William DeLuca william_deluca@ncsu North Carolina State University Pam Carpenter

William DeLuca william_deluca@ncsu.edu North Carolina State University Pam Carpenter pam_carpenter@ncsu.edu North Carolina State University ITEEA Charlotte March 19, 2010 National Science Foundation North Carolina State University

The Living Laboratory www.GRIDC.net National Science Foundation North Carolina State University

National Science Foundation North Carolina State University

Curriculum Development: • Science • Technology • Engineering National Science Foundation North Carolina State University

Virtual and Physical Modeling, Testing and Analysis National Science Foundation North Carolina State University

Learning goal: to use a data-rich learning environment for developing students higher order thinking skill, problem solving skills and decision making skills. • Factual and Conceptual Knowledge • Procedural Knowledge • Knowledge Application • Metacognitive Skills National Science Foundation North Carolina State University

Researching the effectiveness of learning Knowledge: Multiple-choice pre/post tests designed to evaluate students’ general knowledge about renewable energy sources. Journals were analyzed to asses procedural knowledge Application: Each course has activities that require application of knowledge gained; rubrics developed to measure student performance on activities. Metacognition: Students asked to keep journals, record thoughts & thinking steps; 26-item Metacognition Inventory (MI) designed to evaluate students’ awareness of cognitive processes. National Science Foundation North Carolina State University

Pilot Test Research Results and Analysis National Science Foundation North Carolina State University

Results National Science Foundation North Carolina State University • Significant gains in post-test score were found (t(73) = 9.771, p < 0.001). • Gains in metacognition performance as measured by the Metacognitive Inventory were found (t(35) = 2.054, p < 0.05).

MI Item Analysis Three items showed significant gain in student’s perceptions. 1. After I solved a problem, I analyze what went right or what went wrong (t(36) = 2.162, p < 0.05). 7. I am usually able to think up creative or effective alternatives to solve a problem (t(36) = 1.743, p < 0.05). 21. I am aware of which thinking techniques and strategies to use and when to use them (t(34) = 3.416, p < 0.001). National Science Foundation North Carolina State University

The number of steps used to solve problems and the number of thinking techniques recorded in their engineering log (r=.30), (n=77). The number of problem-solving techniques used has a positive impact on test scores (coefficient = 0.49, p < 0.05). The MI Index presented a negative relationship with test scores (coefficient = -0.94, p < 0.05) Potential Relationships National Science Foundation North Carolina State University

Further Research Opportunities 5 courses, 95 students Data Collection (Instructors failed to collect complete data or failed to collect it in a timely manner) Omitted Variables Student Logs National Science Foundation North Carolina State University

Impacts & Outreach National Science Foundation North Carolina State University

President Obama’s announcement of $2.4 billion in R&D, education, and outreach for the electrification of transportation • Paradigm shift towards electrification of transportation • Education and outreach for prepared workforce and informed consumers • Dispelling misconceptions about electric vehicles

Inform and engage middle and high school students in topics relating to the electrification of transportation. • Teacher training, curricula on electrification of transportation which includes: electric vehicles, plug-in hybrids, infrastructure, alternative fuels, & careers in science, engineering, technology as relates to automotive, supporting infrastructures. • Curricula are STEM-based; involve problem-solving, critical thinking, inquiry-based learning with relevance to real world.

Hands-on component; students learn about battery technologies, chassis design. • Pilot program with 6 high schools, 10 middle schools; expand to include additional schools, community colleges. • Final event, May 22, 2010 at NC State with range and speed competition.

Advisory board comprised of experts from utilities, automotive, higher education, and technologies and engineering to provide guidance and vision for the program. • National recognition and interest • Capitol Hill • Ford • NSF • American Solar Energy Society (ASES) • Plug In 2010 - Electric Power Research Institute • Expansion to other states • Maryland • Delaware • South Carolina www.facebook.com STEP – Sustainable Transportation Education Program

Solar Workforce Development North Carolina Solar Center “MID-ATLANTIC JOINT EXCELLENCE IN SOLAR TRAINING CONSORTIA “ MAJESTC • Provide classroom and hands-on training in the region • Assist in development of standardized curricula for Local Educational Institutions (LEIs ) • Create online training and reference modules and online financial tools for LEIs • Implement workshops and face-to-face conferences with trainers, community colleges, vocational and technical high schools, industry, SEOs, to provide solar industry information and best practices. • Address critical need for quality trainers in PV, SHC at community colleges and other candidates in partnering states • Develop and implement teaching materials for trainers to provide standardized system of practice • Provide classroom and hands-on training • Develop new certificate program to train new trainers to provide training in solar industry North Carolina State University North Carolina Solar Center

Questions? National Science Foundation North Carolina State University

William DeLuca william_deluca@ncsu North Carolina State University Pam Carpenter