Projects

College of Education faculty are currently researching more than 30 funded projects related to STEM teaching and learning, as well as issues of equity, diversity, and access. Faculty are actively engaged in spanning disciplines across the university - such as physics or engineering - while targeting stronger K-12 STEM education and preservice and inservice teacher training.

Entrepreneurial Leadership in STEM Teaching & Learning (EnLiST)
Selen, Mats;Abd El Khalick, Fouad
National Science Foundation
$5,000,000

Scholarship in social and entrepreneurial leadership and distributed leadership frame EnLiST's efforts to build and sustain a state-wide Illinois community of highly qualified science teacher leaders, transforming K-12 science teaching and learning through intensive professional development and innovative school projects. Teacher leaders gain cutting-edge scientific knowledge, research experiences in University laboratories, and effective pedagogical repertoires, as well as entrepreneurial leadership and transformative skills. They return to their districts empowered to energize and transform STEM teaching and learning. Core partners include Education, Physics, Chemistry, Business, Champaign Unit 4 District, Urbana School District #116, and Thornton High School District #205.

Fostering Fluency with Basic Addition & Subtraction Facts
Baroody, Arthur
Institute of Education Sciences
$3,099,995

This project evaluates the efficacy of computer-based programs to foster primary-grade children's fluency with single-digit addition and subtraction facts. The PI's theory- and research-based programs incorporate features that may promote fact fluency, including relatively novel efforts to promote discovery of patterns and relations underlying whole fact families. Systematic comparisons of experimental and control conditions involve at least 60 children at risk for academic failure (e.g., pupils from low-income families or a minority group). Training experiments evaluate programs with different fact families and include gauging retention and transfer of fluency and effects of age and risk factors.

IEP Quality Improvement: Research and Development of Web-Based Decision Support
Shriner, James; Trach, John
Institute of Education Sciences
$1,465,699
Illinois State Board of Education
$131,503

This project seeks to test a web-based Individualized Education Program (IEP) Tutorial and decision making support system linked to the state's IEP creation software (iePoint). The Tutorial is designed to aid teachers in making data-supported decisions when writing IEP goals linked to state standards. More specifically, access to a secure website where content and links relevant to the quality enhancement of IEPs, literacy, and other access skills are posted. The IEP Tutorial Website has been recognized by the University Webmaster's Group as meeting the standard of "Exemplary Level of Accessibility" with a 100% accessibility rating according to the University's Functional Accessibility Evaluators.

The Assess-As-You-Go Writing Assistant: A Student Work Environment That Brings Together Formative and Summative Assessment
Cope, William
Institute of Education Sciences
$1,500,000

The Assess-As-You-Go Writing Assistant will be an online writing environment which, via a combination of tagging, social networking, and natural language processing technologies, gives learners constant feedback on their writing in the form of on-demand, as-you-go formative assessment. The Writing Assistant will also track individual learner progress, the progress of cohorts, and the progress of individuals in relation to cohorts - thus providing summative assessment data which meets teacher, school, parent, and community accountability requirements at least as rigorously as - and we would hope potentially more rigorously than - today's summative assessments.

Developing an Intervention to Foster Early Number Sense and Skill
Baroody, Arthur
Institute of Education Sciences
$1,499,965

The project's aim is to develop three qualitatively different computer-aided programs to help pre-kindergarten to first grade children who are at risk for difficulties in learning mathematics to memorize basic addition and related subtraction facts and to evaluate the relative effectiveness of the programs. After development and formative evaluation, a summative evaluation of each program will entail a one-year training experiment involving about 75 participants randomly assigned to the three programs. Computer-based testing during the intervention will chart the on-going learning. Testing afterward will gauge attainment, long-term retention, and near and far transfer. Analyses will include ANCOVAs.

Underrepresented Undergraduates in STEM at Large Research Universities: FromMatriculation to Degree Completion
Trent, William
National Science Foundation
$1,430,011

This three-year study examines the matriculation, persistence, and degree attainment of full-time, first-time enrolled women, minorities, and low-income undergraduate students in STEM (Science, Technology, Engineering, and Mathematics) fields at a consortium of large research universities. Both quantitative and qualitative methods are used to comprehensively examine factors and programs that impact underrepresentation in these fields at universities that are significant producers of the nation's STEM degrees. Consideration is given to individual, institutional, and cross-cutting factors. This study contributes to institutional effectiveness by identifying structural impediments to persistence in STEM fields and suggesting changes in practice and policy.

Project NEURON (Novel Education for Understanding Research On Neuroscience)
Hug, Barbara
National Institutes of Health
$1,334,226

Project NEURON brings together the University of Illinois's Neuroscience Program, the College of Education's Department of Curriculum and Instruction, the Office for Mathematics, Science and Technology Education and local teachers to develop and disseminate curriculum materials linking cutting-edge science with national and state science standards. This project creates professional development opportunities for teachers and graduate students, includes a formative and summative evaluation and a dissemination mechanism. Project goals include: (1) developing and disseminating curriculum modules for use in secondary science classrooms; (2) improving instructional practices of secondary science teachers; and, (3) improving student engagement in and learning of science.

National Center for Engineering and Technology Education
Johnson, Scott
National Science Foundation (Utah State University)
$1,160,161

The focus for National Center for Engineering and Technology Education (NCETE) is research investigating how students learn technological concepts and skills, how students learn creative thinking and problem solving, how best to prepare technology and engineering education teachers, how information technology can be applied to improve technology and engineering education, and how the interdisciplinary, integrative nature of technology can be exploited positively to improve learning across the curriculum. As a collaborative partner, the University of Illinois at Urbana-Champaign will prepare new Ph.D. candidates to integrate engineering content and practices into teacher education programs that prepare high school technology teachers.

Mathematics Science Partnership: Sense-Making in Science and Mathematics
Hug, Barbara
Illinois State Board of Education
$965,515

This masters' degree program deepens elementary school teachers' knowledge, integrating science, mathematics, and pedagogy with an inquiry-oriented approach. Emphasizing "sense-making" while learning, it brings together faculty and teacher interests from geometry, astronomy, probability, and entomology. Principal partners include Curriculum and Instruction; Educational Organization and Leadership; Educational Psychology; Office of Mathematics, Science and Technology Education; Mathematics; Entomology; Atmospheric Sciences; Illinois Natural History Survey; School of Earth Systems, Environment and Society; College of Engineering, and Decatur Public schools. World-renowned researchers, featured Illinois campus scholars are also inspirational instructors, engaging young people, providing content expertise, and powerful experiences for science and mathematics teachers.

I-LLINI Partnerships: Lifelong Learning IN Illinois for 21st Century Teachers
Pianfetti, Evangeline
Illinois Board of Higher Education
$948,350

This project provides innovative, needs-based professional development programs; creating enhanced learning environments in high-needs schools through the effective and creative use of new media and digital technologies and characterized by increasing student learning outcomes and developing 21st Century skills such as higher-order thinking, communication, inquiry, and innovation; and strengthening partnerships among all stakeholders in teacher preparation to transform teacher education through the use of information and learning technologies. I-LLINI Partnerships is designed as a three year initiative to increase student performance in mathematics and science through the meaningful integration of technology.

Noyce: Preparing Excellence and Diversity in Secondary Mathematics Teachers for Illinois' High Needs Schools [STIMULUS FUNDING]
Gutierrez, Rochelle
National Science Foundation
$900,000

This project trains preservice mathematics teachers committed to teaching in high needs schools. In Phase I, students learn and apply the latest theories and practices for supporting marginalized students to learn mathematics. The program provides summer internships for recruitment of diverse and qualified preservice teachers, the Noyce Seminar, ongoing mentoring with an experienced Chicago Public School teacher, and access to the particularly rich and diverse array of summer enrichment programs operated by the University of Illinois. Results will improve STEM education among marginalized populations across the nation and successfully increase teacher placements in high needs Illinois schools.

Advancing the State-of-the-Art in Evaluation: Field-Testing and Disseminating anEducative, Values-Engaged Approach to Evaluating STEM Education Programs
Greene, Jennifer
National Science Foundation
$800,000

This project continues the development of an educative, values-engaged approach to evaluating science, technology, engineering, and mathematics (STEM) education programs. The approach emphasizes the critical contributions of evaluation to STEM knowledge generation and learning and to the political requirements for equal access, opportunity, and representation in STEM educational policies, programs, and practices, especially for learners from underrepresented groups. Conceptual development of this approach is currently supported by an EREC grant. The present proposal is funded to field test, critically refine, and disseminate this STEM education evaluation approach.

UIUC Postdoctoral Research Training Program in Mathematics Education
Lubienski, Sarah; Baroody, Art; Robinson, Joseph
Institute of Education Sciences
$655,000

This program prepares researchers to conduct rigorous research that is relevant to mathematics education. The program provides fellows with a rich set of experiences and skills needed to conduct mixed-method and quantitative research that will improve U.S. mathematics teaching and learning with diverse populations. Fellows work with a range of faculty who conduct classroom-based research and analyze large-scale mathematics data (including ECLS-K and NAEP). The postdoctoral program at UIUC helps fill the national need for scholars who have a blend of expertise in mathematics education, research design and data analysis.

Computer-guided Comprehensive Mathematics Assessment for Young Children
Baroody, Arthur
National Institutes of Health (Teachers College, Columbia University)
$557,565

This project seeks to develop a mathematics assessment system for young children that can be used by education professionals. The plan is to design the Early Mathematics Assessment System (EMAS), a tool which will measure a broad range of mathematical content knowledge and proficiency skills of children. Once developed, the next steps are to develop a software format that can be used on a Personal Digital Assistant (PDA), and then to ensure the reliability and validity of the EMAS. The last goal in the project is to assess how the EMAS is used by evaluators.

A Participatory Investigation of Learning in International Service Projects [STIMULUSFUNDING]
Litchfield, J;Korte, Russell
National Science Foundation
$400,000

This study examines the role of international service projects in the engineering curriculum to understand how students learn to be engineers. The study aids in identifying intercultural competence, civic-mindedness, professional identity, and technical areas such as design skills and problem solving. The study contributes to the development and dissemination of models and pedagogical approaches for incorporating key features of co-curricular international project work into the mainstream of instruction and curriculum reform. The broader impacts of this work include using international service in curriculum reform, considering alternatives to prepare for professional practice, and increasing enrollment of women engineering students.

A Longitudinal Study of Gender and Mathematics Using ECLS Data
Lubienski, Sarah
Institute of Education Sciences
$314,367

This project explores how boys' and girls' early experiences differ at both school and home, and how those differences relate to gender disparities in K-5th grade mathematics achievement. In the study's first component, students' home experiences, classroom experiences, and attitudes toward mathematics are compared by gender. The second and third components focus on the relationship between those student experiences and gender gaps in kindergarten mathematics achievement. In the final component, relationships among girls' and boys' attitudes toward mathematics, experiences, and achievement, are examined. Throughout the study, interactions among gender, race/ethnicity and SES are explored.

Global Talent Development for Sustainable Agricultural and Environmental Sciences Field
Kuchinke, K. Peter
U.S. Department of Education
$219,966

This project establishes, implements, and evaluates a sustainable educational partnership between four leading research universities in the United States and Brazil. The goal of the research is increasing the level of competence in talent development among undergraduate and graduate students in agricultural and environmental science fields through in a student exchange setting. This project focuses on core talent development skills including leadership, cross-cultural and cross-disciplinary collaboration, team work, and performance management as well as domain specific skills and knowledge in agricultural and environmental sciences by blending structured learning opportunities in human resources, business administration, and agricultural and environmental sciences.

A Learning Progression for Scientific Modeling
Hug, Barbara
National Science Foundation (Northwestern University)
$218,936

We will develop a learning progression for scientific modeling, explore its implementation in two grade bands across elementary and middle school, and examine teacher and students' developing practices. UIUC will be a research site to collect teacher and student data in elementary classrooms regarding research questions focused on use of models and modeling practices across disciplines and the relationship between scientific modeling and content learning. Data will be collected and analyzed focusing on inservice and preservice teachers understanding and use of scientific models and modeling. UIUC will assist in development of surveys, and/or interviews for 4th-7th grade students and teachers

Underrepresented Undergraduates in STEM: The Impact of Recruitment and Retention Intervention Programs at Large, Research-Intensive, Public Universities
Trent, William
Ford Foundation
$140,000

This project contributes to understanding of key factors affecting underrepresented students' matriculation and degree completion in Science, Technology, Engineering and Mathematics (STEM) fields. It seeks insights on how postsecondary institutions can use interventions to promote persistence and attainment. Findings will inform policymakers and postsecondary administrators about "successful" interventions. Programmatically, the results can help inform the development and implementation of interventions to attract and retain underrepresented students. The study aids in identifying how interventions offered by institutions impact underrepresented students' enrollment, persistence, and success in STEM fields.

Underrepresented Undergraduates in STEM: From Matriculation to Degree Completion at Large, Research-Intensive, Public Universities
Kienzl, Gregory; Trent, William
Alfred P. Sloan Foundation
$44,286

This study examines the matriculation, persistence, and degree attainment of first-time women, minorities, and low-income undergraduate students in STEM (science, technology, engineering, and mathematics) fields at large, research-intensive, public universities from 1999 to 2005. The following 'opt in' and 'filtering out' questions are addressed: (1) What factors influence students' entrance into the STEM fields?; and (2) Are there specific courses embedded early in the STEM curriculum that restrict or reduce persistence? The results of this study contribute to institutional effectiveness by identifying structural impediments and offering policy improvements that satisfy both educational and diversity goals.

Discourse-Based Formative Assessment Practices in U.S. Mathematics Teachers' Instruction: A Preliminary Study
Crockett, Michele
The Spencer Foundation
$40,000

The purpose of this preliminary case study is to identify and describe high school mathematics teachers' discourse-based formative assessment practices (DAP) by focusing on extended discourse episodes that occur in classroom instruction. The goals of this preliminary project are to: (1) document each teacher's formative assessment practices; (2) make qualitative discernments about their formative assessment practices; (3)consider if there is a relationship between their practices and demographic differences across school settings; and, (4) consider how the findings inform the conceptualization of future studies about DAP, and teachers' professional learning experiences for DAP.

Effects of Native-Language Assessment Accommodations in Mathematics for Kindergarten and First-Grade English Learners
Robinson, Joseph
AERA
$35,000

This project uses regression discontinuity to approximate a randomized control trial to study the effects of assessing mathematics in English vs. Spanish. A unique feature in the assessment design of the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K) allows for rigorous, quasi-experimental tests of the effects of native-language assessment accommodations in mathematics in kindergarten and first grade. The rich set of variables in ECLS-K permits differential effects analyses, which can inform research and instructional practice regarding how context interacts with language-of-assessment effects. This research aims to improve understanding of how to fairly and validly assess English learners' mathematical knowledge.

Evaluation of Enhancing Student Learning in Introductory Physics Through the Use of Multimedia Learning Modules
Gladding, Gary; Jennifer Greene
National Science Foundation
$34,935

This project's primary goal is to create multimedia learning modules (MLM), based on cognitive principles from the field of multimedia learning, whose primary purpose is to teach basic conceptual knowledge. It pioneers the development of research-based electronic media by creating multimedia learning modules for first-year calculus-based introductory physics courses. By reviewing these modules, students are prepared for class time that applies basic physics principles in solving real world problems. The MLMs have been successfully implemented at UIUC and are currently being piloted at several universities around the country.

Project Proposal to Evaluate the Microsoft Partners in Learning project (PiL)
Kalantzis, Mary
RMIT University (Microsoft)
$31,750

Microsoft Partners in Learning Project (PiL) Program Evaluation: Guidance for Academic Program Managers and Evaluators, is a literature review project between RMIT University of Australia and the University of Illinois at Urbana-Champaign. This project examines the extant United States literature related to computer-mediated environments that may benefit designers of new educational technologies and designers of learning. The literature review includes content related to; writing pedagogy, diversity/equity interventions, documentation of instructional designs, teacher-as-researcher/reflective practitioner, mixed mode research methodologies. The goal of the project is to inform an evaluation for adapting outcomes of the Australian project activities to American contexts.

Capturing the Complexity of Fifth-Grade Mathematics Lessons: Using Social Network Analysis to Understand Pivotal Discourse
Perry, Michelle
Campus Research Board
$18,240

Promoting Equity in Higher Education
Trent, William
Ford Foundation (University of Michigan)
$17,626

This project is a collaboration with researchers at the University of Michigan to conduct research related to STEM education research and consortium activities related to access to higher education by minority high school graduates. Research activities include data collection, analysis and interpretation of results, and dissemination of findings focusing on describing and detailing the access and persistence patterns. The project includes high school graduates of the school districts for Detroit MI, Washington, DC and Atlanta, GA (or a similar district).

Power of Wind
Reese, George
National 4H Council
$15,000

This project incorporates wind power curriculum which includes several small projects that are designed to teach about the wind and its uses while introducing engineering design and engaging learners in doing, testing, reflecting and revising. The instructional resources are appropriate for learners aged 8-adult. They are designed to reflect the goals of the 4-H Youth Development Program, which promotes learning by-doing and focuses on developing skills for a lifetime and are aligned to National Standards in Mathematics and Science.

Formulating the Conceptual Base for Secondary Level Engineering Education: A Review and Synthesis
Johnson, Scott
National Science Foundation (Illinois State University)
$12,800

This award supports a student research project under the supervision of a faculty advisor. The overall purpose of the project is to identify and refine a conceptual foundation for secondary level engineering education. The research activities include (1) assisting in the review and synthesis of STEM and engineering curriculum documents; (2) facilitation of focus groups with engineering educators; (3) facilitation of focus groups with professional engineers; (4) facilitation of a reaction group of STEM educators; and, (5) preparation of the final report.

A Longitudinal Analysis of Mathematics Achievement in Public and Private Schools
Lubienski, Sarah
Campus Research Board
$9,625

DTEC: Diversity and Technology for Engaging Communities
Darder, Antonia
Campus Research Board
$5,000