VTechWorks Repository :: Browsing by Author "Bowen, Bradley D."

Browsing by Author "Bowen, Bradley D."

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An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas
Campbell, Stephen Patrick (Virginia Tech, 2018-04-30)
The purpose of this study was to provide a descriptive analysis comparing highly qualified and non-highly qualified special education teachers in the 2011-12 Schools and Staffing Survey. It examined how the qualifications of special education teachers varied among K-12 public schools according to the urbanicity of the school and the proportion of students in poverty within a school. Variables included those related to teacher qualifications, demographic characteristics, and school characteristics. The findings demonstrated that there were differences in the demographic characteristics of highly qualified and non-highly qualified special education teachers. There were no statistically significant differences found for urbanicity alone. There were statistically significant differences found for poverty levels. Statistically significant differences were also found for both highly qualified and non-highly qualified special education teachers when poverty quartiles were analyzed by urbanity locales. The findings emphasize the need to provide targeted interventions to promote, retain, and supply all schools with qualified special education teachers. The findings also indicate there is an unequal distribution of highly qualified special education teachers within identified poverty levels and urbanicity.
Analysis of Technology and Engineering Education Assessments
Potter, Barry Scott (Virginia Tech, 2021-02-02)
Technology and Engineering Education has deep roots in Project Based Learning, with its beginning in the Industrial Arts, and tracing its ancestry to craft apprenticeships. This constructivist philosophy supports the idea that the creation of an artifact lends itself to higher order cognitive processes. This study analyzed the content of middle school Technology and Engineering Education Rubrics for evidence that higher order cognition was being assessed. Five raters coded ninety-eight performance indicators from six rubrics for the evidence of declarative, procedural, schematic, and strategic knowledge. Gwet's AC1 and percent agreement were calculated to determine inter-rater reliability. Additionally, the performance criteria were coded for six engineering constructs. The Engineering Constructs from the performance criteria were extrapolated to the performance indicators to see which Engineering Constructs were supporting higher order cognition. Analysis included the determination of whether or not the rubrics that were analyzed supported higher order cognition as well as their performance indicators, performance criteria, and which Engineering Constructs support higher order cognitive processes.
Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders
Peterson, Bryanne (Virginia Tech, 2018-04-19)
The Federal Government has called for an overhaul of STEM education, saying that we as a nation must increase "opportunities for young Americans to gain strong STEM skills" (Office of Science and Technology Policy, 2013, p.1). Economically, these skills expand beyond those that make good doctors, professors, and engineers; there is a world of jobs going unfilled because our students are graduating without the skills or knowledge that such opportunities exist. To increase the future STEM workforce, we first need to increase student awareness of a variety of STEM careers early on (Tai et al., 2006). Career decisions are being made by students as early as middle school (Tai et al., 2006); and very little if any STEM career exploration is occurring before high school. This lack of early exposure to STEM career options means that students are likely making decisions about career choices without accurate information; choosing a path before knowing about all the options. This research is broken into two manuscripts; the first of which examined the impacts of design-based learning and scientific inquiry curriculum treatments with embedded career content on the career interest of fifth-grade students as compared to traditional classroom methods. It found that there is an upward trend in career interest with the use of these curriculum treatments, but it is not a significant change, likely due to the short time period of the unit and/or small n. The second manuscript examined the effect of a design-based learning curriculum treatment implementation for a single unit on Radford City Schools fifth-grade students' STEM attitudes and interest in STEM careers through a pre/post design. The study showed statistically significant growth in overall STEM attitudes and within the science subtest specifically. Career interest in the general field of science showed a significant increase, while a change of interest in specific career areas was not statistically significant. Collectively, this research serves as a foundation for the effectiveness of having career awareness and career exposure opportunities built into active learning instruction, which does not occur currently. Built on secondary principles, but at a level appropriate for elementary students, using active learning opportunities with embedded career connections has the potential to be an effective solution to students' premature exclusion of STEM-related study and work options identified in the literature. Through preliminary exposure to this unique combination at the elementary level, a stronger foundation can be built for both ability and interest in STEM.
Calculus eligibility as an at-risk predictor for degree completion in undergraduate engineering
Bowen, Bradley D.; Hall, R. A.; Ernst, Jeremy V. (2017-12-03)
Academic readiness and its association with retention and success in engineering has been an ongoing topic of discussion in higher education. These discussions largely stem from the problematic persistence rates that many colleges and schools of engineering encounter. The ability to retain students in engineering until degree completion has a large research base, although, studies over time report a variety of factors that contribute to a student’s success in engineering. Many address the entry point or readiness for university mathematics courses as the critical variable, however, few rely on empirical evidences. This study specifically examines engineering degree completion of calculus eligible students compared to non-eligible calculus students upon acceptance into a College of Engineering as a first-semester freshman. A 10-year span of University student engineering admission and completion data was accessed and analyzed in efforts to provide distinguishing qualities in student preparedness as they pertain to calculus eligibility as a differentiator. The results of this study show a statistically significant difference in the rate of degree completion for these two groups of students. This paper discusses the methodology and results for how being calculus eligible as the first math course taken in an engineering program impacts a student’s ability to complete the engineering degree.
Collaboration and its Learning Benefits in a Community College STEM Education Classroom
Panesar, Harpreet Kaur (Virginia Tech, 2018-05-02)
Significant importance has been placed on STEM education to encourage students to enter into careers related to science, technology, engineering, and mathematics. United States education system is looking ways to provide a positive student-learning environment to improve student achievement, critical and rational thinking, analysis, and synthesis of information. In higher education, the role of community colleges is undergoing a major transformation in the United States education system. Researchers place community colleges as one of the most important innovations for higher education in the 20th century. Community colleges not only provide affordable education, but also offer a wide variety of programs ranging from vocational to transfer. With the growing number of adult/ nontraditional learners across higher education, it has now become an utmost national priority to engage and retain this student population. As per the 2011 data by National Center for Education Statistics, the adult population in undergraduate courses is growing steadily over the last many years to the extent that it could overtake the numbers of the traditional students enrolled in four-year colleges and universities. The AACC (American Association of Community Colleges) released Reclaiming the American Dream: Community Colleges and the Nation's Future, A report from the 21st Century Commission on the Future of Community Colleges in 2012 during the 21st Century Initiative to offer recommendations and ideas to promote skills that are needed for students to be successful in college, careers, and life. Later, in 2014, they released Empowering community colleges to build the nation's future to help community colleges build a stronger community of students. P21's Framework for 21st Century Learning offers 4Cs, of which collaboration is mentioned as an important pedagogical technique, an educational outcome, and a key skill in various levels of education. This guide suggests that students learn best when they are provided collaborative learning environments; student achievements are higher when they are engaged with others in their learning environments. Students collaborate by working in teams; learn content by identifying problems and finding solutions. This can not only help build content knowledge, but can also develop critical thinking and creativity. Collaboration can actually help develop the other 4Cs. By implementing this unique pedagogical mode of instruction, in the form of collaboration in biology classrooms, improved student content achievement could be seen, thus improving STEM literacy across the nation. The purpose of this study was to explore the learning benefits of collaboration in a community college STEM classroom. The participants in this study consisted of students (n= 155) enrolled in Biology 101 or Biology 141 at Blue Ridge Community College (BRCC). A descriptive analysis of the students' assessment scores (pretest and posttest), science vocabulary familiarity scale (SVFS), and demographic surveys were conducted. Results revealed that collaborative learning approach in the community-college classroom results in changes to students' biology science content knowledge. The results of this study have direct implications for the STEM educator within biological sciences, and in future for not only other fields of integrative STEM education, but for non-STEM courses in higher education. Collaboration enables STEM disciplines to increase opportunities for knowledge sharing and exchange, thereby increasing knowledge and competence. In other studies, researchers have found that students who worked in collaborative environments retained information much longer and deeper as compared to students who worked individually in traditional classrooms. In addition, students who studied in an active and collaborative environment scored better in cognition and psychological activities as compared to students taught in traditional classrooms. The results of this study supported that collaboration was an effective means to improve students' learning outcomes in a biology-based classroom at the community college level.
Comparing career awareness opportunities of academically at-risk and non at-risk freshman engineering students
Ernst, Jeremy V.; Bowen, Bradley D. (2014-05-01)
This study explored how freshman engineering students utilized career awareness developmental opportunities prior to entry into post-secondary academics. Specifically, the study delved into separations and distinctions among students at-risk of non-continuation due to matriculation concerns and students non at-risk. Founded on the amended arrangement of Nasta’s (2007) Career Exploration Survey-Revised instrument, singular factors were studied through hypotheses targeting of career awareness behaviors among at-risk and non at-risk subgroups. The results show there are possible contradictions to commonly accepted beliefs about career awareness between at-risk and non at-risk students. Several deductions, considerations, and implications are highlighted based upon the findings of the study.
Comparing traditional versus alternative sequencing of instruction when using simulation modeling
Bowen, Bradley D.; DeLuca, V. William (2015-01-01)
Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics
Spencer-Tyree, Brielle Tinsley (Virginia Tech, 2019-11-21)
This study examined the effects of computational labs in Business Calculus classes used at a single, private institution on student outcomes of conceptual understanding of calculus and attitudes towards mathematics. The first manuscript addresses the changes in conceptual understanding through multiple-method research design, a quantitative survey given pre and post study and qualitative student comments, found no significant gains in conceptual knowledge as measured by a concept inventory, however, student comments revealed valuable knowledge demonstrated through reflection on and articulation of how specific calculus concepts could be used in real world applications. The second manuscript presents results to the effects on attitudes toward mathematics, studied through multiple-method research design, using a quantitative survey given at two intervals, pre and post, and analysis of student comments, which showed that students that participated in the labs had a smaller decline in attitude, although not statistically significant, than students that did not complete the labs and the labs were most impactful on students that had previously taken calculus; student comments overwhelmingly demonstrate that students felt and appreciated that the labs allowed them to see how calculus could be applied outside the classroom. Overall students felt the labs were beneficial in the development of advantageous habits, taught some a skill they hope to further develop and study, and provided several recommendations for improvement in future implementation. Collectively, this research serves as a foundation for the effectiveness of computational tools employed in general education mathematics courses, which is not currently a widespread practice.
Developing Workforce Skills in K-12 Classrooms: How Teacher Externships Increase Awareness of the Critical Role of Effective Communication Bradley Bowen
Bowen, Bradley D.; Shume, Teresa (Springer Open, 2020)
This study investigates how participating in a teacher externship program increases the awareness of how effective communication plays a critical role in an industrybased environment. It also studies the teacher participants’ commitment to changing their classroom practices as a result of acquiring this awareness. The program of focus, the Educators in Industry: K-12 Externship Program, is a 4-week summer work experience for K-12 educators in an engineering, design, or process-driven work environment, coupled with collaborative reflective practice. Participants also take three credits of coursework split over the summer and fall which requires them to design and implement classroom activities based on their externship experience. In this qualitative study, various forms of data were transcribed and analyzed using a thematic analysis approach. The results provide empirical evidence that teachers who participated in the teacher externship program developed a deep awareness of the importance of using effective communication in the workplace as well as a commitment to redesigning their classroom practices in order to engage their K-12 students in communicationfocused learning activities.
Educators in Industry: An Exploratory Study to Determine how Teacher Externships Influence K-12 Classroom Practices
Bowen, Bradley D.; Shume, Teresa (2018)
This exploratory study investigates the impacts of industry- based externships for K-12 teachers, and reports teachers’ perspectives on how these experiences influenced K-12 classroom practices. The program of focus in this research study is the Educators in Industry: K-12 Externship Program. For four weeks in the summer, teacher-participants are placed at a company whose primary focus is engineering, continuous improvement, manufacturing, or other design or process-oriented activities. Participation in the program also involves completing an accompanying 2-credit university course in the summer, and a 1-credit follow-up course in the fall. In this qualitative research study, transcripts from individual interviews with teacher-participants were analyzed using a grounded theory approach. Results from this study provide empirical evidence that teachers who participated in an industry-based externship program demonstrated an increased understanding of the fundamental importance of skills for problem solving, collaboration, and communication in today’s workplace environments, and expressed commitment to creating classroom opportunities for students to develop these skills through active learning in relationship to authentic, “real world” contexts.
Educators in Industry: How Teacher Externships Influence K-12 Classroom Practices
Bowen, Bradley D.; Shume, Teresa (2021-11-18)
This research project investigates the impacts of industry-based externships for K-12 teachers and reports teachers’ behaviors and perspectives on how these experiences influenced K-12 classroom practices. The program of focus in this research is the Educators in Industry: K-12 Externship Program. For four weeks in the summer, teacher-participants work at a company whose primary focus is engineering and design-focused activities. In addition, teachers also participate in weekly reflections, group discussions, develop lesson plans and earn professional development credits through a university course. Quantitative data was collected using surveys to convey teachers’ actual and intended classroom practices by comparing past and future participants. Qualitative data was collected through individual interviews, and transcripts were analyzed using a grounded theory approach. Results from this study provide empirical evidence that teachers who participated in an industry-based externship program demonstrated an increased understanding of the fundamental importance of engaging students in future workforce skills, such as problem-solving, collaboration, and communication. They also expressed commitment to creating classroom opportunities for students to develop these skills through active learning in relationship to authentic, “real world” contexts.
Elementary Teacher Self-Efficacy with Design-Based Learning in Virtual and Blended Educational Settings
Sain, Jessica Irene (Virginia Tech, 2021-04-20)
The research presented in this study investigates the effect of the COVID-19 pandemic on teacher self-efficacy with delivering design-based learning to elementary students and identifies what resources and support teachers need to administer online or blended learning delivery of design-based learning with elementary students in the current environment. The population was elementary teachers teaching STEM content and this study included a sample of four elementary STEM teachers teaching in rural and suburban communities. Each participating teacher completed the Teacher Efficacy and Attitudes Toward STEM Survey (T-STEM) (Friday Institute for Educational Innovation, 2012) to reveal their overall self-efficacy with delivering STEM content, followed by participating in a semi-structured interview consisting of queries targeting both research questions. This qualitative analysis revealed a temporary decrease in teachers' self-efficacy at the beginning of the shift to a virtual environment. A lack of student access to resources at home, the teachers' lack of control and support for the student in a synchronous manner, and a change in STEM education as a priority were revealed as contributors to this temporary decrease in the teachers' self-efficacy. To remediate this, teachers reported condensing activities and the Engineering Design Process to accommodate the virtual environment for a traditionally hands-on instructional strategy. Teachers cited fellow educator support, previous coursework, additional time, and access to teacher resources as resources and support that would be beneficial in the current environment.
Elementary teacher self-efficacy with design-based learning in virtual and blended educational settings
Sain, Jessica I.; Bowen, Bradley D. (Institute of STEM Education and Research, 2022-09-08)
This study investigates the effect of the COVID-19 pandemic on teacher self-efficacy with delivering design-based learning to elementary students in online or blended settings. This study also identifies what resources and supports teachers need to engage elementary students in design-based learning in online or blended settings. The population for this study was elementary teachers teaching STEM content and included a sample of four elementary STEM teachers from rural and suburban communities. Each participating teacher completed a semi-structured interview consisting of queries targeting both research questions within the study. The results of the qualitative analysis revealed a temporary decrease in teachers’ self-efficacy at the beginning of the shift to a virtual environment. A lack of student access to resources at home, the teachers’ lack of control and support for the student in a synchronous manner, and a shift in priorities for STEM education contributed to the temporary decrease in the teachers’ self-efficacy. To remediate this, teachers reported condensing activities and the Engineering Design Process. They cited fellow educator support, previous coursework, additional time, and access to teacher resources as supports that would be beneficial in the current environment.
Exploring Authenticity Through an Engineering-Based Context in a Project-Based Learning Mathematics Activity
Bowen, Bradley D.; Peterson, Bryanne (Purdue University, 2019-01-01)
As education works to reconnect student learning to something more than standardized testing, project-based learning (PBL) has become a popular way to increase student engagement while providing more authentic applications of student knowledge. While research regarding PBL is bountiful, little has been done to connect this body of research with student perceptions regarding its classroom application, especially concerning authenticity and student engagement. This research focuses on the topic of ‘‘task authenticity’’ as a means to improve student outcomes. Two groups of seventh-grade students were presented the concept of slope and y-intercept in the context of engineering-based activities. The research design measures if there is a difference in student achievement and perceived importance of these mathematics concepts when presented with authentic and non-authentic approaches to the material. Given this particular methodology, the results show that although no significant difference was found in student achievement, there is a significant difference in the perception that students have regarding the importance of understanding slope and y-intercept.
First mathematics course in college and graduating in engineering: Dispelling the myth that beginning in higher-level mathematics courses is always a good thing
Wilkins, Jesse L. M.; Bowen, Bradley D.; Mullins, Sara Brooke (ASEE, 2021-07-03)
Background: Graduation rates in engineering programs continue to be a concern in higher education. Prior research has documented an association between students' experiences in first-year mathematics courses and graduation rates, but the influences of the mathematics courses completed and the grades earned are not fully understood. Purpose: The purpose of this study was to investigate the relationship among the first undergraduate mathematics course a student completes, the grade they earn in this course, and the likelihood of graduating with a degree in engineering within six years. Method: The study involved 1504 students from five consecutive cohorts of first-year students enrolled in an engineering degree program at a medium-sized Midwestern public university. Logistic regression was used to model the interrelationship between course and grade in predicting the relative likelihood of graduation for students enrolled in 16 different mathematics courses. Results: Overall, students who take Calculus I or a more advanced mathematics course as their first mathematic course and who are more successful in their first mathematics course are more likely to graduate with a degree in engineering. However, considering grade and course together, some groups of students who are more successful in lower-level mathematics courses are as likely to graduate as students who are less successful in upper-level mathematics courses. Conclusions: Evidence from this study helps to dispel the myth that beginning with higher-level mathematics courses is the optimal course-taking strategy when pursuing an engineering degree. Findings have implications for student advising, curriculum and instruction, high school course-taking, and broadening participation in engineering.
Freshman engineering students at-risk of non-matriculation: Self-efficacy for academic learning
Ernst, Jeremy V.; Bowen, Bradley D.; Williams, Thomas O. Jr. (2016-12-01)
Students identified as at-risk of non-academic continuation have a propensity toward lower academic self-efficacy than their peers (Lent, 2005). Within engineering, self-efficacy and confidence are major markers of university continuation and success (Lourens, 2014 Raelin, et al., 2014). This study explored academic learning self-efficacy specific to first-year engineering students with at-risk indicators. The at-risk determination was made through trajectory to matriculate, classified by cumulative grade point average of academic studies. An adapted version of the Self-efficacy for Learning (SEL) scale, modified by Klobas, Renzi and Nigrelli (2007), was administered to freshman engineering students identified at-risk and not at-risk of matriculation. Internal consistency of the SEL was analyzed and once deemed satisfactory (Cronbach alpha = .94), item-level outcome comparisons between student subgroups were made for each of the 22 instrument items.
Higher Education on Buildings: A Study in the Region of North Dakota
Yang, Huojun; Srivastava, Malini; Xie, Yanmei; Bai, Yong; Yu, Yao; Bowen, Bradley D. (ASCE, 2017-12-01)
Because of the growing demand for local skilled professionals to improve the health, energy efficiency, and sustainability for residential and commercial buildings in North Dakota, this case study reports the current situation of higher education relating to buildings in the state’s vicinity including Minnesota, Montana, North Dakota, and South Dakota. In this region, 116 programs relating to buildings were found in 41 post-secondary institutions, and both their majors and courses were then studied with frequency lists. The frequency information was analyzed over nine sets of curriculum areas at both graduate and undergraduate levels for the four states. After the current state of buildings in North Dakota was investigated, strategies were then proposed to rectify current issues regarding higher education on buildings, including but not limited to forming a comprehensive and interdisciplinary program in buildings (e.g, Architectural Engineering), providing more graduate programs, developing more courses in areas that lack adequate coursework, and increasing student enrollment. These strategies will greatly promote the health, energy efficiency, and sustainability for new and existing buildings in the four-state region of Minnesota, Montana, North Dakota, and South Dakota.
How Calculus Eligibility and At-Risk Status Relate to Graduation Rate in Engineering Degree Programs
Bowen, Bradley D.; Wilkins, Jesse L. M.; Ernst, Jeremy V. (Springer, 2019)
The problematic persistence rates that many colleges and schools of engineering encounter has resulted in ongoing conversations about academic readiness, retention, and degree completion within engineering programs. Although a large research base exists about student preparedness in engineering, many studies report a wide variety of factors that makes it difficult to address specific issues that prohibit students from completing a degree in engineering. Many studies anecdotally address mathematics achievement as a factor associated with success, but few contain empirical data specifically related to success or readiness to take calculus. This study specifically examines engineering degree completion of calculus eligible students compared to non-eligible calculus students upon acceptance into a College of Engineering as a first-semester freshman, and the mediating effects of being at-risk for non-matriculation on this relationship. A 10-year span of engineering student data, including admission and completion data, was accessed and analyzed to investigate student preparedness (as defined by calculus eligibility) and student success (as defined by at-risk status for non-matriculation) as they related to graduation rate. This study documents a partial mediating effect of at-risk status on the relationship between calculus eligibility and graduation rate; however, calculus eligibility remains a significant predictor of graduation rate and together with at-risk status predicts a significant proportion of the variance in graduation rate.
The impact of AVID tutoring on developing a teacher identity
Bowen, Bradley D.; Duffield, Stacy (Informa, 2020-05-26)
There is extensive research demonstrating the benefit tutoring has on the tutee. However, minimal research exists about the impact tutoring has on the tutor, and particularly, how being a tutor influences pre-service teacher development during teacher preparation. Using qualitative measures, we documented the influence participating in the tutoring program, Advancement Via Individual Determination (AVID), has on a pre-service teacher’s development of their teacher identity, predominantly in the areas of pedagogical knowledge and practice. We revealed how the AVID tutoring program influenced the tutors’ development of their teacher identity, implications of the findings, and areas for future research and practice.
Impact of the you're hired! Program on student attitudes and understanding of engineering (RTP, Strand 4)
Brevik, Kristin M.; Jean, K.; Bowman, Frank M.; Bowen, Bradley D. (2015-01-01)
To meet the growing need for qualified employees in STEM-based careers, it is critical that middle and high school students participate in activities that increase their awareness of opportunities in these areas. With proper design, these activities can not only increase awareness of STEM-based careers, but can also help overcome current stereotypes and lead to a change in attitudes towards these careers. Researchers at North Dakota State College of Science, along with the University of North Dakota and North Dakota State University, have developed 'You're Hired!', a program that provides middle and high school students a hands-on, authentic experience in various engineering roles while assessing changes in student attitudes towards the engineering profession. 'You're Hired!' is a series of three STEM-based activities, given over the course of a school year, that requires students to work as a 'company' for an entire school day to find a solution to a relevant, present-day problem. The activities are structured so that students use the engineering design process and practice 21st Century Skills, such as collaboration, critical thinking and time management, while developing, testing, and marketing a solution. At the end of each activity, the students communicate their solution to a community-led boardroom, comprised of school board members, community stakeholders and local industry representatives. The program also tracks student progress throughout the year using peer- and self-assessments. This research project used quantitative data collection methods to measure the impact of the 'You're Hired!' program on changing students' attitudes towards engineering. The methodology includes a statistical comparison of a control group to an experimental group to clearly demonstrate the benefit of the program. The results of the statistical analysis show there is a significant difference in the change in student attitudes toward engineering when participating in the program.

Browsing by Author "Bowen, Bradley D."

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