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UNIVERSITY OF LOUISIANA AT LAFAYETTE STEP COMMITTEE ... · PDF file innovation: curiosity, creativity, collaboration, intellectual openness, looking deeply, perseverance, and courage

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    UNIVERSITY OF LOUISIANA AT LAFAYETTE

    STEP COMMITTEE

    Technology Fee Application

    Innovation Lab and Science Methods Lab Enhancement

    Title

    Douglas Williams, Aimee Barber, Nathan Dolenc, Nii Tackie, Melissa Gallagher

    Name (Submitter)

    College of Education

    Organization

    __________________________________ Signature of Dean or Administrative Head

    (REQUIRED)

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    ABSTRACT PAGE Title: Innovation Lab and Science Methods Teaching Lab Enhancement Date: Jan 11, 2017 Name (Contact Persons): Douglas Williams Address: College of Education, PO Box 42051, University of Louisiana at Lafayette, Lafayette, LA 70504-2051 Phone Number: 2-6412 Email: [email protected] Dept/College: Department of Curriculum and Instruction, College of Education Abstract The purpose of this grant is to enhance the equipment used in the Innovation Teaching Lab (MDD 107) and the Science Methods Teaching Lab (MDD 108) to better support required courses in the College of Education (science methods classes and technology innovation classes).

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    Enhance Technology Integration Course IRED 320/315

    A. Purpose of Grant The purpose of this grant is to enhance the equipment available in the Innovation Lab (MDD 107) and the Science Methods Teaching Lab (MDD 108) to better support required courses in the College of Education (science methods classes and technology innovation classes). Impact on Innovation Lab Though the Innovation Lab has been in use for several years for supporting First Lego League (FLL) robotics teams and a STEAM lab for young children, it is lacking in

    organized storage for materials, sufficient writing surfaces, power tools, and other key engineering and robotics equipment essential for expanding the lab’s usefulness for education majors and boosting outreach activities (e.g., evening maker events). This enhancement grant will enable more efficient and expanded use of this space for pre- service teacher methods classes, hands-on field experiences, and STEM outreach. With a focus on innovative thinking, the Innovation Lab will not only develop content knowledge

    and inquiry skills, but emphasize development of the habits of innovation: curiosity, creativity, collaboration, intellectual openness, looking deeply, perseverance, and courage to act.

    The Innovation Lab will provide opportunities

    for teaching design-based learning and design thinking. Design is a type of complex, ill- structured problem solving activity (Nelson & Stolterman, 2003). Design thinking is an approach for practical and creative problem solving (Cross, 2007, 2011). Enhancing and

    organizing the Innovation Lab for more sufficient use of space and materials needed for open- ended design challenges will allow the College of Education to open its doors for more teaching experience for teacher candidates and more design opportunities for children in the community. It will also expand our research efforts concerning design and STEAM-integration in K-12 education.

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    Impact on Science Methods Lab There is a need to update the science equipment, materials, and storage for our science methods courses as well as recreate a space that is more conducive to collaborative and scientific learning. These enhancements will be used to develop science investigations that will be modeled and, in turn, engage pre-service teachers in their understanding of inquiry-based learning. Scientific inquiry is a method in which scientists study the natural world around them by using collected data and evidence to propose explanations (National Research Council, 2000). This inquiry method can be seen in the classroom by having students engage in scientifically oriented questions, give priority to evidence and data in responding to questions, formulate explanations based on their evidence, connect their explanations to known scientific knowledge, and communicate and justify their explanations. The benefits of our preservice teachers learning inquiry-based methods of teaching can lead to their students developing ways in which to interact with their surrounding environment, being able to ask appropriate questions, seeking ways to problem solve and answer questions, designing and conducting investigations, using appropriate equipment and tools, learning how to draw conclusions from data collected, and communicating their results. In short, inquiry based methods of teaching lead to a more student centered learning environment. B. Impact on Student Body This proposal will impact approximately 200 education majors each year. Additionally, each year approximately 200 K-12 children have opportunities to work with our education majors using the equipment. C. The Projected Lifetime Of Enhancement We expect this project to benefit students for at least the next four years. C. Person(s) Responsible for Project

    a. Implementation: Barber, Williams, Dolenc, Tackie, Gallagher b. Installation: Lab Assistants c. Maintenance: Lab Assistants d. Operation: Barber, Williams, Dolenc, Tackie, Gallagher e. Training: Barber, Williams, Dolenc, Tackie, Gallagher

    E. Qualifications:

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    Dr. Doug Williams has a doctoral degree in educational technology with an emphasis on educational multimedia. He has over 15 years of experience in the computer industry as a programmer, network administrator, and web site designer. Doug is aa Professor in the College of Education. Aimee Barber is a former first grade teacher with a master’s degree in Education of the Gifted and a bachelor’s degree in Elementary Education. She is an instructor of Technology in the Classroom and Science for Elementary School where she works with pre-service teachers to bring innovative technologies into K-5 classrooms. Nathan Dolenc, Ph.D., is an assistant professor of science education in the Department of Curriculum and Instruction in the College of Education at UL Lafayette. He was involved in the University of Virginia and Indiana University collaborative project, funded by the Bechtel Jr. Foundation, titled Spark to Flame: An Accelerated Longitudinal Study of Student Interest and Engagement. As evidence of dissemination of work, he has been published in the International Journal of Science Education and has presented at several international education conferences, such as at the National Association for Research in Science Teaching (NARST) and the Association for Science Teacher Education (ASTE) conferences. Currently, he is acting as a co-principal investigator on an National Science Foundation Noyce grant, Strengthening Teacher Education through Mathematics & Science Teaching Scholars in Louisiana, researching teaching and mentoring approaches in out-of-school-time robotics programs, and focusing on inquiry and project-based learning with his preservice teachers. Melissa Gallagher, Ph.D., is an assistant professor of mathematics education in the College of Education at the UL Lafayette. Dr. Gallagher received her Ph.D. in Teaching and Teacher Education from George Mason University. She is a former elementary teacher and National Board Certified Teacher. Her research interests include preservice teacher education, mathematics education, vocabulary instruction, student engagement, and English learners (ELs). She has had experience on federally funded grants, including the United States History for Engaged Reading (USHER) grant from IES and the Project ExCEL: Experiences Cultivating Exceptional Learning grant from JAVITS, where she participated in study design, data collection, analysis, and presentation of results to key stakeholders. Nii Tackie, Ph.D., is a visiting assistant professor of mathematics education in the College of Education at the UL Lafayette. Dr. Tackie received his Ph.D. in STEM Education with focus in Mathematics Education from the University of Minnesota. Dr. Tackie has junior high, high school, and college teaching experience as well as research and coaching experience in Mathematics and STEM education. Dr. Tackie has experience working on NSF-funded project, Engineering to Transform the Education of Analysis, Measurement, and Science in a Team-Based Targeted Mathematics-Science Partnership (EngrTEAMS) that prepare elementary science teachers to design and implement STEM integrated units. Also, he has experience working on state funded project, Engineering Engaging Eighth Grade Mathematics, focused on helping elementary teachers use iPad in teaching mathematics. His research interests include pre-service teacher education, core practices in teaching mathematics and STEM education.

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    Budget Category Descriptions

    Science Methods Lab

    AV Equipment

    Purpose: Wireless presentation by student BYO device.

    Crestron AirMedia Wireless Presentation Gateway 1 $1,167.01

    Total AV $1,167.01

    Shelving and Storage

    Purpose: Storage for science materials and equipment.

    80" W x 47" D x 36" H Island Collaborative Workstation $1601.9

    5 2 $3203.90

    36" W x 35" D x 23" D Base freestanding Cabinets $394.95 2 $789.90

    38" W x 24" D Chemistry Countertops $340.90 2 $681.80

    Total Shelving and Storage $4675.60

    Work Surfaces

    Purpose: Work spaces for hands-on science activities.

    60" W x 24" D Activity Tables $109.88 12 $1318.56

    18" H Shape Series School Chairs (red) $36.88 28 $1032.64

    Total Work Su

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