Theses and Dissertations at Montana State University (MSU)
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Item The effects of implementing language objectives in a technology education class(Montana State University - Bozeman, College of Letters & Science, 2017) Wong, Simone Scafide; Chairperson, Graduate Committee: Walter WoolbaughIn recent years, U.S. public schools have had an influx of students for whom English is a second language (ESL). These ESL students or English language learners (ELL) have a more difficult time learning academic language compared to their native English speaking peers. The Sheltered Instructional Observational Protocol (SIOP) was developed to help ESL students succeed in classes taught in a second language. Studies have shown SIOP as an effective means of instruction for ESL, and that following SIOP in the classroom is also successful in increasing student success among non-ESL students. This paper focuses on the effects of implementing one specific feature of SIOP (setting language objectives) in a technology education elective. In this classroom research project, the instructor implemented language objectives into alternating units of study and measured the effect of the language objectives on students' perception of content, students' peer engagement, students' confidence in science, technology, engineering and mathematics (STEM), and students' interest in STEM careers. The researcher collected data from student assessment, student journals, surveys, classroom observations and student interviews. This classroom research project found that when working independently on design activities, students performed better when language objectives were implemented. Language objectives led to more peer-to-peer interaction, and a drastic increase in peer-to-peer questions. By setting language objectives, students became more confident in their abilities to learn STEM concepts, however, interested in STEM careers remained constantItem Engineering and science career development : self-reflection and other methods used to steer professional development(Montana State University - Bozeman, Graduate School, 2014) Mercer, Dawn Denise; Chairperson, Graduate Committee: Peggy Taylor.With Baby Boomers leaving the workforce in large numbers ready for retirement, large skill gaps are being created in the workforce. Years of experience present today are gone tomorrow. In highly technical fields, such as NASA, the challenge of how to transfer this knowledge gathered from employees who have years of experience to those with less experience can be daunting. Typically, the method of transferring the information is through hands-on experience over time. However, time is a limited commodity and there is not enough of it to spend before workers who have the knowledge leave. This study attempts to determine if using more experienced employees in training opportunities, using real-world examples, can effectively transfer knowledge and assist employees in self-reflection and career planning. A group of twenty-six newer, less experienced employees at NASA Marshall Space Flight Center participated in four training sessions taught by thirty-three senior leaders and held over a period of several weeks. The content was built around the NASA Life Cycle Process, the backbone of planning, executing, and ending a program or project. Normally, understanding this process takes up to fifteen years. In addition to the training, participants completed feedback forms, a pre and post-survey, a portfolio questionnaire and one-on-one interviews. The data showed the training was highly effective in transferring sophisticated levels of knowledge applied to how work is done. And, though it also showed an impact in an employee's awareness of actions they can take to steer their career, it brings in to question their motivation and initiative to assert self-directed development.