Engagement & Service-Learning Summit - March 10, 2016

All posters submitted for the 2016 Engagement & Service-Learning Summit may be view here. This event was held in partnership with CIE and Purdue Honors College.

P-12 Newtorking Summit, Poster Session - April 20, 2015

Steven Collicott, Professor, Aeronautical and Astronautical Engineering

Based on a successful protitype program with fifth grades students, the nation-wide Arete STEM Project has a vision and desire to help all students, whether from a public, private, parochial, or home school environment, to develop the competitive skills necessary to compete in the 21st century workplace. To accomplish this, they designed a unique educational program whose main mission is to develop these skills by focusing on the STEM (science, technology, engineering, and mathematics) design process. The skills developed through this process are lifelong learning lessons and are critical for 21st century success. / / The uniqueness of their program centers on the concept: How do we excite and challenge our next generation of students? They believe this can be accomplished by enabling students to use their creatively to design, build, and test microgravity experiments. They go one step further by flying the students' experiments into space and returning the experiments to the students. These student experiments or payloads will fly on Commercial Suborbital Flights. A key factor to the success of the educational program is a unique relationship the one of the leaders in Commercial Spaceflight, XCOR Aerospace and their Lynx suborbital spacecraft to deliver low-cost, frequent, commercial access to sub-orbital space.

Clark Gedney, Director, BioMedia Center for Instructional Design, Special Appointment Faculty

Isidore Julien, Outreach Coordinator, The Evolution of a Community Lab and STEM Outreach in Biological Sciences

For 25 years Isidore Julien and Clark Gedney have partnered in their outreach efforts in the Department of Biological Sciences. These programs have evolved into a set of outreach activities that support the need for consistent, longer support for precollege science students. The Howard Hughes Medical Institute Summer Biology Experience (SBE) was developed 13 years ago as an academy for both teachers and their students. Over 700 students and 60 teachers have participated in this program. The SBE is an intense 10- day STEM-like experience which engages students in hands-on lab activities. The necessity for chemistry, mathematics, physics and now statistics and computer science is stressed in the SBE program. This program has evolved and has a strong writing component. A significant percentage of these students have successfully pursued higher education. However, the success of a smaller percentage of these students provides a clue for the design of a successful research outreach program. We will highlight the success of this program and the evolutionary spinoffs of the program. The SBE and our other outreach efforts have given rise to a special community lab and a very successful precollege research program for 5-12 grades. The research component has evolved to include some electronics, computer visualization, and organic chemistry in addition to the original hard sciences. The necessity for the research initiative coupled to the SBE is supported by the successful academic accomplishments of the participants. Unlike the general decrease in research activities in most high schools. The quality of student research activities by students with teachers involved in this program has increased. Special BioBlitzes for teachers have been developed to updated teachers in the newest areas of research. 

Dr. David Eichinger, Associate Professor in Biological Science and Science Education

Bill Bayley, Director of Science Express, Science Express in the Gary Schools in Chemistry

Gary Community School Corporation(GCSC) is working to meet the academic and core standards, to provide teachers with the content and pedagogical techniques necessary to successfully teach science, and to prepare high school students for future success in science areas. The overarching goal of this project is to create and sustain improved achievement in these three core areas for all GCSC students.  The Science Express in Gary Schools (SEGS) project will train 25 teachers for two years during two-week intensive summer workshops followed by two academic year follow up sessions. Participating teachers will receive pedagogical and technical assistance to implement standards-based, teacher-refined laboratory investigations using analytical science equipment from Purdue Science Express program.  After the summer professional development the science teachers will request the analytical equipment from Science Express and the equipment, along with assistance, will be delivered to the schools for the students to use.  Teachers will be able to not only understand the theory behind the equipment, but be able to integrate the laboratory experience into their classroom.   Project goals were developed based on input from GCSC, which qualifies as a high-need Local Education Agency (LEA) based on both socioeconomic data and number of teachers not teaching in the academic subject or grade level they were trained to teach, will be the primary benefactor for this project. The GCSC teachers will comprise the majority of the teachers trained through this project. The remaining teachers will be selected from the Northwestern part of Indiana such as the East Chicago and Merrillville school districts. Program evaluation will involve on-going formative evaluation (including interviews, observations and questionnaires) to provide constant feedback for use in redesigning and modifying the program based on the results. Additionally, a variety of summative evaluation techniques will provide evidence for the overall effectiveness of the program.

Adnan Rajib, RWater: A Cyber-enabled Data-driven Tool for Enhancing Hydrology Education in Civil Engineering 

Enhancing students’ analytical ability of interpreting complex hydrologic processes from limited classroom environment has been a subject of long-standing research. From this perspective, a new internet-based educational tool, called RWater, is developed using Purdue University’s HUBzero technology. The current version of RWater interface includes the following three elements: (i) coding workspace, (ii) visualization window, and (iii) instruction modules, providing a self-contained learning environment that instructors and students can use from any location and/or device. Following real-time hydrologic data-driven modules, students can write small scripts in R to create visualizations identifying the effect of rainfall distribution and watershed characteristics on streamflow response, seasonal characteristics of hydrologic cycle, and investigate the impacts of landuse change on streamflow. Each module contains relevant definitions, instructions on data extraction and coding, as well as conceptual questions based on the possible visualizations which the students would create. In order to assess its suitability in real time classroom atmosphere and to evaluate learners’ perception over its utility, the current version of RWater is tested under two different settings: (i) with high school students in a limited week long training program, and (ii) with middle and high school teachers in a two-day workshop mode. The evaluation survey results from these programs suggest that the RWater has potential to improve students’ understanding on various cause-and-effect relationships in natural water cycle, leading towards effective dissemination of hydrology education at K-12 level. 

Kevin J. Kaluf, Post-Doctoral Research Associate for Dean Gary Bertoline, Purdue Polytechnic Indianapolis High School 

Daphene Koch, Associate Professor, Building Construction Management, Purdue Polytechnic Indianapolis High School, College of Technology

The Purdue Polytechnic Indianapolis High School is specifically designed to develop a new generation of skilled talent by seamlessly transitioning students from high school and postsecondary education to high-wage, high-demand jobs. Graduates will emerge in four years from this Polytechnic high school with skills to meet the evolving needs of industry, and with dual credits for continued post-secondary education, industry-recognized credentials and mastery in a defined high-tech pathway. Curricula will be developed in concert with industry, influenced by postsecondary instructors, and will reflect not only the skills needed today but will evolve, in real-time to address changing needs. Polytechnic embodies innovation, draws real-world concepts from community partnerships and embraces change along the path toward student and community success.  The Purdue Polytechnic Indianapolis High School will be unlike any educational experience offered in Indiana. The rigorous curricula and learning environment are built on strong industry relationships, an innovative partnership with Purdue University and a goal to ensure a diverse student body succeeds in the 21st Century economy.

Wayne E. Wright, Addressing the needs of English Language Learners and other Language Minority Students in K-12 Schools, Curriculum and Instruction

This poster presentation will provide highlights of various engagement, research, and professional development activities I have engaged in over the past several years in collaboration with schools, schools districts, teachers, and community-based organizations in the U.S. and internationally in relation to addressing the linguistic and academic needs of English language learners and other language minority students in K-12 schools. 

S. Selcen Guzey, Assistant Professor, DesignSTEM: A Purdue Partnership for Integrated STEM Education

Lynn Bryan, Professor, DesignSTEM: A Purdue Partnership for Integrated STEM Education, Curriculum and Instruction

Advancing K-12 STEM education has become a priority on numerous current education reforms. To that end, improving STEM instruction through professional development (PD) of STEM teachers is critical for schools to keep pace with these reforms. DesignSTEM’s vision is to improve science instruction by using integrated STEM education approaches. Key features and activities: Over the project’s 3-year duration Purdue team from CATALYST will provide quality PD and on-going support to middle school and high school science teachers. In Year 1 (2015-2016) and Year 2 (2016-2017), 20 middle school teachers will participate in the project. 20 high school science teachers will join the project in Year 2 (2016-2017) and in Year 3 (2017-2018). Summer institutes and Professional Learning Communities (PLC) are the core of the project. The project has been funded by a Math and Science Partnership (MSP) grant from Indiana Department of Education. / Project goals:  (1) Provide opportunities for teachers to learn about teaching science through integrated STEM: the teaching and learning of science through the integration of engineering design, technology design, and mathematical analysis; (2) Provide professional development on effective practices, engineering design-based instruction, and inquiry to be used in science instruction; (3) Provide opportunities for teachers to refine their skills in developing and implementing design-based STEM lessons and curriculum modules; (4) Provide classroom coaching for teachers to support them as they implement new instructional materials and pedagogies.

Anita Roychoudhury, Making Sense of Global Warming: Model of Student Learning via Collaborative Research

Andrew Hirsch, Making Sense of Global Warming: Model of Student Learning via Collaborative Research, Curriculum and Instruction

This project was grounded in a crucial issue of our time – global warming and climate change. It is vital that today’s students and tomorrow’s citizens be educated on the issues related to climate change. We selected middle school students as the target since arresting the downward trend in student performance in high school science needs to begin before students reach high school. Grounded in these two needs, this project had two goals:   1. Development of a model of middle school student understanding of climate change and global warming.   2. Identification of patterns of pedagogical framing of climate change and global warming.  /Science teachers from four school districts in Indiana and 1600 students participated in the project. A quasi-experimental design was used to compare student understanding in treatment and control teachers’ classroom. Student understanding of climate change was assessed using an instrument consisting of 17 open-ended items. In addition, interviews of students from each teacher’s classrooms, teacher reflections, teacher presentations, video recordings of sessions on the Purdue University campus, video recordings of teaching, samples of student work, and student project reports comprised the data corpus of the project.  Students in treatment group classrooms performed significantly better (p<.05) on posttests compared to the control groups. More detailed analysis of student performance showed the areas of student successes and highlighted the specific nature of challenges in learning climate change and global warming. Several patterns of teaching emerged from the analyses of the entire data corpus. These patterns complemented the patterns in student understanding and also generated suggestions for future teaching and curriculum development in domain of climate science. 


Signe E. Kastberg, Associate Professor, Mathematics Education, Curriculum and Instruction, Purdue Pen Pals

Sherri Farmer, Purdue Student, Purdue Pen Pals Curriculum and Instruction, College of Education

Professional collaborations with teachers, draws from the power of relationships between researchers and teachers and a willingness to engage in critical dialogue (Goos, 2008; Goos & Geiger, 2008). Collaborators in such relationships balance “transformation with critique in intellectually honest ways” (Goos, 2008, p. 232).  Researchers and teachers live in different worlds (Coulter & Wiens, 2002). The foci of these worlds are action and knowledge. In a teacher’s world, action is demanded in each moment. In a researcher’s world, new knowledge is the result of withdrawing from action and reflecting on moments and ideas. Teachers and researchers in professional collaborations value both worlds and come to view them as complementary. At the heart of such collaborations is an ethic of care (Noddings, 1984) in which collaborators “search for the unique qualities” in each other and “value the needs and contributions” each has to offer (Sztajn, 2008, p. 310). This is the spirit of Purdue Pen Pals.  Researchers and teachers, practicing and in preparation, coming together to build and explore relational practice (Fletcher, 1998).   This project paired Purdue teacher education students and local children (grades 2 and 4) in a letter exchange, focused on exploring mathematics problems and sharing life events. New Community School (NCS) teachers sought opportunities for their students to engage with Purdue students, to have opportunities to write about mathematics, and to have mathematics problems designed for each of their students. I sought opportunities for prospective elementary teachers to sustain engagement in mathematics discussions with a mathematics learner, design and situate mathematics problems, and to interpret and provide written feedback (Wiliam, 2007) on mathematics learner’s responses.  Initial iterations of Purdue Pen Pals focused on critical thinking and text based problem situations.  In 2014, we began an effort to support mathematizing (Treffers, 1993) through the use of images (Farmer, 2014).  The images encouraged children to explain using their “math words” how they saw the world through their “math eyes.”  In addition, Purdue students traveled to NCS to meet their pen pals and engage with them in an integrated mathematics and science lesson (designing and flying loop planes).  Children’s reasoning used during the lesson became the spring board for 5 letters focused on measurement and data analysis.   At the conclusion of the exchange, Purdue students again traveled to NCS to engage in an integrated mathematics and science lesson with their pen pals. Teachers provided insights and feedback regarding mathematics learners’ progress. For Purdue students, the feedback was an overview of their pen pal’s progress across the letters for the teacher.  For NCS teachers, the feedback focused on what the children had experienced, impacts they saw across letters, and suggestions for the Purdue students.


Pankaj Sharma, Duke Energy Academy at Purdue, Discovery Park

Over the next decades, the increased demand for energy will require and will drive the development of new and sustainable innovations. So there is a critical need for a well-prepared technical workforce – one that includes creative problem solvers and intellectual leaders. And yet, we face a national crisis in the number and quality of students entering the science, engineering, and technology disciplines. To address this issue, Duke Energy and Purdue University have partnered to engage students and their teachers with issues pertaining to the energy grand challenges and to help them envision future opportunities in this critical sector of our national economy. In taking this leadership role, the partners aim to initiate an effort first in the state of Indiana and then in parts of the Midwest before proceeding to develop a program with a national outreach.  The Energy Academy was launched as a pilot project in 2012 with financial support from the Duke Energy Foundation Indiana. It targets middle and high school teachers and students, with the goals of (1) inspiring teachers to communicate the importance of STEM and energy scholarship in their classrooms, and providing them with resources and incentives; and (2) inspiring students to enter the STEM pipeline and to consider energy-related fields in their educational and professional career goals. The Energy Academy is structured to stimulate thinking and problem solving learning, as well as to facilitate open discussion through tours, lectures, demonstrations, and hands-on activities. Some of the topics covered include energy generation, transmission, and distribution; efficiency; and energy entrepreneurship and innovation. These culminate in policy discussion, light entertainment activities, and project presentations made by student groups and teachers based, in part, on their lab experiences and web-based research.   The program has been exceptionally successful. It has received the prestigious James B. Duke Award and financial support from the Duke Energy Foundation (Indiana) over the past five years. The program has impacted over 200 participants directly and at least 500 individuals indirectly.

Jenny Hicks, K-12 Science Program Manager, I-STEM, Indiana Science Initiative

Paul Ainslie, Managing Director, I-STEM, Indiana Science Initiative, Engagement

In 2009 a committee of K-12 educators, scientists, science educators, government agents, business leaders, and higher education faculty created Indiana’s Strategic Plan for Science Education Reform. Through this plan the Indiana Science Initiative (ISI) was developed by cooperation between the Indiana - Science Technology Engineering and Mathematics (I-STEM) Resource Network, the Indiana Department of Education, and Eli Lilly and Company. The ISI is managed by I-STEM at Purdue University.  The vision for the ISI is to systemically reform K-8 science education in Indiana using research-based science curricular materials that are implemented with instruction to support literacy strategies.  Piloted in 2010, ISI has grown to include 30 school districts statewide with 136 schools, over 2000 teachers, and 53,000 students, and provides science curriculum for grades K-8, with an emphasis on supporting higher-need districts.  Materials management for ISI science kits is handled by Purdue University, which ships, returns and refurbishes approximately 400 tons of materials for ISI schools every year.  In addition to managing the curricular materials, ISI provides professional development to teachers on the curriculum, science literacy, the lesson structure and assessment strategies.  In fact, the ISI provides more professional development for science teachers than any other source in Indiana. Since 2010 ISI has held 70 professional development workshops, training 4,400 teachers for 2,260 hours.  Part of our ISI efforts include two Mathematics and Science Partnership grants with Richmond Community Schools and Evansville Vanderburgh School Corporation, respectively, and one Improving Teacher Quality grant with South Bend Community School Corporation.   With these additional grants we support teacher leaders in each school in these districts, professional development on the integration of science and mathematics and engineering applications, and assessment.  ISI includes two ongoing evaluations conducted by external evaluators to study impacts on student learning, teacher knowledge and performance, impacts on teachers’ pedagogical practices, perceptions of ISI quality, support for ISI instruction, impacts on students’ interest in science, and effectiveness and quality of the professional development.


Morgan Hynes, Assistant Professor, Broadening Contexts to Motivate Engagement in Engineering

Cole Joslyn, Graduate Student, Broadening Contexts to Motivate Engagement in Engineering, Engineering Education

This project's work seeks to (1) investigate the nature of grades 5-8 students’ interests and how they relate to engineering, (2) conduct a design-based research study to explore how the specific design of engineering activities can increase interest-based engagement, and (3) create an Interest-based Engineering Challenges framework to assist teachers in implementing such challenges. By focusing engineering activities on students’ interests it is expected that more students will self-identify with engineering by connecting engineering work with their personal interests. Considering the wide-ranging work of engineers from designing biometric sensors to electric vehicles, social media websites to video-games, and safe-drinking technologies to natural disaster detection tools there are many opportunities to make meaningful connections between students’ interests and what they could design as engineers.     The primary goal of the research is to investigate how students’ engagement in and perceptions of engineering are influenced through participating in interest-based engineering challenges. The working hypothesis for the research posits that by presenting engineering in broader contexts more students will be able to identify their own personal interests in the engineering challenge resulting in a more positive perception of engineering as a discipline they identify with. The associated research questions are as follows:  Does broadening the context of engineering activities: 1. Appeal to more students’ personal interests; 2. Empower underrepresented groups (female and minority) to find personally meaningful connections; 3. Lead to more authentic engage in engineering practices for all students; and 4. Improve students’ attitudes and perceptions of engineering?


Jean Trusedell, Educational Curriculum Specialist, EPICS K-12: STEM in Action

Christine Benner, Administration, EPICS K-12: STEM in Action, EPICS

Integrating Engineering Practices into service learning is the focus of the EPICS Program (Engineering Projects in Community Service). This unique program integrates the best practices in K-12 education to create a learning environment where students are able to apply classroom knowledge and skills to solve real world engineering design problems in their school and community.  Through this program the students design, build and deliver real solutions for engineering based problems to meet the needs of non-profit organizations. This program has a proven track record of stimulating student interest in STEM careers particularly with females and underrepresented minorities.   In this poster session we will be presenting successful EPICS projects that have been implemented in communities throughout the United States. Attendees will discover how prototyping is a basic of engineering design and the flexibility of the EPICS model where the program has been implemented as an afterschool program, integrated with core science classes and even used as a stand-alone engineering class. The teachers will also be given access to the EPICS curriculum which is based on the Next Generation Science Standards.


Meghan McDonough, Associate Professor, Development of an innovative physical activity-based positive youth development program for low-income youth

Frank Snyder, Associate Professor, Development of an innovative physical activity-based positive youth development program for low-income youth, Health & Kinesiology

Children and young adolescents from low-income families often have fewer opportunities to participate in structured out-of-school-time (OST) activities compared to youth from higher income families. Participation in structured OST activities has been linked to positive youth development and decreased health risk behaviors among low-income youth. The purpose of this presentation is to describe an innovative, new 4-H Program, 4-H-PALS, designed to improve positive youth development and health-related outcomes though physical activity-based programming for youth from low-income families. 4-H-PALS is a USDA NIFA-funded program and evaluation that includes a longstanding, all-day summer program (PALS) for youth who qualify based on family income. 4-H-PALS also includes a new after-school 4-H program opportunity for youth who have been traditionally underserved by Purdue Extension and the 4-H Program. Thus, youth are now afforded a unique opportunity to participate in a year-round OST program, whereby 4-H-PALS combines an all-day summer program with after-school activities during the academic year.  We are using a non-equivalent control group design to examine changes in social relationship quality (e.g., with peers and significant adults), positive youth development (e.g., empathy, decision-making, self-esteem, hope), health risk and promoting behaviors (e.g., substance use, bullying, physical activity) among youth during a five-year period. We will compare changes experienced by youth who participate in (1) the year-round program, (2) the after-school component only, (3) the summer component only, and (4) a comparison after-school program. We will discuss implications of the 4-H-PALS program, including potential for dissemination to other 4-H sites across the U.S.


Bill Walker, Director, Purdue Science K-12 Outreach: 25 Years of Engagement with Indiana's Schools, Science K-12 Outreach

Purdue Science K-12 Outreach was initiated in 1989 to increase interest and achievement in science and mathematics at the pre-college level.  We offer programs for K-12 districts, schools, teachers, students, and parents designed around improving science and mathematical literacy for all students.  Outreach coordinators, representing the departments in the Purdue College of Science, act as resources and facilitators, establishing cooperative relationships with elementary and secondary schools to bring the latest developments in discipline-based science and mathematics education to the classroom.  Science K-12 Outreach is distinctive and has been recognized nationally through conference presentations, invited presentations, media coverage, and use as a model program.  In collaboration with Purdue faculty, Science K-12 Outreach coordinators work with K-12 students and teachers to demonstrate the excitement and challenge of science and mathematics through classroom visits, professional workshops, campus events, summer camps, and convocations.  Since 1989, Science K-12 Outreach has had an impact that includes:  • Over 5,000 school visits • Over 19,000 teachers participating in activities • Over 840,000 students participating in events • Over $16,000,000 expended towards improvement in science and mathematics education.  Highlighted Programs  • Science K-12 Outreach provides professional development for K-12 teachers through long-term Mathematics and Science Partnerships designed to develop scientific literacy in all students.  Funding for the current partnerships totals approximately $500,000 and includes the Community Schools of Gary and Lafayette School Corporation • The Science Express program delivers analytical instruments to high schools and middle schools throughout central Indiana.  Science Express allows teachers and students to learn the theory and practice associated with the instrumentation.  • Focus Visits are hands-on science programs for K-12 students.  The students participate in standards-based activities and learn exciting science content related to a central theme like water, energy, systems, weather, etc.  Teachers are encouraged to participate in activities and use them in their classes.


 Fatma Mili, Professor, Fulfilling the promise of Competency Based Education

Robert Herrick, Professor, Fulfilling the promise of Competency Based Education, Purdue Polytechnic

With the Purdue Polytechnic, Purdue took the lead in creating a full competency-based Bachelor of Science intended for degree for residential students. Competency Based education (CBE) has several potential benefits.   1. Quality Assurance on the Outcome The book Academically Adrift, published in 2011, rang then alarm when it reported on its findings of the level of learning in our colleges. It pointed to a deep flaw in our system of accountability. CBE can address this because it shifts graduation requirements from credits and grades to actual learning and demonstrated competence. It defines degrees in terms of the outcome rather than the process.  2. Competent In What? Accountability on Higher Order Skills With the deepening of our academic disciplines, we have experienced an increasing specialization and sharpening focus on the growing amount of disciplinary knowledge in the design and delivery of curricula. Yet, employers are consistently valuing higher order skills over the specific disciplinary domain in which the graduates learned to practice them. Although not a panacea to all problems, CBE can help bridge the disconnect by explicitly identifying both types of competencies and designing around them. Instead of designing a curriculum around domain knowledge and hoping that other competencies will emerge as a byproduct, curricula will be designed specifically to hone domain knowledge and higher order capacities.  / 3. Empowering the Students with their Learning  The clarity on expectations and the inherent asynchronicity of CBE puts the students in the driver’s seat. Students are presented with clear specifications of what competencies they need to demonstrate to graduate. They can attend live classes, use online materials, work independently and manage their own capacities and constraints. Some students may be able to go much faster; some will choose to acquire additional competencies outside those prescribed by their curriculum; some will choose to go at a slower pace, more appropriate for their preparation or outside demands on their time. The sense of control nurtures the students’ intrinsic motivation and helps them explore and deepen their learning.   4. Designing for Diversity / This unequal gender and ethnic representation in Higher Education, especially in STEM, is not due to lack of trying. Many efforts have been invested in attempting to increase the number of women and minorities; yet, the problem persists. One possible hypothesis is that the whole system has evolved around a specific type of student profile. Many of its features are therefore a reflection of that profile. The slow progress in diversifying students may be due to the retrofitting a system to students for whom it was not specifically designed. CBE—with its potential for flexibility, openness and personalization—can lead to a breakthrough in finally breaking barriers for all and making post-secondary education more accessible, more appealing and more successful for all. / To reap all of these potential benefits of CBE, students must be prepared by this significant paradigm shift. A partnership with K-12 is key to understanding students' needs and supporting them in this process.


Kaylie Scherer, Assistant for College of Agriculture PK-12 Council, Exploring Institutional Dimensions of PK-12 Engagement of Agriculture Faculty and Staff

Neil Knobloch, Associate Professor, Exploring Institutional Dimensions of PK-12 Engagement of Agriculture Faculty and Staff, Youth Development & Agricultural Education

Perceptions and motivations of faculty and staff to engage with PK-12 audiences can inform opportunities and barriers for Colleges of Agriculture to enhance PK-12 engagement initiatives.  Wade and Demb’s (2009) Faculty Engagement Model was used as a conceptual framework to study three factors of engagement: personal, professional, and institutional dimensions. A questionnaire was adapted from Wade and Demb’s faculty engagement instrument. In 2013, a total of 94 faculty and staff in Purdue University’s College of Agriculture responded to a survey aimed at gaining a better understanding of the extent to which they engaged with PK-12 audiences, and to explore the elements of institutional dimensions regarding faculty engagement behaviors.  Results indicated in the 2011-2012 academic year, faculty and staff used their expertise to serve the needs of PK-12 audiences 0 times (3%), 1-4 times (40.3%), 5-10 times (17.9%), and greater than 10 times (38.8%) (n = 67).  Eight items relating to institutional dimensions of PK-12 engagement were examined.  Based on the mean scores, participants agreed with three items regarding support for PK-12 engagement: University mission, University leadership support, and community interest in developing collaborations. Participants did not agree with five items regarding support for PK-12 engagement: University priorities, University financial support, University promotion and tenure system, University infrastructure, and faculty commitment.  Taking these results into consideration, recommendations can be made regarding methods to increase engagement, including increasing recognition of PK-12 engagement to support promotion and tenure, and providing adequate financial support for participation in PK-12 engagement.


Paul Ainslie, Managing Director, I-STEM Resource Network

Jenny Hicks, Science Program Manager, I-STEM Resource Network, I-STEM Resource Network

I-STEM supports K–12 teachers and education leaders working to implement high academic standards towards STEM literacy for all students.  It also provides Indiana education leaders with new knowledge about teaching and learning.   I-STEM serves the primary and secondary schools in Indiana with both student and teacher programs.  I-STEM also engages the school and district leadership for strategic planning, gaining feedback and improving performance.  I-STEM is actively focused on enhancing science in grades K-8 across Indiana.  Additional efforts are focused on integrating mathematics and engineering into a combined STEM curriculum.


Sang Ho Yoon, Research Assistant, HandiMate: Create and Animate using Everyday Objects as Material

Ke Huo, Research Assistant, HandiMate: Create and Animate using Everyday Objects as Material, Mechanical

The combination of technological progress and a growing interest in design has promoted the prevalence of DIY (Do / It Yourself) and craft activities. We introduce HandiMate, a platform that makes it easier for people without technical expertise to fabricate and animate electro-mechanical systems from everyday objects. Our goal is to encourage creativity, expressiveness and playfulness. The user can assemble his or her hand crafted creations with HandiMate’s joint modules and animate them via gestures. The joint modules are packaged with an actuator, a wireless communication device and a micro-controller. This modularization makes quick electro-mechanical prototyping, just a matter of pressing together velcro. Animating these constructions is made intuitive and simple by a glove-based gestural controller. It indicates that creative ideas emerge and are realized in a constructive and iterative manner in less than 90 minutes. This poster describes the design goals, framework, interaction methods, sample creations and evaluations of our framework.

Purdue University, West Lafayette, IN 47907 (765) 494-4600

© 2014 Purdue University | An equal access/equal opportunity university | Copyright Complaints | Maintained by Office of Engagement

If you have trouble accessing this page because of a disability, please contact Office of Engagement at engagement@purdue.edu.