| NSF Org: |
DUE Division Of Undergraduate Education |
| Recipient: |
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| Initial Amendment Date: | September 12, 2013 |
| Latest Amendment Date: | September 12, 2013 |
| Award Number: | 1255441 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Abby Ilumoka
DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
| Start Date: | September 15, 2013 |
| End Date: | August 31, 2018 (Estimated) |
| Total Intended Award Amount: | $3,801,891.00 |
| Total Awarded Amount to Date: | $3,801,891.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
2400 6TH ST NW WASHINGTON DC US 20059-0002 (202)806-4759 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
DC US 20059-0001 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): |
Hist Black Colleges and Univ, TUES-Type 3 Project |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
The goal of this project is to create a sustainable Network of engineering faculty at Historically Black Colleges and Universities to focus on the development, implementation, and expansion of an experiment-centric instructional pedagogy, based on the Mobile Studio. The project is implementing this pedagogy in 39 different courses across the 13 HBCUs participating in the network and studying the effect of the implementation on motivation and retention.
This project is expanding the use of the hands-on pedagogy across the electrical engineering curriculum at 13 HBCUs. The approach is designed to give the student the ability to apply what they have learned anytime anywhere as well as to tinker and ask "what if" questions. One of the goals of this program is to test whether this approach increases student interest in STEM and increases retention of students at minority-serving institutions.
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
Intellectual Merit:
The specific objectives of the project are to enhance the quality and size of the national STEM workforce, in particular, enhancing the engineering workforce using inexpensive, accessible personal instrumentation to develop an EE curriculum based on Experimental Centric Pedagogy to increase recruitment, retention and graduation of minority engineering students.
Broader Impact:
The broader impact of this project is to increase the number of highly qualified and prepared African American engineers, and all students to have a better understanding of technology and its role in STEM education and the policy associated with it. Additionally, the grant will promote widespread dissemination of the portable hands-on mobile devices through proactive collaboration between educational institutions and industry partners.
Project Goals:
1. The establishment of an HBCU Engineering Network (HBCU-EngNet) that will be maintained and sustained even after the end of the grant period.
2. The implementation and expansion of the Experimental Centric Pedagogy (ECP) among all Historically Black Colleges and Universities (HBCU) with Electrical and/or Computer Engineering programs (total of 13HBCUs).
3. The implementation of yearly training workshops for faculty members of the HBCU-EngNet to share the latest technology and pedagogy required to implement ECP in their curriculum.
4. The sharing of assessments related to the implementation of ECP among the members of the HBCU-EngNet.
tatus of project after 5 years:
- 43 faculty trained in ECP and use of the Analog Discovery Board by this project. These instructors served over 1400 students who have had the opportunity to use the Analog Discovery Board. These students are approximately 83% of minority status (Black, Hispanic, and Multiracial)
- Changes in faculty ability and use of the pedagogy and integrated use of the Analog Discovery Board has produced increases in students’ pre-requisites to learning, immediate skill gains and long-term transferable outcomes; and changes in student learning/understanding of concepts.
- This project has resulted in positive student characteristics, including an increase of understanding, confidence in their abilities, and communication skills inside and outside of class. Participants reported that “students understand quicker, they are not as afraid of the equipment, they want to know why something happens and I have more students who come to my office to ask about the real use.” Additionally, respondents have indicated that students are now more interested in course content, pay more attention in class, and “use their real-world as a part of their decision making on entering/staying in programs.”
A second 2018 workshop was held in Alexandria, VA in June. For this meeting, the group was expanded to include 2 additional HBCUs and 2 HSIs and focused on promising ideas for technical research collaboration, including the ERC Planning Grant and the Mega REU/RET site. While the planning grant effort was not successful, the experience was invaluable as the group works to develop approaches that can enable collaborative efforts beyond ECP. The Mega REU/RET site is both a model and a laboratory for collaborative activities involving historically minority serving institutions. Such schools have works too often at the periphery of the US university-based research enterprise as have the students they have served. New approaches to establishing and maintaining collaborations are central to this, the largest effort yet of the expanded HBCU Network.
The Historically Black Colleges and Universities (HBCU) Experimental Centric Pedagogy (ECP) project, with the collaboration of the Mobile Hands-On STEM (MOHS) Project held a joint workshop that explored and prepared whitepapers on the broader impacts and intellectual merit of ECP within the context of the successful features of the HBCU collaboration that produced it. The MOHS project pursues complementary activities that gather strong evidence of the effectiveness of mobile hands-on pedagogy on student learning and disseminates results to the entire STEM educational community. Working groups discussed the following 1) Lessons learned from the successful HBCU collaboration; 2) Cross-cutting themes that can be addressed from ECP, including systems engineering and integration, design of test plans, and creative methods for teaching troubleshooting and debugging; 3) ECP beyond circuits and electronics; 4) ECP beyond the original 13 partners and 5) ECP as an enabler of new pedagogy and authentic engineering experiences. Participants will be invited from a wide range of diverse backgrounds to establish how best to bring ECP to other communities.
Last Modified: 05/31/2019
Modified by: Craig J Scott
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