University of Cincinnati 2018 RET Proposal Evaluation Instruments of... · 2017-11-01 · RET...

RET Evaluation Instruments Page: 1

University of Cincinnati 2018 RET Proposal Evaluation Instruments

Instrument

Data Collected & Processed By Pg.

No. Evaluation Team

Project Team

To be Completed by RET Participants During Summer

1. Curriculum/Instruction Inventory X 3

2. Prior Exposure to Engineering Research Questionnaire X 5

3. Participant Self-Efficacy and Attitude Survey X 6

4. Participant Skills/Confidence Inventory X 8

5. Participant Current Instructional Practices Survey X 9

6. Engineering Foundations Course Evaluation Survey X 11

7. Individual Participant Professional Development (PD) Program Session Evaluation Survey

X 12

8. Participant Overall Summer Satisfaction Survey X 13

9. Post RET Site Rating Scales

a. Faculty Mentor Rating Survey X 15

b. RET Graduate Teaching Assistant Rating Survey

X 16

c. Research Training Environment Rating Survey

X 17

To be Completed by RET Participants and Mentors During Summer

10. Participant and Mentor (AC/SAC & GRA) Weekly Progress Report

20

To be Completed by Judges at the end of the Summer RET Site

13. Judge Evaluation Scoring Rubric for Team Written Report X 21

14. Judge Evaluation Scoring Rubric for Participant Poster X 22

15. Judge Evaluation Scoring Rubric for Team PowerPoint Presentation

X 23

11. Judge Evaluation Scoring Rubric for Team Research Video Presentation

X 24

To be Completed by Participants and Students of RET Participants During School Year Implementation

16. RET Student Roster Form X 25

17. RET Student Demographics Form X 26


Instrument

Data Collected & Processed By Pg.

No. Evaluation Team

Project Team

12. Participant-Developed Pre-Post Unit Assessments of Content Knowledge

a. Student Math Attitude Questionnaire

X 27

b. Student Science Attitude Questionnaire

X 28

c. Student Subject Preference Inventory

X 29

13. Student Post-Unit Feedback Survey X 31

14. RET Participant Post Unit Survey X 33

15. Self-Efficacy and Attitudes Survey – End of the Project (Post-RET)

37

16. Participant’s Skills/Confidence Inventory – End of the Project (Post-RET)

39

17. RET Participant Current Instructional Practices Survey – End of the Project (Post RET)

X 40

To be Completed by the Project Oversight Advisory Committee (POAC) at RET Annual Conference in May

18. POAC Evaluation Scoring Form for Participant Unit Poster X 42

19. POAC Evaluation Scoring Form for Participant Unit PowerPoint

X 43

20. POAC Overall RET Program Evaluation Form X 44

Focus Groups With RET Participants

21. End of Summer Focus Group Discussion: Guiding Questions

X 46

22. End of Year Focus Group Discussion: Guiding Questions X 48

To be Completed by Attendees of the RET Session Presentations at the Annual STEM Conference (August after RET)

23. RET Session Attendance Record Form X 50

24. RET Session Presentation Evaluation Survey X 51

Post-RET Tracking Survey (up to three years beyond RET participation)

25. RET Tracking Form X 52


UC RET Project

Curriculum / Instruction Inventory Survey

Name: School: Date: Please complete the following chart regarding the frequency with which you incorporate these activities and strategies into your teaching:

Activity/Strategy

Frequency

Neve

r

Alm

ost

Neve

r

So

meti

me

s

Oft

en

Very

Oft

en

Lecture method

RET Participant presentation

Textbook reading

Audio-Visuals

Films/movies/video/DVD

Slides

Cartoons

Power point presentations

Posters

Diagrams

Overheads

Learner-centered Instruction

Discussions

Open-ended Labs

Problem solving activities

Brainstorming

Discovery Learning

Examples- Teaching Objects

Incorporate current events; media, etc.

Incorporate student experience

Hands On activities

Lab demonstrations/ instruction

Models

Observation

Field Trips


Questioning techniques

Incorporate questioning

Probe for further explanation

Call on students randomly

Wait for volunteers

Incorporated Bloom’s higher level questioning

Career information

Relate lessons to relevant careers

Posters, handouts

Guest speakers

Alignment with science ed. Standards

National standards

State/district standards

Would you like to change the frequency with which you use any of these strategies? If so, and how? Other Comments:


UC RET Project

Prior Exposure to Engineering Research Questionnaire Directions: This questionnaire will provide a general picture of your past exposure to engineering research. It will ask about past classes you have taken and about past research projects in which you have participated. Additionally, it will ask about individuals you know who are involved in engineering research. Please answer each question honestly and clearly. Your responses will not be made available to members of the project until the completion of this summer’s program and your confidentiality will be protected. Please feel free to write on the back if you need more space for your reply. 1. Over the last two years have you completed any research methods courses? ______ No _______ Yes

If yes, briefly describe the major topics presented during the course. 2. Over the last two years have you completed any engineering courses? ______ No _______ Yes

If yes, briefly describe the major topics presented during the course. 3. Over the past two years have you completed any computer or technology courses? ______ No _______ Yes

If yes, briefly describe the major topics presented during the course. 4. Over the past two years have you completed any education courses? ______ No _______ Yes

If yes, briefly describe the major topics presented during the course. 5. Over the past two years have you been required to make any presentations? ______ No _______ Yes

If yes, briefly describe the topic of the presentation(s) and your experience.

6. Over the last two years have you been involved in any research projects? ______ No _______ Yes

If yes, briefly describe your role in the project. 7. How long have you been interested in research? _______________________

Describe any particular event that initiated your interest. 8. List and briefly describe any other experiences with research that you would like to share.


UC RET Project

Self-Efficacy and Attitudes Survey – Beginning of the Project

Below is a series of statements asking about your attitudes toward research and your

confidence in doing various research related activities. Please respond to the following

statements in terms of your experience during the RET program.

Consider each statement using the scale below and indicate your level of agreement.

Item Strongly Agree

Agree Disagree Strongly Disagree

1. I am confident in my ability to discuss research

findings.

2. I enjoy reading research studies in the

engineering literature.

3. I am confident in my ability to evaluate research

finding in terms of their application to engineering.

4. Research conducted in engineering is of little

value to society.

5. I am confident in my ability to understand

research literature in the field of engineering.

6. Developing research skills is not an important

part of my career goals.

7. I am confident in my ability to evaluate the quality

of a research study in the area of engineering.

8. Researchers in the field of engineering should focus on research which can be used to improve the lives of others.

9. I am confident in my ability to design an

engineering research study.

10. I think learning to do research is enjoyable.

11. I find research to be challenging.

12. I find research to be exciting.


research in the area of engineering.

14. Research in engineering is important because

findings provide important information for policy

makers.

15. I am confident in my ability to apply statistics to research in the area of engineering.

16. Most research in engineering is unnecessary.

17. I am confident in my knowledge of research

methods in the area of engineering.

18. I would not enjoy working on a research project

again.

19. Research in engineering is important for identifying problems and solutions of value to society.

20. 20. I find people who do research to be very interesting.

21. I am confident in my ability to apply various


Item Strongly Agree


laboratory/ field techniques to research in the area of engineering.

22. I enjoy listening to discussions about research in engineering.

23. I am confident in my ability to develop research questions in the area of engineering which are interesting and researchable.

24. I would enjoy a research oriented job or a job which has some element of research in it during the summer.

25. Time passes quickly when I do research.

26. I am confident in my ability to translate research questions in the area of engineering into a research design.

27. I am easily frustrated when doing research.

28. I am confident in my ability to write-up research for publication in a scientific journal.

THANK YOU COMPLETING THIS SURVEY!


UC RET Project

Participant’s Skills/Confidence Inventory – Beginning of the Project

Please indicate your belief about the relative importance of the following skills for teaching STEM and the level of confidence you have in your own abilities to use this skill. CIRCLE THE NUMBER WHICH CORRESPONDS TO YOUR RANKING.

Importance Confidence 1. Not important at all 1. No confidence 2. Somewhat important 2. Some confidence 3. Neutral – not sure 3. Neutral – not sure 4. Important 4. Confident 5. Very important 5. Very confident

IMPORTANCE Skill CONFIDENCE

1 2 3 4 5 Knowledge of relevant content 1 2 3 4 5

1 2 3 4 5 Design and implement inquiry based lesson plans 1 2 3 4 5

1 2 3 4 5 Design and implement procedural lesson plans 1 2 3 4 5

1 2 3 4 5 Design and implement hands-on activities 1 2 3 4 5

1 2 3 4 5 Use of computer based presentations 1 2 3 4 5

1 2 3 4 5 Use of multi-media web resources 1 2 3 4 5

1 2 3 4 5 Design and implement inductive lesson plans 1 2 3 4 5

1 2 3 4 5 Design and implement deductive lesson plans 1 2 3 4 5

1 2 3 4 5 Use of Bloom’s taxonomy 1 2 3 4 5

1 2 3 4 5 Use Cooperative learning strategies 1 2 3 4 5

1 2 3 4 5 Incorporate real world experience 1 2 3 4 5

1 2 3 4 5 Design standards-based goals and objectives 1 2 3 4 5

1 2 3 4 5 Teach proficiency test material 1 2 3 4 5

1 2 3 4 5 Focus on learner centered instruction 1 2 3 4 5

1 2 3 4 5 Incorporate career information 1 2 3 4 5

1 2 3 4 5 Focus on concepts and functional relationships 1 2 3 4 5

1 2 3 4 5 Identify appropriate replication outcomes 1 2 3 4 5

1 2 3 4 5 Relate student motivation to internal learning

processes 1 2 3 4 5

1 2 3 4 5 Use of appropriate questioning strategies 1 2 3 4 5

1 2 3 4 5 Use levels of understanding to design teaching units 1 2 3 4 5

THANK YOU FOR YOUR RESPONSES!


UC RET Project

Participant Current Instructional Practices Survey – Beginning of the Project This survey will be given to RET participants at the beginning of their project involvement and repeated annually. Challenge-based/design-based learning guides students in constructing knowledge around an initially ill-defined problem and consists of the following practices. To what extent does your current instruction incorporate these practices?

Use Regularly

Use Occasionally

Have Tried It

Never Used

Explicitly connect class content to complex problems or issues with global impact

Ο Ο Ο Ο

Explicitly connect class content to real world examples and applications

Ο Ο Ο Ο

Explicitly connect these real-world applications to STEM careers

Ο Ο Ο Ο

Explicitly connect class content to how people in STEM careers use their knowledge to address societal impacts

Ο Ο Ο Ο

Guide students to break complex global problems in to their local and more actionable components

Ο Ο Ο Ο

Guide students in refining problems Ο Ο Ο Ο

Guide students in planning investigations to better understand different components of problems

Ο Ο Ο Ο

Provide opportunities for students to gather information about problems or issues of importance

Ο Ο Ο Ο

Provide students with opportunities to explore multiple solution pathways for problems

Ο Ο Ο Ο

Guide students in weighing the pros and cons of different solution pathways

Ο Ο Ο Ο

Provide opportunities for students to test their solution pathways

Ο Ο Ο Ο

Guide students in evaluating the results of their solution pathways

Ο Ο Ο Ο

Provide students with opportunities to refine and retry a solution pathway

Ο Ο Ο Ο

Provide opportunities for students to communicate their solution pathways and results to others

Ο Ο Ο Ο

~ SURVEY CONTINUES ON THE BACK OF THIS PAPER ~


Please indicate your current level of confidence in implementing these challenge- based/design-based learning practices.

Very Confident

Very Confident

Very Confident

Very Confident


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο



Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο

Provide opportunities for students to take responsibility for the decisions they made about the processes used in solving complex problems

~ THANK YOU FOR YOUR RESPONSES! ~


UC RET Project

Engineering Foundations Course Evaluation Survey

Thinking about the course’s presentations, activities, or projects, please indicate your level of agreement with the following statements.

Items Strongly Agree Agree Neutral Disagree Strongly Disagree

Doesn’t Apply

1. The course helped broaden my understanding of the content. Ο Ο Ο Ο Ο Ο

2. The course activities or projects were an effective means to learn the concepts. Ο Ο Ο Ο Ο Ο

3. The course helped me understand challenge-based learning through the use of a design challenge.

Ο Ο Ο Ο Ο Ο

4. The course activities or projects will help me apply challenge-based learning to my teaching.

Ο Ο Ο Ο Ο Ο

5. The course helped me understand the engineering-design process. Ο Ο Ο Ο Ο Ο

6. The course activities or projects will help me apply the engineering-design process in my teaching.

Ο Ο Ο Ο Ο Ο

7. The course provided me with ideas and examples illustrating how engineering applications use math and science knowledge, which I can use in my classes.

Ο Ο Ο Ο Ο Ο

8. The course helped me understand how math and science knowledge leads to different STEM career choices.

Ο Ο Ο Ο Ο Ο

9. The course helped me understand how math and science knowledge is used by engineers to solve societal problems.

Ο Ο Ο Ο Ο Ο

10. The course provided opportunities to enhance my oral communication skills. Ο Ο Ο Ο Ο Ο

11. The course provided opportunities to enhance my written communication skills. Ο Ο Ο Ο Ο Ο

12. The course activities or projects helped cultivate effective team-work. Ο Ο Ο Ο Ο Ο

13. The course activities or projects provided opportunities to learn, create and defend design challenge solutions using PowerPoint presentation

14. The course activities or projects provided opportunities to learn, create and defend design challenge solutions using poster presentation

15. The course provided ample opportunities to learn from failure and experience the iterative nature of the design process

16. The course provide opportunity to learn how an EDP challenge for students can be structured as a service learning project

17. The students in my school will benefit from my experiences in this course. Ο Ο Ο Ο Ο Ο

18. The instructor presented the concepts effectively. Ο Ο Ο Ο Ο Ο

19. The sessions allowed for questions, answers and discussions. Ο Ο Ο Ο Ο Ο

20. The course materials were well organized. Ο Ο Ο Ο Ο Ο

21. The course materials supported the concepts taught. Ο Ο Ο Ο Ο Ο

22. I would recommend other science or mathematics teachers take this course. Ο Ο Ο Ο Ο Ο

23. Please indicate what you liked most about this course, and provide examples. (Use back of paper, if needed.)

24. Please indicate what aspects of this course you would recommend changing, and provide examples. (Use back of paper, if needed.)


UC RET Project

Individual Teacher Professional Development (PD) Program Session Evaluation Survey

(For each seminar and workshop session) At the end of each professional development session, we would like you to complete this evaluation survey. The survey is being administered by the RET Project Team. Your feedback is important for improving these sessions. This survey should take a couple minutes to complete. All responses to the survey will remain confidential. Data will be analyzed in aggregate and no individual responses will be reported. If you have any technical concerns with the survey, we can be contacted at (513) 556-4105 or by sending an email to [email protected], contact person. Thank you for your participation.

During WEEK ONE TO WEEK SIX (June 11th – June 20th): Session name is ...:

Choose an item.

Outstanding Very Good

Satisfactory Marginal Poor

1. Please provide an OVERALL RATING for this session on aiding YOUR UNDERSTANDING OF THE RESEARCH you are conducting this summer.

2. Please provide an OVERALL RATING for this session on aiding YOUR UNDERSTANDING OF CREATING STEM ACS-BASED CBL UNIT WITH DESIGN CHALLENGE.


UC RET Project

Summer Satisfaction Survey These questions relate to your experiences with the RET project. Your opinion is very important as the project team works to improve the project. Your responses will remain confidential and only group results will be reported. Thank you! This survey is two sided.

Instructions: Please indicate your level of satisfaction or dissatisfaction with the following aspects of this Summer’s RET Experience. Mark an “X” on the response that most closely reflects your feeling.

Aspect of the RET Project Experience

Very

Sati

sfi

ed

Sati

sfi

ed

Neit

her

Sati

sfi

ed

No

r

Dis

sati

sfi

ed

Dis

sati

sfi

ed

Very

Dis

sati

sfi

ed

1. Modeling Challenge Based Learning Workshop

2. Integrating EDP with CBL Workshop

3. Discussion Seminar on What Constitutes a Good Service Learning Project

4. Wiki Portfolio Creation Workshop

5. Unit Creation and Introduction to Templates

6. Strategies for Effective CBL Unit: Time Management and Student Grouping

7. Poster and Power Point Creation Workshop

8. General Lab Safety Workshop

9. Using Library Facilities Workshop

10. Ethics in Research Workshop

11. Technical Writing & Presentation: Communicating Science Effectively Workshop

12. Panel Session with Industry Partners and Working Lunch

13. Engineering Education and Research vs Engineering Design Seminar

14. Overall Video Making Workshop, Sessions 1, 2 and 3

15. Overall Journal Article Writing Workshop, Sessions 1 and 2

16. Draft Poster Evaluation Session

17. Overall – Research Training Sessions with AC & GRA

18. Overall – Conducting Research with AC & GRA

19. Overall – Progress Meeting with AC & GRA

20. Overall – Writing/Work Sessions with Resource Person

21. Overall – Weekly Reflective Feedback

22. Overall – Sessions for Review of Deliverables with AC & GRA

23. Overall – Sessions for Review of Deliverables with Resource Person


Aspect of the RET Project Experience

Very

Sati

sfi

ed

Sati

sfi

ed

Neit

her

Sati

sfi

ed

No

r

Dis

sati

sfi

ed

Dis

sati

sfi

ed

Very

Dis

sati

sfi

ed

24. Overall – Biweekly Progress Presentations

25. Field Trip # 1

26. Field Trip # 2

27. Field Trip # 3

28. Field Trip # 4

29. Field Trip # 5

30. Overall – Final Day Presentations

31. Overall – The pacing of the project components

32. Overall – The research process (how research is planned, conducted, reported)

33. Overall – Guidance provided by the primary research faculty mentor (Area Coordinator)

34. Overall – Guidance provided by the RET Graduate Research Assistant

35. Overall - Guidance provided by the RET Resource Person

36. Overall - Guidance provided by the Engineering Education Resource Person

37. Overall – Interactions with the RET Project Team

38. Overall – Experience as a participant in the RET project during this summer

39. Would you consider the way you and your project interaction a partnership? ______ Yes _____ No

Why or why not? Please give specific examples. 40. What are the strengths of the RET project so far. Please identify and describe briefly at least three strengths. 41. What are the weakness of the RET project that need improvement next year. Please identify and describe briefly at least three areas for improvement.

Thank you for your time and efforts in answering this survey!

NAME: DATE: _ (Name used for matching purposes only.)


UC RET Project

Post RET Site: Professor (Faculty Mentor) Rating Scale

Below is a series of statements asking about your relationship with the professor (Faculty Mentor) and/or professors (Faculty Mentors) with whom you worked the closest. Consider each statement using the scale below and indicate your level of agreement.

Item Strongly Agree


1. Interactions with my RET Faculty Mentor

and/or Mentors was/were intellectually

challenging.

2. Interactions with my RET Faculty Mentor and/or Mentors was/were interpersonally rewarding.

3. My RET Faculty Mentor and/or Mentors

was/were easily accessible to answer

questions about my project or discuss

research ideas.


modeled the process of scientific inquiry in a

manner that improved my understanding.


modeled the engineering design process in a

manner that improved my understanding.

6. My RET Faculty Mentor and/or Mentors modeled the challenge instruction process in a manner that improved my understanding.


modeled critical research skills in a manner

that improved my understanding.


showed interest in the research I was

conducting.

9. My RET Faculty Mentor and/or Mentors supplied me with needed materials and supplies in a timely manner.


provided appropriate background information

(reading, lecture, individual discussions)

which helped me to understand and prepare

my research project.


helped to minimize anxieties I had concerning

the research process.

12. My RET Faculty Mentor and/or Mentors did an

excellent job of mentoring during the RET

program.


UC RET Project

Post RET Site: Graduate Research Assistant Rating Scale

Below is a series of statements asking about your relationship with the Graduate Research Assistant

with whom you worked most closely. Consider each statement using the scale below and indicate

your level of agreement.

Item Strongly Agree


13. Interactions with the RET Graduate Research Assistant was intellectually challenging.

14. Interactions with the RET Graduate Research Assistant was interpersonally rewarding.

15. The RET Graduate Research Assistant was easily accessible to answer questions about my project or discuss research ideas.

16. The RET Graduate Research Assistant modeled the process of scientific inquiry in a manner that improved my understanding.

17. The RET Graduate Research Assistant modeled the engineering design process in a manner that improved my understanding.

18. The RET Graduate Research Assistant modeled the challenge instruction process in a manner that improved my understanding.

19. The RET Graduate Research Assistant modeled critical research skills in a manner that improved my understanding.

20. The RET Graduate Research Assistant showed interest in the research I was conducting.

21. The RET Graduate Research Assistant supplied me with needed materials and supplies in a timely manner.

22. The RET Graduate Research Assistant provided appropriate background information (reading, lecture, individual discussions) which helped me to understand and prepare my research project.

23. The RET Graduate Research Assistant helped to minimize anxieties I had concerning the research process.

24. The RET Graduate Research Assistant did an excellent job of mentoring during the RET program.


UC RET Project

Post RET Site: Research Training Environment Scale

Below is a series of statements asking about your research training. Please respond to the following statements in terms of your experience during the RET program.

Consider each statement using the scale below and indicate your level of agreement. Please select Not Applicable if the item does not apply to you. Please not that “RET Faculty” is used in a general sense and it includes graduate students as well as professors with whom you have interacted.

Item Strongly Agree Agree Disagree

Strongly Disagree

Not Applicable

25. The research conducted during the RET

program was intellectually challenging.

26. The RET faculty rarely acknowledged the

achievements of the participants.

27. Many of the RET faculty did not seem to

be very interested in doing research.

28. The RET faculty did what it could to make

the research requirements of the program

as rewarding as possible.

29. The RET faculty seemed to notice only a

few selected students in terms of

reinforcing research achievements.

30. The RET program provided concrete

support for students’ research (e.g.,

access to computers, access to lab

facilities, research supplies).

31. I feel the RET faculty expected too much

from my research project.

32. There was informal sharing of research

ideas during the RET program.

33. The RET faculty understood and accepted

that any piece of research would have its

methodological problems.

34. I was encouraged to get involved in some

aspect of a research project from the very

beginning of the RET program.

35. I had the opportunity to learn about several

major research approaches (e.g.,

computer model simulations, laboratory

work, experimental testing, statistical

analysis, interpretations, and

generalizations, reporting).

36. There were opportunities to become part

of a research team.

37. I was encouraged during the RET program to find and follow research ideas of interest to me.



Strongly Disagree

Not

Applicable 38. The research climate during the RET

program was one in which students were

encouraged to pose questions they

themselves were curious about.

39. Different research methodologies

were modeled during the RET

program.

40. The RET faculty enjoyed discussing ideas.

41. The research was difficult to get started because it was organized in a way that was anxiety provoking.

42. Teachers in the RET program received

training in how to design and logically

design research studies.

43. I got the impression during the RET

program that my research work has to be

of great value in the field to be worthwhile.

44. The RET faculty is involved in the conduct and publication of quality research.

45. Statistics were presented in a way that

was insensitive to participant’s level of

development as a researcher.

46. The RET faculty did a good job of showing participants how statistics are actually used.

47. There was the opportunity during the RET

program to collaborate with others as part

of the research team.

48. The RET faculty encouraged me to pursue

a research question in which I was

interested.

49. The RET faculty encouraged my research

activities and accomplishments.

50. The RET faculty presented an extremely

narrow range of research methodologies.

51. During the RET program, there was a

focus on understanding the logic of

research design.

52. The RET faculty stressed that it was

important to pursue research ideas that

were personally interesting.

53. During the RET program, working as part

of a research team was fun.

54. During the RET Program, working as part of a research team was intellectually challenging.

55. It was difficult to get started on your

research project because you had limited

opportunity to collaborate with the RET

faculty.

56. There seemed to be a general attitude

that there was one best way to do

research.



Strongly Disagree

Not

Applicable 57. I had the feeling during the RET program

that my research project needed to be

completely original and revolutionary to be

acceptable.

58. I received quality training in the use

of statistics in engineering research.

59. I got the impression from the RET faculty

that although a single study does not

revolutionize thinking in the scientific

community such a study can contribute a

useful piece to an unfolding body of

knowledge.

60. The RET environment promoted the idea

that although parts of research must be

done alone other parts may involve

working closely with other colleagues.

61. The RET faculty did not seem to really

care if participants were generally

interested in research.

62. During the RET program, participants

were introduced to a wide range of

research methodologies (e.g., specimen

fabrication, laboratory test setup,

experimental testing, statistical analysis,

interpretation, generalizations and

reporting).

63. From the very beginning of the RET

program, participants received mentoring

from RET faculty that helped develop the

skills and the confidence needed to

engage in research.

64. I felt I had to choose a research topic of

interest to the RET faculty at the expense

of my own interest.

65. During the RET program, participants felt

that their personal research ideas were

squashed during the process of

collaborating with RET faculty.

66. Participants seemed to get involved in

thinking about research from the very start

of the RET program.

67. The RET faculty were quite open in

sharing their research ideas.

68. The RET faculty showed excitement about

research and scholarly activities.



UC RET Project

Weekly Progress Report Form Completed by RET Participants and Mentors 1. Please select your project:

a. List of Projects 2. Please select your project affiliation:

a. Faculty Mentor

b. Graduate Mentor

c. RET Participant Teacher 3. Please provide your name: ______________________________________________________ 4. How many times did you meet with your group this week to discuss/conduct research activities?

a. Once

b. Twice

c. Three

d. Four

e. Five 5. Was any training provided to your group to assist them in their research?

a. Yes

b. No 6. How well is your group working towards the overall goals set for the following?

Not Started

10-25% completed

25-50% completed

50-75% completed

75-100% completed

Lab/field/computer research work

Literature review and documentation

Research report or paper writing

Poster presentation

PowerPoint presentation

Other (please specify)

7. How are the participants assigned to your project working as a team?

Unsatisfactory Need to improve

Okay, could improve

Good, no problems

Excellent

RET Teacher to RET Teacher

RET Teachers to Graduate Student

RET Teachers to Faculty Mentor

Issues to improve: 8. Please write below any input you would like to give regarding the progress of yor group or the project,

in general.


UC RET Project

Judge Evaluation Scoring Rubric For Team Written Report

Research Experience for Teachers – Summer Total Points:

Teacher Name:

Teacher Name:

Project Name: Project Number:

Check the required section are included in the report: Abstract Research tasks Research findings Appendix: Pictures

Goals /Objectives Methodology Classroom Implementation

Appendix: Assigned Write ups

Lit review Training received Bibliography Appendix: Lesson Plans

Rate the overall report based on the rubric below:

CATEGORY 4 3 2 1

Content:

Research Project

The written report did an excellent job of capturing the technical essence of the whole project.

The written report did a good job of capturing the technical essence of the whole project.

The written report did a fair job in capturing the technical essence of the whole project.

The written report did not capture the technical essence of the whole project.

Content:

Classroom Implementation

The written report did an excellent job of capturing the essence of the classroom implementation.

The written report did a good job of capturing the essence of the classroom implementation.

The written report did a fair job in capturing the essence of the classroom implementation.

The written report did not capture the essence of the classroom implementation.

Organization The written report did an excellent job of telling a story, being easy to follow, and highlighting the important points.

The written report did a good job of telling a story, being easy to follow, and highlighting the important points.

The written report did a fair job of telling a story, being easy to follow, and highlighting the important points.

The written report did not tell a story, flow easily, or highlight the important points.

Clarity The written report did an excellent job of explaining the main points, visually displaying the information, and having easily identified sections.

The written report did a good job of explaining the main points, visually displaying the information, and having easily identified sections.

The written report did a fair job of explaining the main points, visually displaying the information, and having easily identified sections.

The written report did not explain the main points, visually display the information, or have easily identified sections.

Technical Merit/ Grammar

The written report had excellent, high quality technical merit elements.

The written report had good, nice quality technical merit elements.

The written report had fair, low quality technical merit elements.

The written report had no technical merit.

Visual Appeal The written report had excellent visual appeal.

The written report had good visual appeal.

The written report had fair visual appeal.

The written report had no visual appeal.

EVALUATION REMARKS: (use back side if needed) ____________________________________ ____________________________________ Name Signature


UC RET Project Judge Evaluation Scoring Rubric for Poster


Teacher Name:

Rate the overall poster based on the rubric below:

CATEGORY 4 3 2 1

Content The poster did an excellent job of conveying information that will ignite students’ interest within the specific engineering field.

The poster did a good job of i conveying information that will ignite students’ interest within the specific engineering field.

The poster did a fair job of conveying information that will ignite students’ interest within the specific engineering field.

The poster did not convey information that will ignite igniting students’ interest within the specific engineering field.

Organization The poster did an excellent job of telling a story, being easy to follow, and highlighting the important points.

The poster did a good job of telling a story, being easy to follow, and highlighting the important points.

The poster did a fair job of telling a story, being easy to follow, and highlighting the important points.

The poster did not tell a story, flow easily, or highlight the important points.

Clarity The poster did an excellent job of explaining the main points, visually displaying the information, and having easily identified sections.

The poster did a good job of explaining the main points, visually displaying the information, and having easily identified sections.

The poster did a fair job of explaining the main points, visually displaying the information, and having easily identified sections.

The poster did not explain the main points, visually display the information, or have easily identified sections.

Presence The poster had two excellent presenters that were present, interested, and ready to answer questions.

The poster had two good presenters that were present, interested, and somewhat ready to answer questions.

The poster had two fair presenters that were present, somewhat interested, and somewhat ready to answer questions.

The poster had two presenters that were not present, interested, or ready to answer questions.

Content The poster did an excellent job of conveying information that will ignite students’ interest within the specific engineering field.

The poster did a good job of i conveying information that will ignite students’ interest within the specific engineering field.

The poster did a fair job of conveying information that will ignite students’ interest within the specific engineering field.

The poster did not convey information that will ignite igniting students’ interest within the specific engineering field.

Organization The poster did an excellent job of telling a story, being easy to follow, and highlighting the important points.

The poster did a good job of telling a story, being easy to follow, and highlighting the important points.

The poster did a fair job of telling a story, being easy to follow, and highlighting the important points.

The poster did not tell a story, flow easily, or highlight the important points.



UC RET Project

Judge Evaluation Scoring Rubric for PowerPoint Presentation


Teacher Name:

Teacher Name:


Rate the overall PowerPoint based on the rubric below:

CATEGORY 4 3 2 1

Content:

Research Project

The presentation did an excellent job of capturing the technical essence of the whole project.

The presentation did a good job of capturing the technical essence of the whole project.

The presentation did a fair job in capturing the technical essence of the whole project.

The presentation did not capture the technical essence of the whole project.

Content:

Classroom Implementation

The presentation did an excellent job of capturing the classroom implementation plans.

The presentation did a good job of capturing the classroom implementation plans.

The presentation did a fair job in capturing the classroom implementation plans.

The presentation did not capture the t classroom implementation essence plans.

Organization The presentation did an excellent job of telling a story, being easy to follow, and highlighting the important points.

The presentation did a good job of telling a story, being easy to follow, and highlighting the important points.

The presentation did a fair job of telling a story, being easy to follow, and highlighting the important points.

The presentation did not tell a story, flow easily, or highlight the important points.

Clarity The presentation did an excellent job of explaining the main points, visually displaying the information, and having easily identified sections.

The presentation did a good job of explaining the main points, visually displaying the information, and having easily identified sections.

The presentation did a fair job of explaining the main points, visually displaying the information, and having easily identified sections.

The presentation did not explain the main points, visually display the information, or have easily identified sections.

Presence The presentation had two excellent presenters that were present, interested, and ready to answer questions.

The presentation had two good presenters that were present, interested, and somewhat ready to answer questions.

The presentation had two fair presenters that were present, somewhat interested, and somewhat ready to answer questions.

The presentation had two presenters that were not present, interested, or ready to answer questions.

Content:

Research Project

The presentation did an excellent job of capturing the technical essence of the whole project.

The presentation did a good job of capturing the technical essence of the whole project.

The presentation did a fair job in capturing the technical essence of the whole project.

The presentation did not capture the technical essence of the whole project.



UC RET Project Judge Evaluation Scoring Rubric for Video Presentation


Teacher Name:

Teacher Name:


Rate the overall video based on the rubric below:

CATEGORY 4 3 2 1

Content The video did an excellent job of conveying information that will ignite students’ interest within the specific engineering field.

The video did a good job of conveying information that will ignite students’ interest within the specific engineering field.

The video did a fair job of conveying information that will ignite students’ interest within the specific engineering field.

The video did not convey information that will ignite igniting students’ interest within the specific engineering field.

Organization The video did an excellent job of telling a story, being easy to follow, and highlighting the important points.

The video did a good job of telling a story, being easy to follow, and highlighting the important points.

The video did a fair job of telling a story, being easy to follow, and highlighting the important points.

The video did not tell a story, flow easily, or highlight the important points.

Clarity The video did an excellent job of explaining the main points, visually displaying the information, and having easily identified sections.

The video did a good job of explaining the main points, visually displaying the information, and having easily identified sections.

The video did a fair job of explaining the main points, visually displaying the information, and having easily identified sections.

The video did not explain the main points, visually display the information, or have easily identified sections.

Content The video did an excellent job of conveying information that will ignite students’ interest within the specific engineering field.

The video did a good job of conveying information that will ignite students’ interest within the specific engineering field.

The video did a fair job of conveying information that will ignite students’ interest within the specific engineering field.

The video did not convey information that will ignite igniting students’ interest within the specific engineering field.

Organization The video did an excellent job of telling a story, being easy to follow, and highlighting the important points.

The video did a good job of telling a story, being easy to follow, and highlighting the important points.

The video did a fair job of telling a story, being easy to follow, and highlighting the important points.

The video did not tell a story, flow easily, or highlight the important points.

Clarity The video did an excellent job of explaining the main points, visually displaying the information, and having easily identified sections.

The video did a good job of explaining the main points, visually displaying the information, and having easily identified sections.

The video did a fair job of explaining the main points, visually displaying the information, and having easily identified sections.

The video did not explain the main points, visually display the information, or have easily identified sections.



UC RET Project

RET Student Roster Form

RET Class Rosters - Student Demographics [Please fill out one roster per class] Your Name

School

Coordinating Teacher (if appropriate)

Please √ below as item is returned

Last Name

First Name

Teacher

Class

Period

GRADE

OGT

Demo

Form

Photo

Form


UC RET Project

RET Student Demographics Form

Please answer the following to the best of your knowledge: Name: Date:

Teacher:

Period:

Date of Birth

Month January O Day 0 O 0 O Year 19 O 0 O 0 O

February O 1 O 1 O 20 O 1 O 1 O

March O 2 O 2 O 2 O 2 O

April O 3 O 3 O 3 O 3 O

May O 4 O 4 O 4 O

June O 5 O 5 O 5 O

July O 6 O 6 O 6 O

August O 7 O 7 O 7 O

September O 8 O 8 O 8 O

October O 9 O 9 O 9 O

November O

December O

Gender

Male O

Female O

Ethnicity

African American O

American Indian O

Asian O

Hispanic O

Multi-Racial O

White O


UC RET Project

RET Student Math Attitude Questionnaire Choose your level of agreement with each statement. There are no right or wrong answers.

1 – Strongly Agree 2 – Agree 3 – Undecided 4 – Disagree 5 – Strongly disagree

SA 1

A 2

U 3

D4

SD5

1. One of my highest priorities is to be an outstanding math student. o o o o o

2. Girls often have to work harder than boys to earn good grades in math.

o o o o o

3. Math is one of the most worthwhile and necessary subjects to take. o o o o o

4. Being regarded as smart in math would be a great thing. o o o o o

5. If I got the highest grade in math I would prefer no one knew. o o o o o

6. I’m no good in math. o o o o o

7. I’m not the type to do well in math. o o o o o

8. It is more socially acceptable for a girl to ask a boy for help than a boy to ask a girl for help in math.

o o o o o

9. Equal number of men and women have the potential to become great mathematicians.

o o o o o

10. When a question is left not answered in a math class, I continue to think about it afterward.

o o o o o

11. Women’s aptitude (ability) in math is as great as men’s aptitude. o o o o o

12. Figuring out math problems does not appeal (something I would like to do) to me.

o o o o o

13. I have a lot of self-confidence when it comes to math. o o o o o

14. Math is of little relevance (importance) in my life. o o o o o

15. I do as little work in math as possible. o o o o o

16. I like to be challenged by math problems. o o o o o

17. For some reason, even though I study, math seems unusually hard for me.

o o o o o

18. I study math because I know how useful it is. o o o o o

19. I don’t like people to think I am smart in math. o o o o o

20. It is very important for me to get top grades in math. o o o o o

21. I see math as a subject which I will rarely use in my daily life as an adult.

o o o o o

22. I would expect a successful woman math student to be somewhat unfeminine (manly).

o o o o o

23. I expect to have little use for math when I get out of school. o o o o o

24. I am sure that I can learn math. o o o o o

25. It is more important for boys to study math than for girls to study math.

o o o o o

26. I will use math in many ways as an adult. o o o o o

27. Math is enjoyable and stimulating to me. o o o o o

28. I am confident that I can get good grades in math. o o o o o

eListen Deployment INQ-2003101715442-66667240

Name: _____________________________________ Date: __________ Instructor: ___________________________________ Period: _________


UC RET Project

RET Student Science Attitude Questionnaire Choose your level of agreement with each statement. There are no right or wrong answers.

1 – Strongly Agree 2 – Agree 3 – Undecided 4 – Disagree 5 – Strongly disagree

SA 1

A 2

U 3

D4

SD5

1. One of my highest priorities is to be an outstanding science student. o o o o o

2. Girls often have to work harder than boys to earn good grades in science.

o o o o o

3. Science is one of the most worthwhile and necessary subjects to take.

o o o o o

4. Being regarded as smart in science would be a great thing. o o o o o

5. If I got the highest grade in science I would prefer no one knew. o o o o o

6. I’m no good in science. o o o o o

7. I’m not the type to do well in science. o o o o o

8. It is more socially acceptable for a girl to ask a boy for help than a boy to ask a girl for help in science.

o o o o o

9. Equal numbers of men and women have the potential to become great scientists.

o o o o o

10. When a question is left not answered in a science class, I continue to think about it afterward.

o o o o o

11. Women’s aptitude (ability) in science is as great as men’s aptitude. o o o o o

12. Figuring out science problems does not appeal (something I would like to do) to me.

o o o o o

13. I have a lot of self confidence when it comes to science. o o o o o

14. Science is of little relevance (importance) in my life. o o o o o

15. I do as little work in science as possible. o o o o o

16. I like to be challenged by science problems. o o o o o

17. For some reason, even though I study, science seems unusually hard for me.

o o o o o

18. I study science because I know how useful it is. o o o o o

19. I don’t like people to think I am smart in science. o o o o o

20. It is very important for me to get top grades in science. o o o o o

21. I see science as a subject which I will rarely use in my daily life as an adult.

o o o o o

22. I would expect a successful woman science student to be somewhat unfeminine (manly).

o o o o o

23. I expect to have little use for science when I get out of school. o o o o o

24. I am sure that I can learn science. o o o o o

25. It is more important for boys to study science than for girls to study science.

o o o o o

26. I will use science in many ways as an adult. o o o o o

27. Science is enjoyable and stimulating to me. o o o o o

28. I am confident that I can get good grades in science. o o o o o

eListen Deployment INQ-20031020151300-82231051

Name: _____________________________________ Date: __________ Teacher: ___________________________________ Period: _________


UC RET Project

Student Subject Preference Inventory

Please answer the following to the best of your knowledge:

1. Do you plan to have a career in

math?

2. Do you plan to have a career in

science?

Yes O Yes O No O No O

Undecided O Undecided O

3. Number of math classes you will take before graduating from high

school:

4. Number of science classes you will take before graduating from

high school:

0 O 0 O 1 O 1 O 2 O 2 O 3 O 3 O 4 O 4 O 5 O 5 O

6+ O 6+ O

5. For the career you are currently considering which subject will be

most useful?

6. Plans after high school:

Social Studies O 4 year College O Art O 2 year College O

Music O Join Workforce O Science O Tech. Trade School O

Language Arts O Delayed College Start O Physical

Education O Undecided O

Math O Undecided O

Name: _____________________________________ Date: __________ RET Instructor: ___________________________________ Period: _________


1. Below are several subjects which most middle and high school students study. Please choose A or B as the subject you like better.

A B A B

A) Social Studies B) Mathematics O O

A) Language Arts B) Physical Education O O

A) Art B) Mathematics O O

A) Music B) Language Arts O O

A) Mathematics B) Science O O

A) Science B) Music O O

A) Mathematics B) Language Arts O O

A) Art B) Social Studies O O

A) Science B) Physical Education O O

A) Music B) Physical Education O O

A) Art B) Language Arts O O

A) Art B) Physical Education O O

A) Music B) Social Studies O O

A) Science B) Art O O

A) Physical Education B) Social Studies O O

A) Mathematics B) Physical Education O O

A) Social Studies B) Language Arts O O

A) Social Studies B) Science O O

A) Music B) Art O O

A) Language Arts B) Science O O

A) Music B) Mathematics O O


UC RET Project

RET Student Post-Unit Feedback Survey

I. Please fill in the information in the box below

Date:

Grade: Period/Bell: Teacher: Unit Title:

II. Please rate the unit you just completed:

1. Overall, I would rate this unit as … Ο Excellent Ο Good Ο Fair Ο Poor

Thinking about the unit you just completed, please choose your level of agreement to the following:

Strongly

Agree Agree Disagree

Strongly Disagree

2. I received guidance from my teacher when I asked for it. ο ο ο ο

3. I learned a lot. ο ο ο ο

4. This unit related to the real world. ο ο ο ο

5. I understand how to use the engineering design process to solve the challenge.

ο ο ο ο

6. Solving this challenge can help others, our community, and society.

ο ο ο ο

7. I contributed to the group’s solution to the challenge. ο ο ο ο

8. Listening to other student’s ideas was an important part of the unit.

ο ο ο ο

9. There are many solutions to this problem. ο ο ο ο

10. We were able to test our first solution. ο ο ο ο

11. After our first test, we were able to think about changes we wanted to make to have a better solution to the challenge.

ο ο ο ο

12. I like problems best when they really make me think. ο ο ο ο

13. I am excited that we found a solution to this challenge. ο ο ο ο

14. I participated more during this unit than I usually do in class.

ο ο ο ο

15. I feel using challenges is a better way to learn than the way we are usually taught.

ο ο ο ο

16. This unit made me more interested in Engineering. ο ο ο ο

17. This unit made me feel more confident about math or science.

ο ο ο ο

18. I learned about careers while solving this challenge. ο ο ο ο

19. We created guiding questions to help us solve the challenge.

ο ο ο ο

~ PLEASE ANSWER QUESTIONS ON THE BACK. ~


20. List three things you did in this unit that an engineer would do.

Please choose your level of agreement with the following statements:

Strongly Agree Agree

Neither Agree

nor Disagree Disagree

Strongly Disagree

21. I am interested in a career in Science. ο ο ο ο ο 22. I am interested in a career in Math. ο ο ο ο ο 23. I am interested in a career in

Technology. ο ο ο ο ο

24. I am interested in a career in Engineering.

ο ο ο ο ο

25. For summary purposes only, please indicate if you are a male or female. □ Male □ Female


UC RET Project

RET Participant Post-Unit Survey If you have any questions or problems with this report, please contact the RET Project evaluator,

Cathy Maltbie, at [email protected] or 513-556-1469. Again, thank you for your time and

honest responses.

1. Please write your name on this line.

___________________________________________________________

2. What was the unit title? ____________________________________________________________

3. In what course was this unit taught? For example, "Algebra

______________________________________

4. In what period(s) or bell(s) did you teach this unit?

5. What support for this unit did you receive from the University of Cincinnati? (SELECT ALL THAT

APPLY.)

Borrowed equipment

Grant funds for classroom supplies

Grant funds for field trips

Grant funds for presentations

Site visits to UC

RET Resource Person support in development of unit

RET Resource Person support in implementation of unit

RET Resource Person support in revision of unit

RET Resource Person support other (please indicate)

__________________________________________________________________________

Project team support in development of unit

Project team support in implementation of unit

Project team support in revision of unit

Project team support other (please indicate)

_____________________________________________________________________________

Other (please indicate) _______________________________________________________

Engineering Education Resource Person’s and RET Resource Person’s support with challenge-

based learning

Engineering Education Resource Persons support with engineering design process

Faculty Mentor support with engineering design activity

Graduate Research Mentor support with engineering design activity

6. Approximately how many students participated in the unit? _________________

7. Approximately how many instructional hours were involved in implementing the unit?

__________________


8. Thinking about your planning and preparation for conducting this CBL unit, please choose your level of agreement with the following statements:

Strongly


Strongly Disagree

9. The Community of Practice Meetings and Summer SITE workshops helped prepare me to teach this unit.

ο ο ο ο

10. The RET Resource Person helped me plan the unit. ο ο ο ο

11. The RET Resource Person helped me to implement this unit.

ο ο ο Ο

12. I felt I had enough understanding of CBL approach to guide my students so they got the most from this experience.

ο ο ο Ο

13. I felt I had enough understanding of the engineering design process (EDP) to guide my students so they got the most from the EDP activity or activities implemented in this unit.

ο ο ο Ο

14. Thinking about the development of this unit, please give specific examples of input received from RET Resource Person (RRP) and how you used this input. (For example, “RRP-has given me the following items or ideas …”; “RRP helped me …”; “RRP identified the following resources that I used …”)

15. Thinking about the training you received, and experiences you had, during the summer RET Site

what information did you find useful for implementing this unit? 16. Thinking about the training you received, and experiences you had, during the summer RET Site,

what additional information would have been helpful for you to have learned before implementing this unit?

17. Thinking about the CBL approach that you implemented in this unit, please choose your level

of agreement to the following statements:

Strongly Agree


18. CBL was a good use of my class time. ο ο ο Ο

19. CBL fits well with the unit content. ο ο ο Ο

20. The CBL approach fit with my teaching style. ο ο ο Ο

21. My students mastered the expected material. ο ο ο Ο

22. Overall engagement of my students increased during this unit compared to non-CBL units.

ο ο ο Ο

23. My students worked effectively in teams during this unit.

ο ο ο Ο

24. My students demonstrated flexibility and adaptability. ο ο ο Ο

25. My students showed leadership. ο ο ο Ο


26. My students assumed responsibility for getting to a solution.

ο ο ο Ο

27. My students effectively presented their solution to others.

ο ο ο Ο

28. Thinking about how the engineering design process activity was implemented in your

classroom, please choose your level of agreement with the following statements:

Strongly


Strongly Disagree

29. I was able to guide the students so that they discovered that there were many possible solutions to this problem.

ο ο ο Ο

30. I was able to guide the students to define the criteria to be used to select a desirable “best” design solution

ο ο ο Ο

31. The students understood that the criteria used to select the “best” solution were consistent with real-world limits.

ο ο ο Ο

32. The students were given an opportunity to go through the test-redesign-retest cycle during class – either in practice or theoretically due to limited time or materials.

ο ο ο Ο

33. The engineering design process activity provided examples, and opportunities to show students how this challenge, and its solution, are connected to various STEM careers.

ο ο ο Ο

34. This activity provided examples and opportunities to demonstrate how the engineering design process can be used to solve societal concerns associated with the challenge.

ο ο ο Ο

35. The challenge’s solution incorporated applications from real-life into the classroom.

ο ο ο Ο

36. Was the challenge solved? Why or Why not? 37. Please indicate your OVERALL level of satisfaction with the IMPLEMENTATION of this unit.

Very Satisfied Satisfied Dissatisfied Very Dissatisfied

38. When thinking about the CBL approach and the EDP, what worked well when implementing this unit?

Please give specific examples to justify your response. 39. When thinking about the CBL approach and EDP what factors made implementing this unit difficult?


40. What recommendations would you make to other teachers implementing this unit in the future? Please be as specific as possible.

41. What changes would you make before doing unit again? Again, please be as specific as possible. 42. If you were to teach this unit again, are there any activities that you would eliminate? Why? 43. If this unit was revised please list specific modifications or adjustments made to the unit. 44. Please share any additional thoughts or feedback.


UC RET Project

Self-Efficacy and Attitudes Survey – End of the Project (Post-RET)

Below is a series of statements asking about your attitudes toward research and your

confidence in doing various research related activities. Please respond to the following

statements in terms of your experience during the RET program.

Consider each statement using the scale below and indicate your level of agreement.

Item Strongly Agree


29. I am confident in my ability to discuss research

findings.

30. I enjoy reading research studies in the

engineering literature.

31. I am confident in my ability to evaluate research

finding in terms of their application to engineering.

32. Research conducted in engineering is of little

value to society.


research literature in the field of engineering.

34. Developing research skills is not an important

part of my career goals.

35. I am confident in my ability to evaluate the quality

of a research study in the area of engineering.

36. Researchers in the field of engineering should focus on research which can be used to improve the lives of others.

37. I am confident in my ability to design an

engineering research study.

38. I think learning to do research is enjoyable.

39. I find research to be challenging.

40. I find research to be exciting.


research in the area of engineering.

42. Research in engineering is important because

findings provide important information for policy

makers.

43. I am confident in my ability to apply statistics to research in the area of engineering.

44. Most research in engineering is unnecessary.

45. I am confident in my knowledge of research

methods in the area of engineering.

46. I would not enjoy working on a research project

again.

47. Research in engineering is important for identifying problems and solutions of value to society.

48. 20. I find people who do research to be very interesting.

49. I am confident in my ability to apply various


Item Strongly Agree


laboratory/ field techniques to research in the area of engineering.

50. I enjoy listening to discussions about research in engineering.

51. I am confident in my ability to develop research questions in the area of engineering which are interesting and researchable.

52. I would enjoy a research oriented job or a job which has some element of research in it during the summer.

53. Time passes quickly when I do research.

54. I am confident in my ability to translate research questions in the area of engineering into a research design.

55. I am easily frustrated when doing research.

56. I am confident in my ability to write-up research for publication in a scientific journal.



UC RET Project

Participant’s Skills/Confidence Inventory – End of the Project (Post-RET)

Please indicate your belief about the relative importance of the following skills for teaching STEM and the level of confidence you have in your own abilities to use this skill. CIRCLE THE NUMBER WHICH CORRESPONDS TO YOUR RANKING.

Importance Confidence 1. Not important at all 1. No confidence 6. Somewhat important 2. Some confidence 7. Neutral – not sure 3. Neutral – not sure 8. Important 4. Confident 9. Very important 5. Very confident

IMPORTANCE Skill CONFIDENCE

1 2 3 4 5 Knowledge of relevant content 1 2 3 4 5

1 2 3 4 5 Design and implement inquiry based lesson plans 1 2 3 4 5

1 2 3 4 5 Design and implement procedural lesson plans 1 2 3 4 5

1 2 3 4 5 Design and implement hands-on activities 1 2 3 4 5

1 2 3 4 5 Use of computer based presentations 1 2 3 4 5

1 2 3 4 5 Use of multi-media web resources 1 2 3 4 5

1 2 3 4 5 Design and implement inductive lesson plans 1 2 3 4 5

1 2 3 4 5 Design and implement deductive lesson plans 1 2 3 4 5

1 2 3 4 5 Use of Bloom’s taxonomy 1 2 3 4 5

1 2 3 4 5 Use Cooperative learning strategies 1 2 3 4 5

1 2 3 4 5 Incorporate real world experience 1 2 3 4 5

1 2 3 4 5 Design standards-based goals and objectives 1 2 3 4 5

1 2 3 4 5 Teach proficiency test material 1 2 3 4 5

1 2 3 4 5 Focus on learner centered instruction 1 2 3 4 5

1 2 3 4 5 Incorporate career information 1 2 3 4 5

1 2 3 4 5 Focus on concepts and functional relationships 1 2 3 4 5

1 2 3 4 5 Identify appropriate replication outcomes 1 2 3 4 5

1 2 3 4 5 Relate student motivation to internal learning

processes 1 2 3 4 5

1 2 3 4 5 Use of appropriate questioning strategies 1 2 3 4 5

1 2 3 4 5 Use levels of understanding to design teaching units 1 2 3 4 5

THANK YOU FOR YOUR RESPONSES!


UC RET Project

Participant Current Instructional Practices Survey – End of the Project (Post-RET) This survey will be given to RET participants at the beginning of their project involvement and repeated annually. Challenge-based/design-based learning guides students in constructing knowledge around an initially ill-defined problem and consists of the following practices. To what extent does your current instruction incorporate these practices?

Use Regularly

Use Occasionally

Have Tried It

Never Used


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο



Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο

~ SURVEY CONTINUES ON THE BACK OF THIS PAPER ~


Please indicate your current level of confidence in implementing these challenge- based/design-based learning practices.

Very Confident

Very Confident

Very Confident

Very Confident


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο



Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο


Ο Ο Ο Ο

Provide opportunities for students to take responsibility for the decisions they made about the processes used in solving complex problems

~ THANK YOU FOR YOUR RESPONSES! ~


UC RET Project

POAC Member Evaluation Scoring Rubric for Unit Poster


Teacher Name:


Rate the overall poster based on the rubric below:

CATEGORY 4 3 2 1

Content Components:

Big Idea/Challenge

Unit Structure

Unit Activity Implementation

Engineering Design Process

ACS

Student Work

Student Learning

Reflections

The poster did an excellent job of including all the required components and conveying information in an interesting way. The quality of types of student work examples selected represent exemplary lesson planning.

The poster did a good job of including all the required components and conveying information in an interesting way. The quality of types of student work examples selected represent good lesson planning.

The poster did a fair job of including all the required components and conveying information in an interesting way. The quality of types of student work examples selected represent fair lesson planning.

The poster did not include all the required components and/or convey information in an interesting way. Either student work was not displayed or the quality of types of student work examples was poor.

Organization and Clarity

The poster did an excellent job of telling a story, being easy to follow, highlighting and explaining the important points and visually displaying the information.

The poster did a good job of telling a story, being easy to follow, and highlighting the important points and visually displaying the information.

The poster did a fair job of telling a story, being easy to follow, and highlighting the important points and visually displaying the information.

The poster did not tell a story, flow easily, or highlight the important points and or and visually display the information.

Presence The poster has an excellent presenter who was, interested, informed and ready to answer questions.

The poster a good presenter who was interested, informed and somewhat ready to answer questions.

The poster had a fair presenter who was somewhat interested, somewhat informed and somewhat ready to answer questions.

The poster had a presenter who showed little interest, was unprepared and was not ready to answer questions.

Poster Template Used by RET Participants:



UC RET Project

POAC Member Evaluation Scoring Rubric for Unit PowerPoint Presentation


Teacher Name:


Rate the overall PowerPoint based on the rubric below:

CATEGORY 4 3 2 1

Content: Big Idea and

Essential Question

The presentation did an

excellent job of showing

how the Big Idea and

Essential Question

relate to the Standards

and Unit Objectives.

The presentation did a

good job of showing

how the Big Idea and

Essential Question

relate to the

Standards and Unit

Objectives


fair job of showing how

the Big Idea and

Essential Question



The presentation did not

show how the Big Idea

and Essential Question



Content: Classroom Implementation of the Challenge and Engineering Design Process (EDP)


excellent job of

capturing the classroom

implementation plans

and elaborating on how

the students managed

the Challenge,

developed Guiding

Questions and used

EDP to find solutions.


good job of capturing the

classroom




the Challenge,

developed Guiding

Questions and used



fair job of capturing the

classroom




the Challenge,

developed Guiding

Questions and used


The presentation did not

include the classroom


and/or elaborate on how


the Challenge,

developed Guiding

Questions and used


Content:

Addressing Real

World Problems,

Careers and Societal

Impact (ACS)


excellent job of

showing how the unit

addressed ACS.


good job of showing

how the unit

addressed ACS.

The presentation

only addressed

some aspects of

ACS but not all

components.

The presentation did

not address ACS.

Content:

Evidence of Student

Learning


excellent job of

providing evidence of

student learning.


good job of providing

evidence of student

learning.


a fair job of

providing evidence

of student learning.


not provide evidence

of student learning.

Organization and

Clarity


excellent job of telling a

story, being easy to

follow, highlighting the

important points,

visually displaying the

information, and having

easily identified

sections.


good job of telling a


follow, highlighting the

important points,

visually displaying the

information, and

having easily identified

sections.


a fair job of telling a


follow, highlighting

the important points,

visually displaying

the information, and

having easily

identified sections.


not tell a story, and /or

highlight the important

points, and /or visually

display the

information, and/or

have easily identified

sections.

Presence The presenter was

interested, ready to

answer questions and

shared reflections on

the Unit

implementation.

The presenter was

interested, somewhat

ready to answer

questions and shared

some reflections on the

Unit implementation.

The presenter was

somewhat interested,

somewhat ready to


minimally shared

reflections on the Unit

implementation.

The presenter was not

interested or ready to


did not share reflections

on Unit implementation.

EVALUATION REMARKS: (use back side if needed) ____________________________________ ____________________________________

Name Signature


UC RET Project

Project Oversight Advisory Committee (POAC) Overall RET Program Evaluation Form

1. The first goal is to educate, cultivate, and enrich STEM RET participants’ content delivery in their

classrooms by exploring the engineering design-and-challenge-based learning and research skills used by engineers to solve open-ended real-world problems.

Goal one is being met? Indicate your level of agreement below:

A B C D E strongly agree sort of agree not sure sort of disagree strongly disagree 2. The second goal is to improve grade 6-14 student science and math achievement and stimulate

interest in STEM careers as a result of RET participants’ training in engineering content and design-based instruction.

Goal two is being met? Indicate your level of agreement below:

A B C D E strongly agree sort of agree not sure sort of disagree strongly disagree 3. The third goal is to support RET participants in becoming education leaders by applying their

research experiences in their classrooms and communicating them to their colleagues.

Goal three is being met? Indicate your level of agreement below:

A B C D E strongly agree sort of agree not sure sort of disagree strongly disagree 4. Chronological Overview of Program – Timeline: Academic Year Prior to Summer RET Site

Summer RET Site (9:00 AM to 6:00 PM)

Academic Year After Summer RET Site (Fall & Spring Term

Solicitation of research projects from faculty mentors (Sept.-Oct.)

Online Application Invited (Nov.-Jan.)

Participant selection (Jan.-Feb.)

Selected participants invited for an on-campus Orientation Meeting (March)

Pre-reading materials sent 4 weeks prior to program start

Engineering Foundations Course: Week 1

Conducting research: 1/2-day

Participating in PD program: 1/2-day

Research Training by Faculty Mentors: Week 2

Skill building seminars & workshops (Weeks 2-6)

Coaching support to produce project deliverables: Weeks 2-6

Final deliverables produced, approved and distributed to judges: Week 7 (team research

Attending two community of practice meetings to report progress and findings (December & March)

Teach RET Unit

Conduct evaluation to assess gains in student learning

Reflect on Unit taught

Finalize Unit and Activity Templates

Prepare post- Unit poster and PPT presentation

Prepare post-Unit video

Final deliverables approved for


Academic Year Prior to Summer RET Site

Summer RET Site (9:00 AM to 6:00 PM)

Academic Year After Summer RET Site (Fall & Spring Term

report, individual Unit-& Activity Templates, individual classroom poster, team research and classroom plan PPT presentation, team research video, individual publication draft, and NSF summary report)

Last Day: Juried presentation of RET deliverables

Completing evaluations of program activities and summer RET Site

Focus group conducted by external evaluator

Web dissemination

Present post- Unit poster and PPT presentation to POAC (April/May)

Focus group conducted by external evaluator

Disseminate RET experience at school, district, regional, state and national professional meetings

The program is following its timeline for implementation:

A B C D E strongly agree sort of agree not sure sort of disagree strongly disagree

5. Comments:


UC RET Project

End of Summer Focus Group Discussion: Guiding Questions 1. Were your expectations met for the summer? Why or Why?

a. Related to Research b. Related to PD during the summer sessions c. Related to creating Instructional Material or Unit d. Related to creating other project deliverables: technical report, PowerPoint presentation,

student focused display poster, research movie, and journal paper draft 2. Overall, how well was the summer RET project implemented?

a. What worked? b. What challenges you faced and how you addressed them as the work progressed?

3. What are the areas that need improvement for next year?

a. What should change? b. What could change?

4. How did your project team work?

a. What worked? b. What were the challenges, if any? c. What you gained personally? d. What unique contributions you made towards the team work? e. Will you continue the collaboration?

5. How did the research training and support to conduct the research project by the engineering faculty

and GRA help you? Did it help you construct the engineering design process activity for your Unit?

6. How did the coaching provided by the RET Resource Person help you?

7. Specifically, in what way did your participation in the RET project help you apply the engineering design-and-challenge instruction process and the critical research skills used by engineers to solve open-ended real-world problems (Goal 1)

8. Now, what are your expectations for the school year?

a. What is your Unit topic? b. Why did you select this topic? How are your reason(s) connected to issues impacting growth

in student learning? c. When do you expect to teach it? d. What are the learning objectives for the Unit and its Activities? e. As a result of better instruction and curriculum delivery by you, how do you anticipate brining

the summer RET research experience into your classroom will improve your student’s growth in learning in science/math? (Goal 2)

f. As a result of better instruction and curriculum delivery by you, how do you anticipate brining the summer RET research experience into your classroom will increase your student’s interest in STEM careers? (Goal 2)

g. In what ways do you anticipate the new skills acquired during summer will help you become an effective communicator and a role model for your colleagues? What new skills did you acquire during the summer? What skills you had from before were mastered during the summer? (Goal 3)

9. What post-RET interactions with your engineering faculty mentor and University are planned?

a. Is any visit of Area Coordinator and/or GRA planned to your class? b. Are you planning a visit for your students to the University?


10. I would like your opinion on the following:

Use the following scale: Strongly Agree -- Agree --- Do not know --- Disagree --- Strongly Disagree

Explain your selection a. I feel STEM is an important concept for my classroom b. I feel that STEM lessons are effective when challenge-based learning is used to engage

students in self-directed work scenarios (or “problems”) based in real life situations c. I feel that STEM lessons are effective when students use the engineering design process to

solve an open-ended problem which includes constraints, trade-offs, performance objectives and has no unique solution

d. I feel that STEM lessons are effective when connections are made to real work applications, careers and societal impacts

e. I feel that STEM lessons are a combination of a “product” and/or a “process” which requires an iterative process to produce, refine and justify it

11. I would like to know your plans for:

a. Integrating the new Ohio New Learning Standards for Science (ONLS) or the new Ohio Common Core Standards for Mathematics (CCSM) or any other school district directed standards in your RET Unit.

b. Integrating assessment strategies in your RET Unit. c. Collecting data, analyzing data, and presenting results to document the impact on growth in

student learning. d. Disseminating your RET experience, other than the Annual STEM Conference and RET

website display, to your colleagues and other teachers. e. Publishing the journal paper.

12. How do you hope the implementation of the RET Unit and its dissemination opportunities will help you

become a better teacher?


UC RET Project

End of Year Focus Group Discussion: Guiding Questions

1. Were your expectations met for the academic year? Why or Why Not?

2. Did the support and guidance provided by the RET Resource Person and the RET Project Team make it easier for you to develop and teach the RET Unit and disseminate it to others through web display, presentations and publications? What were your personal successes as a result of this support? What changes would you recommend to make it better?

3. What was your experience in implementing challenge based learning (CBL) in your RET Unit? (Goal 1)

a. How did you engage the students through the process of identifying essential questions, selecting the challenge, and defining the guiding questions? Did your strategies work as intended?

b. What you wished you should have done differently? c. Will you revise your CBL implementation in the Unit and reteach it next year? d. Will you develop and teach another CBL Unit next year? What will be the topic? Why did

you select this topic?

4. How did you integrate in your Unit the research skills you learnt from your engineering faculty and graduate students to solve an open-ended real-world problem? (Goal 1)

a. What engineering design process (EDP) activity was implemented to demonstrate this? b. How did you engage the students to go through the cyclic elements of EDP? Was time

needed to complete it an issue? How did you manage it? c. Did you observe an impact on the student learning if you implemented the revising cycle?

Provide examples. d. What you wished you should have done differently? e. Will you revise your EDP implementation in the Unit and reteach it next year? f. Will you develop and teach another CBL-EDP Unit next year? What will be the topic? Why

did you select this topic?

5. What growth in student learning in science/math occur as a result off your RET Unit implementation? (Goal 2)

a. Did the student interest in learning occur? What is your evidence? b. What was the impact on student performance (which was the aim for creating the Unit)? How

did you collect this information? What were the results? c. Was there an increase in interest in STEM careers among the students as a result of better

instruction and curriculum delivered by you?

6. How have you communicated the RET experience to your colleagues? How have they received it? (Goal 3)

7. Do you believe you have become a role model to your colleagues or are aiming to become one in the near future? (Goal 3)

a. What makes you believe this is true? Have you demonstrated to them how to model the CBL and EDP pedagogical methods? Have you presented to them the results expected from the use of these teaching methods to engage students?

b. Can you effectively educate them on how to integrate the new Ohio New Learning Standards for Science (ONLS) or the new Ohio Common Core Standards for Mathematics (CCSM) or any other standards required to be integrated by your school district?

8. Overall, how well was the RET project implemented?

a. What worked?


9. What are the areas that need improvement for next year?

a. What should change? b. What could change?


UC RET Project

Annual STEM Conference

RET Attendance Record Form

Sign-In Sheet

1) ____________________________________

2) ____________________________________

3) ____________________________________

4) ____________________________________

5) ____________________________________

6) ____________________________________

7) ____________________________________

8) ____________________________________

9) ____________________________________

10) ___________________________________

11) ___________________________________

12) ___________________________________

13) ___________________________________

14) ___________________________________

15) ___________________________________

16) ___________________________________

17) ___________________________________

18) ___________________________________

19) ___________________________________

20) ___________________________________

21) ___________________________________

22) ___________________________________

23) ___________________________________

24) ___________________________________

25) ___________________________________

26) ___________________________________

27) ___________________________________

28) ___________________________________

29) ___________________________________

30) ___________________________________

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35) ___________________________________

36) ___________________________________

37) ___________________________________

38) ___________________________________

39) ___________________________________

40) ___________________________________

41) ___________________________________

42) ___________________________________

43) ___________________________________

44) ___________________________________

45) ___________________________________

46) ___________________________________


UC RET Project

Annual STEM Conference

RET Session Presentation Evaluation Survey Thank you for attending the RET participant session of the Annual STEM Conference. We would like you to briefly complete this session evaluation. Your responses will be aggregated (no individual responses will be reported) and given to the conference organizers and presenters so that the conference can be improved for future events. All responses will remain confidential. When you are finished completing the survey, please give it to the session volunteer. THANK YOU!

SESSION NAME: ________________________________________________________ PRESENTER: ____________________________________________________________ Thinking about this session, please indicate level of agreement to the following statements: (mark the corresponding circle)

Strongly Agree


Not Applicable

1. Overall, the information presented during this session was very useful.

Ο Ο Ο Ο Ο

2. The content and/or strategies presented at this session can be easily adapted, or used as-is, in my educational setting.

Ο Ο Ο Ο Ο

3. The session increased my understanding of challenge-based learning.

Ο Ο Ο Ο Ο

4. The session gave me ideas for integrating the engineering design process into my instruction.

Ο Ο Ο Ο Ο

5. The presentation was engaging and the activities appropriate for the topic.

Ο Ο Ο Ο Ο

6. The presenter was clear and easy to understand.

Ο Ο Ο Ο Ο

7. The presentation accurately reflected my expectations from reading the abstract.

Ο Ο Ο Ο Ο

8. I would recommend this session to my colleagues.

Ο Ο Ο Ο Ο

9. The session identified real-world applications, career connections and societal impacts for teaching STEM content.

Ο Ο Ο Ο Ο

10. What did you value most about this session? Why?

11. What strategy(ies) or content presented do you anticipate using in your teaching environment? Why? 12. What modifications would you recommend if this session were presented again? (Please use back of

the sheet if needed.)


UC RET Project

RET Tracking Survey Background Information 1. What summer did you participate in the RET program? (Please indicate all years if you attended more

than once.) Summer 2018 Summer 2019 Summer 2020

2. Where you a in-service teacher or two-year community college faculty member when you participated

in the RET Program? In-servicie Community College

3. When you implemented your RET lesson, what grade were you teaching? (Please indicate all that

apply.) 4th grade 5th grade 6th grade 7th grade 8th grade 9th grade 10th grade 11th grade 12th grade 13th grade 14th grade

4. In what subject content area did you implement your RET lesson? (Please select one.)

Mathematics Science Engineering Other (specify) ____________________________________________________________

5. Please indicate the "type" of school district you were teaching in? (Please select the most accurate

option.) Urban - City Urban - Suburban Suburban Rural Other (specify) ____________________________________________________________

Project Information

6. What project topic(s) did you work on in the following years? (Please select all that apply.)

Summer 2018 Summer 2019 Summer 2020

Water (Drs. Sorial/Kupferle)

Energy (Drs. Shanov/Alvarez)

Artificial Intelligence (Drs. Cohen/Kastner)

Railroad Infrastructure (Drs. Balachandran/Lu)


7. Thinking about your entire RET experience, during the summer session and school year unit implementation, please indicate your level of agreement with the following statements:

Strongly

Agree Agree

Neither Agree

nor Disagree

Disagree Strongly Disagree

a. Overall, this was a very positive professional development experience.

b. Overall, I learned a lot about the research topic.

c. Overall, I experienced what it means to "do research".

d. Overall, I learned a lot about how to integrate this experience into my teaching.

e. Overall, I learned how to effectively communicate and share these experiences with my colleagues.

f. Overall, I learned how to effectively communicate about these experiences with my students.

g. Overall, I believe my students are better prepared to be effective citizens in a technology driven society as a result of my participation in the RET program.

8. Thinking about your entire RET experience, during the summer session and school year lesson

implementation, please indicate your level of agreement with the following statements:

Strongly

Agree Agree

Neither Agree nor Disagree


Not Applicable

a Overall, I learned a lot about how to utilize this experience to support my students' learning in science.

b Overall, I learned a lot about how to utilize this experience to support my students' learning in mathematics.

c Overall, I learned a lot about how to utilize this experience to support my students' learning in engineering.


9. Please indicate your level of agreement with the following statements specifically related to UC's RET Program's goals:

Strongly

Agree Agree



a. This experience gave me the opportunity to explore the scientific method of inquiry.

b. This experience gave me the opportunity to explore the critical research skills used by engineers.

c. This experience gave me the opportunity to solve an open-ended real-world problem.

d. As a result of participating in the RET program, I have worked with colleagues to incorporate scientific methods of inquiry into their lessons.

e. As a result of participating in the RET program, I have worked with colleagues to incorporate critical research skills used by engineers into their lessons.

f. As a result of participating in the RET program, I have worked with colleagues to incorporate real-world problems into their lessons.

10. Thinking about you interactions with students after participating in the RET program, please indicate

your level of agreement with the following statements:

Strongly

Agree Agree



a. I was able to provide examples of real-world applications of engineering concepts to my students so that they understood them.

b I was able to link engineering concepts to current events so that my students understood these connections.

c I enabled students to link engineering concepts to the needs within their community.

d I provided information to increase students' career awareness by making connections to how engineering concepts are used in everyday life.

e I was able to help my students


Strongly

Agree Agree



understand the different engineering disciplines.

f I was able to communicate to my students the required educational preparation needed to pursue these engineering disciplines.

g I was able to relay the societal impacts of engineering to my students.

11. Please give an example of what you learned as a result of participating in UC's RET Program.

12. Please give an example of how your experience translated into increase student learning.

13. Please give an example of how you transferred your experience to your colleagues and peers.

14. Please give an example where you felt you served as a role model for your colleagues or your students or both.

15. What was the BEST aspect of the RET Program?

16. What was the BIGGEST CHALLENGE you faced during the RET Program and its classroom implementation?

17. Do you have any other comments you would like to make about UC's RET Program?

Your responses to these questions are very important to the RET project team and the National Science Foundation.

THANK YOU for efforts! Please click the "SUBMIT" button below to record your responses.

University of Cincinnati 2018 RET Proposal Evaluation Instruments of... · 2017-11-01 · RET...

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