innovative ideas • Ideation: Confidence in generating many ideas • Risk Taking: Adventurous; Brave • Openness of Process: Engaging various potentialities and resisting closure • Iterative Processing: Willingness to iterate on one’s solution • Questioning: Tendency to ask lots of questions • Experimenting/exploring: Tendency to physically or mentally take things apart • Idea networking: Tendency to engage with diverse others in communicative acts • Observing: Tendency to observe the surrounding world By conducting a series of paired t-tests to ascertain if pre and post-course responses were significantly different on the above constructs, we found five significant changes. In order of significance, these included Idea Networking; Questioning; Observing; Originality; and Ideation. To help explain these findings, and to identify how this course may be improved in subsequent offerings, the discussion includes the triangulation of these findings in light of teaching observations, responses from a mid-semester student focus group session, and informal faculty reflections. We close with questions that we and others ought to address as we strive to integrate engineering, technology, and the arts. We hope that these findings and discussion will guide other scholars and instructors as they explore the impact of art on engineering design learning, and as they seek to evaluate student creativity resulting from courses with similar aims.Item 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 TechnologyFaculty 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.Item Understanding the INDA Student Summer Camp Experience(Office of the Vice Chancellor for Research, 2014-04-11) Scheive, Melanie; Fore, Grant; Sorge, BrandonSERI conducted an evaluation of IUPUI’s Nanotechnology Discovery Academy (INDA) for students (n=47) during the summer of 2013. SERI evaluators utilized an explanatory sequential mixed methods evaluation plan comprised of surveys (pre- and post-), observations, and four student focus groups. Using a mixed methods approach facilitates a dialogue between quantitative representations of change and the everyday experiences and perceptions of participating students, thereby constructing insights into the complexity of the learning process and its effects. Student learning outcomes and comfort with collaborative learning were measured through pre- and post-question change. A student Nanoscore was determined using survey questions assessing nanotechnology comfort, confidence, and understanding. Both the change in student Nanoscore and their comfort with collaborative learning had statistically significant increases. Qualitative data was used to elaborate on the significance of these changes, suggesting that INDA provided an educational environment that emphasized and improved nanotechnology awareness and collaborative abilities. However, findings from this evaluation also reveal that many participants struggled with the interdisciplinarity of nanotechnology. More specifically, students who had yet to take high school physics reported struggling with INDA content due to their lack of physics knowledge.