Hung

Howdy! I'm Hung (pronounced H-OO-NG), a high school physics teacher.

This summer, I had the once-in-a-lifetime opportunity to work remotely in Stanford's Designing Education Lab (DEL) led by Professor Sheri Sheppard. My experience consisted of three major "mini projects":

1. using best practices of survey design to design, refine, and send out a survey to the alumni of the graduate course ME310 "Design Innovation" in order investigate alumni's relationships with innovation, entrepreneurship, self-efficacy, any influences the courses may have had in their work as engineers, and feedback they have to improve the course for future students.

2. helping develop an interview protocol to be used in learning about first-generation/low-income engineering students' internship experiences, the development of their "engineering professional identity", and sense of belonging in the engineering profession.

3. engaging in discourse with other members of DEL to share - and learn about - the many contributing factors to inequity and "gatekeepers" in engineering education in high school, early years of college/university, and beyond.

How I'm translating my summer research experience back into the classroom for my students:

Like all other Ignited fellows, I developed an Education Transfer Plan (ETP) related to the work I'm doing this summer. Inspired by my summer work involving statistical analysis and survey design, I designed a 10-lesson lesson series to teach high school students about data literacy - a skill that I believe is critical for informed decision-making in the 21st Century. Here's the abstract of my ETP named "Signal through the Noise: Data Literacy as Self-Empowerment":